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  th

  

4 English Language Teaching, Literature , and Translation

International Conference 2015

Unnes in collaboration with AWEJ, RELO & University of Auckland

  Conference Proceedings “Perspectives in English Language Teaching,

  

Literature, and Translation”

Faculty of Languages & Arts

State University of Semarang th

  4 ELTLT CONFERENCE PROCEEDINGS Faculty of Languages and Arts, Unnes Published by: Faculty of Languages and Arts State University of Semarang Gedung Dekanat FBS, Jl. Raya Sekaran Gunungpati Semarang, Jawa Tengah 50229 Email: Web: www.eltlt.org Telp & Fax: (024) 8508071 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of English Department of the Faculty of Languages and Arts, Unnes.

  First published in January 2016

  Siti Wachidah, Dewi Rochsantiningsih, Issy Yuliasri, Khairi Obaid Al-Zubaidi, Mirjam Anugerahwati

  Editors: Layout: Thomas Sugeng H Cover Design: Thomas Sugeng H Library of cataloguing in Publication Data: ELTLT Conference Proceedings published by English Department of the Faculty of Languages and Arts, Unnes includes bibliographical references Series ISBN 978-602-73769-1-5 Distributed by: English Department of Unnes B3 Building, Faculty of Languages and Arts, Unnes Jl. Raya Sekaran, Gunungpati, Semarang 50229 Telp. & Fax. (024) 8508071 Email: Web: www.eltlt.org

Preface

  ELTLT conference is one of a bridge that channels bond amongst academics, especially the expertise of English language teaching, literature, and translation. Last year, we discussed about The Global Trends in English language Teaching, Literature and Translation.Right now, we discuss about Perspectives in English Language Teaching, Literature, and Translation. As the chair of the 4th English Language Teaching, Literature, and Translation International Conference 2015, I would like to extend our sincere gratitude to all presenters, especially a representative speaker from AWEJ,Dr. Joseph G. Mallia from the University of Malta, Malta, besides that, thank you to Jennifer Uhler from RELO and Dr. John Hope from The University of Auckland, New Zealand for accepting the invitation to speak as the keynote speakers. At present, we have 3 keynote speakers and 117 presenters from abroad and domestic. Besides that, we also have many participants not only abroad but also domestic.

  We would like to do best for the smooth of the programs. The committee would also like to thank the rector of State University of Semarang, Prof. Dr. Fathur Rokhman, M.Hum. and the Dean of Languages and Arts Faculty, Prof. Dr. Agus Nuryatin, M.Hum. for their full support. The last, we expect all presenters and participants to have wonderful conference at present

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  and we hope all of you would like to join 5 ELTLT next year

  Bambang Purwanto, S.S., M.Hum

  Chair of ELTLT Committee Faculty of Languages and Arts State University of Semarang

  Preface

  ISBN 978-602-73769-1-5

  ISBN 978-602-19638-8-3 Preface

Welcome from the Dean of Languages and Arts Faculty

  As the Dean of Languages and Arts Faculty, we are proud to have an annual international conference such as ELTLT 2015. To be chosen as presenters for the parallel presentation in this conference is a considerable honor and achievement. I would like to congratulate the presenters who have been selected, as well as the reviewers who have chosen the successful presenters. Obviously not everyone interested in the chosen topic could attend this conference, so the post-conference proceeding will present to a much wider audience issues related to the topic. The proceeding is also a proof that the contributions of presenters are valued. I also would like to offer my congratulations and appreciation to the organising committee who have been working hard to prepare the conference, and to all keynote speakers, presenters, and participants for such an impressive conference. We hope that through this annual ELTLT conference, there will be a stronger bond amongst academics, especially those with the expertise of English language teaching, literature, and translation. I wish you a wonderful conference. Semarang, October 2015

  Prof. Dr. Agus Nuryatin, M. Hum

  The Dean of Languages and Arts Faculty State University of Semarang

  Welcome from the Dean of Languages and Arts

  ISBN 978-602-73769-1-5

  ISBN 978-602-19638-8-3 Preface Welcome from the Dean of Languages and Arts

Welcome from the Head of English Department

  We are privileged to organize this annual conference on English Language Teaching,

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  Literature, and Translation. This year is our 4 year, and we have learned a lot from our previous experiences, and so we are now doing our best to minimize weaknesses. We have received quite a lot of abstracts, a lot more than the previous years. This means that more academics are interested in our conference and trust us as organizer of the conference. We are happy that we can accommodate most proposed papers for presentations. However, with regrets, we had to reject some due to time constraints and limited quota. We do hope that next year we can accommodate more. I would like to congratulate the organizing committee who has been working hard to prepare the conference. I also would like to extend my deepest gratitude to all keynote speakers, presenters, and participants for their contribution to our conference. I also wish that this annual ELTLT conference could serve as a bridge that connects academics, especially those with the expertise of English language teaching, literature, and translation. With best wishes for a rewarding and successful conference!

  Dr. Issy Yuliasri, M.Pd

  Head of English Department Faculty of Languages and Arts State University of Semarang (UNNES)

  Welcome from the Head of English Department

  ISBN 978-602-73769-1-5

  Welcome from the Head of English Department

  ISBN 978-602-19638-8-3

Content

  Preface ...................................................................................................................................... v Welcome from the Dean of Languages and Arts Faculty ........................................................ vii Welcome from the Head of English Department ..................................................................... ix Content ..................................................................................................................................... xi

GRAPHIC ORGANIZERS (GOS): AN ALTERNATIVE TO IMPROVE STUDENTS‟

  

READING COMPREHENSION IN LEARNING ANALYTICAL EXPOSITION TEXT

(A CASE OF ENGLISH LESSON AT MA SHOLAHUDDIN DEMAK)

  Abdul Ayiz ............................................................................................................................... 1

  WHEN SENSING TEACHES MORE THAN TEXT BOOKS: REVITALIZING TEAM, ICT AND OBSERVATIONAL LEARNING TO THRIVE SOCIO-AFFECTIVE CONSCIOUSNESS IN LANGUAGE CLASSROOM

  Adi Suryani .............................................................................................................................. 18

  DEVELOPING DIGITAL ENGLISH GRAMMAR MATERIALS FOR THE SENIOR HIGH SCHOOL STUDENTS

  Agnes Santi Widiati, Y.G. Harto Pramono and Hady Sutris Winarlim .................................. 31

  AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE

  Ahmad Sofwan ......................................................................................................................... 48

  LEXICAL MARKERS SERVING AS ACCURATE DETERMINANTS OF STRONG STRESS PLACEMENTON ENGLISH WORDS

  Alim Sukrisno .......................................................................................................................... 59

  THE BENEFICIAL EFFECT OF BILINGUALISM IN VISUAL MEDIA

  Aliva Rosdiana ........................................................................................................................ 73

  Content

  ISBN 978-602-73769-1-5

TEACHER‟S STRATEGIC COMPETENCE USE IN VOCABULARY TEACHING THROUGH ENGLISH JOKES AT SEVEN GRADERS

  Amelia Kartikawati ................................................................................................................. 84

  LANGUAGE LEARNING STRATEGIES IN TEACHING ENGLISH UNIVERSITY STUDENT: LECTURER PRESENTATION VERSUS STUDENTS PRESENTATION

  Ani Nur Wasiah and Oscar Yustino Carascalao ...................................................................... 94

  A STUDY OF CODE SWITCHING AND CODE MIXING IN EFL CLASSROOM: A SURVEY OF CLASSROOM INTERACTION AT ENGLISH EDUCATION STUDY PROGRAM OF UIN RADEN FATAH PALEMBANG

  Annisa Astrid ............................................................................................................................ 99

A VIEW OF WORLD OF PERFECTNESS THROUGH “DIVERGENT” BY VERONICA ROTH

  Anna Sriastuti ........................................................................................................................... 118

  SCRIPTED INSTRUCTION IN EFL CLASSES: AN OPPORTUNITY OR A DRAWBACK?

  Annur Rofiq .............................................................................................................................. 129

THE USE OF DRAMA “THE GOLDEN TOUCH” AS MEDIUM IN TEACHING SPOKEN WRITTEN NARRATIVE TEXT

  Aprilia Riyana Putri ................................................................................................................. 139

WOMAN BODY: FRIEND OR FOE? A STUDY ON MARGE PIERCY‟S BELLY GOOD

  Aris Siswanti ............................................................................................................................ 148

  Content

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  THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT OF MALE AND FEMALE STUDENTS (AN EXPERIMENTAL RESEARCH OF THE ELEVENTH GRADERS OF SENIOR HIGH SCHOOL 2 DEMAK IN THE ACADEMIC YEAR OF 2014/2015)

  Atiya Mahmud Hana ................................................................................................................ 158

RAISING YOUNG LEARNERS‟ AWARENESS OF GRAMMAR THROUGH CREATIVE LANGUAGE ACTIVITIES

  C. Murni Wahyanti ................................................................................................................... 169

VOCATIONAL HIGH SCHOOL STUDENTS‟ PERCEPTION TOWARDS ENJOYABLE ENGLISH CLASS TEACHING AND LEARNING PROCESS

  Cinthia Reswari ........................................................................................................................ 178

CALL AND COOPERATIVE LEARNING: A SOLUTION TO DEVELOP STUDENTS‟ LISTENING ABILITY

  Delsa Miranty ........................................................................................................................... 183

  THE PERSONALITY CHANGE OF CHINESE AMERICAN DESCENTS: A STUDY ON THE WOMAN WARRIOR: MEMOIRS OF A GIRLHOOD AMONG GHOSTS WRITTEN BY MAXINE HONG KINGSTON

  Desy Khrisdiyanti ..................................................................................................................... 195

  THE IMPACT OF ENGLISH AS AN INTERNATIONAL LANGUAGE ON ENGLISH LANGUAGE TEACHING IN INDONESIA

  Devy Angga Gunantar ............................................................................................................. 210

  TEACHING GRAMMAR IN WRITING CLASSES IN ORDER TO CREATE A MEANINGFUL GRAMMAR TEACHING AND LEARNING

  Diyantari .................................................................................................................................. 224

  Content

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STUDENTS‟ LEARNING STYLES AND THEIR METACOGNITIVE AWARENESS OF LISTENING STRATEGIES: A CASE STUDY

  Dodi Mulyadi ........................................................................................................................... 229

  HOW PEER COACHING AFFECTS PROFESSIONAL COMPETENCE OF STUDENT TEACHERS IN TEYL PRACTICUUM

  Dwi Winarsih ........................................................................................................................... 240

  DEVELOPING ENGLISH MATERIAL FOR ISLAMIC ELEMENTARY SCHOOLS USING THEMATIC INTEGRATIVE CHARACTER-BASED MODEL

  Farikah ...................................................................................................................................... 247

THE UNREACHED AMERICAN DREAM: CORRUPTION OF WOMEN‟S POWER AS REPRESENTED IN STEINBECK‟S OF MICE AND MEN

  Bety Mawarni, Fatma Hetami, Fatikha Amalina ..................................................................... 252

  AN EVIDENCE-BASED PARADIGM FOR ENGLISH LANGUAGE TRAINING

  IN NON-WESTERN LEARNING INSTITUTIONS

  Joseph George Mallia ............................................................................................................... 266

TEACHERS‟ PRIME CONCERNS AND PERCEPTIONS OF CLT WITH NON- WESTERN STUDENTS OF ENGLISH

  Joseph George Mallia ............................................................................................................... 277

  USING SQ3R AS READING STRATEGY TO ENHANCE THE LEARNERS` COMPREHENSION ON ANNOUNCEMENT TEXTS

  Henni Rosa Triwardani and Siti Fatimah ................................................................................. 289

  ANALYSIS ON FLOUTING MAXIMS FOUND IN JAVANESE TRADITIONAL PUPPET SHOW VIDEO BY PUPPETEER : KI ENTHUS SUSMONO

  I made Suwartama .................................................................................................................... 301

  Content

  ISBN 978-602-19638-8-3

STRUCTURALISM OF BETRAYAL ANALYSIS IN C.S.LEWIS‟NOVEL THE

  CHRONICLES OF NARNIA THE LION, THE WITCH, AND THE WARDROBE

  Ikka Malia Chairun Nissa ......................................................................................................... 322

SPEECH ACT IN AUSTRALIAN PRIME MINISTER TONY ABBOTT AND FOREIGN MINISTERJULIE BISHOP SPEECH AFTER “BALI NINE” EXECUTIONS

  Indra Yoga Prawiro .................................................................................................................. 331

DEVELOPING MODIFIED SCAFFOLDING MODEL TO ELICIT LEARNERS‟S SPEECH PRODUCTION

  Inti Englishtina ......................................................................................................................... 343

  UTILIZING A MOODLE-BASED E-LEARNING PLATFORM IN ELT: AN AUTOETHNOGRAPH

  Ismail Anas ............................................................................................................................... 372

  STUD

ENTS‟ CHOICE OF TRANSLATION TECHNIQUES AND QUALITY OF

THEIR TRANSLATIONS

  Issy Yuliasri .............................................................................................................................. 389

  EFFECTIVENESS OF MOTHER TONGUE-BASED STORY BOOKS IN DEVELOPING LISTENING COMPREHENSION SKILL

  Joe-Bren Lee Consuelo ............................................................................................................ 396

RECONSTRUCTING CHINESE AMERICAN EXPERIENCE IN CATHY SONG‟S POEM “HEAVEN”

  Juliati ........................................................................................................................................ 399

TOTTO- CHAN”: INSIGHTS INTO MULTIPLE INTELLIGENCES-BASED ENGLISH TEACHING TO YOUNG LEARNERS

  K. M. Widi Hadiyanti ............................................................................................................... 409

  Content

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  EXPERIENTIAL LEARNING THEORY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN THE INDUSTRIAL ENGINEERING DEPARTMENT AT THE UNIVERSITY OF ATMA JAYA YOGYAKARTA

  L. Bening Parwita Sukci ........................................................................................................... 421

THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

  M. Ali Ghufron ......................................................................................................................... 433

BITTERSWEET CULTURAL ACCEPTANCE AS A REPRESENTATION OF SKIN COLOUR DIFFERENTIATION IN TONI MORRISON‟S SHORT STORY SWEETNESS

  Mohamad Ikhwan Rosyidi ....................................................................................................... 446

TONE AND IMAGERY IN TENNYSON‟S „TITHONUS‟

  Muhammad Rifqi ..................................................................................................................... 456

ISLAMIC VALUES CONSTRUCTION ON NOVEL “NEGERI 5 MENARA” BY AHMAD FUADI

  Muhammad Rosyid Husnul W ................................................................................................. 469

TEACHER‟S ROLES IN TEACHING AND LEARNING OF ENGLISH

  VOCATIONAL HIGH SCHOOL (CASE STUDY: SMK N 1 SEMARANG)

  ............................................................... 478

ENHANCING STUDENTS‟ MOTIVATION AND ACHIEVEMENT IN LEARNING GRAMMAR THROUGH CONTEXTUAL TEACHING AND LEARNING THROUGH RELATING, EXPERIENCING, APPLYING, COOPERATING AND TRANSFERRING (REACT) STRATEGY

  Mashlihatul Umami .................................................................................................................. 490

  Content

  ISBN 978-602-19638-8-3

  APPLYING ECOLOGICAL APPROACH IN A SOUND OF THUNDER BY RAY BRADBURY

  Mia Fitria Agustina .................................................................................................................. 503

  “JANGAN BERPIDATO” AND GUS MUS‟S SOCIAL CRITICISMS

  Mytha Candria .......................................................................................................................... 515

  OPPOSING BONDAGE, DOMINATION, SADISM, AND MASOCHISM (BDSM)

  IN FIFTY SHADES OF GREY: RADICAL FEMINISM PERSPECTIVE

  Nenin Astiti Ayunda ................................................................................................................. 524

  TEACHING GRAMMAR IN CONTEXT: WHY AND HOW?

  Noor Maulidiyah ...................................................................................................................... 535

ANALYSIS ON THE TRANSLATION OF WORDPLAYS IN “THE GOD OF SMALL THINGS” BY ARUNDHATI ROY (STUDIES ON THE WORDPLAY SHIFTS AND THE TRANSLATION QUALITY)

  Nur Saptaningsih ...................................................................................................................... 545

  CONVERSATION ANALYSIS OF AN 8-MINUTES INTERVIEW ON METRO TV BETWEEN DALTON TANONAKA AND AGNES MONICA

  NurlailaTuanany ....................................................................................................................... 557

  AN ANALYSIS OF ABSTRACT USING MICRO-LEVEL COHERENCE AND MACRO-LEVEL COHERENCE

  Oscar Yustino Carascalao and Rif‘atun Hasanah .................................................................... 567

IMPROVING STUDENTS‟ PRONUNCIATION USING JAZZ CHANTS

  Primanda Dewanti and Monika Widyastuti S .......................................................................... 580

  Content

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TRANSLATION QUALITY OF JKT48‟S SONGS LYRICS:

  INDONESIAN VS ENGLISH VERSION

  Pritha Anggiarima .................................................................................................................... 590

  AN INVESTIGATION OF CHALLENGES RELATED TO COMMUNICATIVE LANGUAGE TEACHING PRACTICES IN INDONESIAN SENIOR HIGH SCHOOLS

  Puput Arfiandhani .................................................................................................................... 602

  „THESEEING WOMAN‟ A NEW IMPERIAL AMBIVALENCE IN MARIE GRAY‟S JOURNEY‟S IN JAVA

  Rahayu Puji Haryanti ............................................................................................................... 625

  FLOUTING MAXIMS IN INDONESIA LAWAK KLUB CONVERSATION

  Rahmawati Sukmaningrum, Faiza Hawa and Oscar Yustino Carascalao ................................ 642

STRUGGLING WITH THE PAST: REDEFINING AFRICAN-AMERICAN PHYSICAL APPEARANCES THROUGH ALICE RANDALL‟S

  THE WIND DONE GONE

  Rasiah ....................................................................................................................................... 659

  BIRACIAL HELGA CRANE‟S STRUGGLE FOR RACIAL IDENTIFICATION

IN NELLA LARSEN‟S QUICKSAND

  Ratna Asmarani ........................................................................................................................ 672

  DEVELOPING ONLINE READING SUPPLEMENTARYMATERIALSFOR THE TENTH GRADERS OF SMAN 3 PROBOLINGGO

Reny Windi Astuti and Tety Mariana ...................................................................................... 686

POLITENESS STRATEGIES USED BY COLTER STEVENS AS THE MAIN CHARACTER IN SOURCE CODE MOVIE

  Retnowaty ................................................................................................................................. 696

  Content

  ISBN 978-602-19638-8-3

A PRACTICAL APPLICATION OF CRITICAL THINKING IN TEACHING WRITING AT NON- ENGLISH DEPARTMENT STUDENTS‟ CLASSROOM

  Rif‘atun Hasanah and Oscar Yustino Carascalao .................................................................... 709

THE SUBALTERN DECLARATION OF ITS EXISTENCE IN THE IDEAL WORLD REFLECTED IN NADINE GORDIMER‟S GREGOR

  Rini Susanti W ......................................................................................................................... 718

THE EFFECT OF BRITISH PARLIAMENTARY DEBATE TECHNIQUE ON STUDENTS‟ ENGLISH SPEAKING ACHIEVEMENT

  Ronauli Sihombing, Astri Khoirun Nissa and Amelia Estrelita ............................................... 727

ANALYSIS OF TRANSLATION METHODS ON HARPER LEE‟S NOVEL

  TO KILL A MOCKINGBIRD FROM ENGLISH INTO INDONESIAN

  Rudi Hartono and Arif Suryo Priyatmojo ............................................................................... 734

  PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

  Senowarsito and Sukma Nur Ardini ......................................................................................... 745

  STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO

  IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

  Siminto and Retno Purnama Irawati ........................................................................................ 756

  ADDRESSING CHARACTER EDUCATION IN EFL CLASS THROUGH UNITY OF SCIENCE CONCEPT

  Siti Tarwiyah ............................................................................................................................ 780

  Content

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  USING AUTHENTIC MATERIALS TO ENGAGE LEARNERS

  IN REAL LIFE, CONTEXTUALIZED LITERACY PRACTICES

  Sri Suprapti ............................................................................................................................... 793

READING POSTCOLONIALISM ISSUE IN ORIFLAME‟S BOOKLET NO 8/ 01 AGUSTUS-31 AGUSTUS 2014

  Sri Utami Budi ......................................................................................................................... 804

  STRENGHTENING TEACHING PRACTICUM IN SCHOOLS THROUGH LESSON STUDY (A Case of Student Teachers of the English Department of Unnes)

  Sri Wahyuni .............................................................................................................................. 812

  ETHNOGRAPHIC CASE STUDY IN LANGUAGE EDUCATION RESEARCH: AN EMPIRICAL STUDY

  Sri Wuli Fitriati ........................................................................................................................ 824

THE EFFECT OF USING COMPUTER-BASED TIMELINE MEDIA ON LEARNERS‟ MASTERY OF ENGLISH TENSES: A PRELIMINARY STUDY

  Susana Teopilus, Hendra Tedjasuksmana, and Diana Lestariningsih A .................................. 836

  CONTRIBUTION OF DICTIONARY REFERENCE SKILLS TO READING COMPREHENSION ACHIEVEMENT

  Tatik ......................................................................................................................................... 852

DIRECT CORRECTIVE FEEDBACK ON STUDENTS‟WRITING PERFORMANCE

  Testiana Deni Wijayatiningsih ................................................................................................. 873

IMPLEMENTING PROJECT ASSESSMENT TO EVALUATE STUDENTS‟ TEACHING PERFORMANCE IN TEFL CLASS

  Vega Hesmatantya .................................................................................................................... 881

  Content

  ISBN 978-602-19638-8-3

  SFL PERSPECTIVE AND EQUIVALENCE IN TRANSLATION OF BOTANICAL TERMS

  Vianinda Pratama Sari .............................................................................................................. 891

ASSESSING LEARNERS‟ POTENTIAL LITERARY COMPREHENSIVE LEVEL ON POPULAR MOVIES BY USING DYNAMIC ASSESSMENT PRINCIPLES

  Widya Ratna Kusumaningrum and Atsani Wulansari ............................................................. 898

THE ANALYSIS OF GRICE‟S COOPERATIVE MAXIMS AND FLOATING MAXIMS IN THE CONVERSATION OF SIMPSON SEASON 26 EPISODE 15

  Yan Hardiansyah ...................................................................................................................... 923

  COMPARING THE READABILITY LEVELS OF A SOURCE TEXT AND

  ITS BACK-TRANSLATIONS

  Yan Mujiyanto .......................................................................................................................... 947

THE EFFECT OF SMALL TALK ON UNDERGRADUATE STUD ENTS‟ SPEAKING ABILITY

  Yansyah and Hidayah Nor ....................................................................................................... 954

  LANGUAGE FOR LANGUAGE, OR LANGUAGE FOR SOCIAL ISSUES?

  Zulfa Sakhiyya ......................................................................................................................... 967

  Content

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  Content

  ISBN 978-602-19638-8-3

  

GRAPHIC ORGANIZERS (GOS): AN ALTERNATIVE TO

  

IMPROVE STUDENTS‟ READING COMPREHENSION IN

LEARNING ANALYTICAL EXPOSITION TEXT (A CASE OF

  Abdul Ayiz

  A Student of Graduate Program State University of Semarang

  

Abstract

  Reading class for EFL high school students tends to be boring. Many students are not interested in reading due to the complicated structures of a text. The curriculum 2013 now has been changed back into the previous curriculum, that is the school based curriculum (KTSP), which requires students at senior high school to learn many kinds of texts. One of the texts students have to learn is analytical exposition text which usually becomes problem for them to comprehend. This paper investigates the effects of Graphic Organizers (GOs) on reading comprehension achievement of EFL students. GOs are visual frameworks which can help EFL students in the comprehension of a text. Its use is like a map which locates particular information of a text and enables students easily to find particular information in a text. A quasi-experimental design was used in the study. 60 EFL students participated for this study. 30 students formed as the experimental group and the others as the control group. The participants were given the reading comprehension achievement test before the treatment. After the treatment, both groups were given the reading comprehension achievement test again. Based on the statistical analysis, it was found that there was significant difference in the reading comprehension achievement of the groups in favor of the experimental one. The results have shown that the instruction of GOs in EFL reading class can be an alternative to help students in the comprehension of reading materials in English.

  Reading comprehension achievement, Graphic organizers, EFL high

  Keywords:

  school students

  Introduction

  One of the biggest challenges in teaching English as foreign language (EFL) is how to teach reading skill. Students are considered having good reading skill when they can comprehend reading passages for detail information and as fast as possible. Reading comprehension can be

  Abdul Ayiz

  ISBN 978-602-73769-1-5 very essential when it can lead the students to discuss and question about what a particular text means and to explore the text for greater understanding. Teaching reading can be fun and exciting, but many times can be frustrating as well, especially when it is taught for EFL senior high school students who do not have motivation in learning English.

  As a matter of fact, up to now, there are still some difficulties students have when dealing with reading passages. For example, they are not able to determine precisely about the main idea of a text, to find supporting details, to find words whose same meanings, and sometimes making inferences. It happens especially for the eleventh-graders at MA Sholahuddin.

  Students need innovation in reading class by using an interesting, practical and applicable technique to comprehend reading passages easily. There are many techniques proposed by experts to teach reading comprehension which can be used by English teachers to improve the students‘ reading comprehension. Among the techniques, there is also another technique the English teacher can use to enhance the students‘ reading comprehension. The technique is by using Graphic Organizers (GOs) as teaching tools which can provoke the students to get engaged in predicting, clarifying, summarizing, questioning, goal setting, reviewing, and noting text organization

  −all done while discussing the meaning of the text information. When the students see how information is organized in text and how that information can be arranged in graphic organizers, the text can be comprehended much more easily. This instructional technique is also a logical extension of text organization.

  A writer writing a particular text definitely uses lexis, discourse markers, and organization patterns to signal how a text should be understood (Grabe, 2000). Texts are understood through reader interpretation of the larger organization structures signaled by the writer. These organizational structures can be demonstrated to students fairly easily and they can offer students important insights into understanding and learning from texts.

  The writer assumes that graphic organizer is interesting, practical and applicable to improve students‘ reading comprehension. The eleventh-graders in Indonesia are required to learn some genres (kinds of instructional texts) included in the national curriculum of KTSP. One of the genres they have to study is analytical exposition text. Thus, this research elaborates the

  ISBN 978-602-73769-1-5 Abdul Ayiz major discourse structure mechanism that contributes to the comprehension of analytical text and five areas of questions such as identifying the main idea, finding the supporting details, the vocabulary, fact and opinion, and making inferences. Some similar studies which also applied graphic organizers for improving students‘ reading comprehension have been conducted. The followings are some studies which have been conducted to investigate the issues about graphic organizers which help students‘ improvement in reading comprehension.

  Heidarifard (2014) in her study tried to investigate the effect of graphic organizers on l2 learners‘ reading comprehension of general education students. 80 female Iranian second- grade high school students formed the groups of participants for the study. Their age was in range from 16 to 19. 40 participants received the graphic organizers intervention as Group A and the other participants received the traditional reading instruction as Group

  B. The critical thinking questionnaire was given to the participants of Group A to see whether the participants‘ critical thinking ability will influence their reading comprehension or not and the posttest was given to the participants in order to examine the extent to which graphic organizers‘ instruction will affect L2 learners‘ reading comprehension. The result showed that instruction of graphic organizers had a positive effect on the reading comprehension achievement of L2 learners reading comprehension and according to linear regression analysis on the results of the critical thinking questionnaire group A critical thinking ability was not a significant predictor and a significant improvement of the participants reading comprehension ability after a six-week delay was seen as a result of reading instruction with the help of graphic organizers.

  Dar and Rajan (2013) in their study which concerns with the Using Graphic Organizers to also revealed that

  Improve Reading Comprehension Skills for the Middle School ESL Students

  graphic organizer has significant impact on students‘ reading comprehension of experimental group in five types of reading questions compared to the controlled group students‘. The five types of areas of questions are about identifying the main idea, finding the supporting details, dealing with vocabulary, fact and opinion and making inferences.

  Abdul Ayiz

  ISBN 978-602-73769-1-5 Jiang (2012) adds about the effect of discourse structure graphic organizers on EFL reading comprehension. Her study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DGSOs) on the development of English reading comprehension among college-level EFL students. A DSGO completion test and a TOEFL (Test of English as Foreign Language) reading comprehension test were administered before, immediately after and 7 weeks following the instructional treatment. The result showed that the DSGO instruction significantly improved discourse comprehension as measured by the DSGO completion task, and the effect was retained 7 weeks after the instructional treatment. Significant improvement was also observed in the general reading ability as measured by TOEFL reading comprehension in the immediate posttest, but the effect did not persist in the delayed posttest. These findings apply to both the first and third semester students. Pedagogical implications of the DSGO instruction are discussed. According to the studies presented previously the writer can conclude that graphic organizers can give significant improvement towards students‘ reading comprehension skills. Despite students‘ improvement in reading comprehension skill, after seeing the application of graphic organizers the writer assumes that graphic organizers can also be used to trigger students‘ critical thinking skills which help students figure out their problems in reading comprehension because in that way they will be able to read the graphic organizers taught to them.

  Graphic Organizers as pedagogical tools

  Using graphic organizers can be an alternative to teaching reading. Here the English teacher gives the students the images of how a sentence is constructed and connected to others which later creates the cohesion of the text. Students become readers who see graphic organizer like a map which contains any information from the text. By seeing the map full of information from the text, students can directly comprehend the text patterns much more easily. They can directly locate the details of information presented in the form of graphic.

  The graphic organizer is shown through boxes and arrows set up in such a way to present the connection from one word to another, one sentence to the next and from a paragraph to another which are interrelated. Students can be asked to fill in the boxes as individuals or in groups to decide what the key terms mean. Here are some examples of graphic organizer in

  ISBN 978-602-73769-1-5 Abdul Ayiz the form of boxes and arrows. The following is the graphic organizer (Grabe, 2002) when dealing with a definition of a particular topic. is a that Figure 2.1: definition of a topic

  If we want to show cause and effect relation of particular sentences, the graphic presentation can be seen as follows:

  1.

  2.

  3. Figure 2.2: showing cause and effect In addition, since the analytical text exposition consists of thesis, arguments and reiteration in its structures, it requires the learners to be able to generate ideas and then break them into some arguments which are against or pro related to the thesis and finally it comes to the conclusion. The graphic organizer which was used to teach the analytical exposition text was topic generation with four ideas. The figure can be shown as follows:

  Abdul Ayiz

  ISBN 978-602-73769-1-5 Analytical Thesis

  Exposition Argument 1 Argument 2 conclusion

  Figure 2.3: topic generation By seeing this graphic organizers, the students can get the clear image of how the text is constructed as well as to locate particular information more easily because all information is displayed in certain boxes and connected with arrows. Thus, by using the graphic presentation, English teacher can turn a text which is abstract to something can be seen and located easily.

  The methodology

  This research can be classified as a quasi-experimental research. Initially, 30 students in XI

  IPS 2 were chosen as the control group and 30 students in XI IPS 3 were chosen to be the experimental group. Both groups were given pre-test at the beginning to see the homogeneity of the groups. The pretest consisted of 25 questions of which were about analytical exposition texts covering five areas questions previously stated. After the homogeneity was analyzed, the normality of the two groups were analyzed. This study had three main activities; they are pretest, treatments, and posttest. Those activities were done in five meetings. The time allocation for the reading class was 90 minutes. The post test was conducted in the last meeting. T-test is used to analyze the result of post tests for the two groups to see if there is significant difference for the result of the reading achievement after the treatment.

  ISBN 978-602-73769-1-5 Abdul Ayiz

  Result Test of normality

  The following tables shows the concise summary of data normality test on pre test and post test using the test of Kolmogorov-Smirnov and Shapiro-Wilk for the two groups.

  

Table 1.

Normality Test of the Pre Test

a

  Kolmogorov-Smirnov Shapiro-Wilk Statisti Groups c df Sig. Statistic df Sig.

  Score A .209 30 .132 .928 30 .345 B .184 30 .111 .937

  30 .276 According to the output Test of Normality, the pre test scores of the two groups were considered having normal distribution for the Sig. of group A was 0,345 while the Sig. of group B was 0,276. Since Sig of both groups were more than the level significant

  α 0.05, it can be concluded that the data in the pre test of both groups were accounted as normal distributional data.

  

Table 2.

Normality Test of the Post Test

a

  Kolmogorov-Smirnov Shapiro-Wilk Statisti Groups c df Sig. Statistic df Sig.

  Score A .123 30 .232 .845 30 .417 B .242 30 .411 .762

  30 .689 Based on the table 2 above, it can be seen that data of Saphiro-Wilk in post test of group A as the control group were 0,417 while the data of group B were 0,689 at the level significant

  α

  0.05. Since the data of the two groups were more than the level significant 0,05, it can be concluded that the data in post test for both groups were accounted to have normal data distribution.

  Abdul Ayiz

  ISBN 978-602-73769-1-5

  Test of Homogeneity

  Before the treatment can conducted in a quasi experimental study, the test of homogeneity is conducted to show that the participants of the research have the same variant to start with. The table below shos the result of the homogeneity test of pre test and post test

Table 3.

  

Homogeneity Test of Pre Test

Homogeneity Test of Variances

  Levene Statistic df1 df2 Sig.

  .736

  5 20 .155 Based on the table 4., it can be seen that Levene Statistic of pre test score was 0,736 and Sig.

  0,155. Based on Sig.score, Sig. 0,155 > (0,05), it can be concluded that the data were homogenous.

  

Table 4.

Homogeneity Test of Pre Test

Homogeneity Test of Variances

  Levene Statistic df1 df2 Sig.

  2.621

  5 20 .342 Based on the table 5., it can be seen that Levene Statistic of pre test score was 2,621 and Sig.

  0,342. Based on sig.score, Sig. 0,342 > (0,05), it can be concluded that the data were homogenous.

  From both tables above, it can be concluded that the variance of data have characteristic of homogeneity for pre test and post test data P value > 0,05. From the explanation above, it can be concluded that variances of the two groups are homogenous.

  Hypothesis Testing

  The followings are the tables which describe the mean difference and the result of the post test for both control group and experimental group.

  ISBN 978-602-73769-1-5 Abdul Ayiz

  

Table 5.

The mean difference between the pre tests for the control group

and the experimental group

  

Paired Samples Statistics

  Std. Std. Error Mean N Deviation Mean

  Pair 1 pretestcontrol

  62.63 30 8.075 1.474 pretestexperimenta 60.50 30 9.130 1.667 l

  According to the data of the pre tests from the control group and the experimental group above, the mean for the control group shows 62.63 while the mean for experimental group is