USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING SKILL OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA IN THE ACADEMIC YEAR OF 2014-2015.

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USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING SKILL

OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA IN THE

ACADEMIC YEAR OF 2014-2015

A Thesis

Presented as Partial Fulfilment of the Requirements for the Attainment of

the

Sarjana Pendidikan

Degree in English Education Department

IQLIMA MAHMUDAH

09202241080

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF YOGYAKARTA

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v

DEDICATION

With love I fully dedicate this thesis for my Dad Pujiono

and

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vi

MOTTOS

So which of the favors of your Lord would you deny?

(Ar-Rahman: 13,16,18,21,23,25,28,30,...)

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vii

ACKNOWLEDGEMENT

Alhamdulillahirabbil Alamin. My praise goes to Allah SWT, the

Almighty, the Merciful and the Beneficient who gives me remarkable blessing,

guidance and strength so that I could finish this thesis. Peace and blessing be upon

our prophet Muhammad SAW, his family, his companions, and his followers.

This thesis is presented as partial fulfilment of the requirements for the

attainment of the

Sarjana Pendidikan

Degree in English Education Department of

State University of Yogyakarta. This thesis could not be completed without a

great deal of help from many people. I would like to thank the following people

for their contributions, guidances, and support, without which this thesis could not

have been completed.

My greatest appreciation and gratitude goes to Dra. Jamilah, M.Pd, my

supervisor who has patiently given valuable advice and guidance to finish this

thesis. I am also thankful to all lecturers in English Education Department of State

University of Yogyakarta who have taught, guided, and educated me so I know

many things.

My sincerest gratitude goes to my beloved Dad, Pujiono and my deceased

Mom, Siti Khudsiyah. Dad, thanks for always believing in me, praying for me,

loving me and supporting me in your silence. Mom, thanks for everything you

have done in the past, even when I remember you now I am always being thankful

for having the best mom like her. My beloved sister Ana, my beloved brothers

Luqman, Lutfi, and Usman, thanks for your love and support, thanks for always

taking care of me and helping me.

I also would like to dedicate my gratitude to all members of SMPN 9

Yogyakarta, Dra. Wahyu Cahyaning Pangestuti, M.Pd. (headmaster),

Purwaningdyah, S.Pd. (English Teacher), all of the teachers and officers, and all

of the students especially members of IX B in the academic year of 2014/2015

who have participated in this research.

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TABLE OF CONTENTS

COVER ...

i

APPROVAL SHEET ... ii

RATIFICATION... iii

PERNYATAAN... iv

DEDICATION... v

MOTTOS ... vi

ACKNOWLEDGEMENT... vii

TABLE OF CONTENTS... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

ABSTRACT... xiv

CHAPTER 1 INTRODUCTION ... 1

A. Background of the Study... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem... 6

D. Formulation of the Problem ... 6

E. Objective of the Research ... 6

F. Significance of the Research... 7

CHAPTER II LITERATURE REVIEW... 8

A. Theoretical Review ... 8

B. Relevant Studies... 29

C. Conceptual Framework ... 31

CHAPTER III RESEARCH METHODS... 33

A. Type of the Research... 33

B. The Setting of the Research ... 34

C. Data Collection... 35

D. Validity... 37

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CHAPTER IV RESEARCH FINDINGS... 43

A. Reconnaissance ... 43

1. Identification of the problems... 43

2. The selection of the problems ... 50

3. Determining the actions to solve the problems... 51

B. Research Report ... 53

1. The report of cycle 1 ... 53

a. Planning ... 54

b. Action and observation of cycle1... 56

c. Reflection... 67

2. The report of cycle 2 ... 73

a. Planning ... 73

b. Action and observation of cycle 2... 75

c. Reflection ... 84

C. General Findings and Discussion... 88

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND

SUGGESTIONS... 93

A. Conclusions... 93

B. Implications... 94

C. Suggestions ... 96

REFERENCES... 97

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LIST OF TABLES

Table 1: Jacobs et al s scoring profile... 22

Table 2: Standard of Competence and Basic Competencies of

Writing for Junior High School Grade IX Semester 1... 25

Table 3: The Categorization of the Problems ... 49

Table 4: The Selected Problems and the Indicators... 50

Table 5: The Action Implemented to Solve the Problems ... 51

Table 6: The comparison of students mean score on the

five aspects of writing from pre-test to post- test cycle 1... 66

Table 7: Reflection of cycle 1 ... 72

Table 8: The comparison of students mean score on the five aspects

of writing from post-test cycle 1 to post- test cycle 2... 84

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xii

LIST OF FIGURES

Figure 1: Writing Process by Richard and Renandya ... 13

Figure 2: Action research model by Kemmis and McTaggart... 42

Figure 3: Sample of student s writing in pre-test... 48

Figure 4: The sample of student s work in completing

graphic organizer in cycle 1... 68

Figure 5: The sample of student s writing in post test cycle 1... 69

Figure 6: The students completed the graphic organizer in group... 71

Figure 7: The students were extracting the information

in the text into GO ... 79

Figure 8: The student drew their graphic organizer... 81

Figure 9: The students used pencil colour to draw their GO ... 81

Figure 10: The sample of graphic organizer made by student... 85

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xiii

LIST OF APPENDICES

Appendix A : Vignette ... 99

Appendix B : Interview Transcript ... 109

Appendix C : Course Grid... 122

Appendix D : Lesson Plan... 129

Appendix E : Writing Rubric... 152

Appendix F : Students score... 155

Appendix G : The students Writing Samples ... 159

Appendix H : Students Attendance List ... 165

Appendix I : Photograph... 167

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USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING

SKILL OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA

IN THE ACADEMIC YEAR OF 2014-2015

Iqlima Mahmudah

09202241080

ABSTRACT

The objective of this study is to improve the writing skill of IX grade

students of SMPN 9 Yogyakarta in the academic year of 2014-2015 through

graphic organizers.

This study was action research that was conducted in two cycles. Cycle

one of the research consisted of three meetings, and cycle two of the research

consisted of two meetings. The subjects of the study were 33 students of IX B

class of SMPN 9 Yogyakarta in the academic year of 2014-2015. The data in

this research were qualitative data and were also supported by quantitative

data. The qualitative data were gained through observation and interview. The

data were in the form of vignettes and interview transcripts. Meanwhile, the

quantitative data were gained through writing tests. This study used five kinds

of validity, namely democratic validity, outcome validity, process validity,

catalytic validity, and outcome validity, while to fulfil the reliability the

researcher used investigator triangulation and theoretical triangulation. The

steps of the study were planning, implementations/actions, observations, and

reflections.

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blem

Based on the background of the study, the problem of teaching and

learning process that contribute to students low performance in writing come

from different factors. The following paragraphs describe the problems that are

commonly found at the IX grade students of SMPN 9 Yogyakarta.

The first factor contributing to students low writing performance is the

students themselves. Some students seemed not really interested and less

motivated in learning English writing. They assumed that writing is a complicated

skill to be learnt because of some aspects of writing they should consider. The

first is the idea of writing. They should get and develop the ideas in written form.

They would feel anxious when they are asked to write. They did not know and

feel confused about what they should write, how to express their ideas into good

sentences. An idea is the main message that the writers want to present to the

readers. It is also related to the purpose of the text they write. A well developed

idea will make the text more understandable and it is easier to reach the purpose

of the text itself.

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text that is organized well will make readers more understand with the plot of the

text.

The next indicator is the diction. It deals with the chosen words in writing.

When they want to write something, they should choose the most appropriate

word to put in their sentences. It was quite difficult for them to select the most

appropriate word since they lack of vocabulary mastery.

Another indicator is the grammar. There are grammatical rules that should

be considered in composing a text, but they are not aware of it yet. They often

made mistakes in grammar areas, such as tenses. They have difficulty in forming

sentences with past tense verb since there are no tense in their first language.

Moreover, a good writing should have correct spelling and punctuation.

Unfortunately, they were still confused and made some mistakes related to this

mechanics area of writing.

The next problem is the learning materials. The use of LKS and course

book as the main learning materials made the classroom activities become

teacher-centred, and most activities of writing were based only on those sources.

The students usually were asked to write something based on the textbook or

workbook without getting enough exposure. The monotonous materials that were

used by English teachers can make the students feel bored.

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media for teaching writing can also help the students to be aware of the

organization of the text that will make the composition coherently correct.

´µ ¶· ¸· ¹º ¹· »¼»½¹¾ ¿À Á» Â Ã ¿¸

Based on the problem identified above, the researcher focused on

improving students writing skill especially in generating ideas, organization

areas, word choice and grammatical areas by implementing graphic organizers

which were supported by other actions in writing class in IX grade of SMPN 9

Yogyakarta.

Äµ Å» Á¸ÆÃº¹· »¼»½¹¾ ¿À Á» Â Ã¿¸

In reference to the background of the study, identification of the problem,

and delimitation of the problem, the research question can be formulated in this

following question: How can graphic organizers be implemented to improve the

writing skills of IX grade students of SMP N 9 Yogyakarta in the academic year

of 2014/2015?

Çµ È

bjective of the research

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ÉÊ Ë Ì ÍÎÌÏÌ ÐÑ ÎÐÒÓÏÔÕÒÖÒ×ÒÑ ÖÐÕ

The result of this research was expected to give both theoretical and

practical significances. Theoretically the result of the research contributed to

enrich the teaching theories of writing skill especially in using graphic organizers.

Next, the result of this research can be used as reference for other people who

want to conduct any similar research.

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and a

mental act . Writing is a physical act since it is simply an act of putting down

words or idea to some media. Writing as a mental act refers to the act of

producing ideas, thinking about how to state the ideas and organizing the ideas

into a good text. Yet, most people find some difficulties in generating ideas and

organizing the ideas into a good text, which is why writing is considered as the

most difficult skill.

Writing is considered to be the most difficult skill to learn among others

skills because its development involves many aspects. Sturm and Koppenhaver in

Westwood (2008:56) explained that composing for writing involves complex

thinking that must integrate multiple components including the topic or theme,

choice of words, organisation, purpose, audience, clarity, sequence, cohesion and

transcription. It is in line with Saddler in Westwood (2008:57) who remarked that

good writing is not only hard work, it is an extremely complex and challenging

mental task.

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0

As the explanation above, it can be concluded that writing as one of

productive skills is a skill in producing language through written composition

involved multiple components, and it has function to communicate the message in

it to other people.

Written language has some certain characteristics that shows the

differences between spoken and written language. Knowing the characteristics of

written language can help writers to make a good writing composition. The

following are the characteristics of written language from writer s views

according to Brown (2001:341):

1) Permanence

What is written down and shared to the audience or readers cannot be

changed or revised anytime the writers want. Every piece of texts has certain

power, the power to clarify, to explain, to correct, and to influence the readers.

That is why in classroom context, the students are afraid and not confident enough

to publish and to submit their writing to the teacher or their friend.

2) Production time

The production time of writing is longer than speaking. In producing a

text, the writers are given a certain time to develop their ideas into a good writing.

3) Distance

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4) Orthography

It deals with written symbols, phoneme-grapheme system, and the

mechanics of English writing. Writing is all about putting letters into words,

phrases, sentences, and paragraphs that coherently correct. Knowing the English

orthography system is important because miss-spelling in writing lead to different

meaning.

5) Complexity

Written language is more complex than spoken language. In writing, the

writers must learn how to remove redundancy, how to combine sentences, how to

make references to other elements in a text, how to create syntactic and lexical

variety, and much more.

6) Vocabulary

Good writers should learn to take advantages of the richness of English

vocabulary. Some words may have similar meaning but different sense. They do

not only write understandable texts but also think about the artistic value of

writing, and explore the vocabulary use in their writing.

7) Formality

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There are two basic aspects of writing skill; micro- and macro-skills. The

following are micro- and macro-skill of writing skills as stated by Brown

(2004:221):

Microskill

1. Produce graphemes and orthographic pattern of English

2. Produce writing at an efficient rate of speed to suit the purpose.

3. Produce an acceptable core of words and use appropriate word order

patterns.

4. Use acceptable grammatical system (e.g., tense agreement,

pluralization), patterns and rules.

5. Express a particular meaning in different grammatical forms.

6. Use cohesive devices in written discourse.

Macroskill

7. Use the rhetorical forms and conventions of written discourse.

8. Appropriately accomplish the communicative function of written texts

according to form and purpose.

9. Convey links and connections between events, and communicate such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification.

10. Distinguish between literal and implied meanings when writing.

11. Correctly convey culturally specific references in the context of

written text.

12. Develop and use a battery of writing strategies, such as accurately

assessing the audience s interpretations, using prewriting devices,

writing with fluency in the first draft, using paraphrase and synonyms,

soliciting peer and instructor feedback, and using feedback for

revising and editing.

(27)

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A text comes from long process before it becomes a readable text.

According to Richards and Renandya (2002:315), the process of writing consist of

four basic writing stages, they are planning, drafting, revising, and editing. In

addition, Krashen in Richards and Renandya (2002:315) suggested that many

good writers employ a recursive, non-linear approach writing of a draft may be

interrupted by more planning, and revision may lead to reformulation, with a great

deal of recycling to earlier stages as illustrated in the following figure.

Figure 1: Writing Process by Richard and Renandya

Process writing as a classroom activity incorporates the four-basic writing

stages namely planning, drafting (writing), revising, and editing. The following is

the explanation of each stage based on Richards and Renandya (2002:315)

1) Planning

(28)

2) Drafting

At the drafting stage, the writers are focused on the fluency of writing and

are not preoccupied with grammatical accuracy or the neatness of the draft.

3) Revising

At this stage, the students review their texts on the basis of the feedback

given. They reexamine what was written to see how effectively they have

communicated their meanings to the readers. Revising is not merely checking for

language errors. It is done to improve global content and the organization of ideas

so that the writer s intent is made clearer to the reader.

4) Editing

At this stage, students are engaged in tidying up their texts as they prepare

the final draft for evaluation by the teacher. They edit their own or their peer s

work for grammar, spelling, punctuation, diction, sentence structure and accuracy

of supportive textual materials.

(29)

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According to Harmer (1998:79), the reasons for teaching writing to

students of English as a foreign language include reinforcement, language

development, learning style, and writing as a skill in its own right.

1) Reinforcement

Some students acquire languages in a purely oral/aural way, but most of us

benefit greatly from seeing the language written down. The visual demonstration

of language construction is invaluable for both our understanding of how it all fits

together and as an aid to committing the new language to memory. Students often

find it useful to write sentences using new language shortly after they have

studied it.

2) Language development

The actual process of writing helps us to learn as we go along. The mental

activity we have to go through in order to construct proper written texts is all part

of the ongoing learning experience.

3) Learning style

(30)

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6

4) Writing as a skill

Writing is a basic language skill, just as important as speaking, listening,

and reading. Students need to know how to write letters, how to put written

reports together, how to reply to advertisement, etc. They also need to know some

of writing s special conventions (punctuation, paragraph construction, etc.

Teachers job is to make the students acquire that skill.

It can be conclude that students need to learn writing because it is an

important basic skill that will help them in their social life. The students with

different learning styles can develop their language through the process of writing.

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According to Brown (2001:343), there are five types of classroom writing

performance, they are:

1) Imitative or writing down

This is the beginning level for students in learning to write. They learn the

basic and fundamental part in writing such as basic task of writing letters, words,

phrase, and short sentences. They simply write down or imitate the writing in

order to learn the convention of the orthographic code. The form is the major

focus in this activity rather than the meaning.

2) Intensive or controlled

(31)

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7

teacher presents a paragraph to students in which they have to change a given

structure, for example from present tense to past tense.

3) Self-writing

The students simply write for themselves. In other words we can say that

the audience or the reader of their writing is themselves. Note taking and diary or

journal writing are belonging to this category.

4) Display writing

The purpose of this type of classroom performance is to publish students

writing. This kind of activity will allow students to express their ideas into certain

kind of composition, and the result will be displayed to others.

5) Real writing

The aim of this type of classroom performance is to communicate the

message of the writing to the target audiences.

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The teachers have important roles in teaching writing, since through their

action and innovation in teaching writing will affect students attitude toward

writing. The following are the roles of the teacher in teaching writing as proposed

by Harmer (2001:261).

1) Motivator

(32)

8

persuading them of the usefulness of the writing activity, and encouraging them to

make as much effort as possible for maximum benefits.

2) Resource

One of the important roles of the teacher in teaching writing is as a

resource. As a resource, the teachers should be ready to give any information and

language when needed. We are available for answering their questions, looking at

their work as it progresses, and also offering advice and suggestion in friendly

way.

3) Feedback provider

The teachers are responsible for giving feedback and correction on

students writing task. We should respond positively and encouragingly to the

content of what students have written. We should be able to make the students

know in which part they made mistakes.

Genre based approach also known as text based instruction is an approach

that uses texts as a means of learning language. Richards (2005:40) stated that

genre based approach sees communicative competence as involving the mastery

of different types of text. Text here is used in a special sense to refer to structured

sequences of language that are used in specific contexts in specific ways.

(33)

9

1) Building the context

In this stage, students are introduced to the social context of an authentic

model of the text type being studied. They also should explore features of the

general cultural context and the social purposes of the text type. Exploring the

immediate context of situation also can be done in this stage. Context building

activities that can be done in the classroom involves presenting the context

through pictures, realia, audiovisual materials, etc. Conducting discussions or

survey by questioning them also can be done for establishing the social purpose of

the text.

2) Modelling and deconstruction the text

In this stage, students identify the structural pattern and language features

of the model, and compare it with other examples of the same text type.

3) Joint construction of the text

In this stage, students begin to contribute to the construction of whole

examples of the text type. And the teacher gradually reduces the contribution to

text construction, as the students move closer to being able to control text type

independently. Joint construction activities that can be done in the classroom

include teacher questioning, discussing and editing whole class instruction then

scribing into board, jigsaw and information gap activities, small group

construction of text, etc.

4) Independent construction of the text

(34)

0

writing class can be in the form of writing task which demand that students draft

and present whole text.

5) Linking to related text

In this stage students investigate how what they have learnt in this

teaching learning cycle can be related to other texts in the same or similar context,

and future or past cycles of teaching and learning.

Hyland (2003:177) stated that feedback therefore emphasizes a process of

writing and rewriting where the text is not seen as self-contained but points

forward to other texts the student will write. It helps the writer work out the text s

potential and to comprehend the writing context, providing a sense of audience

and an understanding of the expectations of the communities they are writing for.

There are three kinds of feedback according to Hyland (2003:178). The

followings are the explanation of each kind.

1) Teacher written feedback

(35)

2) Teacher-student conferencing

Teachers can also give feedback on student writing through face-to-face

conferencing. Conferencing has important advantages as it can supplement the

limitations of one-way written feedback with opportunities for the teacher and

the student to negotiate the meaning of a text through dialogue (McCarthey,

1992: 1 in Hyland 2003:192).

3) Peer feedback

Peer response is said to provide a means of both improving writers drafts

and developing readers understandings of good writing, but teachers have

generally been more positive than students, who tend to prefer teacher feedback,

and its benefits have been hard to confirm empirically in L2 situations. (Hyland

2003:198).

Each type of feedback has its own advantages and disadvantages. The

teacher can use those type of feedback based on classroom needs and condition.

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According to Weigle (2009:109), there are three main types of rating

scale: primary trait scales, holistic scales, and analytic scales. Each type of the

rating scales will be described below.

1) Primary trait scales

(36)

specific writing assignment and essays are judged according to the degree of

success with which the writer has carried out the assignment.

2) Holistic scales

According to Weigle (2009:110) holistic scoring is done by assigning a

single score after reading overall text. It views the written product as a whole

without paying too much attention to the details. This scoring cannot diagnose the

students writing skills since the teacher cannot rate the five aspects of writing

such as content, organization, vocabulary, language use, and mechanics.

3) Analytic scales

In analytic scoring, scripts are rated on several aspects of writing or

criteria rather than given a single score. In this research, students writing will be

analyzed through analytical scoring which script are rated on several aspects of

writing or criteria rather than given a single score. The analytical scale used was

created by Jacobs et al. In Jacobs et al scale, scripts are rated on five aspects of

writing: content, organization, vocabulary, language use, and mechanics.

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very good

30-27

Knowledgeable, substantive, thorough

development of thesis, relevant to

assigned topic.

Good to

average

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Some knowledge of subject, adequate

range, limited development of thesis,

mostly relevant to topic, but lacks detail

Fair to poor

21-17

Limited knowledge of subject, little

substance, inadequate development of

topic

(37)

non-substantive, not pertinent, or not

enough to evaluate

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very good

20-18

Fluent expression, ideas clearly

stated/supported,

succinct,

well-organized, logical sequencing, cohesive

Good to

average

17-14

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main ideas stand out, limited support,

logical but incomplete sequencing

Fair to poor

13-10

Non-fluent,

ideas

confused

or

disconnected, lacks logical sequencing

and development

Very poor

9-7

Does not communicate, no organization,

or not enough to evaluate

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Excellent to

very good

20-18

Sophisticated range, effective word/idiom

choice and usage, word form mastery,

appropriate register

Good to

average

17-14

Adequate range; occasional errors of

word/idiom form, choice, usage but

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Fair to poor

13-10

Limited range; frequent errors of

word/idiom for, choice, usage;

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Essentially translation; little knowledge

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form; or not enough to evaluate

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very good

25-22

Effective complex construction; few

errors of agreement, tense, number, word

order/function,

articles,

pronouns,

prepositions

Good to

average

21-18

Effective but simple construction; minor

problems in complex construction;

several errors of agreement, tense,

number, word order/function, articles,

pronouns, prepositions

but meaning

seldom obscured

Fair to poor

17-11

Major problems in simple/complex

(38)

order/function,

articles,

pronouns,

prepositions and/or fragments, run-ons,

deletions;

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Very poor

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construction rules; dominated by errors;

does not communicate; or not enough to

evaluate

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Demonstrates mastery of conventions;

few errors of spelling, punctuation,

capitalization, paragraphing

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average

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spelling,

but meaning not obscured

Fair to poor

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Frequent errors of spelling, punctuation,

capitalization,

paragraphing;

poor

handwriting;

meaning confused or

obscured

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2

No mastery of conventions; dominated by

errors

of

spelling,

punctuation

capitalization, paragraphing; handwriting

illegible; or not enough to evaluate

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(39)

standard of competence and basic competencies of English for the IX grade

students of Junior High School can be seen from the following table:

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6) Expressing the

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simple short essays

in the form of

procedure and report

to interact with

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Similarly, Sorenson (2010:6) simply stated that graphic organizers are

drawings or maps that show how ideas connect. Using them will help students

generate ideas and begin to put their thoughts on paper.

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According to Hanson (2002:21), there are some kinds of graphic

organizers that can be used by students to organize their ideas in writing process.

1) Venn diagram

The venn diagram is a conceptual map consisting of two overlapping

circles that create three sections. This kind of diagram is very useful in helping

students to make compare and contrast essay.

2) Hierarchical maps

A hierarchical map is a conceptual map that deals with main concepts and

sub concepts. A hierarchical map starts with a shape in which a main concept or

category is written. Analysis of the concepts produces sub concepts,

subcategories, sublevels, etc.

3) Sequential charts

A sequential chart is a conceptual map that charts the sequence of specific

events using a linear pattern of organization.

4) Cyclical maps

(41)

7

5) Word webs

A word web is a group of words or word phrases that graphically connect

back to and branch out from a central concept. The words in a word web are often

encircled and then connected with lines back to the main concept.

6) Plots diagrams

A plot diagram is a graphic rendering of the main events of a factual or

fictional story.

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There are some benefits that the writer will get after implementing graphic

organizers as visual pre-writing tool. The use of modified graphic organizers can

arouse motivation and attracts student s attention to writing class. They also can

be used as tools to plan writing projects. Through graphic organizers, the students

can explore their imagination and encourage their creativity in writing. Next, they

also can be used to help students in developing and organizing the ideas.

The following are the others benefits according to Ellis (2005:3).

1) Instruction in the use of GOs as planning tools containing prompts for goal

setting, brainstorming, and organization of ideas improves writing

performance.

(42)

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3) Instruction in GOs for writing can produce significant changes in adolescents

perception of themselves as empowered writers.

4) GOs coupled with writing strategy instruction, can dramatically impact

writing fluency.

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Teaching writing to junior high school students particularly procedure and

report using graphic organizers is not much different from teaching writing using

other visual media. The topic of the text can be based on students activity or their

close environment. Since procedure how something is accomplished through a

sequence of actions or steps, and report text has the purpose to report or inform

something, it will be easier to teach those text types through graphic organizers.

The use of graphic organizers can be inserted in planning/pre-writing stage from

writing process.

According to Richards and Renandya (2002:315) the first stage is planning

or pre-writing. Planning or pre-writing stage is any activity in the classroom that

encourages students to write. The activity that can stimulates and moves students

thought from blank face into getting tentative ideas for writing. The use of graphic

organizers can be used in this stage. Graphic organizers can help students to

generate and organize ideas for writing and make it explicit, easy and clearer.

(43)

9

The third stage is revising, the students review their text based on

feedback given. Revising is not merely checking for language errors, it is done to

improve global content and organisation of ideas so that the writer s intent is

made clearer to the reader.

The last stage is editing, the students edit their work for grammar, spelling,

punctuation, diction, sentence structure, etc. At this stage, they prepare their work

for the final draft to be evaluated by the teacher.

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The use of graphic organizers as a technique for improving students

writing skill is relatively not a new research. There are some researchers who

conducted similar studies on the use of graphic organizers. The results of those

relevant studies are presented bellow.

According to Tracey Sharrock through her research in 2008 entitled The

Effect of Graphic Organizers on Students Writing suggested that Graphic

Organizers can help writers keep to the topic by having their ideas in front of

them while they are writing. They also help the writers to keep things in the

correct sequential order, and based on her research the students who are treated

using graphics organizers showed an improvement in their creative writing.

(44)

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introduction of the graphic organizer as a planning tool in a rich context for

students writing development in early childhood classroom.

Another research in similar field conducted by Stephanie A. Miller in 2011

entitled Using Graphic Organizers to Increase Writing Performance determined

that incorporation of outline, detail web, and compare and contrast graphic

organizers to guide and organize students thoughts and ideas improved their

overall writing proficiency.

In addition, Katie Lancaster through her research in 2013 entitled An

Examination of Using Graphic Organizers to Teach Writing stated that using

graphic organizers can improve first grade students attitude toward writing and

proficiency in the areas of word choice and organization.

Those paragraphs above described some similar researchs found in foreign

countries. Besides, there are also some similar research conducted in our country

like the following description. Titik Purwoningsih through her research in 2011

entitled Improving Students Vocabulary Mastery through Graphic Organizers

stated that using graphic organizers can improve fifth grade students vocabulary

mastery, students participation in learning, and also improve students interest in

teaching and learning activities.

(45)

main idea of the text, infering the meaning of the text, etc and classroom situation

include coming on time, motivated to join the class, etc.

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Media in teaching and learning is one of the important elements affecting

the English teaching and learning process including in teaching writing.

Implementing appropriate media will contribute in determining the success of

teaching and learning process. In writing, the use of graphic organizers as part of

visual media indicates the improvement of students writing skill. Graphic

organizers are visual devices that depict information in various ways. Most

commonly, they employ lines, circles, and boxes to form images which depict

four common ways information is typically organized: hierarchic, cause/effect,

compare/contrast, and cyclic or linear sequences.

(46)

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improve students creativity in developing ideas

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help organize ideas into good writing

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visualize their thought easily

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make abstract concept or idea clearer

(47)

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÷çïè ëì ë ÷çõ è ñè òîðð ÷ðõèóð ëïøõ îð ïñè çõ îëõùòúèóð ñòì ë çé ïð çéë èëðñòúèóðì òõ èð ô èçõî

ó òö èóðê ì çõ û çüð ìóçõ ùð ñ öëèó ëõ ëèý þ ò ùð è ìçèçéêè ëì í çéë îëèêÿ èóð ïð ñ ð çïìó ð ï

ì òééðìèð î èóð î çè ç ê ëõèð ïíëðö ëõù èóð ÷çïèëì ë÷çõ è ñ çõ î è çüëõ ù õ òèð ñ îø ïëõ ù èóð

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ì òûûòõ é ê øñ ðî ëõ çì çîðû ëì ïð ñð ç ïìóý þ ò ú øéú ëé îëçéòù ëì íçéë îëèêÿ èóð ïð ñ ð çïìó ð ï

ó çî îë ñì øñ ñ ëòõ öëèó èóð õ ùéë ñó èðçìóð ï çõ î èó ð ì òéé ç òïçè òïñ òú èóð ïð ñðçïìó èò

ú ëõ îçõêöð çüõð ñ ñð ñ ÿéçìüñ ÿçõ îùòòîõ ð ñ ñçé òõùè óðïð ñðçïìó÷ïòì ð ñ ñý

þ ò ûçüð ñøïð èóçè èóð îçèç ë ñ ïð é ëç éð ÿ èóð ïðñð çïìó ð ï øñ ëõ ù ëõ íðñ è ëùçèòï çõî

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ò ñðïíð ï ñ ëçñçõ î÷ïòíëîð îìóð ì üñòõèóðïðé ëç ë é ë èêòúèóðò ñð ïíçèë òõ

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(55)

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