Chinese Reading for Main Ideas by Using Spider Conceptual Map

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Tangthao Saejea


This article aimed to 1) investigate the learning outcomes (achievements) of students after learning by using Spider Conceptual Map of the 2nd year students of Chinese for Communication Program who studied Chinese Reading 2, and 2) investigate the students' opinions on the learning management by using Spider Conceptual Map. The sample was 30 second-year students of Chinese for Communication Program, Phuket Rajabhat University. The research instruments were (1) additional Chinese reading book, (2) pre-tests and post-tests, (3) thematic summary form, and (4) questionnaire on students' opinions on Chinese reading for main ideas by using Spider Conceptual Map. The data was analyzed using t-test (Paired Sample t-test) and the data obtained from the questionnaire of the students' opinions on the learning management by using Spider Conceptual Map was analyzed to find Mean and Standard Deviation (S.D.).

The results were found that 1) achievement on Chinese reading for main ideas after using Spider Conceptual Map of students was statistically significantly higher at a significance level of 0.05, and 2) student’s opinion on learning management by using Spider Conceptual Map to improve Chinese reading skills for main ideas agreed at a highest level in all aspects, namely additional Chinese reading book content, learning management and benefits, with mean of all 3 aspects of 4.54.


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