THE USE OF CONCEPT MAPPING TO DEVELOP INTERMEDIATE JAPANESE READING SKILLS OF JAPANESE MAJOR STUDENTS AT PRINCE OF SONGKLA UNIVERSITY, PATTANI CAMPUS

Abstract

The purposes of this research were to: 1) compare the students’ abilities in Japanese Intermediate reading before and after using concept mapping activities, and 2) indicate students’ opinions toward the Japanese Intermediate reading using concept mapping activities. Purposive sampling was implemented to select 18 undergraduate students enrolled in course 415-321 Intermediate Japanese Reading. The instrument used in research consist of 1) four lesson plans of Japanese Intermediate reading by using concept mapping and four reading topics. 2) a reading proficiency test, used as a pretest and posttest which included 20 multiple choice concept mapping questions, and 3) a 17-item questionnaire on opinions toward the use of concept mapping to enhance Japanese Intermediate reading. The data were analyzed by (), standard deviation (S.D.) and t-test dependent.

The results of the study revealed that the average score in Japanese Intermediate reading before learning concept mapping was 10.22. In comparison, the average score in the subject after using concept mapping was 11.33. A statistic significant difference was at the level of 0.05.  The most approved opinion was on Japanese reading by using concept mapping which gave students an opportunity to focus on improving reading skills on their own. Secondly, the sample group agreed that reading activities using concept mapping made learners   aware of the benefits of concept mapping and allowed them to utilize it for analyzing and comprehending points made in topics relatively clearly. These pointed out that concept mapping effectively contributed to Japanese reading skills.