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ENHANCING STUDENTS’ SKILL IN ORGANIZING IDEA
THROUGH GRAPHIC ORGANIZERS
Aprin Wahyu Wijayanti1, Ngadiso2, Diah Kristina3
English Education Department of Graduate Program of Sebelas Maret University Surakarta, Indonesia
Corresponding e-mail: aprinwahyu@gmail.com
Abstract
This research is focused on the use of Graphic Organizers to improve the students’ skill in organizing ideas to write analytical exposition text and the class situation in the writing class. The researcher applies a classroom action research which consisting of two cycles with three meetings in every cycle. Collections of quantitative and qualitative data are gained from test, observation, questionnaire, interview, and diary. The quantitative data obtained from the test is analyzed in order to find out the mean score. Furthernore, the qualitative data are analyzed by: assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. The result of the research shows that Graphic Organizers could improve: (1) the students’ competence in organization to write analytical exposition text in term of improving the students’ text structure, paragraph development, and cohesive devices; and the class situation in terms of improving students’ good participation and their activeness in writing class. Hence, the finding of this research above can be a foundation to claim that the implementation of Graphic Organizers has beneficial effects to improve the students’ skill in organizing idea and the class situation in writing class. Therefore, it is recommended for teachers to
apply Graphic Organizers in teaching writing especially when they want to improve students’ skill in
organizing ideas and to improve the class situation in the writing class.
Keywords: Classroom Action Research, Graphic Organizers, Organizing Idea in Writing, Writing
INTRODUCTION
Writing is one of language skills which has to be learnt by the students. Writing provides activities to express their ideas. Writing is a complex process that allows writers to explore thought and ideas to be visible and concrete. Writing is transforming thoughts into language (Ghaith, 2002: 1). Writing is one of the language skills that requires not only grammatical knowledge but also contents and organization of ideas in producing a good text. It means that the students need to think of the content of their writing; then, organize their ideas using the appropriate language (e.g. grammar and vocabulary).
Organizing idea is one of the important aspects in writing. The text will cause misunderstanding if it is not well organized. Stone et al. (2006: 564) state organizing idea is
the process to compose the content of the text; so that, it achieves the writer’s goals and has
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(2004), organizing ideas requires some skills. In organizing ideas, the students are expected to present: (1) text structure (introduction, body and conclusion), (2) paragraph development (clear point, specific supporting idea and concluding sentence), and (3) cohesive devices. The writing organization is commonly begun with a paragraph of introduction, followed by several paragraphs explaining the details, and closed with a paragraph of conclusion. It should flow in sequence and appropriate length. Organizing idea has an important role in teaching writing of language learning. It should be given primary attention in the instructional process.
In fact, some students feel difficult in organizing ideas to be a good written text. The students have low ability in starting and arranging the text. Most of the students have some ideas, but they have difficulties to arrange and express their ideas into sentences or writing product. They need a lot of time to arrange their ideas. The teacher describes the students’ writing as scratch ideas that are not developed and organized. Most of the students do not put the transitional signals for their texts. Consequently, the ideas are disconnected, and the reader lacks of guidance concerning with the movement of one idea to the others. The students also have common problems related to technical writing skill, such as sentence structure, limited vocabulary, and grammatical problem.
On 3rd September, 2015, the researcher conducted a preliminary study at an Islamic Senior
High School in Semarang. From the preliminary research, the researcher found that the students still have difficulties in organizing ideas. It was found that the students have fewer strategies in writing. The students have struggled to organize and arrange their ideas in English written text. The students have problems in organizing idea in English such as (1) no clear point and specific supporting idea, (2) no transitional signal, (3) do not have appropriate generic structure of Analytical Exposition text. By doing so, the ideas become not coherence and the flow do not run smoothly.
Based on the result of the students work, it could be concluded that students do not put the transitions signals for their texts. Consequently, the ideas are disconnected and do not flow smoothly since there is no enough guidance for the readers concerning with the movement of one idea to the next. The introductory paragraph does not have clear classification of what the text is going to describe. The paragraph that has been developed is not begun with the clear point and not followed by specific supporting ideas. Moreover, the sequence of the idea is not arranged in logical order, and it does not flow smoothly.
The problem above could be caused by the teacher, the students, and the teaching learning process. There causes from the teacher were: (1) the teacher gave less portion of teaching organizing idea than other sub-skills of writing; and (2) the teacher did not use appropriate media to teach organizing idea; and (3) the teacher focused more on acquiring the other skills such as reading and speaking rather than writing.
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time allocation for teaching writing in this school is not sufficient since most of the time is used for teaching other skills focusing on National Examination preparation.
The English teaching learning process in MA Al Asror Semarang focuses more on acquiring the other skills. The teacher thought that writing is complicated since it needs a long process. Automatically, the frequency of teaching writing is decreasing. The condition
influences the quality of the students’ writing skill. In addition, in teaching learning process in MA Al Asror Semarang, the students learn writing without using a good approach and treatment. The teacher also rarely uses media which help them to organize their ideas. The
teaching learning process focuses on the text in the students’ work sheet. They are just asked
to write a composition based on the reading texts which have been learnt.
Moreover, the teaching of writing is focused on the teaching of grammar and vocabulary, and the students have no background knowledge about how to organize the ideas. Many teachers are aware that content and organization are important in writing. However, in the real teaching process, teachers usually give more attention to the language structure such as grammar, vocabulary, spelling, and punctuation. The teachers give such things for various reasons such as mistakes in spelling or grammar seem easily to be corrected than ones of content and organization. Although content and organization are difficult to teach and assess, organizing idea is one of the components which cannot be separated in the teaching of writing. The English teachers also need to teach organizing idea so that the students can write in a good organization.
The researcher discovered that the students are lack of writing strategies. They have limited knowledge about writing, including how to gather ideas, link the ideas together, and arrange them into good paragraph. They do not use strategy of outlining or plan their writing.
Dealing with these problems, the students need media that can help them to organize their ideas. One of the media that can be used in teaching organizing idea is Graphic Organizers. Graphic Organizers have their own characteristics that can help students to arrange their ideas. Graphic Organizers are the media to enhance the students’ writing skill in organizing idea. Herrell and Jordan (2012) state that Graphic Organizers are visual or picture created to represent idea, text, or connections between texts. Graphic Organizers are effective to brainstorm, plan, and organize writing. Graham and Perin, (2007: 18) state through this media, the students will make the outline of their writing. First draft or written outline often improves the quality of the final written product. Based on their study, using pre-writing activities such as visual representations, Graphic Organizers, and prompts, had a moderate (32%) impact on
the quality of students’ writing (Graham and Perin, 2007). The outline itself covers how to
create a good writing in order to deliver the idea.
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According to Donovan and Smolkins’ (2011), using outline-based formats to brainstorm and guide writing, students finished products were more developed and cohesive. Through using an outline to brainstorm facts for the writing, moving the facts into a couplet format, and then proceeding into the paragraph form, the outline guided the writers into the appropriate format.
Based on a case study on fifth grade students, Braun, Rajewski, and Wiesendanger (2011) implemented the Suggest-Plan-Choose strategy of writing in order to use outlines and charts to help students plan their writing eased the tension of writing and allowed for students to write well developed pieces of writing. Graphic Organizers such as outlines, webs, and lists proved to help students keep to the topic, organize information, and keep their writing in the correct sequential order.
In line with those experts’ statement, Brown, Green, and Lorenz (2009), learned through
their case study research of twenty four of fourth graders, using a Graphic Organizer during
the prewriting phase in a writers’ work shop environment caused significant improvement for
both high and low performing students. This research study also found that students who used the Graphic Organizers to guide their pre-writing increased the quantity of their writing.
Grabe and Jiang (2007) conducted a case study of second language learning fourth graders. Using Graphic Organizers to pre-write, students who used the Graphic Organizers final writing piece was significantly better than those who did not use the organizer. The Graphic Organizers used prompted the students thinking. The organizational patterns of Graphic Organizers provide a scaffolding device that is beneficial to beginning writers. Graphic Organizers require students to think farther and deeper. In line with their opinions.
Based on the problem arising in teaching writing, that is, the unsatisfactory students’ achievements of organizing ideas, the researcher considerate that organizing idea is one of the important skills to make a good paragraph. Graphic Organizers come up to the researcher’s mind as the solution to improve students’ ability in organizing idea. The researcher aims to investigate whether the teaching model by using Graphic Organizers can achieve the goal of teaching writing better. The researcher put eighth grade students of Al Asror Semarang as the target of conducting action. Based on the statement of problem above, the objectives of this study are: (1) to find out whether the Graphic Organizers can improve students’ skill in organizing idea, and (2) to describe the classroom situation when Graphic Organizers media is implemented in the writing class.
METHOD
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design of this study belongs to Classroom Action research (CAR) which consists of two cycles with three meetings in every cycle. Every cycle consisted of four processes proposed by Burn (2010), namely planning, action observation, and reflection. Collections of quantitative and qualitative data are gained from test, questionnaire, observation, interview, and diary. The quantitative data obtained from the test is analyzed in order to find out the mean score. Then, the mean score from a pre test, post test 1,and post test 2 are compared to see the improvement. The researcher also administrated t-test of non-independent to find the significance of that improvement. Furthernore, the qualitative data are analyzed by: assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes.
FINDING AND DISCUSION
The researcher divided the findings into two aspects:
students’ organizing ideas skill
in writing and the class situation.
1. Graphic Organizers Can Improve the Skill of Organization in Writing Analytical exposition Text of Grade XI Students at MA Al-Asror, Semarang
The result of this research shown that the the implementation of project based digital
storytelling could develop students’ skill in organizing idea in general. It can be seen from the
students’ score of the test. The mean score of pre test was 67, and it increased on the first post test into 72, then it increased again on the second post test into 80. The development of
students’ skill in organizing ideas of writing can be seen in the chart 1.
Chart 1
The Development of Students’ Skill in Organizing Ideas of Writing
The implementation of Graphic Organizers can improve the students’ skill of organization
in writing analytical exposition text. Graphic Organizers are the media to enhance the students’
0 20 40 60 80 100
Pre-test Post-test 1 Post-test 2
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writing skill in organizing idea. Through the activities in Graphic Organizers, the students’
skill of organizing ideas improved.
As the media used in the process of pre-writing, graphic organizers can help the students produce and organize the ideas before they start to write. In the process of pre-writing, Graphic Organizers provide diagrams or columns to organize their ideas and make the outline. The students can put introduction, body and conclusion in sequence correctly. After the students put the central ideas, the students put the sub ideas in the graphic. It can be seen in the process of making Graphic Organizers, the sub ideas will be occurred after the writer determined the central idea. It means that the ideas will be systematic and consistent with the theme that has been determined. Buzan (2009: 184) says that Graphic Organizers are the best tool to help you writing structured and focused essays. Hence, Graphic Organizers also can help the students to write systematically. It is also supported by McGrift (2000: 9). He says that Graphic Organizers are powerful tool to help students overcome problems with the organization of their ideas and thoughts.
Moreover, Graphic organizers are tools that can be used to visualize and organize information. Graphic Organizers help the students to arrange their ideas. Graphic Organizers help students structure writing project. Graphic Organizers make the students easy to brainstorm the ideas and encourage students to organize essential concepts and ideas. This finding is supported by Herrell and Jordan (2012), Graphic Organizers are visual or picture created to represent idea, text, or connections between texts. Graphic Organizers are effective to brainstorm, plan, and organize writing. In addition, the teacher can use conceptual organizers to make ideas within informational text more accessible to students. Students are required to think more analytically to lace individual characteristics and ideas in their proper position within the diagram. Moreover, Kohler (2009: 1) states that Graphic Organizers are visual representation of knowledge. Graphic Organizers are an effective tool for organizing idea. By the visualization of some ideas, the students are expected to write their ideas in correct order easily.
In the process or writing, the students can look for the graphic organizers. Therefore, they can arrange and develop their ideas easily and are not worrying to miss the ideas. The ideas will be connected and flow smoothly. Graphic organizers provide the better result of the
students writing. The students’ writing become more organized and coherent. This fact is in
line with the research conducted by Lancaster (2013) who stated that Graphic Organizers are an effective teaching technique in writing. Students’ attitudes toward writing, their usage of word choice, and organization improved. Most students gain success in writing when using prewriting strategies such as Graphic Organizers. It is argued that even simple outlines improve
the quality of students’ writing and that certain prewriting strategies, such as brainstorming,
can even be used with the youngest of students (Kellogg, 1987; Breetvelt et. al., 1994; and Voon, 2010).
commit to user a. Cohesive Devices
The first organizing ideas aspect/ indicator is cohesive devices. In this aspect, the students seem to be hard to find the appropriate cohesive devices. Graphic Organizers can improve the
students’ skill in mastery the cohesive devices. The Graphic Organizers help the students to
visualize, distinguish and memorize the cohesive devices material. Therefore, the students can easily recall and implement the cohesive devices in the sentence. Thus, the students writing becomes more coherent.
Graphic Organizers visualize the concept in Graphic Organizers. In the process of writing, the teacher can use Graphic Organizers to teach cohesive devices concept. The researcher explains the concept and the kind of cohesive devises by using Graphic Organizers. The
researcher provides Graphic Organizers consists of several columns and gives “Cohesive Devices” word in the center of the graphic. Then, the researcher explains the kinds of cohesive devices and gives those columns name by using kinds of cohesive devices (spatial order, time order, numerical order, cause/effect order, comparison/contras order, and general/specific order). After that, the teacher adds the kinds of cohesive devices in those columns based on the kind of cohesive element. Hence, the student can easily understand the concept and kind of cohesive devices.
Graphic Organizers can be used as tools to facilitate students’ understanding. Graphic Organizers are considered visual displays that enable the learner to understand information
more easily (Dye, 2000). Graphic Organizers can enhance student’s understanding of many
lessons. Graphic Organizers are visual tools that helping the students to visualize the concept of abstract knowledge. Moreover, Graphic Organizers decide what key components which are necessary for the students to learn and help the students see the connections by examining the information in the Graphic Organizers. In line with Dyne opinion, Kang (2004) defines Graphic Organizers as creative techniques used to present complex information and convert it into a simple and meaningful graphic display of the relationships between concepts. Moreover, Ben-David (2002) also states that Graphic Organizers are useful in organizing information to make it easier to understand and learn.
In addition, Graphic Organizers help the students in memorize the kind of cohesive devices. Graphic Organizers make the concept of cohesive devices become systematic and practical. Therefore, the students easily remember the concept of cohesive devices. This finding is supported by the theory from McKnight. McKnight (2000) stating that the Graphic Organizers are visualizations of these mental storage systems, and serve to support students in remembering and connecting information. Since the students have remembered and understood the concept of cohesive devices, the students can easily implement the cohesive devices in the sentences.
b. Text Structure
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of Analytical exposition text. The generic structure of analytical exposition text is thesis, argument, and reiteration. Graphic Organizers make the students can easily organize their writing. By using Graphic Organizers, the students can make the outline. Therefore, the students are expected to put introduction, body, and conclusion in sequence correctly. They will understand the structure of the text. After they make the sequent diagram, the result is the writing product must be in logical sequence of idea. It can be logical because the ideas go from the beginning to the end. By using the structure of Graphic Organizers the students can easily arrange their ideas. The students can easily remember the generic structure of Analytical Exposition text.
In the process of writing, the students provide Graphic Organizers. The graphic provide column to arrange their ideas. Therefore, they could put there idea in the column introduction
(thesis), body (argument 1, argument 2), and conclusion. Hence, the students’ writing become
connected and coherent from the beginning, body, and conclusion. Moreover, the students’ writing also have appropriate paragraph structure.
Lancaster (2013) stated that by using Graphic Organizers students will be able to organize their story with a beginning, middle, and end and learn to select words for their chosen topic. Moreover, Santangelo and Olinghouse (2009) suggest that the use of Graphic Organizers to
encourage the generation of ideas and improve the organizational structure in students’ writing.
Graphic Organizers help the students to organize the idea from the beginning into the end of the story.
c.Paragraph Development
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2. Graphic Organizers can Improve the Teaching and Learning Process in Writing Class.
This media is also helpful in dealing with some problems related to the process of teaching and learning in writing class. The problems which the researcher found when teaching writing
in this class were: (1) the students’ participation where some students were active and some
others remaining were passive, (2) the teaching learning process needed a lot of time, and (3) the teacher cannot motivate the students and some of the students feel bored.
When implementing Graphic Organizers, the problems regarding to the process of teaching and learning can be overcome. First, the process become more encouraging since the students’ participation in the activities increase. Before the treatment, few of them asks and responds to
the teacher’s explanation and the example of writing but it was much better when they practice
the Graphic Organizers. All of the students became active in the teaching learning process. Graphic Organizers method emphasizes that the students must be active and also creative in the learning process (Sulistyani, Desi Eka, 2013).
Second, the teaching learning process became efficient and effective. Graphic Organizers help the students to link between their knowledge and ideas into their writing. The students can easily organize their ideas so that the writing process became faster and got better result. This finding was supported by Dye (2000). She states that Graphic Organizers provide students with a road map to follow as they expand their schemas by linking them to existing knowledge. In addition, Iranmehr, A., Davari, H., & Erfanie, S. M. (2011) also states that Graphic Organizers help the students to organize the students’ thought. The ideas cannot disappear easily when the students organize their ideas into Graphic Organizers. Graphic Organizers also helps the students remember the ideas that connect each other. As the result, the students will need less time to finish their writing when they have got the ideas fast.
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Moreover, this finding is also supported by Ausubel (1969). He states that the utilization of Graphic Organizer changes crucial behavior toward writing. Graphic Organizer makes meaning, and as an advanced organizer, it can make learning meaningful. Ausubel (1969)
further express, that in order for “meaningful learning” to occur the individual must have
established learning by determining if the information received is meaningful. If this information is meaningful, then the individual will process the information and this will strengthen his/her knowledge. Since positive result toward changing students’ attitude is derived then each student experienced meaningful learning. From the orientation about writing requires serious efforts to be learned, it turns out that writing can be viewed as fun and exciting subject.
Based on the result of the research and the result of the other previous research, it can be concluded that this research proved the previous research. This research tries to clarify the other previous research. The other previous research said that Graphic Organizers is one of tools that help the students to improve their writing skill. The current research proves the
previous research that Graphic Organizers is an effective tool to improve the students’ writing
skill. By using Graphic Organizers the students could prepare to write earlier. In the term of writing steps, Graphic Organizers help the students in the pre-writing stage, Graphic
Organizers help the students to improve students’ skill in organizing idea. The result of the
current research justifies the other previous research findings, Graphic Organizers help the students to prepare writing earlier. By early preparation, the result of the students writing become more cohesive, coherent, and creative.
CONCLUSION AND SUGESTION
From the findings of improving students’ skill of organization in writing analytical exposition text, the researcher draws some conclusions. The major conclusion of this research is that the implementation of graphic organization has many advantages to help the students improve their skill in organizing ideas and to encourage them to be more active in writing class. Based on the result of the research, the conclusion can be drawn into two points as follows: 1.
Graphic organizers can improve the students’ skill of organizing ideas in writing. The results of pre-test, post-test 1, and post-test 2 show that there is improvement of the students’ skill in organizing ideas. The improvement includes: a) The students can arrange their ideas in three parts of generic structure; they are thesis, argument, and conclusion (text structure); b) the students can write effectively the topic sentences, and add supporting sentence and concluding sentence; and 3) the students are able to implement cohesive devices.; 2. Graphic organizers can improve the class situation of teaching and learning in writing class. The class becomes more alive in which the students were always engaged in the classroom, they no longer
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students become active in teaching learning process. The time management in teaching learning process become effective and efficient.
Related to the findings above, the researcher would like to give, some suggestions in order to improve the quality of the teaching and learning process in the future. This research has
revealed that the use of Graphic organizers gave significant impact to the students’ writing
skill. Therefore, it’s suggested to English teachers to use this media in teaching and learning
writing, especially when they want to improve some aspects of writing like idea development and idea organization. Moreover, English teacher also can develop the activities in this media. However, in implementing it, teacher can design their own concept. The media can be designed based on the situation. This media is also good for improving the class situation. When teacher finds that students feel bored in writing, they can use and implement this media
The students should have high learning motivation, so that when they join the lesson, they feel comfortable. The most important thing is they have a will to study hard and to motivate themselves. Writing is interesting and challenging activity in English subject matter. This writing activity can not only be done at school, but the students can do writing activity at home. The students have to improve their organizing ideas skill in writing with various activities. Graphic Organizers facilitates students with activities that can be focused to improve their organizing ideas in writing, so they can produce the better writing product. Students can also have discussion with their friends and their teacher if they have a problem in organizing ideas through Graphic Organizers. The students are suggested to practice more in writing, not only inside the class but also outside the class. Therefore, it is suggested that students participate actively in teaching learning process for the sake of improving their own organizing ideas skill. The researcher realizes that the result of this research is far from perfect, so the other researchers might improve this research to solve the same problems by using other methods or media of teaching learning process, especially for teaching writing. This research is just one
effort to improve the students’ skill in writing. The findings of this research are expected to be
used as starting point to conduct further research in different field and different text types. For further research, this research can be additional reference, especially reference for other researchers who want to do further research related to the application of various methods, technique or media in teaching writing. Other researchers can make such an improvement by trying to use this topic of research with different subjects of research. Other researchers can also create a better research after they know the weaknesses of this research.
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