CAPSULIZED

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,
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:
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 precedures on how the study was conducted,
and how the data were gathered and analyzed are the following:
a. Research Design
Conceptual Framework of the Study
This particular study, aimed to determine the reading
comprehension level using text mapping technique vs. non-text
mapping technique of the Grade 10 students of Ilongbukid National
High School. The dependent variable pertains to reading
comprehension achievement. The independent variable pertains to
text mapping vs. non-text mapping techniques. The framework of
the study is shown in Fig. 1
Dependent variables Independent Variable
a. Reading Text mapping vs. non-

comprehension text mapping techniques
level
Fig.1. Schematic diagram above shows how the variables operated
in the study.
Statement of the Problem
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:
3. What is the reading comprehension level using text mapping
vs. non-text mapping techniques of Grade 10 students of
Ilongbukid National High School?
techniques of Grade 10 students of Ilongbukid National High
School?
Statement of the Hypothesis

Based on the above stated problems, the researchers set up the
following hypothesis:
1. There is no significant difference in the reading
comprehension level using text mapping and non-text mapping
techniques of the Grade 10 students of Ilongbukid National
High School?
Definition of Terms
For a clearer understanding and interpretation of some terms
used in this study, they are defined within the context of their
usage.
Reading- is a complex cognitive process of decoding symbols
in order to construct or derive meaning. It is means of language
acquisition of communication and of sharing information and
ideas. (Wikepedia.org.com)
-In this study, reading refers to the ability of the
students to interpret graphic symbols.
Comprehension- is the act or action of grasping with the
intellect or the capacity of understanding. (Wikepedia.org.com)

-In this study, comprehension refers to the ability of the
students to understand or interpret written materials or texts.
(Wikepedia.org.com)
Level- is something that has been done through effort.
(Wikepedia.org.com)
-In this study, level refers to the quality and quantity of
a student’s work.
Text Mapping- is a graphic technique that can be used to
teach reading comprehension and writing skills, study skills or
course content. (Wikepedia.org.com)
-In this study, text mapping refers to a technique used by
students’ to comprehend a text.
Non-text Mapping- does not use text mapping technique to
teach reading comprehension and writing skills, study skills or
course content. (Wikepedia.org.com)
-In this study, non-text mapping refers to a technique that
does not uses text mapping to comprehend a text.
Significance of the Study
The result of this study will be beneficial to the following:

Grade 10 Learners - it would help them identify their reading
comprehension level using text mapping technique and would help
develop their comprehension skills.
English Teachers- it would inform them of their student’s reading
comprehension level. The result of this study would help them in
determining if there is a need for them to exert more effort and
develop new strategies in teaching text mapping to develop
students’ reading comprehension.
Parents- the result of the study would enable them to encourage
and guide their children to comprehend a certain story or any
text using text mapping technique.
School- the results of this study would help the school
especially the curriculum makers identify what subjects they need
to give more emphasis and importance.
Delimitation of the Study
1. This study aimed to determine the reading comprehension
level using text mapping and non-text mapping techniques of
the Grade 10 students of Ilongbukid National High School?
This was conducted during the first quarter of school year
202021-2022.
The researchers designed a classroom discussion and
questionnaires to determine the student’s reading comprehension
level using text mapping vs. non-text mapping techniques. Two
classes were chosen as the experimental and control group. The
quantitative data gathered from the result of the mean difference
from both of groups to answer the question.
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 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.
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.
IV. results/Findings
RESEARCH DESIGN AND METHODOLOGY
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.
The Respondents
5. 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. There were equal distribution of
respondents based on their mean scores in the English subject
during their admission (WVSU-CAT).
Table 1. Distribution of Respondents
Categories N
Entire Group 41 100
Text Mapping 20 49
Non-text Mapping Technique 21 51
Instrument
The main instrument for gathering data was the researcher
made-test. The researchers prepared a 30 items test towards the
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 answer 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
first year BSEd English major students of WVSU-JC.
Data Collection Procedure
This study was conducted during the second semester of
school year 2015-2016. The researchers 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 campus administrator of WVSU-JC 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
researchers.
Data Analysis Procedure

Specifically, the study was conducted to determine the
Reading Comprehension Level Using Text Mapping VS. Non-Text
Mapping Techniques of the first year BSEd English major students.
Mean, standard deviation and t-test were used to analyze the
data.
Chapter IV
Results and Discussions
To determine the reading comprehension level using text
mapping vs. non- text mapping techniques of BSEd English major
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 First Year BSEd English major
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
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 BSEd English Major 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 first year BSEd English major
students have similar reading comprehension level using text
mapping and non-text mapping techniques.
CHAPTER V
Summary, Findings, Conclusions, & Recommendations
Summary
This descriptive study determined the Reading Comprehension
Level Using Text Mapping VS. Non- Text Mapping Techniques of the
BSEd English major students of West Visayas State University-
Janiuay Campus during the school year 2014-2015. Specifically,
this study sought to answer the following questions:

1. What is the reading comprehension level using text
mapping vs. non-text mapping techniques of the first year BSEd
English Major students?
techniques of the first year BSEd English Major students?
Findings
1. The findings of the present study revealed that the Reading
Comprehension Level Using Text Mapping and Non-Text Mapping
Techniques among the first year BSEd English major 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 first year BSEd
English major students using Text Mapping and Non-Text
Mapping Techniques.
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 BSEd
English major 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 BSEd
English major students using Text Mapping and Non-text
Mapping Techniques. This shows that the teaching techniques
have a similar effects on the reading comprehension of the
learners.
Recommendations
Based on the findings and conclusions, the following were
recommended.

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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

students’ reading comprehension level was high, when text mapping

was also high. Furthermore, it was revealed that as an entire

group, the students’ reading comprehension level was high with

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

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

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

is access to a copier, tape or glue-stick, and colored pencils,

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.

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

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

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:

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

The methods and precedures on how the study was conducted,