This study aims to investigate whether concept mapping can improve reading comprehension and language proficiency for low English proficiency learners. The study will give 37 low proficiency students concept mapping strategies during reading lessons over 4-8 weeks and assess their reading comprehension, language proficiency, and attitudes towards concept mapping before and after the lessons through tests, reading averages analysis, and a questionnaire. The study hypothesizes that concept mapping will significantly improve reading comprehension and language skills for these students.

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RESEARCH TITLE:
Concept Mapping on Reading Comprehension of Low English Proficiency Learners.
STATEMENT OF THE PROBLEM
Low English proficiency learners are reluctant to read. Giving them a reading task
would be a daunting experience to the teachers. They will make excuses not to read and
will not read unless the teacher helps them in the way they want. Whatever reasons they
gave, one thing is clear: they are unable to understand written texts. They do not have the
necessary skills at hand to read and comprehend the text, especially at this level where
they have no choice but to read long and incomprehensible texts during exam. This
problem is so common that we have grown accustomed to seeing them struggle to
comprehend written texts.
There is a lack of systematic approach to developing reading skills as teachers go through
the reading comprehension with the students during the teaching and learning practices in
the classroom. Teachers do attempt to assist these low English proficiency learners by
giving them as much help as possible. However, this ‘help’ given is usually to provide
them with answers or to revert to the first language when explaining the meaning. This
process of ‘helping’ will result in the students being dependent on the teacher and
therefore would not be able to acquire the necessary reading skills needed to become
independent learners and thus being able to take charge of their own learning.
Furthermore, the size of the classroom is also adding a nasty ‘salt’ into this problem.
Having almost 40 students in each classroom, with more than half of them with low
proficiency in English is such a demanding task for the teacher. It is indeed a struggle for
English language teachers to teach learners in that condition, especially when there are
students with good enough ability in that same class who have to work at a much slower
pace in order to allow the slow learners to finish their work. It is frustrating for both the
learners and the teacher.
In this kind of situation, the traditional/conventional teacher-centred large group teaching

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would not be effective in meeting the different needs of each student. Teachers have to be
open to new possibilities of teaching the language, to explore new methods of teaching in
order to arrest the downward spiral of so many students who cannot read effectively
enough to be successful, independent learners in school.
PURPOSE OF THE STUDY
This study aims to investigate whether concept mapping strategy will improve the
reading comprehension ability of low English proficiency learners, and also to find out
learners’ reactions/attitudes towards concept mapping as tools in reading lessons.
OBJECTIVES
This study attempts to achieve the following objectives:
1. To investigate whether concept mapping reading strategy will improve the reading
comprehension ability of low English proficiency learners,
2. To find out whether concept mapping reading strategy will improve the general
language proficiency of low English proficiency learners
3. To find out the attitudes of the learner towards concept mapping reading strategy
RESEARCH QUESTIONS AND HYPOTHESES
1. Does concept mapping reading strategy improve the reading comprehension
ability of low English proficiency learners?
a. Null Hypothesis = There is no significant relationship between the use of
concept mapping reading strategy and an improvement in the reading
comprehension ability of low English proficiency learners.
b. H1 = There is a significant relationship between the use of concept
mapping reading strategy and an improvement in the reading
comprehension ability of low English proficiency learners.
2. Does concept mapping reading strategy improve the general language proficiency
of low English proficiency learners?
a. Null Hypothesis = There is no significant relationship between the use of

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concept mapping reading strategy and an improvement in the general
language proficiency of low English proficiency learners.
b. H1 = There is a significant relationship between the use of concept
mapping reading strategy and an improvement in the general language
proficiency of low English proficiency learners.
VARIABLES
IV = concept mapping reading strategy
DV 1) reading comprehension ability of low English proficiency learners
2) general language proficiency of low English proficiency learners
SAMPLE
 37 Form Four students of SMK Lohan
 18 males, 19 females
 English proficiency level = Low [beginner to intermediate beginner]
DATA COLLECTION TECHNIQUES
In order to determine if concept mapping reading strategy has an effect on reading
comprehension, three data collection techniques are used.
1. Pre-test & Post-test assessments to chart student improvement – summative
assessments with questions from the reading chapters [based on the selected
Reading chapters textbook] –time span is approximately 4-8 weeks. Assessments
will be analysed and assisted in determining the effectiveness of concept
mappings.
2. Student reading averages = T-test analyses
3. A teacher-created questionnaire on CM
Pre-test & Post-test. First week, students will be given a pre-test on the reading
chapters in the textbook (every student has the textbook). Students will also be given
concept/event maps and sequence chains to be utilised during the study. Students will use
these concept mappings during class discussions, reading and homework assignments.

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Post-test will be given on the final week to determine the effectiveness of concept
mappings on the reading comprehension content in the textbook. Two types of concept
mappings, concept/event maps and sequence chains will be utilized by the students for
reading assignments and class discussions.
Student reading averages. The researcher will gather reading averages for all
students after the 4-week control period and also after the 8-week intervention period.
T-test analyses will be conducted using the students’ reading averages before and after
the intervention to determine if significant student achievement occurred after using
concept mappings.
Concept Mapping Questionnaire. A questionnaire will be administered to students
after the 4-week intervention period. The questionnaire is composed of questions to
evaluate the students’ attitudes towards concept mappings after the 4-week intervention
period. They will ask how the students felt about using concept mappings and how the
use of them affected their attitudes and grades. The 6-item (probably more) questionnaire
will be administered to all 37 students in their classroom. Results will be analyzed for
positive answers towards concept mappings. Validity and reliability will be established
through peer review and pilot testing.

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[sample]
Concept/Event Map
Write your topic in the centre circle. Then write details in the smaller circles. Add and
delete lines and circles as needed
[will be determined soon]
Pre-test & Post-test
-Reading Comprehension Questions
[matching, true-false, MCQs – all based on the textbook they regularly]
What?
Why?
How?
Where?
When?
Who?

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[sample]
Concept Mapping Questionnaire
1. Did you enjoy using the concept mappings during reading?
2. Was it easier to remember details in the stories when we used our concept
mappings during reading?
YES NO DON’T KNOW
3. Do you think the concept mappings help you learn more during reading?
YES NO DON’T KNOW
4. Do you think we should use concept mappings with every reading lesson?
YES NO DON’T KNOW
5. Do you think you would learn the same amount without the concept mappings?
YES NO DON’T KNOW
6. Did you think you would do well on the reading test after using the concept
mappings?
YES NO DON’T KNOW
YES NO DON’T KNOW