Reading Comprehension

REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES

Office of the Graduate Studies
Barotac Nuevo, Iloilo, 5007 Philippines
Website: www.iscof.edu.ph / Email: iscofpresident2016@gmail.com
/dgsoffice007@gmail.com(033)528344/09176400638/09277029131
READING COMPREHENSION LEVEL USING TEXT MAPPING VS. NON-TEXT

MAPPING TECHNIQUES
Sherlyn Mae B. Apin

Teacher I
Ilongbukid National High School
Ilongbukid, San Rafael, Iloilo
Abstract:
This study aimed to determine the reading

comprehension level using text mapping vs. non-text
mapping techniques of Grade 10 students of Ilongbukid
National High School. This was conducted at Ilongbukid
National High School, Ilongbukid, San Rafael, Iloilo.
The participants of the study were forty-one (41) Grade
10 students. This study used mean, standard deviation
and t-test to analyzed the data gathered. The result
showed that as an entire group, the students’ reading
comprehension level was high, when text mapping and non-
text mapping was used their reading comprehension level
was also high. Furthermore, it was revealed that as an
entire group, the students’ reading comprehension level
was high with the mean of (M=21.07 and when text mapping
and non-text mapping techniques was used their reading
comprehension level was also high with (M = 21.00) and
(M = 21.14) respectively.
Keywords: reading comprehension, text mapping, non-text mapping,
techniques, reading comprehension level
I. INTRODUCTION
Text mapping enables teachers to clearly and explicitly

model reading comprehension, writing and study skills in the
course of regular classroom instruction. It shines a light on the
pre-reading process. It focuses more attention on, and spends
more time with, the text itself - lingering on the page, delaying
abstraction, forcing readers to engage in a more careful in-
context comprehension of both the big picture and the details,
and enabling teachers to explicitly and systematically model
comprehension processes. Text Mapping is low-tech, easy to learn,
easy to teach, requires no special equipment, and can be adapted
easily and inexpensively for use in the classroom. All you need
is access to a copier, tape or glue-stick, and colored pencils,
1
markers, or crayons. The Text mapping Project seeks to contribute

to the improvement of reading comprehension skills instruction.
It can be used for writing across the curriculum, exposing

and illustrating the connections between reading and writing.
Students can map their own written work - much as they map texts
written by others - and in so doing, can clearly see the extent
to which their work exhibits (or lacks) desirable qualities, such
as clarity, coherence, and persuasiveness. This sets the scene
for students to edit their written work - with an improved sense
of what needs to be done and why. The ultimate result is that,
through text mapping, students can significantly improve their
understanding of the writing process - which can lead to
improvements in reading as well.
In addition, text mapping is a form of text "illumination".

Illumination is the ancient art of embellishing text with
colorful graphic designs and illustrations. The term
"illumination" derives from the Latin word "illumine". The image
is of bringing light to a text - and if you have ever seen
illuminated text, you will understand just how dazzling it can
be. Illuminated texts are stunning works of artistic expression
and skilled craftsmanship. In a time when few people knew how to
read, illuminated texts were highly valued as much for their
amazing beauty as for their content. Even so, the original sense
of "illumination", and - it would seem - the intent of those who
produced illuminated texts, had more to do with the idea of
bringing enlightenment to the reader. The scribes and artisans
who produced these texts understood that the embellishments
served a purpose which was simultaneously much more mundane and
much more powerful. Illumination helped the reader connect with
text and draw enlightenment from it. This is a purpose shared,
both in form and in substance, by Text mapping.
In connection with this, the researchers would like to find

out the Reading Comprehension Achievement Using Text Mapping Vs.
Non- Text Mapping Technique of the respondents as to their year
level.
II. OBJECTIVES/PROBLEMS
This study aimed to determine the reading comprehension

level using text mapping vs. non-text mapping techniques.
Specifically, this study sought to answer the following
questions:
2
1. What is the reading comprehension level using text mapping

vs. non-text mapping techniques of Grade 10 students of
Ilongbukid National High School?
2. Is there any significant difference in the reading
comprehension level using text mapping vs. non-text mapping
techniques of Grade 10 students of Ilongbukid National High
School?
III. METHODOLODY
The methods and procedures on how the study was conducted,

and how the data were gathered and analyzed are the following:
a. Research Design
This study used the experimental method. The principal aim

of this method is to describe the nature of the situation, as it
exists at the time of the study and to explore the cause of
particular phenomena.
b. Locale of the Study
This study was conducted at Ilongbukid National High School,

Ilongbukid, San Rafael, Iloilo.
c. Subjects of the Study
The subjects of the study were the Grade 10 students of

Ilongbukid National High school taking English subject and were
officially enrolled in the first quarter of school year 2021-
2022.
d. Sampling techniques
The respondents of the study were the Grade 10

students of Ilongbukid National High School. The students were
categorized into two groups. Out of the Grade 10
student’s group 1 with non- text mapping technique was composed
of 21 students and 20, respectively for the group 2 with text
mapping technique. They were selected through stratified random
sampling.
e. Research Instrument
The main instrument for gathering data was the researcher

made-test. The researcher prepared a 30 items test towards the
3
story entitled “The Necklace”. The items were evenly distributed

into literal, inferential, evaluative and applicative level of
reading comprehension. The respondents were asked to choose the
best answer and their expected number of correct answers is 30
for the highest and 0 for the lowest.
The instrument is composed of two parts. Part one is the

personal data to obtain the respondents personal profile such as
course, year and section. Part two contains a story entitled “The
Necklace”, by Guy de Maupassant and Multiple type tests. The
instrument had undergone submission to the research adviser for
critiquing and improvement. After the adviser’s suggestion,
revision was made. Then it was validated by three English
teachers. After validation, the instrument was distributed to the
Grade 10 students.
f. Data Collection Procedure
This study was conducted during the first quarter of school

year 2021-2022. The researcher constructed the test
items and submitted the copy to the three different validators.
After the recommendation, suggestion and corrections of the
validators, the instrument was revised and finalized copies were
reproduced for conducting the study. A letter of permission was
sent to the assistant school principal and the respondents. The
respondents were given time to answer the said test questions.
Any question or clarification raised by the respondents
concerning the test question was entertained by the researcher.
g. Data Analysis Procedure
Specifically, the study was conducted to determine the

Reading Comprehension Level Using Text Mapping VS. Non-Text
Mapping Techniques of the Grade 10 students of Ilongbukid
National High School.
Mean, standard deviation and t-test were used to analyze the
data.
4
IV. REVIEW OF RELATED LITERATURE
Importance of Metacognitive Strategies
According to Anderson, Negretti and Kuteeva(2011), one of

the important issues, regarding L2 writing pedagogy, is
implementing strategies that can foster meaningful learning and
make learners autonomous. Among other strategies, metacognitive
strategies have been proved to have positive effects on learning
process in every subject matter and in every situation. In other
words, metacognitive strategies are considered as the most
essential strategies in developing learners’ skills.
Meanwhile, Baird, cited in Cubukcu(2008) that metacognition

refers to the knowledge, awareness and control of one’s own
learning. On the other hand, Hamzah and Abdullah(2009)added that
in metacognitive strategies, learners develop their metacognition
by planning, monitoring, and evaluating their learning process.
By doing this,learners are actively involved in the learning
process, and hence, metacognitive strategies can establish
meaningful learning in students.
Story Mapping as an Important Strategy
In addition, Li(2007) added that one important metacognitive

strategy that can be helpful for developing narrative writing
performance of students is story mapping. According to Swanson
and De La Paz cited in Taylor, Albert and Walker(2002), Story
mapping, also called story grammar is a visual representation of
the story by writing the important elements (e.g., character,
setting, goal, etc.) on a graphic organizer, i.e., story mapping
form. Meanwhile, according to Foley(2000), story mapping is a
metacognitive strategy, since it gives the learners the
opportunity to distinguish different parts of a story, and focus
on how these parts are combined together to make a story. This
task challenges students’ critical thinking and makes them
involved actively in their own learning process.
Therefore, it can change students’ cognitive structure, and

can be considered as a metacognitive strategy. However, despite
its importance, to the researchers’ best knowledge, no study has
been conducted to examine the effect of such strategy on EFL
learners’ narrative writing performance. Therefore, this study
5
aims to investigate the effect of story mapping on writing

performance of Iranian EFL learners.
Etymology of Story Mapping
Based on Rumelhurt’s(1980) schema theory, and Piaget’s

developmental theory, story mapping strategy is theoretically
rooted in the schema building approach to writing instruction..
Carroll(2008) has also defined schema as “a structure in semantic
memory that specifies the general or expected arrangement of a
body of information”. A person may have schemas for everyday
objects or events. S/he may also have schemas for things that are
not tangible, such as a story. On the other hand, Mandler and
Johnson(1977) define a story schema as a set of expectations
about the structure of stories that make both comprehension and
recall more efficient.
Everyone has his or her own specific schemas. However,

members of a discourse community have to share similarities or
have things in common. Otherwise, people would not
comprehend each other. It is true also for one’s story schemata.
Ways to Incorporate Schema Building.
According to Li(2007), every person has his or her own sense

of story structures in his or her mind. This mind structure can
help one in comprehending stories. The story structure is also
important in writing. Writers write their narratives based on
their existing schemata. Therefore, writers should develop
appropriate schemas for story structures, in order to be able to
write well. Since L2 learners are not familiar with the targeted
language story structures, building story schemata is of crucial
importance for second/foreign language learners. In fact, without
a well-developed story schema, a student is less likely to
produce a well-developed story at full length, consisting of all
the necessary parts that a story requires. In order to improve
learners’ writing performance, it is necessary to look for ways
to incorporate schema-building strategies in writing
instructions. The story mapping technique is based on a logical
organization of events and ideas of a story and the
interrelationship of the events and ideas. As a result, it is one
strategy that can help learners develop appropriate story
schemata in the process of second language learning.
6
Related Studies on the Effect of Story Mapping

in the Learning Process
On the other hand, in a study conducted in Texas, Li (2007),

investigated the effect of story mapping and story map questions
on story writing performance of students with learning
disabilities, regarding fluency and diversity of word usage. The
participants of the study were four students with learning
disabilities in the 4th and 5th grades. The students received
explicit instruction on the use of story mapping for writing
stories. Measures of fluency was based on counting the number of
T-units contained in each story, and diversity of word usage was
determined by calculating the type/token ratio. The results
of the study showed that three of the four students improved
writing fluency, while the fourth student, who was more fluent
than the others prior to the study, did not demonstrate
improvement in fluency. Regarding the diversity of word usage,
this study did not show significant changes in the students’
writing performance.
V. RESULTS/FINDINGS
To determine the reading comprehension level using text

mapping vs. non- text mapping techniques of Grade 10 students
their mean number of correct answers was then computed.
It was found out that as an entire group, the students’
reading comprehension level was high (M=21.07),when text mapping
and non- text mapping was used their reading comprehension level
was also high with M = 21.00 and M = 21.14 respectively. Table 2
shows the result.
Table 2. Reading Comprehension Level Using Text Mapping and Non-

Text Mapping Techniques of the Grade 10 students.
Categories N SD Mean Description
Entire Group 41 21.07 2.71 High
Text Mapping Tech. 20 21.00 2.79 High
Non-Text mapping Tech. 21 21.14 2.70 High
7
Scale:
Mean Score Description
24.23-30.0 Very High
18.42-24.22 High
12.61-18.41 Average
6.80 -12.60 Low
1.00 -6.79 Very Low
Furthermore, it was revealed that as an entire group, the

students’ reading comprehension level was high with the mean of
(M=21.07 and when text mapping and non-text mapping techniques
was used their reading comprehension level was also high with (M
= 21.00) and (M = 21.14) respectively.
The variability in the reading comprehension level was

determined using the standard deviation. The value SD= 2.71
indicated that as an entire group, the students reading
comprehension level was high.
Students with text mapping technique with SD=2.79 and non-

text mapping technique with SD=2.70 indicated that there
comprehension level using those techniques was “high”. Table 3
shows the results.
Table 3. The T-test Results on the Difference in the Reading

Comprehension Level Using Text Mapping and Non-text Mapping
Techniques of the Grade 10 Students.
Categories Mean df t-value p-value Remarks
Text Mapping 21.00
39 0.166 0.869 Not Significant

Non-text Mapping 21.14
The t-test results shown in table 3, revealed that the mean

difference of 0.76 was found to be not significant as supported
by a t-value of 0.166, df=39 and p-value of 0.869, which was
greater than 0.05. Therefore, the null hypothesis was not
rejected. This implies that Grade 10 students have similar
reading comprehension level using text mapping and non-text
mapping techniques.
8
Findings
1. The findings of the present study revealed that the Reading
Comprehension Level Using Text Mapping and Non-Text Mapping
Techniques among the Grade 10 students taken as an entire
group was at a high level.
2. It also revealed that there was no significant difference on
the Reading Comprehension Level among the Grade 10 students
using Text Mapping and Non-Text Mapping Techniques.
VI. CONCLUSIONS
In view of the aforementioned findings, the following

conclusions are drawn.
1. As an entire group, the Reading Comprehension Level Using
Text Mapping and Non-text Mapping Techniques of the Grade 10
students was high. Students can comprehend well a certain
story with or without the use of text mapping technique.
2. Finally, the findings revealed that there was no significant
difference on the Reading Comprehension Level of the Grade
10 students using Text Mapping and Non-text Mapping
Techniques. This shows that the teaching techniques have a
similar effect on the reading comprehension of the learners.
VII. RECOMMENDATIONS
Based on the findings and conclusions, the following

were recommended.
1. Since the result of the study revealed that the comprehension

level of Grade 10 was high with or without the use of text
mapping technique, students should religiously read books,
articles and text in order to strengthen their reading
comprehension skills.
2. As the leaning facilitator, teacher should aid students with

the variety of instructional and learning resources to improve
reading comprehension level.
VIII. REFERENCES
Foley, M. (2000). The (un)making of a reader. Language Arts, 77

(6),506-511
Hamzah, M.G., & Abdullah, S.K. (2009). Analysis on Metacognitive

Strategies in Reading and Writing Among
Malaysian ESL Learners in Four Education
Institutions. European Journal of Social
Sciences, 11(9),676- 683
9
Anderson, N. (1991). Individual differences in strategy use in

second language reading and testing.Modern
Language Journal, 75, 460-472
http://www.textmapping.org/lessonFAQ.html 1999-2007 R. David

Middlebrook,
http://www.eastoftheweb.com/shortstories/Teacher/NeckC.html
10

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REPUBLIC OF THE PHILIPPINES

ILOILO STATE COLLEGE OF FISHERIES

READING COMPREHENSION LEVEL USING TEXT MAPPING VS. NON-TEXT

Sherlyn Mae B. Apin

This study aimed to determine the reading

Text mapping enables teachers to clearly and explicitly

markers, or crayons. The Text mapping Project seeks to contribute

It can be used for writing across the curriculum, exposing

In addition, text mapping is a form of text "illumination".

In connection with this, the researchers would like to find

This study aimed to determine the reading comprehension

1. What is the reading comprehension level using text mapping

The methods and procedures on how the study was conducted,

This study used the experimental method. The principal aim

b. Locale of the Study

This study was conducted at Ilongbukid National High School,

c. Subjects of the Study

The subjects of the study were the Grade 10 students of

The respondents of the study were the Grade 10

The main instrument for gathering data was the researcher

story entitled “The Necklace”. The items were evenly distributed

The instrument is composed of two parts. Part one is the

f. Data Collection Procedure

This study was conducted during the first quarter of school

g. Data Analysis Procedure

Specifically, the study was conducted to determine the

IV. REVIEW OF RELATED LITERATURE

Importance of Metacognitive Strategies

According to Anderson, Negretti and Kuteeva(2011), one of

Meanwhile, Baird, cited in Cubukcu(2008) that metacognition

Story Mapping as an Important Strategy

In addition, Li(2007) added that one important metacognitive

Therefore, it can change students’ cognitive structure, and

aims to investigate the effect of story mapping on writing

Etymology of Story Mapping

Based on Rumelhurt’s(1980) schema theory, and Piaget’s

Everyone has his or her own specific schemas. However,

According to Li(2007), every person has his or her own sense

Related Studies on the Effect of Story Mapping

On the other hand, in a study conducted in Texas, Li (2007),

To determine the reading comprehension level using text

Table 2. Reading Comprehension Level Using Text Mapping and Non-

Categories N SD Mean Description

Entire Group 41 21.07 2.71 High

Text Mapping Tech. 20 21.00 2.79 High

Non-Text mapping Tech. 21 21.14 2.70 High

Furthermore, it was revealed that as an entire group, the

The variability in the reading comprehension level was

Students with text mapping technique with SD=2.79 and non-

Table 3. The T-test Results on the Difference in the Reading

Categories Mean df t-value p-value Remarks

Text Mapping 21.00

39 0.166 0.869 Not Significant

The t-test results shown in table 3, revealed that the mean

In view of the aforementioned findings, the following

Based on the findings and conclusions, the following

1. Since the result of the study revealed that the comprehension

2. As the leaning facilitator, teacher should aid students with

Foley, M. (2000). The (un)making of a reader. Language Arts, 77

Hamzah, M.G., & Abdullah, S.K. (2009). Analysis on Metacognitive

Anderson, N. (1991). Individual differences in strategy use in

http://www.textmapping.org/lessonFAQ.html 1999-2007 R. David

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