The graphic organizer’s effect on the students’ writing achievement in argumentative paragraph

Moh Hafidz

Abstract


The Graphic organizer strategy is visually mapped to organize the general into a particular idea in an argumentative paragraph to develop students’ writing scores. The purpose of this research is to enrich theoretical and practical strategiesin writing paragraph argumentatively. This research is a quasi-experimental study with a Pretest-post-test non-equivalent group and non-random sampling technique to determine the experimental group consisting of 23 participants and the control group consisting of 23 participants. The expert who validated the test was senior English lecturers. And the researcher used Cronbach’s Alpha to measure the reliability, and the result was 0.721 (acceptable). As the result, graphic organizer strategy significantly affected the students’ writing achievement in argumentative paragraphs, especially on the organization aspect. Additionally, this strategy also allowed them to explore their ideas independently and unconsciously builds some connecting words up.


DOI 10.26905/enjourme.v6i1.5701



Keywords


Graphic organizer, argumentative paragraph, writing achievement

Full Text:

PDF

References


Anggraini, D. (2017). The Effect Of Applying Web Graphic Organizer On The Students’ Achievement In Writing Descriptie Text.

Anggrainy, S., Diem, C. D., Vianty, M., & Sugandi, B. (2016). The Effect of Graphic Organizers, Guided Writing Strategies, and Reading Levels on the Writing Achievement of The Fourth Semester Students of PGMI Program at IAIN Raden Intan Lampung. Sriwijaya University Learning and Education International Conference, 2(1), 1029–1052.

Aswita, D., Ramadhan, S., & Taufik, T. (2018). Development of Teaching Material for Narrative Writing Using Graphic Organizer Type Circle Organizer in Elementary School. International Conference on Language, Literature, and Education (ICLLE 2018). https://doi.org/https://dx.doi.org/10.2991/iclle-18.2018.42

Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78–90. https://doi.org/https://doi.org/10.1016/j.compedu.2019.03.008

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (Sixth). Routledge.

Dau, D. L. (2015). Graphic Organizers–Effective Tools for Teaching Vocabulary. The 2nd International VietTESOL Conference Hanoi (Hal. 7). Vinh: Research Get.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). McGraw-hill New York.

Lailiyah, M., & Setiyaningsih, L. A. (2020). Students ’ perception of online communication language learning through Instagram. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(2), 188–195. https://doi.org/10.26905/enjourme.v5i2.5202

Lasaka, C. O., Jamiluddin, J., & Erniwati, E. (2018). Effect of using paragraph hamburger strategy on students writing achievements. E-Journal of ELTS (English Language Teaching Society), 6(1).

Lutviana, R., & Mafulah, S. (2018). The Use of Video and TPR to Improve Students’ Vocabulary Mastery. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 2(2), 89–97. https://doi.org/10.26905/enjourme.v2i2.1970

Oshima, A., & Hogue, A. (2007). Introduction to academic writing. Pearson/Longman.

Ponce, H. R., & Mayer, R. E. (2014). An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in Human Behavior, 41, 21–32. https://doi.org/https://doi.org/10.1016/j.chb.2014.09.010

Pratama, S., Rahmawati, I. N., & Irfani, B. (2017). Graphic Organizer as One Alternative Technique to Teach Writing. English Education: Jurnal Tadris Bahasa Inggris, 10(2), 334–357. https://doi.org/https://doi.org/10.24042/ee-jtbi.v10i2.1755

Shaumiwaty, S. (2020). Learning Journal Strategy to enhance students’ writing ability. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 5(1), 65–74. https://doi.org/10.26905/enjourme.v5i1.4238

Styati, E. W., & Irawati, L. (2020). The Effect of Graphic Organizers on ELT Students’ Writing Quality. Indonesian Journal of EFL and Linguistics, 5(2), 279–293. https://doi.org/http://dx.doi.org/10.21462/ijefl.v5i2.283

Torres, D. B. (2015). Effectiveness of the use of graphic organizers and summaries: A case study of adult EFL students in a reading comprehension course. Revista de Lenguas Modernas, 22. https://doi.org/https://doi.org/10.15517/rlm.v0i22.19685




DOI: https://doi.org/10.26905/enjourme.v6i1.5701

Refbacks

  • There are currently no refbacks.


EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
D3 English Program University of Merdeka Malang

 indexwidth="150"crossref 
 

 

Jl. Terusan Halimun 11B Malang, 65146, East Java, Indonesia
Email enjourme.journal@unmer.ac.id.

StatCounter - Free Web Tracker and Counter View My Stats

 

 

 

This work is licensed under a Creative Commons Atrribution-NonCommercial-NoDerivatives 4.0 International License.