The Effect of RAP Paraphrasing Strategy and Semantic Map Strategy on Reading Comprehension

Yusti Elida, Resy Oktadela


This research was a causal comperative design. The aims of this research are (1) to investigate whether there is any significant difference on students’ reading comprehension between using RAP Paraphrasing and Semantic Map strategy in comprehending reading text, (2) to determine which one is more effective of the two strategies. The research design used in this study was Pre-test and Post-test Comparison Group Design. The writer took the sample as cluster sampling. The total sample was 50 students. The form of the test were essay test. The research finding were:  first the writer found that significant probabilities was higher than 0.05 (sig > 0.05) in multiple comparison one way ANOVA. The level of significance of students’ reading comprehension post-test mean score between experimental class and experimental group II in sig (2-tailed) is 0.017 means that Ha is accepted. The second finding is thatthe value of sig (2-tailed) is 0.000 and it is lower than significant probabilities 5% (P < 0.05. The third finding that the value of sig (2-tailed) is 0.00 and it is lower than significant probabilities. The fourth finding that  the value of eta square is 0,74. it is higher than 0,20 (0,74 > 0,20). The value 0,74 is included in Moderate Effect (0,51 – 1,00). The result of the fifth hypothesis testing shows that Ha is accepted. The last finding, by using RAP Paraphrasing strategy gave better result than using Semantic Map strategy which can be proven from the result value of eta square is 0,74 and 0,71. 


RAP Paraphrasing, Reading Comprehension, Semantic Map Strategy

Full Text:



Anderson, N. 2003. Reading: Practical English Language Teaching. New York: McGraw Hill.

Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems. Boston: Allyn and Bacon.

Bromley, K. D. (1991). Webbing with literature . Boston, MA: Allyn and Bacon.

Burke, Jim. 2002. Reader’s Handbook: A Student Guide for Reading and Learning. Wilmington, MA: Houghton Mifflin.

Fisk, C&Hurst. B. 2003.Paraphrasing for Comprehension. the treading Lecturer, 57,2,

Grabe , W. ( 2002 ) Applied linguistics: An emerging discipline for the twenty fi rst century . In R. Kaplan (ed.), The Oxford Handbook of Applied Linguistics : 3 – 12 . Oxford : Oxford University Press . Graddol , D. ( 2006 ) English.

King. C, and Stanley, N. 2004. Insight and Strategies for Teaching Reading. Sidney: Harcourt Brace Javanovich Group.

Lems, Kristin. Leah D. Miller, and Tenena M. Soro. 2010. Teaching Reading to English Language Learners: Insight from Linguistics. New York: The Guilford Press.

Linse, Carroline T. 2005. Pratical English Language Teaching:Young Learners. New York: McGraw-Hill ESL/EST.

Rupp, Andre A. Et al. 2008. Developing Standards-Based Assessment Tasks: for English as a First Foreign Language. Germany: Copyright information age publiching inc.



  • There are currently no refbacks.

Copyright (c) 2022 Yusti Elida, Resy Oktadela

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.