Sari Resty.
Improving StudentsAo Ability To WriteA
IMPROVING STUDENTSAo ABILITY TO WRITE NARRATIVE TEXT
BY USING GRAPHIC ORGANIZER
Resty Maya Sari Wisma Yunita Azwandi University of Bengkulu Email : resty_leader@yahoo.
Abstract: This paper was aimed to explain whether using Graphic Organizer can improve studentsAo ability in writing narrative text and factors that influence the improvement of studentsAo ability at grade IX A of SMPN 22 Kota Bengkulu in the 2012/2013 academic year.
The result of this research shows that using graphic organizer has successfully improved the studentsAo ability in writing narrative text, the improvement was influenced by the used of interesting material chosen and teacherAos participation toward the students.
Keywords: Writing Skill.
Narrative Text.
Graphic Organizer.
research was also proven that using graphic organizer has so many advantages.
The similar research had been done by Delrose .
, as the result, it proven that graphic organizer was effective to improve studentsAo writing ability.
Moreover.
Nichols .
suggests that the use of a graphic organizer before, during, and/or after the reading of a narrative text can help students learn the structure of the text.
A graphic organizer is a visual representation of the structure of the text.
In addition, a graphic organizer can be designed to help students recognize the structure of narrative text.
Professional materials usually refer to this as developing a Ausense of storyAy or Austory grammar.
Ay Thus, this technique is used to help the students organize the structure of a narrative text then write it on a paper to be a piece of a good writing narrative text.
Therefore, this INTRODUCTION Writing is one of the four skills that students of foreign or second language should acquire.
Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message (Gudschinsky,1.
Moreover, there were several ways which could be done to improve studentsAo ability in writing narrative text.
Such as.
by using picture .
related to the story, using graphic organizer, retelling the famous legend story, and giving a short narrative story.
However, graphic organizer was one of technique which helped the students to classify ideas and communicate more effectively.
Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning, research and brainstorming.
Some previous Journal of Applied Linguistics and Literature.
Vol.
2 No 2.
December 2016, pp.
current study was guided by two research 70-.
classroom action research involves four phase in each cycles, they are To what extent was the improvement of studentsAo ability in writing narrative text The instruments of this research by using graphic organizer at grade IX, were the studentsAo and teacherAos observation Class IX-A of SMPN 22 Kota checklists, writing test, and interview.
The Bengkulu? data was collected in this paper is What factors influenced the improvement quantitative .
tudents scores in evaluation of studentsAo ability in writing narrative test in each cycl.
and qualitative .
tudentsAo text at Grade IX.
Class IX-A of SMPN and teachersAo observation checklist and 22 Kota Bengkulu? intervie.
METHODS
FINDINGS AND DISCUSSION
One of the educational research designs that Based on the data analysis above, the used in this paper is classroom action researcher found that the findings of this Moreover the subject of this research have been answered the research research was the student at grade IX A of questions as follows:
SMPN 22 Kota Bengkulu in 2012/2013 Graphic Organizer improved studentsAo academic year.
There were 22 students in ability to write narrative text.
the classroom.
females and thirteen The chart below showed the .
malesAo students.
According to Kemmis improvement of studentsAo score frequency and McTaggart .
and Arikunto .
9, in baseline data, cycle 1, and cycle 2:
Chart 1: The StudentsAo Score in Writing Narrative Text in Baseline Data.
Cycle 1, & Cycle 2 Baseline Data Cycle 1 Cycle 2 Poor Fair Good Very Good Sari Resty.
Improving StudentsAo Ability To WriteA From the chart, it can be seen that there there was no student who got very good were significant improvement between the category in baseline data, cycle 1, and cycle result in baseline data, cycle 1, and cycle 2.
To sum up, the researcher concluded that Based on the test result, there were 15 the research should be ended in cycle 2 18% and 7 or 31.
81% of students who since the result of writing narrative test in got poor category in baseline data and cycle cycle 2 was satisfied and could fulfill the 1 decreased into 0 or 0.
00% student in cycle Then, 7 or 31.
81% and 11 or 5.
00% of The improvement of studentsAo writing students who got fair category in baseline ability was especially in analyzing 5 aspects data and cycle 1 decreased into 4 or 18.
of composition profile scoring guide, they of students in cycle 2.
were content, organization, vocabulary.
Furthermore, 0 or 0.
00% and 4 or language use, and mechanics aspects.
Each 18% of students who got good category aspect showed better improvement in every in baseline data and cycle 1 increased in Furthermore, the improvement of cycle 2 that there were 18 or .
81%) of each aspect will be illustrated in the chart students gained good score.
To the next.
Chart 2: The Improvement of StudentsAo Mean Score of Scoring in Baseline Data.
Cycle 1, & Cycle 2
20,77
18,36
15,36
12,27
10,09
Baseline Data
10,68
2,59 3
3,54
Content Organization Vocabulary Language Use From the chart above, it could be seen that there were better improvements from the mean score of aspects scoring based on the composition profile scoring guide.
Firstly, the mean score of content aspect in Mechanics cycle 1 increased from 15.
36 in baseline data and 20.
77 in cycle 1 to 23.
4 in cycle 2.
Secondly, the mean score of organization aspect increased from 12.
27 in baseline data 1 in cycle 1 to 15.
9 in cycle 2.
Journal of Applied Linguistics and Literature.
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Thirdly, the mean score of vocabulary aspect increased from 10.
09 in baseline data and 13 in cycle 1 to 15 in cycle 2.
Fourthly, the mean score of language use aspect increased from 10.
68 in baseline data and 13 in cycle 1 to 18.
36 in cycle 2, and the last mean score of mechanics aspect increased from 2.
59 in baseline data and 3 in cycle 1 to 3.
54 in cycle 2.
Based on the result, the researcher concluded that there were significant improvements of each Furthermore, the results of the observation checklist and field notes were satisfying and the research could be ended in this cycle.
The factors influencing the improvement of studentsAo writing ability.
Besides having the result of the improvement on studentsAo writing ability through writing tests which were held at the end of each cycle, the researcher also found that the improvement toward using of graphic organizer was influenced by two The first factor was the material Based on the observation checklist and field notes, it was found the atmosphere of teaching learning process through the implementation of graphic organizer by using some interesting texts was so Interaction, attention, and respect among the students were good.
Moreover, based on the observation checklist and field notes, it was showed that the students were looked enthusiast to use graphic organizer since it was their first time applied this kind of technique.
They also were enthusiast to the text chosen for the learning material.
The texts chosen in cycle 2 were more interesting than cycle 1.
The last factor was teachersAo Based on the observation checklists and field notes, studentsAo attitude in cycle 2 was better than cycle 1.
It could be seen by the teachersAo observation checklist in cycle 1 and cycle 2.
The teacherAos participation was consisted of the teacherAos activities such as:
the teacher delivered the material would be taught, the teacher explained the using graphic organizer, and the teacher taught writing narrative text by using graphic For the first activity, the teacher delivered the material in cycle 2 better and clearer than cycle 1.
All of the students listened and gave For the second activity, the teacherAos explanation about using graphic organizer was better too, the teacherAos explanation was clear.
almost all of the studentsAo gave positive enthusiast toward the teacherAos explanation.
For the last activity, the teachersAo assisting and guiding students were the main activity that influenced the improvement of the studentsAo writing narrative text.
The researcher concluded that the improvement of studentsAo ability in writing narrative text was also influenced by teacherAos participation.
However, based on the explanation above, the improvement of studentAo writing ability was not only caused by the material chosen, but also by the teacherAos It was included teacherAos explanation, assisting, and guiding the Sari Resty.
Improving StudentsAo Ability To WriteA The teacher had an important role in improvement of studentsAo writing narrative ability.
To sum up, both of the material chosen and the teacherAos participation became the factors influencing the improvement of studentsAo writing The result of this research was compared to some theories and ideas explained in chapter 2.
The improvement of studentsAo mean score in cycle 1 and cycle 2 was significant.
The studentsAo mean score in cycle 1 that 62.
82 increased into 76.
22 in It was also looked by the improvement of studentsAo percentage category that 4 or 18.
18% of students which got good category in cycle 1 increased into 18 or 81.
81% of students in cycle 2.
Based on the improvement of each cycles, using graphic organizer technique did improve studentsAo writing narrative The result of this research was also similar to the result of some previous Firstly, the result of the research by Delrose .
was similar to the result of this research which also proven that using graphic organizer can be an effective tool be used in writing process, in generating narrative sentences which has more complex structure of syntax and discourse.
Secondly, the result of the research by Gusweni .
also proven that graphic organizer has successfully improved studentsAo reading comprehension and motivation, and trained studentsAo to be active readers.
Thirdly, the result of the research by Tsai and You .
proven that using graphic organizer in Elementary School can be a tool or strategy to motivate and facilitate the students to be creative in instructional activities.
Furthermore, the result of this research also confirms some theories and ideas from the experts.
For the First, by using graphic studentsAo achievement increased.
This result was similar to the theory by Nichols .
which suggests that the use of graphic organizer can help students learn the structure of the text.
It is used to help the students organize the structure of a narrative text then write it on a paper to be a piece of a good writing narrative text.
For the second, using graphic organizer improved studentsAo ability in organizing the This result was supported by Morin .
which argues that graphic organizer is a series of visual charts and tools used to represent and organize studentsAo knowledge or ideas.
The increased studentsAo academic achievements were proven from the significant mean score improvement between the organization aspect of scoring guide result in cycle 1 and cycle 2.
For the last, using graphic organizer also improved the studentsAo motivation.
similar as NicholsAo .
theory which stated that graphic organizer is a kind of strategy that makes students be motivated and active.
It can increase studentsAo interesting in learning process.
CONCLUSION
The researcher concluded that using graphic organizer is effective to improve studentsAo writing narrative text and also facilitate the students to be creative and being motivated Journal of Applied Linguistics and Literature.
Vol.
2 No 2.
December 2016, pp.
especially at grade IX A of SMPN 22 Kota Bengkulu 2012/2013 academic year.
Gudchinsky.
Teaching writing.
New York:
OxfordUniversityPress.
Morin.
Using graphic organizer in teaching English.
Washington DC: Alliance Excellent for Education.
Nichols.
The other side of the story: Using graphic organizer as cognitive learning tools to teach students to construct effective counteranalysis.
Published thesis Universityof Baltimore LawReview.
Kemmis.
, &McTaggart.
The action research planner .
rd ed.
Victoria.
Australia:
DeakinUniversityPress.
REFERENCES