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Using Graphic Organizer to Improve Students’
Speaking skill
Rifqi Mahdi Saindra1), Mutiarani2)
1) Darul Maaref School Foundation, Duson, Satun, Thailand
1) rifqimahdisaindra@gmail.com, 2) mutiaranirahman@gmail.com
ABSTRACT
The purpose of this study was to determine whether Graphic Organizer has a significant
effect on students' ability to speak. This study used the VIII.F students of Al-Azhar 12
Junior High School Rawamangun as the research sample. This class consists of 22
students. To choose the sample, the writer used a simple random sampling technique.
From the population. The method used in this study was quantitative and the design
used was a pre-experimental study with the technique of one group pre and post-test
design. The instrument used in this study was oral tests. Then for that reason, the writer
used the Weighting Table from Adam and Frith so that the measurement could be more
accurate. The result of this research explains that students’ pre-test score is 72,36 and
the post-test score is 81,45. The result of statistical hypothesis found out that the level of
significance is higher than 0.000 < 0.005. This means H0 (Null Hypothesis) is rejected
and H1 (Alternative Hypothesis) is accepted. Which means using the media Graphic
Organizer is effective to improve students’ speaking skill.
Keywords: Graphic Organizer, media, speaking
Citation APA Style: Saindra, R. M., & Mutiarani. (2018). Using Graphic Organizer to
Improve Students’ Speaking skill. English Language in Focus (ELIF), 1(1), 55-
64.
INTRODUCTION receiver for meanings assigned to the
E
very kind of creature has their own symbols and the schema for combining
form of communication, so every them used for each communication.
creature will be able to There are four basics skills in
communicate with one another. animals, learning language. The most important
demons angels, and human have a among them is speaking. With good
communication form called language. speaking skill, people could easily
According to Rice-Johnston (2008), understand what we are thinking and
Language is the process or set of what our idea is. Chaney (1998) in Kayi
processes used to ensure there is an (2006, p. 1) stated that speaking is the
agreement between the sender and process of building and sharing meaning
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through the use of verbal and non-verbal elements that are necessary for spoken
symbols in a variety of contexts. Speaking language. The first is language feature
is a crucial part of language learning. It that had been identified as follow. a)
needs the speakers to produce the target connected speech. Is the modification in
language in the spoken form. In addition, sound production or utterances, such as
Qureshi (2012, p. 2) said that speaking assimilation, omission, addition and
skill has some role and importance,i.e : weakened. b) expressive devices. Native
language is a tool for communication, for English speaker changes the pitch and
a smooth running of any system, to stress of particular parts of utterances,
express one’s thoughts, opinions and vary volume and speed, and show by
feelings, in the form of words put other physical and non verbal means to
together in a meaningful way, and to gain show how they are feeling. c) lexis and
the attention of the audience. Moreover, grammar. It is related to the ability to use
it probably can also enhance one’s some of the common lexical phrases,
personal life. such as agreeing and disagreeing,
Related to its importance, expressing surprise, shock or approval.
according to Richards (2008, p. 19), the e) negotiation language. It is the ability to
mastery of speaking skill in English is a earn the benefits of the negotiatory
priority for many second languages or language we use to seek clarification and
foreign language learners. Consequently, show the structure of what we are
learners often evaluate their success in saying.
language learning as well as the On the other side, social and
effectiveness of their English course mental processing is also a part of the
based on how much they feel they have speaking element. Harmer (2001, p. 271)
improved in their spoken language explains some types of processing as
proficiency. Furthermore, Thornbury follow. a) language Processing. It is an
(2005, p. 14) also promotes four ability to process language inside our
speaking genres, those are interactive, heads, and then to put it into a coherent
non-interactive, planned and unplanned order so that it comes out in form that is
speaking. The example of interactive not only comprehensible but also convey
speaking is when people buy food at a the meanings that are intended. b)
shop, whereas when people leave a interacting with others. This means that
message on an answering machine can speaking also involves interaction with
be categorized as non-interactive one or more participants. Besides, it
speaking because there is no interaction involves a good deal of listening and
between two people or more. The understanding of how other participants
examples of planned speaking genres are are feeling.
such as a lecture, sermon, and speech. So many language learners,
Meanwhile, unplanned speaking is when especially English that learn an
people meet and do a conversation with additional lesson just to develop the
somebody in the street. speaking skill to be able to speak
In similar with Thornbury, proficiently. Because if they could speak
Harmer (2001, p. 269) classified two in a good way, so they will get what they
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modern media in their teaching activity. b. Word Cluster: this graphic organizer
Teachers teach with an ordinary picture is ideal for brainstorming, whether
So that it is still difficult for the students you are trying to elicit vocabulary or
to understand their lesson, and to come up with ideas for a writing
improve their language skills. Then, assignment. You write the topic in
when their teacher asked them to speak the center and students contribute
in front of their friends, they do not talk related ideas to fill out the other
properly because of their anxiety and circles.
edginess. c. Timeline: this is a handy way to
Irwin-DeVitis et al (1999, pp. 6–7) show a sequence of events and helps
said that Graphic Organizers help the students place them in the right
students on what is important, effective order.
with diverse students in a variety of d. Sequence Chart: this one is also
settings, and it requires the students to useful to describe a sequence of
be actively involved with the events or the steps in a process.
information. In order to help Student to e. Goal-Reasons Web: Students write
get the most out of the graphic down the main goal in the center
organizers, the teachers should circle. Students come up with
familiarize themselves with different reasons for accomplishing this goal,
types of graphic organizers, explain to and finally, facts related to these
students what graphic organizers are and reasons.
why they are useful in learning, Present f. Topic Wheel: You can use this
the specific graphic organizer for a topic. graphic in the same way you’d use
Point out its subject and organizational the Word Cluster – it’s a different
framework, Use examples to illustrate graphic, but it serves the same
the use of some graphic organizers and purpose. In this case, the topic goes
Review students’ work. Generate in the center and the supporting
classroom discussion on the effective use ideas on the spokes of the wheel.
of graphic organizers. (Hong Kong g. Triangle/Inverted Triangle: With the
Curriculum Development Institute., 2001, use of triangles you can go from a
p. 9). broad topic to a more specific one
Then there are some other way to (inverted triangle) or vice versa. The
use some Graphic Organizers, as stated triangle is a classic for the Food
by Pesce (2017). Pyramid where you put the foods
a. Venn Diagram is perfect for you should eat the most at the
comparisons and contrast. There are bottom and those you should have
two circles that overlap in the small quantities of at the top.
middle. Students compare two things h. Story Maps: Tell your students that
and write what they have in common they must write a story in English,
in this overlapping space. The and most will freak out. Give them a
differences are written in the spaces story map to get started, and they
that don’t overlap. will calm down.
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T
he method that used in this
research was a quantitative method
with a pre-experimental design,
A fter the field research was
conducted, the writer analyzed the
data gained from the research. And
using one group for pre-test and post- the result of data analysis could be
test. So, the Writer only compared the described as follows:
score of students speaking skill before Pre-test Result of Students’ Speaking.
the treatment using Graphic Organizer After several experiments
and the score of students speaking skill conducted at Al-Azhar 12 Islamic Junior
after the treatment using Graphic High School, the writer saw that the
Organizer. highest result of pre-test in experimental
This research was conducted in class was 81. It was obtained by 5
Al-Azhar Islamic Junior High School Students. Then, the lowest result of pre-
(SMPIA) 12 which is located on test in experimental class was 65. And it
Rawamangun, East Jakarta. It was was obtained by one Student.
conducted on the second semester in the To make it easier, the writer
academic year of 2016/2017 at eighth classified students speaking skill based
grade. In addition, the population of this on the following criteria.
study is all students at eighth-year
students of Al-Azhar 12 Junior High Table 1. Experiment Class Students’ Pre-
School, in academic year 2016/2017. The test Speaking Result Percentage
Total
writer chosen one class for the Students’ Total
Number of
investigation, that was VIII.F as an Speaking Number of
Students in
experiment class which consist of 22 Skill Level Students
Percentage
students. Excellent 0 0%
In collecting the data, both pre- Good 5 22.73%
Average 16 72.73%
test and post-test will be used as the
Poor 1 4.54%
instrument. To know the basic of Very Poor 0 0%
students’ speaking skill, a pre-test was
given before treatment. The treatment It can be described that in the
was using Graphic Organzer to improve Experimental Class, 5 Students were
students’ speaking skill. The time spent good (22,73%), 16 students were
to test and apply this method was 12 average (72,73%) and there was 1
times meeting. In the last, post-test was student gained poor (4,54%). There were
conducted to find out students’ speaking no students got an excellent, or very poor
skill after getting the treatment. After grade. (0%). For making clearly, the
collecting the data, the writer will writer uses this chart to represent
analyze the results of the test students pre-test score percentage. As it
statistically. A formula used in the study has been noticed, yellow means good,
is t-test for one group which is also green means average and brown means
known as Paired Sample t-Test. poor. There are no orange colors or gold
because there are no students get an
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Saindra, R. M., & Mutiarani. (2018). Using Graphic Organizer to Improve Students’...
Post-test Result of Students’ Speaking Figure 2. Experimental Class Students’
Skill. Post-test Speaking Result Chart
Post-test was given to see how far
The Analysis of Data
was the students’ progress after the
Based on the result of pre-test and
treatment using Graphic Organizer for
post-test of the students above, the
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English Language in Focus (ELIF), 1 (1), 55-64. https://jurnal.umj.ac.id/index.php/ELIF
Writer analyzed the results to find out the significance level of 5% it can be
the influence of Graphic Organizer to concluded that null hypothesis (H0) was
Students’ speaking skill. To prove the rejected and alternative hypothesis (H1)
hypothesis above, the writer used the was accepted. It means that there are
result of the experiment class which was significant differences between teaching
calculated by t-test and follow speaking with Graphic Organizer and
assumption as below: If the result teaching speaking without Graphic
calculation t0 is higher than tt, the Organizer. Thus, this research concludes
alternate hypothesis (Ha) is accepted and that Graphic Organizer gives significant
and null hypothesis (H0) is rejected. It effect on students’ speaking skill of
means that there is an improvement of eighth grade students of Al-Azhar Islamic
using graphic organizer to students’ Junior High School 12 Rawamangun.
speaking skill.
Based on the result of t-Test REFERENCES
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