COVER DAN HAN DEPAN

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ENHANCING STUDENTS’ SKILL IN ORGANIZING
IDEA THROUGH GRAPHIC ORGANIZERS

A THESIS

By
APRIN WAHYU WIJAYANTI
S 891402004

Submitted to Graduate Program of Sebelas Maret University to Fulfill One
of the Requirements for Completing the Graduate Degree in English
Education

ENGLISH EDUCATION OF GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA

2016
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MOTTO

 Struggle that you do today is the single way to
build a better future. (Anonymous)
 The more we are grateful, the more happiness we
get. (Anonymous)

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DEDICATION
From my deep heart and great love, this work is dedicated to:
All my lecturers at graduate school of Sebelas Maret University, who always
support and encourage me.
My parents, who have donated me their love and care.
My lovely friends, for their support and everlasting encouragement.

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil‘aalamiin, His blessing waives all along the researcher’s
wonderful life. As this thesis was accomplished, the researcher would like to
express his deepest gratitude to those who had gifted him their time, assistance,
guidance, support, and prayer.
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University, Prof. Dr. Joko Nurkamto, M.Pd for the permission to write the thesis.
2. The Head of English Education Department of Graduate Program, Dr. Ngadiso,
M.Pd for providing the facilities to complete the thesis writing.
3. Dr. Ngadiso, M.Pd, the first consultant and Dr. Diah Kristina, Ph.D, the second
consultant for their guidance, advice, and patience during the writing process of
this thesis.
4. The Headmaster of MA Al Asror Semarang, Amrullah, S.Pd, M.M for the
permission to conduct the research.
5. The Teacher of English Subject of MA Al Asror Semarang, especially Siti
Aminah, S.Pd for her help, guidance, and cooperation during the research.

6. The eleventh grade students of MA Al Asror Semarang in the Academic Year of
2015/2016 for their cooperation during the research.
7. All friends and everyone who has helped the researcher in accomplishing this
thesis.
Finally, the researcher realizes that this thesis is still far from perfect. All
constructive suggestions and criticisms from readers are expected by the researcher.
Finally, the researcher hopes this thesis can be beneficial for others.

Surakarta, July 2016

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Aprin Wahyu Wijayanti

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ABSTRACT
Aprin Wahyu Wijayanti. S891402004. 2016. Enhancing Students’ Skill in
Organizing Idea through Graphic Organizers. A Thesis. First Consultant: Dr.
Ngadiso, M.Pd; Second Consultant: Dra. Diah Kristina, M.A., Ph.D. English
Education Department, Graduate Progam, Sebelas Maret University.
The main objectives of this research are: (1) to improve the students’
competence in organization to write analytical exposition text; and (2) to improve
the class situation in writing class. The preliminary research showed that the
students’ skill in organizing ideas was low.
The subject of the research was 28 of eleventh grade students of Madrasah
Aliyah Al-Asror Semarang in the Academic Year of 2015/2016. The research
applied a classroom action research which consisted of two cycles. Each cycle
consisted of planning, acting, observing, and reflecting. There were two types of
data in the research, quantitative and qualititative data. The quantitative data were
obtained through pre test, post test 1, and post test 2. The quantitative data were
taken from the writing tests. The quantitative data were analyzed by using
descriptive statistic. Those data, moreover, were analyzed in order to find out the
mean score. Furthernore, the qualitative data were taken from the observation,
questionnaire, interview, and diary. The qualitative data were analyzed by using
Constant Comparative Method as proposed by Burns consisting of five steps:

assembling the data, coding the data, comparing the data, building interpretations,
and reporting the outcomes.
The research findings revealed that Graphic Organizers could improve the
students’ competence in organization to write analytical exposition text and it could
improve the class situation in writing class. The improvement of the students’
competence in organization is indicated by the increase of the students’
organization mean score. In pre-test, it is 67. In posttest of cycle 1, the students’
organization mean score is 72 and it is 80 in posttest of cycle 2. In addition, the
students also could write effective topic sentence, coherent supporting sentences,
and effective concluding sentence. Moreover, they could use cohesive devices and
made text structure. As the whole writing for the passing grade (KKM), the
students’ writing means score improved as well. The passing grade for writing is
75. Forty percent students reached it in the posttest of cycle 1 and their writing mean
score is 72. In cycle 2, all students reached the passing grade and their writing mean
score is 80. In relation to the improvement of the class situation, the improvement
is indicated by the students’ good participation and their activeness during the
learning activities.
Based on the research findings, it is recommended for teachers to apply
Graphic Organizers in teaching writing especially when they want to improve
students’ skill in organizing ideas and to improve the class situation in writing class.

Keywords: Classroom Action Research, Graphic Organizers, Organization in
Writing, Writing
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TABLE OF CONTENTS
Page
COVER PAGE .............................................................................................. i
APPROVAL PAGE ....................................................................................... ii
LEGITIMATION PAGE ............................................................................. iii
PRONOUNCEMENT .................................................................................... iv
MOTTO ......................................................................................................... v
DEDICATION ............................................................................................... vi
ACKNOWLEDGEMENT ............................................................................ vii
ABSTRACT ................................................................................................... viii

TABLE OF CONTENT ................................................................................ ix
LIST OF APPENDICES ............................................................................... xii
LIST OF TABLES ........................................................................................ xiv
LIST OF FIGURE ......................................................................................... xx
CHAPTER I INTRODUCTION
A. Background of the Research .............................................. 1
B. Statement of the Problems ................................................. 7
C. Objective of the Research .................................................. 7
D. Significances of the Research ............................................ 8
CHAPTER II LITERATURE REVIEW
A. Theoretical Review
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1. Writing...........................................................................
9

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a. The Definition of Writing........................................ 9
b. Writing Skills...................... .................................. 11
c. Writing Process in the Classroom........ ................. 13
d. Problems in Writing................................ .............. 18
e. Assessing Writing.................................................. 20
f. Teaching Writing .................................................. 22
2. Organizing Ideas.......................................................... 22
a. Definition of Organizing Ideas .............................. 22
b. How to Organize Ideas in Writing ........................ 25
c. The Indicator of Organizing Ideas......................... 27
d. Assessing Writing Organization ............................ 32
3. Graphic Organizers...................................................... 34
a. Definition of Graphic Organizers .......................... 34
b. Types of Graphic Organizers ................................ 35
c. Teaching Steps ...................................................... 39
d. Advantages of Applying Graphic Organizers ....... 41
e. Disadvantages of Applying Graphic Organizers ... 43
4. Analytical Exposition .................................................. 44
B. Review of Relative Research ........................................... 46

C. Rationale........................................................................... 58
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research ....................................................62
1. Location of the Research ............................................ 62
2. Time of the Research.................................................. 63
3. Subject of the Research .............................................. 64
B. Research Approach...........................................................64
1. Definition of Action Research.................................... 64
2. Research Procedure .................................................... 66
C. Technique of Collecting Data...........................................69
1.

Qualitativecommit
Data ........................................................
69
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2.

Quantitative Data ...................................................... 71

D. Technique of Analyzing Data ..........................................72
1.

Qualitative Data ........................................................ 72

2.

Quantitative Data ...................................................... 74

CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Introduction ...................................................................... 75
B. Finding ............................................................................. 81
1. Cycle 1 ........................................................................ 81
2. Cycle 2 ...................................................................... 106
C. Discussion ...................................................................... 125

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion...................................................................... 136
B. Implication ..................................................................... 137
C.

Suggestion ...................................................................... 138

Bibliography ................................................................................................. 140
Appendices ................................................................................................... 148

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LIST OF APPENDICES
Page
Appendix 1

The List of The Students .................. ....................................... 148

Appendix 2

Classroom Observation in the Pre test .................................... 149

Appendix 3

Transcript of Interview with the Teacher ................................ 150

Appendix 4

Transcript of Interview with the Students ............................... 152

Appendix 5

The Questionnaire Result (Before Research)................... ........ 155

Appendix 6

Blueprint for Pre Test .............................................................. 156

Appendix 7

Instruction of the Organizing Idea in Writing Test .................. 157

Appendix 8

Test Readibility ....................................................................... 158

Appendix 9

The Result of Organizing Idea in Writing in Pre-test .............. 159

Appendix 10 The Score of Pre Test ............................................................. 160
Appendix 11 The Score of Organizing Idea in Writing in Pre Test.............. 161
Appendix 12 Lesson Plan for Cycle 1............................................................ 162
Appendix 13 Blueprint of Organizing Idea in Writing Test for Post Test 1 .. 179
Appendix 14 Instruction of the OI in Writing Test for Post Test 1 ............... 180
Appendix 15 Test Readibility of OI in Writing Test for Post Test 1 ............. 181
Appendix 16 The Result of Readibility Test for Post test 1 .......................... 182
Appendix 17 The Score of Post Test 1........................................................... 183
Appendix 18 The Score of Organizing Idea in Writing in Post Test 1 .......... 184
Appendix 19 Classroom Observation in the Cycle 1 .................................... 185
Appendix 20 Teacher’s Dairy in Cycle I................. ...................................... 188
Appendix 21 Transcript of Interview with the Teacher After Cycle 1.. ........ 190
Appendix 22 Transcript Interview for Students (After cycle 1)... ................. 192
Appendix 23 The Questionnaire Result (Cycle I)..... ..................................... 194
Appendix 24 Lesson Plan for Cycle 2 ........................................................... 195
Appendix 25 Blueprint of Organizing Idea in Writing for Post Test 2 ......... 210
Appendix 26 Instruction of the Organizing Idea in Writing for Post Test 2 . 211
Appendix 27 Test Readibility of the OI in Writing for Post Test 2 .............. 212
Appendix 28 The Result of Test Readibility.................................................. 213
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Appendix 29 The Score of Post Test 2 .......................................................... 214

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Appendix 30 Students' Organizing Idea in Writing Score in Post test 2 ....... 215
Appendix 31 Transcript of Teacher’s Interview after Treatment ................. 216
Appendix 32 Transcript of Students’ Interview after Treatment .................. 218
Appendix 33 Classroom Observation in the Cycle 1 ..................................... 221
Appendix 34 Teacher’s Diary of Cycle II... ................................................... 224
Appendix 34 Questionnaire after Treatment ... .............................................. 227

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LIST OF TABLES

Table 1.1

The relationship between the indicator of OI and GOs...................4

Table 2.1

Scoring Rubric of Writing ........................ .................................. ..20

Table 2.2

Indicator of Organizing Idea in Writing ...................................... 23

Table 2.2

Scoring Rubric of Writing Organization ..................................... 32

Table 3.1

Time and Schedule of the Research ........................................... 63

Table 4.1

Schedule of Pre-Research ........................................................... 76

Table 4.2

The Result of Pre Test Score ...................................................... 77

Table 4.3

Students’ Achievement in Each Indicator of Text Organization 78

Table 4.4

The Process of the Research ....................................................... 81

Table 4.5

The Overall Implementation of Cycle I ..................................... 82

Table 4.6

Planning of Students’ Activities in Cycle I ................................ 85

Table 4.7

Post Test Score of Organizing in Cycle I ................................... 100

Table 4.8

The Improvement of Text Organization in Cycle I ................... 100

Table 4.9

The Overall Implementation of Cycle II .................................... 106

Table 4.10

Planning of Students’ Activity in Cycle II ................................. 107

Table 4.11

The Final Post Test Score of Each Organizing Ideas ................. 120

Table 4.12

The Result of Cycle II ................................................................ 120

Table 4.13

The Computation of Passing Grade ............................................ 120

Table 4.14

Students’ Overall Writing Indicator Score Progress During the
research ....................................................................................... 121

Table 4.15

The Summary of the Result of the Classroom Action Research . 123

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LIST OF FIGURE

Figure 2.1

The Rationale of the Research.....................................................61

Figure 3.1

Cyclical Action Research Model ................................................. 66

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