improving students’ writing coherence€¦ · can improve students’ writing coherence; 2) how...

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IMPROVING STUDENTS’ WRITING COHERENCE

THROUGH GRAPHIC ORGANIZERS

(A Classroom Action Research in Eighth Grade of

SMP Negeri 1 Petanahan in the Academic Year 2016/2017)

THESIS

INAYATUN NAFIAH

K2212037

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University as a Fulfillment of the Requirements for Achieving

the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

2018


ii

PRONOUNCEMENT


iii

IMPROVING STUDENTS’ WRITING COHERENCE

THROUGH GRAPHIC ORGANIZERS

(A Classroom Action Research in Eighth Grade of

SMP Negeri 1 Petanahan in the Academic Year 2016/2017)

THESIS

INAYATUN NAFIAH

K2212037

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University as a Fulfillment of the Requirements for Achieving

the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

2018


iv

APPROVAL OF CONSULTANTS


v

APPROVAL OF THE EXAMINERS


vi

ABSTRACT

This research is aimed at finding out: 1) To what extent graphic organizers

can improve students’ writing coherence; 2) How graphic organizers can be

implemented effectively in improving students’ writing coherence. The research

method used in this study is classroom action research. The subject of the research

was the students of class VIIIB of a state Junior High School, Kebumen which

consist of 32 students. In this research, the collected data were analyzed using a

qualitative and quantitative technique. The result of the study shows that the

students’ mean score of writing coherence on pre-test is 56.35, then it improves in

post-test 1 to 70.45 and 79.4 in post-test 2. Moreover, the result of the study also

shows that graphic organizers can be implemented effectively if the teacher: (1)

gives clear explanation and examples of graphic organizers; (2) guides and monitors

the students during the process of writing; (3) provides exercise of grammar; and

(4) keeps the students motivated in writing. Considering the result of the study, the

researcher suggests that an English teacher had better implement graphic organizers

in teaching writing in order to help the students improving their writing coherence.

Keywords: graphic organizer, graphic organizers, writing, writing coherence,

classroom action research


vii

MOTTO

“Once you accepted your flaws, no one can use them against you”

– George R.R. Martin –

“Don’t be afraid to do something for the first time. Everyone has their first time

too. If they can, why you can’t. Even living is everyone’s first life.”

– The writer –


viii

DEDICATION

This thesis is dedicated to:

1. My beloved parents

2. My beloved brother


ix

ACKNOWLEDGEMENT

First of all, the writer praises Allah SWT for His blessing to me that I can

finish this thesis successfully. This thesis cannot be done without the assistance and

guidance from many people. Therefore, the writer would like to offer her sincere

thanks to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University.

2. Teguh Sarosa, M. Hum as the Head of English Department of Teacher

Training and Education Faculty.

3. Drs. Gunarso Susilohadi, M. Ed. TESOL, the writer’s first consultant, for

his guidance and advice.

4. Hefy Sulistyawaty, S.S., M.Pd. as the writer’s second consultant, for her

guidance and critical corrections during her busy schedule to make this

thesis better.

5. The lecturers of English Education Department who have given the

knowledge and inspire the researcher.

6. Drs. Supriyatin Nur Widayat the Headmaster in SMP Negeri 1 Petanahan,

who has given the writer permission for conducting the research.

7. Nur Salim, S.Pd. the English Teacher in SMP Negeri 1 Petanahan, for his

sincerity in guiding the writer during the research.

8. All the students VIIIB of SMP Negeri 1 Petanahan for the cooperation in

conducting the research.

9. The writer’s family, her greatly beloved parents; Abu Khamdi and Ety

Muryani, for the prayers, supports, patience and financial support and the

writer beloved brother, Rofi Fikriyanto for always be a good little brother.

10. The writer’s best friends, Asni, Ndari, Syaroh, and Gita for the togetherness,

support and also best-reminder to finish this thesis.

11. The A Class of English Education Department 2012 for the togetherness

and memories.


x

The writer is the one who is responsible of any errors that may remain in this work.

Therefore, constructive feedback, comments, suggestions, and criticism are

gratefully welcome for the betterment of this thesis. The writer hopes this thesis

will give some knowledge for the reader and can contribute for further research in

the future.

Surakarta, July 2018

Inayatun Nafiah


xi

TABLE OF CONTENTS

COVER ................................................................................................................ i

PRONOUNCEMENT .......................................................................................... ii

COVER .............................................................................................................. iii

APPROVAL OF CONSULTANTS .................................................................... iv

APPROVAL OF THE EXAMINERS .................................................................. v

ABSTRACT ........................................................................................................ v

MOTTO............................................................................................................. vii

DEDICATION.................................................................................................. viii

ACKNOWLEDGEMENT .................................................................................. ix

TABLE OF CONTENTS .................................................................................... xi

LIST OF FIGURES .......................................................................................... xiii

LIST OF GRAPHS ........................................................................................... xiv

LIST OF TABLES ............................................................................................. xv

LIST OF APPENDICES ................................................................................... xvi

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background of the Study ............................................................... 1

B. Problems Statement ....................................................................... 4

C. Objectives of the Study ................................................................. 5

D. Benefits of the Study ..................................................................... 5

CHAPTER II LITERATURE REVIEW ............................................................... 7

A. Theoretical Description ................................................................. 7

1. Definition of writing ................................................................. 7

2. Aspects of Writing .................................................................... 8

3. Coherence in Writing .............................................................. 10

4. Assessing Writing Coherence ................................................. 12

5. The Process of Writing ........................................................... 16

6. Concept of Graphic Organizers ............................................... 17

B. Reviews of Related Research ...................................................... 28

C. Rationale ..................................................................................... 29

CHAPTER III RESEARCH METHODOLOGY ................................................ 31


xii

A. Context of the Study .................................................................... 31

1. Setting of Place ....................................................................... 31

2. The Subject of the Research .................................................... 31

B. The Schedule of the Research ...................................................... 32

C. Research Approach ..................................................................... 32

1. The Method of the Research ................................................... 32

2. The Model of Action Research ............................................... 33

D. Techniques of Collecting Data .................................................... 35

1. Interviews ............................................................................... 35

2. Observation ............................................................................ 36

3. Test ........................................................................................ 37

E. Technique of Analyzing Data ...................................................... 37

F. Indicator the Result of the Research ............................................ 38

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 44

A. Research Findings ....................................................................... 44

1. The Situation before the Research ........................................... 44

2. The Implementation of the Research ....................................... 50

B. Discussion ................................................................................... 83

1. To What Extent Graphic Organizer Can Improve the Students’

Writing Coherence? ................................................................ 84

2. How Graphic Organizers can be Implemented Effectively in

Improving Students’ Writing Coherence ................................. 87

CHAPTER V CONCLUSION, SUGGESTION, AND IMPLICATION ............ 90

A. Conclusion .................................................................................. 90

B. Implication .................................................................................. 90

C. Suggestion .................................................................................. 91

BIBLIOGRAPHY .............................................................................................. 93

APPENDICES ................................................................................................... 96


xiii

LIST OF FIGURES

Figure 2.1. Conceptual Graphic Organizers ........................................................ 21

Figure 2.2. Hierarchical Graphic Organizers ...................................................... 22

Figure 2.3. Cyclical Graphic Organizers............................................................. 22

Figure 2.4. Sequential Graphic Organizers ......................................................... 23

Figure 2. 5 What Happened Organizer ............................................................... 27

Figure 3.1. Cyclical Action Research model based on Kemmis and McTaggart in

Burns (2010: 9) .................................................................................................. 34


xiv

LIST OF GRAPHS

Graph 4.1. The Mean Score of the Students’ Writing Coherence ........................ 87


xv

LIST OF TABLES

Table 2.1 Scoring Rubric of Writing Coherence ................................................. 13

Table 3.1 The Schedule of the Research ............................................................. 32

Table 3.2 Scoring Rubric of Writing Coherence ................................................. 39

Table 4.1. Problem Indicators ............................................................................ 45

Table 4.2. Pre-research Score of Each Indicator ................................................. 46

Table 4.3. The Classroom Situation before the Research .................................... 49

Table 4.4. List Activities of Cycle 1 ................................................................... 51

Table 4.5. The Strengths and the Weaknesses of the Implementation of Graphic

Organizer ........................................................................................................... 63

Table 4.6. The Students’ Writing Coherence Mean Score in Post-test 1.............. 65

Table 4.7. The Comparison of Mean Score Pre-test and Post-test 1 .................... 65

Table 4.8. Classroom Situation Improvement of Cycle 1 .................................... 68

Table 4.9. Comparison of Mean Score Pre-research test and Post-test 1 ............. 70

Table 4.10. Students’ Writing Coherence Score ................................................. 70

Table 4.11. Problem in Cycle 1 and Plan for Cycle 2.......................................... 72

Table 4.12. The Outline of Cycle 2 .................................................................... 73

Table 4.13. The Students’ Mean Score in Cycle 2 Post-test ................................ 79

Table 4.14. The Comparison of Mean Score Post-test 1 and Post-test 2 .............. 79

Table 4.15. Improvement of the Classroom Situation after Cycle 2 .................... 82

Table 4.16. The Comparison of Mean Score of each Indicator in Cycle 2 ........... 83


xvi

LIST OF APPENDICES

Appendix 1: List of the Students ........................................................................ 97

Appendix 2: Denah Kelas .................................................................................. 99

Appendix 3: Field Note of Pre Research........................................................... 100

Appendix 4: Interview Pre-Research with Teacher ........................................... 103

Appendix 5: Interiew Pre-Research with Students ............................................ 107

Appendix 6: Sample of Students’ Pre-Test ....................................................... 111

Appendix 7: The Result of Pre-Test ................................................................. 114

Appendix 8: Syllabus ....................................................................................... 116

Appendix 9: Rencana Pelaksanaan Pembelajaran Cycle 1 ................................ 118

Appendix 10: Sample of Students’ Worksheet in Cycle 1 ................................. 156

Appendix 11: Sample of Students’ Post Test 1 ................................................. 162

Appendix 12: The Result of Post Test 1 ........................................................... 168

Appendix 13: Field Note of Cycle 1 ................................................................. 170

Appendix 14: Rencana Pelaksanaan Pembelajaran Cycle 2 .............................. 178

Appendix 15: Sample of Students’ Worksheet in Cycle 2 ................................. 217

Appendix 16: Sample of Students’ Post Test 2 ................................................. 220

Appendix 17: The Result of Cycle 2 ................................................................ 226

Appendix 18: Field Note of Cycle 2 ................................................................. 228

Appendix 19: Interview after Research with Teacher ....................................... 235

Appendix 20: Interview after Research with Students ...................................... 237

Appendix 21: Recapitulation of Students’ Score .............................................. 241

Appendix 22: Documentation........................................................................... 242

Appendix 23: Permission Letter ....................................................................... 244

improving students’ writing coherence€¦ · can improve students’ writing coherence; 2) how...

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