In order to improve students' reading skills, the researcher used graphic organizers in the learning process. The purpose of this research was to determine whether the use of graphic organizers can improve students' reading skills in learning English. This means that using graphic organizers in reading, especially narrative text, can improve a student's reading skill.
Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan graphic organizer dapat meningkatkan kemampuan membaca siswa di kelas bahasa Inggris. Hasil penelitian ini menunjukkan bahwa graphic organizer berperan positif dalam meningkatkan kemampuan membaca siswa kelas VIII SMPN 3Terbanggi Besar. Artinya dengan menggunakan teknik graphic organiser dalam membaca teks naratif dapat meningkatkan kemampuan membaca siswa.
Background of the study
There were so many strategies that could be used in instructional processing to improve students' reading skills. The table below was the result of a preliminary survey on the student's reading skills. A preliminary research on reading skill score data in the eighth grade of SMPN 3 Terbanggi Besar, Central Lampung.
Based on the above result, it could be concluded that the reading skill of the students was still low because the minimum mastery criterion (MMC) of the English subject in SMPN 3 Terbanggi Besar was 75. Of the difficulties, the researcher would like to know whether the use of graphic organizers could improve students' reading skills. Therefore, the writer is interested in conducting a research entitled “Implementation of graphic organizers to improve students' reading skills for the eighth grader of SMPN 3 Terbanggi Besar, Central Lampung.
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefits of the Study 1. Objective of the study
By using graphic organizers as one of the strategies applied in the learning process, it would be hope that can make learning English easy and more interesting for students, especially in reading skill. Thus, unlike comprehension, which can be seen as the product of reading separate text, skills are seen as parts of the generalized reading process. This term can be used in a sense broad enough to cover all the thinking skills.
Brown defines that readers act to look for some specific information in the text without reading the whole text through. 13In other words, readers read only a certain part of the text to look for specific information from the text. Most comprehension exercises ask readers to figure out the main idea of the text or passage. This means that it is very effective to ask questions to understand what the content of the text is being read.
The Graphic Organizers
In addition, graphic organizers can help students focus on what they read in the text. 23 Muhammad Khotib, The Impact of Use Story Maps as Graphic Organizers on Development of Vocabulary Learning of EFL Learners, (Finland: Academy Publisher, 2002), Vol. Based on the above statements, the researcher concluded that story map is a kind of graphic organizer used in narrative text.
The researcher gave the students graphic organizers story maps and asked them to read the story and fill in the story maps. There are graphic organizers that organize information into categories, making it easier to define different concepts. 29 Department, Education, Using Graphic Organizers to Improve Thinking Skills in Learning Economics.
Action Hyphotesis
RESEARCH METHOD RESEARCH METHOD
Operational Definition of Variables
After students complete their story, they can discuss and answer a question given by the teacher. In this research, the researcher used graphic organizers to observe the reading skills of students in the eighth grade of SMPN 3 Terbanggi Besar, Central Lampung. It can be defined as knowledge in recognizing the text that the students have read.
Students can understand the message from the text, it includes the main idea and specific information. If students answer all questions correctly, they will receive 100 points, if students cannot answer all questions correctly, they will receive 0 points.
Setting
Object of the Study
Action Plan
In this campaign, the researcher administered pretest, treatment and posttest to the students. During the observation, the researcher and the colleague used the observation sheet to write down important things as long as the learning process was going on. From the observation sheet, the researcher and colleague should find out the result of the student's learning activity.
In this step, the researcher and the collaborator analyzed the effect of the acting, what should be repaired and what should be paid attention to in the next acting. The result of the reflection is then used as a guide to make a new plan in the next cycle. The researcher and the associate reflected all the actions performed and identified the result of the observation in the learning process and compared the pre-test and post-test scores.
Data Collection Method
In this research, the researcher observed student behaviors and student activities in the learning process to know how the learning process will develop. During the observation, the researcher makes the observation sheet containing the list of the students' activities. The researcher used documents which were taken from the school data such as the total number of students, teachers and the condition of the school.
Data Analysis Technique
Then, to find out the result, the researcher compared the mean scores between the pretest and the posttest for each cycle.
Indicator of Success
RESULT OF THE RESEARCH 1. Description of Research Location
- Description of the Research
Based on the result of the pre-test score, the researcher identified and found the problems after taking the students. At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher gave motivation and informed the students about the activities in the next meeting.
During the learning process, four were used and named to know the activity of the students. It was intended to know the reading skills of the students before and after the treatment. From the result of pre-test and post-test I, we knew that there was an improvement over the students' result score.
From the above table, it could be seen that the students' average score in posttest II was 76.12. After completing the pre-test, the researcher gave the treatment to the students in cycle I. From the result of the students' scores in pre-test and post-test I, there was an improvement in the students' result scores.
From the result of the students' score on post-test II it could be concluded that there were improving scores. Based on the results of pre-test, post-test I and post-test II, it was known that there was a positive significant improvement in the students'. Based on the graph above, it can be concluded that Graphic Organizers could improve the reading skills of the students.
The students' attention to the teacher's explanations from the first meeting to the next was improved.
CONCLUSION
SUGGESTION
Djoni. "Improving Students' Reading Comprehension of Analytical Expository Text Using Graphic Organizers", Padang: State University of Padang, 2015. The Effectiveness of Story Mapping on the Reading Comprehension Skills of Children with ADHD", USA: University Arees, 2016. Explaining Reading A resource for concepts, skills and teaching strategies, 2nd Edition, London: The Guildford Press, 2009.
Glenda Mac Naughton and Patrick Hughes, Do Action Research in Early Childhood Studies: A Step by Step Guide, New York: Open University Press, 2009. Effect of Graphic Organizers on Reading Comprehension of an English Language Learner with a Learning Disability”, Manoa: University from Hawaii "I. Michelle Maxom, Teaching English as a Foreign Language for Dummies, England: John Wiley & Sons, Ltd Publisher, 2009.
Using Graphic Organizers to Improve Reading Comprehension for Secondary School Students”, India: Canadian Center of Science and Education, 2011. Using Story Mapping to Enhance Grammar Text Comprehension in Elementary School Students with Learning Disabilities”, University of Georgia, 2004. Using Story Mapping to increase the grammatical text comprehension of elementary school students with learning disabilities”, University of Georgia, 2004.
APPENDICES
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks naratif sederhana berbentuk cerita rakyat, sesuai dengan konteks penggunaannya.
Tujuan Pembelajaran
Porter Abbott (2002) defines narrative as "the representation of an event or series of events that takes place over a long period of time and has an order of events". Narratives always deal with some problem which leads to the climax and then turns to the solution of the problem. Using adverbial phrases of time and place (in the garden, two days ago).
Sample Story: The Ant and the Pigeon / The Man, the Boy and the Donkey / Timun Mas (The stories are in the form of mp3 files and video).
Langkah-langkah Pembelajaran
Membahas cara membuat peta pikiran teks naratif agar lebih mudah dalam membuat teks naratif. Pemberian tugas berupa mendeskripsikan tempat wisata dengan peta pikiran kemudian diimplementasikan dalam bentuk teks deskriptif.
Penilaian
Kompetensi Inti (KI)
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
- Tujuan Pembelajaran
- Penilaian
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, or d!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, or d!
- You may not cheat with your friends!
- Check your answer before submitting!
- Write your name and class on your answer sheet!
- Read the text then answer the question by crossing a, b, c, or d!
- You may not cheat with your friends!
- Check your answer before submitting!
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He called one of the elephants in his herd that had not been caught in the trap to go seek help from the king and told him about the trapped elephants. Stand on your back legs and lean your front legs against the wall of the well. The goat did as he was told, and the fox climbed on his back and climbed out of the well.
The goat stood on its little legs and put its forelegs on the side of the well. What do you think will happen if the gods or goddesses cannot interfere in the affairs of people on earth at that time. Suddenly, he jumped into the air,'aha.: then walked to the edge of the river.
Then the crocodiles arranged themselves in a line from one side to the other edge of the river. Before kwai-san left, his uncle said,” the jar in the hall contains Dragon-beard candy.
