语义映射对叙事文本写作教学的影响

Nadia Tsyifa Husnulhanifah, Elisa Nurul Laili
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引用次数: 0

摘要

本研究旨在获得关于语义映射在X MAS Integrated Al-MUnawaroh课堂叙事文本写作学习中的应用的经验证据。采用准实验设计的定量方法。本研究的样本为X-A班的学生作为实验班,X-B班的学生作为对照组。本研究使用的仪器是一种测试。在学生接受治疗之前和之后都进行了测试。实验组平均前测分数为57.69分,对照组平均前测分数为49.74分。前测时实验班和对照班学生的写作能力仍然受到词汇量和文本差异的制约。实验班后测平均值为72.60,对照组后测平均值为63.77。实验班学生的写作能力提高幅度大于控制班学生。结果表明,使用语义映射的类的平均值高于未进行处理的类。因此,我们可以得出结论,在2022/2023年MAS Al-Munawaroh综合学年X班,使用语义映射学习叙事文本的效果显著增加。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
INFLUENCE OF USING SEMANTIC MAPPING TO TEACH WRITING NARRATIVE TEXT
This study aims to obtain empirical evidence about the use of semantic mapping in learning to write narrative texts in class X MAS Integrated Al-MUnawaroh. The method used is a quantitative method with a quasi-experimental design. The sample in this study were students of class X-A as the experimental class and X-B as the control class. The instrument in this study is a test. Tests were carried out before and after students received treatment. The average pretest score for the experimental class was 57.69, while the control class was 49.74. The student's writing ability in the experimental class and control class during the pre-test was still constrained by vocabulary and differences in text. The average value of the posttest in the experimental class was 72.60 and that of the control class was 63.77. The writing ability of the experimental class students improved more than the control class. The results showed that the average value of the class that used semantic mapping was higher than the class that was not given treatment. Therefore, it can be concluded that there is a significant increase in the effect of using semantic mapping on learning to write narrative texts for class X MAS Al-Munawaroh Integrated Academic Year 2022/2023.
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