ENHANCING STUDENTS’ SKILL IN ORGANIZING
IDEA THROUGH GRAPHIC ORGANIZERS
A THESIS
By
APRIN WAHYU WIJAYANTI
S 891402004
Submitted to Graduate Program of Sebelas Maret University to Fulfill One
of the Requirements for Completing the Graduate Degree in English
Education
ENGLISH EDUCATION OF GRADUATE PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY SURAKARTA
APPROVAL
ENHANCING STUDENTS’ SKILL IN ORGANIZING IDEA
THROUGH GRAPHIC ORGANIZERS
By
APRIN WAHYU WIJAYANTI
NIM. S891402004
This Thesis has been approved by the Consultants of English Education
Department of Graduate Program Teacher Training and Education Faculty
Sebelas Maret University Surakarta
Surakarta, July 2016
Consultant I Consultant II
Dr. Ngadiso, M.Pd. Dra. Diah Kristina, M.A., Ph.D
NIP. 19621231 198803 1 009 NIP. 19590505 198601 2 001
Approved by
The Head of English Education Department of Graduate Program
Teacher Training and Education Faculty
of Sebelas Maret University
Dr. Ngadiso, M.Pd.
LEGITIMATION
ENHANCING STUDENTS’ SKILL IN ORGANIZING IDEA
THROUGH GRAPHIC ORGANIZERS
By:
APRIN WAHYU WIJAYANTI
NIM. S891402004
This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate Pogram
Teacher Training and Education Faculty of Sebelas Maret University Surakarta In July 2016
Examiners 1. Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1 009 (...)
2. Dra. Diah Kristina, M.A., Ph.D
NIP. 19590505 198601 2 001 (...)
The Dean of Faculty of Teacher The Head of English Education Training and Education of Sebelas Department of Graduate Program Maret University of Teacher Training and Education
Faculty of Sebelas Maret University,
Prof. Dr. Joko Nurkamto, M.Pd Dr. Ngadiso, M.Pd
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled: ENHANCING
STUDENTS’ SKILL IN ORGANIZING IDEA THROUGH GRAPHIC
ORGANIZERS. It is not plagiarism or made by others. Anything related to
other‘s work is written in quotation, the source of which is listed on the
Bibliography. If then this pronouncement proves incorrect, I am ready to accept
any academic punishment, including the withdrawal or cancellation of my
academic degree.
Surakarta, July 2016
MOTTO
Struggle that you do today is the single way to
build a better future. (Anonymous)
The more we are grateful, the more happiness we
DEDICATION
From my deep heart and great love, this work is dedicated to:
All my lecturers at graduate school of Sebelas Maret University, who always
support and encourage me.
My parents, who have donated me their love and care.
My lovely friends, for their support and everlasting encouragement.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil‘aalamiin, His blessing waives all along the researcher’s wonderful life. As this thesis was accomplished, the researcher would like to
2. The Head of English Education Department of Graduate Program, Dr. Ngadiso,
M.Pd for providing the facilities to complete the thesis writing.
3. Dr. Ngadiso, M.Pd, the first consultant and Dr. Diah Kristina, Ph.D, the second
consultant for their guidance, advice, and patience during the writing process of
this thesis.
4. The Headmaster of MA Al Asror Semarang, Amrullah, S.Pd, M.M for the
permission to conduct the research.
5. The Teacher of English Subject of MA Al Asror Semarang, especially Siti
Aminah, S.Pd for her help, guidance, and cooperation during the research.
6. The eleventh grade students of MA Al Asror Semarang in the Academic Year
of 2015/2016 for their cooperation during the research.
7. All friends and everyone who has helped the researcher in accomplishing this
thesis.
Finally, the researcher realizes that this thesis is still far from perfect. All
constructive suggestions and criticisms from readers are expected by the
researcher. Finally, the researcher hopes this thesis can be beneficial for others.
Aprin Wahyu Wijayanti
ABSTRACT
Aprin Wahyu Wijayanti. S891402004. 2016. Enhancing Students’ Skill in
Organizing Idea through Graphic Organizers. A Thesis. First Consultant: Dr. Ngadiso, M.Pd; Second Consultant: Dra. Diah Kristina, M.A., Ph.D. English Education Department, Graduate Progam, Sebelas Maret University.
The main objectives of this research are: (1) to improve the students’
competence in organization to write analytical exposition text; and (2) to improve the class situation in writing class. The preliminary research showed that the
students’ skill in organizing ideas was low.
The subject of the research was 28 of eleventh grade students of Madrasah Aliyah Al-Asror Semarang in the Academic Year of 2015/2016. The research applied a classroom action research which consisted of two cycles. Each cycle consisted of planning, acting, observing, and reflecting. There were two types of data in the research, quantitative and qualititative data. The quantitative data were obtained through pre test, post test 1, and post test 2. The quantitative data were taken from the writing tests. The quantitative data were analyzed by using descriptive statistic. Those data, moreover, were analyzed in order to find out the mean score. Furthernore, the qualitative data were taken from the observation, questionnaire, interview, and diary. The qualitative data were analyzed by using Constant Comparative Method as proposed by Burns consisting of five steps: assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes.
The research findings revealed that Graphic Organizers could improve the
students’ competence in organization to write analytical exposition text and it
could improve the class situation in writing class. The improvement of the
students’ competence in organization is indicated by the increase of the students’
organization mean score. In pre-test, it is 67. In posttest of cycle 1, the students’ organization mean score is 72 and it is 80 in posttest of cycle 2. In addition, the students also could write effective topic sentence, coherent supporting sentences, and effective concluding sentence. Moreover, they could use cohesive devices and made text structure. As the whole writing for the passing grade (KKM), the
students’ writing means score improved as well. The passing grade for writing is 75. Forty percent students reached it in the posttest of cycle 1 and their writing mean score is 72. In cycle 2, all students reached the passing grade and their writing mean score is 80. In relation to the improvement of the class situation, the
improvement is indicated by the students’ good participation and their activeness
during the learning activities.
students’ skill in organizing ideas and to improve the class situation in writing class.
Keywords: Classroom Action Research, Graphic Organizers, Organization in Writing, Writing
TABLE OF CONTENTS
Page
COVER PAGE ... i
APPROVAL PAGE ... ii
LEGITIMATION PAGE ... iii
PRONOUNCEMENT ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... viii
TABLE OF CONTENT ... ix
LIST OF APPENDICES ... xii
LIST OF TABLES ... xiv
LIST OF FIGURE ... xx
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Statement of the Problems ... ... 7
C. Objective of the Research ... 7
CHAPTER II LITERATURE REVIEW
A. Theoretical Review
1. Writing... 9
a. The Definition of Writing... 9
b. Writing Skills... ... 11
c. Writing Process in the Classroom... ... 13
d. Problems in Writing... ... 18
e. Assessing Writing... 20
f. Teaching Writing ... 22
2. Organizing Ideas... 22
a. Definition of Organizing Ideas ... 22
b. How to Organize Ideas in Writing ... 25
c. The Indicator of Organizing Ideas... 27
d. Assessing Writing Organization ... 32
3. Graphic Organizers... 34
a. Definition of Graphic Organizers ... 34
b. Types of Graphic Organizers ... 35
c. Teaching Steps ... 39
d. Advantages of Applying Graphic Organizers ... 41
e. Disadvantages of Applying Graphic Organizers ... 43
4. Analytical Exposition ... 44
B. Review of Relative Research ... 46
C. Rationale ... 58
CHAPTER III RESEARCH METHODOLOGY A. Setting of the Research ...62
1. Location of the Research ... 62
2. Time of the Research ... 63
3. Subject of the Research ... 64
B. Research Approach...64
2. Research Procedure ... 66
C. Technique of Collecting Data...69
1. Qualitative Data ... 69
2. Quantitative Data ... 71
D. Technique of Analyzing Data ...72
1. Qualitative Data ... 72
2. Quantitative Data ... 74
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Introduction ... 75
B. Finding ... 81
1. Cycle 1 ... 81
2. Cycle 2 ... 106
C. Discussion ... 125
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 136
B. Implication ... 137
C. Suggestion ... 138
Bibliography ... 140
LIST OF APPENDICES
Page
Appendix 1 The List of The Students ... ... 148
Appendix 2 Classroom Observation in the Pre test ... 149
Appendix 3 Transcript of Interview with the Teacher ... 150
Appendix 4 Transcript of Interview with the Students ... 152
Appendix 5 The Questionnaire Result (Before Research)... ... 155
Appendix 6 Blueprint for Pre Test ... 156
Appendix 7 Instruction of the Organizing Idea in Writing Test ... 157
Appendix 8 Test Readibility ... 158
Appendix 9 The Result of Organizing Idea in Writing in Pre-test ... 159
Appendix 10 The Score of Pre Test ... 160
Appendix 11 The Score of Organizing Idea in Writing in Pre Test ... 161
Appendix 12 Lesson Plan for Cycle 1... 162
Appendix 13 Blueprint of Organizing Idea in Writing Test for Post Test 1 .. 179
Appendix 14 Instruction of the OI in Writing Test for Post Test 1 ... 180
Appendix 15 Test Readibility of OI in Writing Test for Post Test 1 ... 181
Appendix 16 The Result of Readibility Test for Post test 1 ... 182
Appendix 17 The Score of Post Test 1... 183
Appendix 18 The Score of Organizing Idea in Writing in Post Test 1 ... 184
Appendix 19 Classroom Observation in the Cycle 1 ... 185
Appendix 20 Teacher’s Dairy in Cycle I... ... 188
Appendix 21 Transcript of Interview with the Teacher After Cycle 1.. ... 190
Appendix 22 Transcript Interview for Students (After cycle 1)... ... 192
Appendix 23 The Questionnaire Result (Cycle I)... ... 194
Appendix 24 Lesson Plan for Cycle 2 ... 195
Appendix 25 Blueprint of Organizing Idea in Writing for Post Test 2 ... 210
Appendix 27 Test Readibility of the OI in Writing for Post Test 2 ... 212
Appendix 28 The Result of Test Readibility... 213
Appendix 29 The Score of Post Test 2 ... 214
Appendix 30 Students' Organizing Idea in Writing Score in Post test 2 ... 215
Appendix 31 Transcript of Teacher’s Interview after Treatment ... 216
Appendix 32 Transcript of Students’ Interview after Treatment ... 218
Appendix 33 Classroom Observation in the Cycle 1 ... 221
Appendix 34 Teacher’s Diary of Cycle II... ... 224
LIST OF TABLES
Table 1.1 The relationship between the indicator of OI and GOs...4
Table 2.1 Scoring Rubric of Writing ... ... ..20
Table 2.2 Indicator of Organizing Idea in Writing ... 23
Table 2.2 Scoring Rubric of Writing Organization ... 32
Table 3.1 Time and Schedule of the Research ... 63
Table 4.1 Schedule of Pre-Research ... 76
Table 4.2 The Result of Pre Test Score ... 77
Table 4.3 Students’ Achievement in Each Indicator of Text Organization 78 Table 4.4 The Process of the Research ... 81
Table 4.5 The Overall Implementation of Cycle I ... 82
Table 4.6 Planning of Students’ Activities in Cycle I ... 85
Table 4.7 Post Test Score of Organizing in Cycle I ... 100
Table 4.8 The Improvement of Text Organization in Cycle I ... 100
Table 4.9 The Overall Implementation of Cycle II ... 106
Table 4.10 Planning of Students’ Activity in Cycle II ... 107
Table 4.11 The Final Post Test Score of Each Organizing Ideas ... 120
Table 4.12 The Result of Cycle II ... 120
Table 4.13 The Computation of Passing Grade ... 120
Table 4.14 Students’ Overall Writing Indicator Score Progress During the research ... 121
LIST OF FIGURE
Figure 2.1 The Rationale of the Research...61
