IMPROVING STUDENTS’ WRITING SKILL THROUGH GRAPHIC ORGANIZER IN PROCESS WRITING
DOI:
https://doi.org/10.24235/eltecho.v3i1.2911Abstract
Abstract: Within a production of text like written text, a writer in fact conducts series of processes which are not simple and easy. Grammar, vocabulary and content are among the problems; however, problems actually occur begin from even deciding what to write and how the ideas should be arranged. Employing collaborative classroom action research (CAR) design in two cycles, three meetings of 100 minutes each, this study aims to improve the students’ writing skill using graphic organizer. 16 students of an English course in Malang, east Java participated in this study. To get the result, questionnaire, observation checklist, writing test and field notes are collected. Meanwhile, expected criteria of success were that all students achieved the minimum passing grade of 65, and 85% of them actively involved in the implementation of the graphic organizer strategy and perceive the implementation positively. The finding shows the implementation of graphic organizer strategy was successful to improve the students’ writing ability. All the students achieved the score at least 67 and 90% of them actively involved in the process of writing persuasive text, and positive perception existed.
References
Barnett, K.P. 2007. Graphic Organizer’s Effectiveness in Teaching Comprehension in Reading and Social Students. Alabama. Accessed on September, 2012 from www. The University of Alabama.html.
Bromly.K, Irwin.D & Modlo. 1995. Graphic organizer: visual strategies for active learning. New York: scholastic professional book.
Brown, H.D. 2001. Teaching by Principle: An Interactive Approach to Language Pedagogy (2nd Ed). Wesley: Longman.
Cahyono and widiati. 2011. The Teaching of English As Foreign Language in Indonesia. Malang: state University of Malang press.
Creswell, J.W. 2012. Educational research: planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
Donahoo, L. 2009. The Impact of Using Graphic Organizer on Written Language with Sixth Grade Resource Students. (online) retrieved from www.vcu,edu/cte/resources/newsletter_archive/TPO90607.pdf. Accessed on 2nd December 2017.
Fry, E. 1981. What reading teachers can do to emphasize graphical literacy. Journal of reading 46 (9):48-51
Galbraith & David. 2009. Cognitive models of writing. GFL- journal (German as foreign language) no 2-3/2009.ISSN 1470-9570. (Online), www. gfl.journal.de/2-2009/ galbraith. Retrieved 14November 2014
Katayama, Andrew.D & Robinsi. D.H. 2000. Getting Students ‘Partially’ Involved in Note-Taking Using Graphic Organizer. Journal of Experimental Education 68 (2) 115-119. Accessed on December 13th 2017.
Kusen.M. 2011. Using Graphic Organizer to Improve Students’ Reading Comprehension. In Cahyono & Mukminatin (Eds) Techniques and Strategies to Enhance English Language Learning (p 87-106). Malang: state University Malang press.
Kemper.D, Seranek.P & Meyer.V. 2009. Write Source : A Book for Writing, Thinking and Learning. Massachusetts: great sources education group.
Latief, M.A.2014. Research Methods on Language learning An Introduction. Malang: State University of Malangpress.
Mulyaningsh .S. 2010. Using Graphic Organizer to Improve Students English Writing Skill in The Process of Communicating at The Fifth Grade Elementary School of Sekolah Citra Berkat Surabaya. Malang. the State University of Malang.
Muntasari.R. 2012. Using Process Genre Approach to Improve Students Writing Skill at English Department Stkip PGRI Blitar. Malang. the State University of Malang.
Mcknight, K.2010. The Teacher’s Big Book of Graphic Organizer, Sanfrasisco: Jossey-Bass.
Noviansari, D. The Use of Graphic Organizer Method to Teach Narrative Text in Senior High School. Purworejo: Muhammadiyah University.
Nik.Y.A, Hamzah,A & Rafidee. 2010. A comparative study on the factors affecting the writing performance among bachelor students. International Journal of Educational Research and Technology, 1(1): 54-59
Parila. S, Elis Ni Made., Suarnajaya, I wayan, Marhan & Arsril.2014. The Effect of RAFT Strategy andAnxiety upon Writing Competency of the Seven Grade Students of SMP Negeri 3 MengwiInAcademicYear 2013/2014. Jurnal Penelitian UNDIKSHA,online, Volume 2 no 1(2014).
Roberts, J.2004. 25 pre- Writing Graphic Organizer and Planning Sheets. New York: Scholastic.Inc.
Shaffer, K,2007. Graphic Organizers: Seeing is Believing. (online) http :www/Kathy’s connection wordpress.com) retrieved on 3rd December 2017.
Tanatkun T.P. 2008. Integrated Approaches to Improved Students Writing Skills for English Major Students. ABAC,Online,28(2):1,(Online).
Ur, P.1996. A Course In Language Teaching: Practical and Theory. Cambridge: Cambridge University press.
Ulfiati,L. (Ed). 2011 Explicit Techniques to Achieve Coherence in Essay Writing. Malang: state University of Malang press.
Weigl, S.C. (2002). Assessing Writing. Cambridge: Cambridge University press.
Downloads
Published
Issue
Section
License
Copyright (c) 2018 ELT Echo : The Journal of English Language Teaching in Foreign Language Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: 1. copyright of the published articles will be transferred to the journal as the publisher of the manuscripts. Therefore, the author confirms that the copyright has been managed by the publisher; 2. publishers of JETs: Journal of English Teachers are English Language Teaching Department, IAIN Syekh Nurjati Cirebon and MGMP Bahasa Inggris SMA Kab. Cirebon; 3. the copyright follows Creative Commons Attribution–ShareAlike License (CC BY 4.0); and 4. every accepted manuscript should be accompanied by "copyright transfer Agreement" prior to the article publication
