The Effects of Semantic Mapping on Vocabulary Memorizing

difference (MD = -.065) was statistically significant (t = -2.42, df = 29, p = .022). It could be
observed that the students’ vocabulary knowledge <strong>of</strong> the words in the control group was slightly
improved.
Comparison <strong>of</strong> the students’ vocabulary knowledge within the experimental group before and
after the study
Table 8 also shows that the students’ vocabulary knowledge in the experimental group changed
after the study. <strong>The</strong> mean score <strong>of</strong> the students’ vocabulary knowledge <strong>of</strong> the experimental group
after the study (Mpost = .52) was higher than that <strong>of</strong> this group before the study (Mpre = .37). <strong>The</strong>
mean difference (MD = -.93) was statistically significant (t = -5.27, df = 29, p = .00). This
indicated that the participants’ knowledge <strong>of</strong> the words in the experimental condition was
significantly improved after the study. <strong>The</strong> result indicated that there was a significant change in
the students’ vocabulary knowledge in the experimental group after the study: the post level
(after the study) was significantly higher than the initial level (before the study). It could be
concluded that the students’ vocabulary knowledge <strong>of</strong> the words in the experimental group was
significantly improved after the study.
Figure 1. <strong>The</strong> Students’ Vocabulary Knowledge in the Vocabulary Tests
Mean scores
Mean score between two groups in
the tests
0.6
0.4
0.2
0
0 .3 70
.3 5
0 .4 3
0 .52
Pre-test Post-test
Two points <strong>of</strong>
measurements
Control
Experimental
Figure 1 indicates that the participants in both groups gained more knowledge <strong>of</strong> words after the
study. However, the students in the experimental condition (Mexp = .52) retained more than those
in the control condition (Mcon = .43).
2. Students’ attitudes towards semantic mapping (from pre-test questionnaire to post-test
questionnaire)
To obtain full understanding <strong>of</strong> the students’ attitudes towards the semantic mapping technique
at the two points <strong>of</strong> measurement, the researcher employed a questionnaire containing twentytwo
statements. <strong>The</strong> students in the experimental condition answered the questionnaire according
to a five-point scale ranging from strongly disagree to strongly agree. <strong>The</strong> data gained from the
questionnaire were subjected to the SPSS for data analysis. A scale test was run to check the
reliability <strong>of</strong> the questionnaire. <strong>The</strong> reliability coefficient for the pre-test was α = 0.84. This
demonstrated that the questionnaire was reliable.
2.1 Descriptive Statistics <strong>of</strong> the students’ attitudes towards semantic mapping at the two
points <strong>of</strong> measurement
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