The Effect of Graphic Organizers on ELT Students’ Writing Quality
Keywords:
descriptive paragraph, graphic organizers, paragraph writing, writing quality
Abstract
Graphic organizers are used in ELT classroom to help the students learn better. It refers to the way the students use graphic organizers in writing. The purpose of this study is to investigate the effect of graphic organizers on ELT students’ writing quality. This study was a quasi-experimental research design. The experimental group was taught by using graphic organizers. The control group was administered by using conventional strategy. The participants of the research were the second semester students of English Department, in one of the private universities in Madiun. The data were analyzed by utilizing independent t-test and one-way ANOVA based on the level of significance at .05. The result of the study shows that there is a significant difference between the mean scores of the students in the experimental and control groups. The students who are taught by using graphic organizers are better than the students who are taught using conventional strategy. The students in the experimental group perform better on writing quality in terms of content, vocabulary, and mechanics than those who do in the control group. It can be concluded that graphic organizers have a significant effect on ELT students’ writing quality. It is effective to be used in order to help the students write better. The students are successful in generating the ideas of writing and it can create a social community. We recommend for the future researchers to realize other various graphic organizer models into research.
References
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Dobao, A. F. (2015). Collaborative writing in L2 classrooms. ELT Journal, 69(2). https://doi.org/10.1093/elt/ccv001
Elhawwa, T. (2015). Developing Materials of Writing Course Using Graphic Organizers for the English Department Students. Journal on English as a Foreign Language, 5(2), 113. https://doi.org/10.23971/jefl.v5i2.371
Gonzalez-Ledo, M., Barbetta, P. M., & Unzueta, C. H. (2015). The Effects of Computer Graphic Organizers on the Narrative Writing of Elementary School Students with Specific Learning Disabilities. Journal of Special Education Technology, 30(1), 29–42. https://doi.org/10.1177/016264341503000103
Jumariati, J., & Sulistyo, G. (2017). Problem-Based Writing Instruction: Its Effect on Students’ Skills in Argumentative Writing. Arab World English Journal, 8(2), 87–100. https://doi.org/10.24093/awej/vol8no2.6
Khalaji, H. R. (2016). The Effect of Graphic Organizers on Students ’ Writings : The Case of EFL Students , Islamic Azad University , Malayer Branch. International Journal of educational Investigation, 3(3), 94–105.
Khatib, M & Meihami, H. (2015). Languaging and Writing Skill: The Effect of Collaborative Writing on EFL Students’ Writing Performance. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.203
Lee, C. C., & Tan, S. C. (2010). Scaffolding writing using feedback in students’ graphic organizers – novice writers’ relevance of ideas and cognitive loads. Educational Media International, 47(2), 135–152. https://doi.org/10.1080/09523987.2010.492678
Maharani, M. M. (2018). Graphic Organizers to Improve Students’ Writing on Recount Paragraphs. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 211. https://doi.org/10.31002/metathesis.v2i2.942
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Network, 7(3), 55–65. https://doi.org/10.1007/s10979-010-9259-8
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Odegaard, K. J. (2015). Using Graphic Organizers , Cooperative Learning , and Written Reflection to Improve Mathematics Problem Solving Skills.Hamline University: Unpublished Thesis
Pratama, S., Rahmawati, I., & Irfani, B. (2017). Graphic Organizer as One Alternative Technique to Teach Writing. English Education: Jurnal Tadris Bahasa Inggris IAIN Raden Intan, 10(2), 334–357. https://doi.org/10.24042/ee-jtbi.v10i2.1755
Rahmat, N. H. (2020). Information Processing As Learning Strategy: the Case of Graphic Organisers. European Journal of Education Studies, 7(4), 1–15. https://doi.org/10.5281/zenodo.3762575
Reza, H., Reza, H., & Biria, R. (2013). The impact of task planning on Iranian EFL l. Procedia - Social and Behavioral Sciences, 70, 719–723. https://doi.org/10.1016/j.sbspro.2013.01.115
Robinson, D. H. (2015). Visual Argument : Graphic Organizers Are Superior to Outlines in Improving Learning From Text. Journal of Educational Phychology, 87(3).. https://doi.org/10.1037/0022-0663.87.3.455
Robinson, D. H., Odom, S., Hsieh, Y., & Katayama, A. D. (2006). Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer.The Journal of Educational Research, 100(2).
Shehadeh, A., & Shehadeh, A. (2016). Effects and student perceptions of collaborative writing in L2 Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. https://doi.org/10.1016/j.jslw.2011.05.010
Stull, A. T., & Mayer, R. E. (2007). Learning by Doing Versus Learning by Viewing : Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers. Journal of Educational Psychology, 99(4), 808–820. https://doi.org/10.1037/0022-0663.99.4.808
Styati, E.W. (2016). Effect of YouTube Videos and Pictures on EFL Students ’ Writing Performance. Dinamika Ilmu, 16(2), 307–317.
Styati, E.W., & Latief, M. A. (2018). Investigating dominant and passive students on pair work towards the students’ writing performance. 3L: Language, Linguistics, Literature, 24(3). https://doi.org/10.17576/3L-2018-2403-11
Tan, L. L. (2010). Pair Interactions and Mode of Communication Comparing Face-to-Face and Computer Mediated. Australian Review of Applied Linguistics, 3, 1–24. https://doi.org/10.2104/aral1027
Unzueta, C. H. (2009). The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities. FIU Electronic Theses and Dissertation, https://doi.org/10.25148/etd.FI09120819
Vitanofa, A., & Anwar, K. (2017). The Effect of flipped learning through graphic organizers toward writing skill at MAN 2 Gresik. Journal of English Teaching, Literature, and Applied Linguistics, 1(2), 37–49. Retrieved from http://journal.umg.ac.id/index.php/jetlal/article/view/318
Widodo, H. . (2013). Implementing Collaborative Process Based Writing in the EFL College Classroom. Research Papers in Language Teaching & Learning, 4(1), 198–206. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86824467&site=ehost-live
Zabihi, R., & Rezazadeh, M. (2013). Creativity and Narrative Writing in L2 Classrooms : Comparing Individual and Paired Task Performance. Bellaterra Journal of Teaching and Learning Language and Literature, 6(3), 29–46.
Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The Effect of Graphic Organizer on Students ’ Learning in School Types of Graphic Organizer. Malaysian Journal of Educational Technology, 10(1), 17–23.
Anggraeni, A. D., & Pentury, H. J. (2018). Using Graphic Organizer as a Media in Students’ Writing Project. Scope : Journal of English Language Teaching, 2(02), 105. https://doi.org/10.30998/scope.v2i02.2307
Capretz, K., Ricker, B., & Sasak, A. (2003). Improving Organizational Skills Through the Use of Graphic Organizers. An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership, 1–60. Retrieved from http://files.eric.ed.gov/fulltext/ED473056.pdf
Dobao, A. F. (2015). Collaborative writing in L2 classrooms. ELT Journal, 69(2). https://doi.org/10.1093/elt/ccv001
Elhawwa, T. (2015). Developing Materials of Writing Course Using Graphic Organizers for the English Department Students. Journal on English as a Foreign Language, 5(2), 113. https://doi.org/10.23971/jefl.v5i2.371
Gonzalez-Ledo, M., Barbetta, P. M., & Unzueta, C. H. (2015). The Effects of Computer Graphic Organizers on the Narrative Writing of Elementary School Students with Specific Learning Disabilities. Journal of Special Education Technology, 30(1), 29–42. https://doi.org/10.1177/016264341503000103
Jumariati, J., & Sulistyo, G. (2017). Problem-Based Writing Instruction: Its Effect on Students’ Skills in Argumentative Writing. Arab World English Journal, 8(2), 87–100. https://doi.org/10.24093/awej/vol8no2.6
Khalaji, H. R. (2016). The Effect of Graphic Organizers on Students ’ Writings : The Case of EFL Students , Islamic Azad University , Malayer Branch. International Journal of educational Investigation, 3(3), 94–105.
Khatib, M & Meihami, H. (2015). Languaging and Writing Skill: The Effect of Collaborative Writing on EFL Students’ Writing Performance. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.203
Lee, C. C., & Tan, S. C. (2010). Scaffolding writing using feedback in students’ graphic organizers – novice writers’ relevance of ideas and cognitive loads. Educational Media International, 47(2), 135–152. https://doi.org/10.1080/09523987.2010.492678
Maharani, M. M. (2018). Graphic Organizers to Improve Students’ Writing on Recount Paragraphs. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 211. https://doi.org/10.31002/metathesis.v2i2.942
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Network, 7(3), 55–65. https://doi.org/10.1007/s10979-010-9259-8
Mustafa, F., & Samad, N. M. A. (2015). Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing. Studies in English Language and Education, 2(1), 30. https://doi.org/10.24815/siele.v2i1.2236
Odegaard, K. J. (2015). Using Graphic Organizers , Cooperative Learning , and Written Reflection to Improve Mathematics Problem Solving Skills.Hamline University: Unpublished Thesis
Pratama, S., Rahmawati, I., & Irfani, B. (2017). Graphic Organizer as One Alternative Technique to Teach Writing. English Education: Jurnal Tadris Bahasa Inggris IAIN Raden Intan, 10(2), 334–357. https://doi.org/10.24042/ee-jtbi.v10i2.1755
Rahmat, N. H. (2020). Information Processing As Learning Strategy: the Case of Graphic Organisers. European Journal of Education Studies, 7(4), 1–15. https://doi.org/10.5281/zenodo.3762575
Reza, H., Reza, H., & Biria, R. (2013). The impact of task planning on Iranian EFL l. Procedia - Social and Behavioral Sciences, 70, 719–723. https://doi.org/10.1016/j.sbspro.2013.01.115
Robinson, D. H. (2015). Visual Argument : Graphic Organizers Are Superior to Outlines in Improving Learning From Text. Journal of Educational Phychology, 87(3).. https://doi.org/10.1037/0022-0663.87.3.455
Robinson, D. H., Odom, S., Hsieh, Y., & Katayama, A. D. (2006). Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer.The Journal of Educational Research, 100(2).
Shehadeh, A., & Shehadeh, A. (2016). Effects and student perceptions of collaborative writing in L2 Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. https://doi.org/10.1016/j.jslw.2011.05.010
Stull, A. T., & Mayer, R. E. (2007). Learning by Doing Versus Learning by Viewing : Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers. Journal of Educational Psychology, 99(4), 808–820. https://doi.org/10.1037/0022-0663.99.4.808
Styati, E.W. (2016). Effect of YouTube Videos and Pictures on EFL Students ’ Writing Performance. Dinamika Ilmu, 16(2), 307–317.
Styati, E.W., & Latief, M. A. (2018). Investigating dominant and passive students on pair work towards the students’ writing performance. 3L: Language, Linguistics, Literature, 24(3). https://doi.org/10.17576/3L-2018-2403-11
Tan, L. L. (2010). Pair Interactions and Mode of Communication Comparing Face-to-Face and Computer Mediated. Australian Review of Applied Linguistics, 3, 1–24. https://doi.org/10.2104/aral1027
Unzueta, C. H. (2009). The Use of a Computer Graphic Organizer for Persuasive Composition Writing by Hispanic Students with Specific Learning Disabilities. FIU Electronic Theses and Dissertation, https://doi.org/10.25148/etd.FI09120819
Vitanofa, A., & Anwar, K. (2017). The Effect of flipped learning through graphic organizers toward writing skill at MAN 2 Gresik. Journal of English Teaching, Literature, and Applied Linguistics, 1(2), 37–49. Retrieved from http://journal.umg.ac.id/index.php/jetlal/article/view/318
Widodo, H. . (2013). Implementing Collaborative Process Based Writing in the EFL College Classroom. Research Papers in Language Teaching & Learning, 4(1), 198–206. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=86824467&site=ehost-live
Zabihi, R., & Rezazadeh, M. (2013). Creativity and Narrative Writing in L2 Classrooms : Comparing Individual and Paired Task Performance. Bellaterra Journal of Teaching and Learning Language and Literature, 6(3), 29–46.
Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The Effect of Graphic Organizer on Students ’ Learning in School Types of Graphic Organizer. Malaysian Journal of Educational Technology, 10(1), 17–23.
Published
2020-11-24
How to Cite
Styati, E., & 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/10.21462/ijefl.v5i2.283
Section
Articles
