USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING SKILL OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA IN THE ACADEMIC YEAR OF 2014-2015.
USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING SKILL
OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA IN THE
ACADEMIC YEAR OF 2014-2015
A Thesis
Presented as Partial Fulfilment of the Requirements for the Attainment of
the Sarjana Pendidikan Degree in English Education Department
IQLIMA MAHMUDAH
09202241080
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2016
i
iv
DEDICATION
With love I fully dedicate this thesis for my Dad Pujiono
and
my Mom Siti Khudsiyah (almh).
v
MOTTOS
So which of the favors of your Lord would you deny?
(Ar-Rahman: 13,16,18,21,23,25,28,30,...)
However bad life may seem, there is always something you can do and succeed at.
While there is life, there is hope. ( Stephen Hawking The Theory of Everything)
vi
ACKNOWLEDGEMENT
Alhamdulillahirabbil
Alamin. My praise goes to Allah SWT, the
Almighty, the Merciful and the Beneficient who gives me remarkable blessing,
guidance and strength so that I could finish this thesis. Peace and blessing be upon
our prophet Muhammad SAW, his family, his companions, and his followers.
This thesis is presented as partial fulfilment of the requirements for the
attainment of the Sarjana Pendidikan Degree in English Education Department of
State University of Yogyakarta. This thesis could not be completed without a
great deal of help from many people. I would like to thank the following people
for their contributions, guidances, and support, without which this thesis could not
have been completed.
My greatest appreciation and gratitude goes to Dra. Jamilah, M.Pd, my
supervisor who has patiently given valuable advice and guidance to finish this
thesis. I am also thankful to all lecturers in English Education Department of State
University of Yogyakarta who have taught, guided, and educated me so I know
many things.
My sincerest gratitude goes to my beloved Dad, Pujiono and my deceased
Mom, Siti Khudsiyah. Dad, thanks for always believing in me, praying for me,
loving me and supporting me in your silence. Mom, thanks for everything you
have done in the past, even when I remember you now I am always being thankful
for having the best mom like her. My beloved sister Ana, my beloved brothers
Luqman, Lutfi, and Usman, thanks for your love and support, thanks for always
taking care of me and helping me.
I also would like to dedicate my gratitude to all members of SMPN 9
Yogyakarta,
Dra.
Wahyu
Cahyaning
Pangestuti,
M.Pd.
(headmaster),
Purwaningdyah, S.Pd. (English Teacher), all of the teachers and officers, and all
of the students especially members of IX B in the academic year of 2014/2015
who have participated in this research.
Moreover, I would like to thank my friend Lia Amalia as my collaborator
in this research and all of my friends in PBI D 09, Windy, Silvi, Aprida, Raisza,
vii
viii
TABLE OF CONTENTS
COVER .........................................................................................................
APPROVAL SHEET ...................................................................................
i
ii
RATIFICATION..........................................................................................
iii
DEDICATION..............................................................................................
v
PERNYATAAN............................................................................................
iv
MOTTOS ......................................................................................................
vi
TABLE OF CONTENTS.............................................................................
ix
ACKNOWLEDGEMENT........................................................................... vii
LIST OF TABLES .......................................................................................
xi
LIST OF FIGURES ..................................................................................... xii
LIST OF APPENDICES ............................................................................. xiii
ABSTRACT .................................................................................................. xiv
CHAPTER 1 INTRODUCTION ................................................................
1
B. Identification of the Problem .............................................................
4
A. Background of the Study....................................................................
C. Limitation of the Problem ..................................................................
1
6
D. Formulation of the Problem ...............................................................
6
F. Significance of the Research..............................................................
7
E. Objective of the Research ..................................................................
CHAPTER II LITERATURE REVIEW ...................................................
A. Theoretical Review ............................................................................
6
8
8
B. Relevant Studies................................................................................. 29
C. Conceptual Framework ...................................................................... 31
CHAPTER III RESEARCH METHODS.................................................. 33
A. Type of the Research.......................................................................... 33
B. The Setting of the Research ............................................................... 34
C. Data Collection................................................................................... 35
D. Validity............................................................................................... 37
E. Research Procedure............................................................................ 39
ix
CHAPTER IV RESEARCH FINDINGS ................................................... 43
A. Reconnaissance .................................................................................. 43
1. Identification of the problems ...................................................... 43
2. The selection of the problems ...................................................... 50
3. Determining the actions to solve the problems ............................ 51
B. Research Report ................................................................................. 53
1. The report of cycle 1 .................................................................... 53
a. Planning ................................................................................. 54
b. Action and observation of cycle1........................................... 56
c. Reflection ............................................................................... 67
2. The report of cycle 2 .................................................................... 73
a. Planning ................................................................................. 73
b. Action and observation of cycle 2.......................................... 75
c. Reflection .............................................................................. 84
C. General Findings and Discussion....................................................... 88
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS ........................................................................................... 93
A. Conclusions ........................................................................................ 93
B. Implications........................................................................................ 94
C. Suggestions ........................................................................................ 96
REFERENCES............................................................................................. 97
APPENDICES .............................................................................................. 99
x
LIST OF TABLES
Table 1: Jacobs et al s scoring profile............................................................ 22
Table 2: Standard of Competence and Basic Competencies of
Writing for Junior High School Grade IX Semester 1..................... 25
Table 3: The Categorization of the Problems ................................................ 49
Table 4: The Selected Problems and the Indicators ....................................... 50
Table 5: The Action Implemented to Solve the Problems ............................. 51
Table 6: The comparison of students mean score on the
five aspects of writing from pre-test to post- test cycle 1 ................ 66
Table 7: Reflection of cycle 1 ........................................................................ 72
Table 8: The comparison of students mean score on the five aspects
of writing from post-test cycle 1 to post- test cycle 2...................... 84
Table 9: The Progress of the Students Writing from Cycle 1 to Cycle 2 ..... 90
xi
LIST OF FIGURES
Figure 1: Writing Process by Richard and Renandya .................................... 13
Figure 2: Action research model by Kemmis and McTaggart ....................... 42
Figure 3: Sample of student s writing in pre-test........................................... 48
Figure 4: The sample of student s work in completing
graphic organizer in cycle 1........................................................... 68
Figure 5: The sample of student s writing in post test cycle 1....................... 69
Figure 6: The students completed the graphic organizer in group................. 71
Figure 7: The students were extracting the information
in the text into GO ......................................................................... 79
Figure 8: The student drew their graphic organizer ....................................... 81
Figure 9: The students used pencil colour to draw their GO ......................... 81
Figure 10: The sample of graphic organizer made by student ....................... 85
Figure 11: The sample of student s writing in pos-test cycle 2 ..................... 86
xii
LIST OF APPENDICES
Appendix A : Vignette ................................................................................ 99
Appendix B : Interview Transcript ............................................................. 109
Appendix C
: Course Grid........................................................................... 122
Appendix D : Lesson Plan........................................................................... 129
Appendix E : Writing Rubric ...................................................................... 152
Appendix F : Students score ...................................................................... 155
Appendix G : The students Writing Samples ............................................. 159
Appendix H : Students Attendance List .................................................... 165
Appendix I
Appendix J
: Photograph ............................................................................ 167
: Permit Letters ....................................................................... 171
xiii
USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING
SKILL OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA
IN THE ACADEMIC YEAR OF 2014-2015
Iqlima Mahmudah
09202241080
ABSTRACT
The objective of this study is to improve the writing skill of IX grade
students of SMPN 9 Yogyakarta in the academic year of 2014-2015 through
graphic organizers.
This study was action research that was conducted in two cycles. Cycle
one of the research consisted of three meetings, and cycle two of the research
consisted of two meetings. The subjects of the study were 33 students of IX B
class of SMPN 9 Yogyakarta in the academic year of 2014-2015. The data in
this research were qualitative data and were also supported by quantitative
data. The qualitative data were gained through observation and interview. The
data were in the form of vignettes and interview transcripts. Meanwhile, the
quantitative data were gained through writing tests. This study used five kinds
of validity, namely democratic validity, outcome validity, process validity,
catalytic validity, and outcome validity, while to fulfil the reliability the
researcher used investigator triangulation and theoretical triangulation. The
steps of the study were planning, implementations/actions, observations, and
reflections.
The finding of this study is that the use of graphic organizers improved the
writing skill of IX grade students of SMPN 9 Yogyakarta. The research
showed that there was improvement on students writing skill in five aspects of
writing, namely content, organization, vocabulary, language use, and
mechanics of writing after the implementation of graphic organizer that was
supported by other actions. Moreover, the students improvement also can be
seen from students mean scores which increased from 62,88 in pre-test into
74,21 in post-test cycle 2. In addition, the use of graphic organizers was also
able to improve students motivation in writing.
xiv
kground of the Study
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OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA IN THE
ACADEMIC YEAR OF 2014-2015
A Thesis
Presented as Partial Fulfilment of the Requirements for the Attainment of
the Sarjana Pendidikan Degree in English Education Department
IQLIMA MAHMUDAH
09202241080
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2016
i
iv
DEDICATION
With love I fully dedicate this thesis for my Dad Pujiono
and
my Mom Siti Khudsiyah (almh).
v
MOTTOS
So which of the favors of your Lord would you deny?
(Ar-Rahman: 13,16,18,21,23,25,28,30,...)
However bad life may seem, there is always something you can do and succeed at.
While there is life, there is hope. ( Stephen Hawking The Theory of Everything)
vi
ACKNOWLEDGEMENT
Alhamdulillahirabbil
Alamin. My praise goes to Allah SWT, the
Almighty, the Merciful and the Beneficient who gives me remarkable blessing,
guidance and strength so that I could finish this thesis. Peace and blessing be upon
our prophet Muhammad SAW, his family, his companions, and his followers.
This thesis is presented as partial fulfilment of the requirements for the
attainment of the Sarjana Pendidikan Degree in English Education Department of
State University of Yogyakarta. This thesis could not be completed without a
great deal of help from many people. I would like to thank the following people
for their contributions, guidances, and support, without which this thesis could not
have been completed.
My greatest appreciation and gratitude goes to Dra. Jamilah, M.Pd, my
supervisor who has patiently given valuable advice and guidance to finish this
thesis. I am also thankful to all lecturers in English Education Department of State
University of Yogyakarta who have taught, guided, and educated me so I know
many things.
My sincerest gratitude goes to my beloved Dad, Pujiono and my deceased
Mom, Siti Khudsiyah. Dad, thanks for always believing in me, praying for me,
loving me and supporting me in your silence. Mom, thanks for everything you
have done in the past, even when I remember you now I am always being thankful
for having the best mom like her. My beloved sister Ana, my beloved brothers
Luqman, Lutfi, and Usman, thanks for your love and support, thanks for always
taking care of me and helping me.
I also would like to dedicate my gratitude to all members of SMPN 9
Yogyakarta,
Dra.
Wahyu
Cahyaning
Pangestuti,
M.Pd.
(headmaster),
Purwaningdyah, S.Pd. (English Teacher), all of the teachers and officers, and all
of the students especially members of IX B in the academic year of 2014/2015
who have participated in this research.
Moreover, I would like to thank my friend Lia Amalia as my collaborator
in this research and all of my friends in PBI D 09, Windy, Silvi, Aprida, Raisza,
vii
viii
TABLE OF CONTENTS
COVER .........................................................................................................
APPROVAL SHEET ...................................................................................
i
ii
RATIFICATION..........................................................................................
iii
DEDICATION..............................................................................................
v
PERNYATAAN............................................................................................
iv
MOTTOS ......................................................................................................
vi
TABLE OF CONTENTS.............................................................................
ix
ACKNOWLEDGEMENT........................................................................... vii
LIST OF TABLES .......................................................................................
xi
LIST OF FIGURES ..................................................................................... xii
LIST OF APPENDICES ............................................................................. xiii
ABSTRACT .................................................................................................. xiv
CHAPTER 1 INTRODUCTION ................................................................
1
B. Identification of the Problem .............................................................
4
A. Background of the Study....................................................................
C. Limitation of the Problem ..................................................................
1
6
D. Formulation of the Problem ...............................................................
6
F. Significance of the Research..............................................................
7
E. Objective of the Research ..................................................................
CHAPTER II LITERATURE REVIEW ...................................................
A. Theoretical Review ............................................................................
6
8
8
B. Relevant Studies................................................................................. 29
C. Conceptual Framework ...................................................................... 31
CHAPTER III RESEARCH METHODS.................................................. 33
A. Type of the Research.......................................................................... 33
B. The Setting of the Research ............................................................... 34
C. Data Collection................................................................................... 35
D. Validity............................................................................................... 37
E. Research Procedure............................................................................ 39
ix
CHAPTER IV RESEARCH FINDINGS ................................................... 43
A. Reconnaissance .................................................................................. 43
1. Identification of the problems ...................................................... 43
2. The selection of the problems ...................................................... 50
3. Determining the actions to solve the problems ............................ 51
B. Research Report ................................................................................. 53
1. The report of cycle 1 .................................................................... 53
a. Planning ................................................................................. 54
b. Action and observation of cycle1........................................... 56
c. Reflection ............................................................................... 67
2. The report of cycle 2 .................................................................... 73
a. Planning ................................................................................. 73
b. Action and observation of cycle 2.......................................... 75
c. Reflection .............................................................................. 84
C. General Findings and Discussion....................................................... 88
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS ........................................................................................... 93
A. Conclusions ........................................................................................ 93
B. Implications........................................................................................ 94
C. Suggestions ........................................................................................ 96
REFERENCES............................................................................................. 97
APPENDICES .............................................................................................. 99
x
LIST OF TABLES
Table 1: Jacobs et al s scoring profile............................................................ 22
Table 2: Standard of Competence and Basic Competencies of
Writing for Junior High School Grade IX Semester 1..................... 25
Table 3: The Categorization of the Problems ................................................ 49
Table 4: The Selected Problems and the Indicators ....................................... 50
Table 5: The Action Implemented to Solve the Problems ............................. 51
Table 6: The comparison of students mean score on the
five aspects of writing from pre-test to post- test cycle 1 ................ 66
Table 7: Reflection of cycle 1 ........................................................................ 72
Table 8: The comparison of students mean score on the five aspects
of writing from post-test cycle 1 to post- test cycle 2...................... 84
Table 9: The Progress of the Students Writing from Cycle 1 to Cycle 2 ..... 90
xi
LIST OF FIGURES
Figure 1: Writing Process by Richard and Renandya .................................... 13
Figure 2: Action research model by Kemmis and McTaggart ....................... 42
Figure 3: Sample of student s writing in pre-test........................................... 48
Figure 4: The sample of student s work in completing
graphic organizer in cycle 1........................................................... 68
Figure 5: The sample of student s writing in post test cycle 1....................... 69
Figure 6: The students completed the graphic organizer in group................. 71
Figure 7: The students were extracting the information
in the text into GO ......................................................................... 79
Figure 8: The student drew their graphic organizer ....................................... 81
Figure 9: The students used pencil colour to draw their GO ......................... 81
Figure 10: The sample of graphic organizer made by student ....................... 85
Figure 11: The sample of student s writing in pos-test cycle 2 ..................... 86
xii
LIST OF APPENDICES
Appendix A : Vignette ................................................................................ 99
Appendix B : Interview Transcript ............................................................. 109
Appendix C
: Course Grid........................................................................... 122
Appendix D : Lesson Plan........................................................................... 129
Appendix E : Writing Rubric ...................................................................... 152
Appendix F : Students score ...................................................................... 155
Appendix G : The students Writing Samples ............................................. 159
Appendix H : Students Attendance List .................................................... 165
Appendix I
Appendix J
: Photograph ............................................................................ 167
: Permit Letters ....................................................................... 171
xiii
USING GRAPHIC ORGANIZERS TO IMPROVE THE WRITING
SKILL OF IX GRADE STUDENTS OF SMPN 9 YOGYAKARTA
IN THE ACADEMIC YEAR OF 2014-2015
Iqlima Mahmudah
09202241080
ABSTRACT
The objective of this study is to improve the writing skill of IX grade
students of SMPN 9 Yogyakarta in the academic year of 2014-2015 through
graphic organizers.
This study was action research that was conducted in two cycles. Cycle
one of the research consisted of three meetings, and cycle two of the research
consisted of two meetings. The subjects of the study were 33 students of IX B
class of SMPN 9 Yogyakarta in the academic year of 2014-2015. The data in
this research were qualitative data and were also supported by quantitative
data. The qualitative data were gained through observation and interview. The
data were in the form of vignettes and interview transcripts. Meanwhile, the
quantitative data were gained through writing tests. This study used five kinds
of validity, namely democratic validity, outcome validity, process validity,
catalytic validity, and outcome validity, while to fulfil the reliability the
researcher used investigator triangulation and theoretical triangulation. The
steps of the study were planning, implementations/actions, observations, and
reflections.
The finding of this study is that the use of graphic organizers improved the
writing skill of IX grade students of SMPN 9 Yogyakarta. The research
showed that there was improvement on students writing skill in five aspects of
writing, namely content, organization, vocabulary, language use, and
mechanics of writing after the implementation of graphic organizer that was
supported by other actions. Moreover, the students improvement also can be
seen from students mean scores which increased from 62,88 in pre-test into
74,21 in post-test cycle 2. In addition, the use of graphic organizers was also
able to improve students motivation in writing.
xiv
kground of the Study
, ! , ", "
#. $ %! &# # # " % # !'
! ! ((#)
2001 335),
*
". " ! * !" '& ,
!" '& ) # %" * % "'
! . +%! " ! , # % '%! , % !'. % !' #' " ! " # #
'%! ,/ #. . !' % /. 0 #, '&
' % % * #", #/ # " * %
% ! . . '" !' &' * /, #
/!' / & / ,' % ! . 1&
# "' , ' * " &" # ' )
*' # % ! '' " " % / #
*.
%! " * */ "- 2 &
" 1 # # & % * % . $
" */ (/ (1334 35), # " * *' "
"6 " '' ! ! !) ' "%' ")
! '%% ' . 7 '' ! ! !) & " #
1
2
89:: ;;