GRAPHIC ORGANIZER VERSUS SENTENCE COMBINING: DETERMINING A STRATEGY FOR TEXT WRITING
(1) IAIN Syekh Nurjati Cirebon
(*) Corresponding Author
Abstract: This study examines how students with high and low interest who were trained through graphic organizer differ significantly from those who were trained through sentence combining strategy in writing hortatory text. The subjects of the study were the eleventh grader students of MANU Buntet Pesantren Cirebon in the Academic Year of 2015/2016. The population consists of 315. Two of eight classes were selected as the sample of the research. The experiment was set up according to a pre-test and post-test for both experimental and control group. The writer used an experimental research with factorial design 2 x 2 as the research design by technique of multifactor analysis of variance (ANOVA). The findings of this study indicate that graphic organizer is more effective than the sentence combining strategy. It can be seen from the results of both scores in the experimental class that the scores of the post-test have significantly different comparing to the post-test scores in the control group. The writer also found that since learners generally have more background knowledge, graphic organizers bridge what learners already know with what they are learning.
Keywords: Graphic organizer, Sentence Combining, Interest, hortatory, experiment.
Alnufaie, M., & Grenfell, M. (2012). EFL students’ writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in Self-Access Learning Journal, 3(4), 407-422.
Anderson, M. & Anderson, K. (2003). Text type in English 3. South Yarra: Macmillan Education.
Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Law, G., et al. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32, 39-55.
Arikunto, Suharsimi. (2002). Prosedur Penelitian. Jakarta: Rineka Cipta.
Barnett, K.P. 2007.Graphic Organizers’ Effectiveness in Teaching Comprehension in Reading and Social studies. Alabama. Accessed on 15th April, 2012 from www. The University of Alabama.html.
Baxendell, B.W. (2003).Consistent, coherent, creative the 3 c's of graphic organizers. Teaching Exceptional Children, 35(3), 46-53.
Bromley, K., Irwin-Devitis, L., & Modlo, M. (1995). Graphic organizers: visual strategies for active learning. New York: scholastic professional books.
Brown, H.D. (2001).Teaching by principle: An interactive approach to language pedagogy (2nd Ed). Wesley: Longman.
Cahyono and Widiati.(2011).The Teaching of English as a Foreign Language in Indonesia. Malang: State University of Malang press.
Donahoo, L. (2009). The Impact of Using Graphic Organizer on Written Language with Sixth Grade Resource Student. Presented to the Shawnee mission
Ellis, E., & Howard, P. (2005). Graphic organizers: Power tools for teaching students with learning disabilities. Graphic Organizers and Learning Disabilities 1, 1-5. KS: Edge Enterprises
Ellis, Farmer, & Newman, (2005). Big Ideas about Teaching Big Ideas. Sage Journals. Vol 38, Issue 1, 2005
Gerrot and Wignell, L. (1994). Making Sense of Functional Grammar. New South Walles: Gerd Stabler.
Harmer, Jeremy. (1999).The Practice of English Language Teaching 3rd Edition. Cambridge UK: Longman.
Hartman. (2002). Graphic Organizers as a Teaching Strategy. City College of New York. Accessed on 17th October 2012from http/www.awresrchpprpage.htm.
Hartono, R. (2005). Genre of Texts. Semarang: Semarang State University
Hidi, S. (1990). Interest and its contribution as a mental resource for learning.
Housden, Elli. (2008). Senior Text Types: A Writing Guide for Students. Queensland: FarrBooks
Hudson, R. (2000). Grammar teaching and writing skills: the research evidence. London: Dept. of Phonetics and Linguistics, UCL, Gower Str.
Hyland, K. (2008). Writing Theories and Writing Pedagogies. Indonesian Journal of English Language Teaching, 4(2), 91-110.
Hyland, Ken. (2009). Teaching and Researching Writing. London: Pearson Education Limited.
Katayama, Andrew, D, and Daniel H. Robinson. (2000). Getting students ‘Partially’ involved in Note - Taking Using Graphic Organizers. Journal of Experimental Education68 (2) 115-119. Accessed on February 13th, 2012 from www.heldref.org.
Komolafe, A. T., & Yara, P. O. (2010). Sentence Combining Strategy and Primary School Pupils Achievement in Written English in Ibadan. Nigeria: European Journal of Scientific Research, 40(4), 531–539.
Mcknight, K.(2010). The Teacher’s Big Book of Graphic Organizers, San- Francisco: Jossey-Bass.
Morin, A. (2012). Children parenting about: graphic organizers. http:www. childparentingabout.com
Mu, C., & Carrington, S. (2007). An investigation of three chinese students’ english writing strategies. The Electronic Journal for English as a Second Language 11(1). Retrieved October 2, 2012, from http://www.tesl-ej.org/wordpress/.
Mulyaningsih, S. (2010). Using Graphic Organizers to Improve Students’ English Writing Skill in The Process of Communicating At the Fifth Grade Elementary Chool of Sekolah Citra Berkat Surabaya. Malang: The State University of Malang.
Nunan, D. (1999). Second Language Teaching and Learning. USA: Heinle & Heinle Publishers.
Review of Educational Research, 60(4), 549–571.
Review of Educational Research, 60(4), 549–571.
Richard and Renandya. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
Trang & Hoa. (2008). Students Writing Processes, Perceptions, Problems, and Strategies in Writing Academic essays in L2: A Case Study. VNU Journal of Science, 184-197.
Tuzlukova, V., Al-Seyabi, F., Al-Rawahi, A. & Al-Owasi, A. (2014). Reading in the English Foundation Programme Class: Omani students’ attitudes, thoughts and self-perceived practices. In: Emery, H. & Moore, N. (Eds). Teaching, learning and researching reading in EFL. TESOL Arabia Publications, 70-87.
Wyse, D. (2001). Grammar for Writing? A Critical Review of Empirical Evidence. London: British Journal of Educational Studie
Article MetricsAbstract view : 613 times
PDF - 455 times
- There are currently no refbacks.
This Journal is indexed by:
This work is licensed under a Creative Commons Attribution 4.0 International License.