Graphic Organizers to Improve Students’ Writing on Recount Paragraphs

Abstract

Writing is said to be difficult for the undergraduate students of second semester students of English department of UNISSULA. They found many difficulties in some aspects such as topic sentence, supporting sentence and concluding sentence. There were 10 of 23 students who got 75 on their writing score. Hence, the writer wanted to help them in improving their writing quality especially on those main structure of a paragraph by applying graphic organizers. Graphic organizers were used in the teaching learning process by conducting action research. The action research used two cylces. The results were that the students’ writing is better. The way they wrote topic sentence, supporting sentence, and concluding sentence were better than the previous one in the preliminary cycle. It was proved by the percentage of the students who got the score under the standard score of writing, namely, 75.

The Effect of Graphic Organizers on ELT Students’ Writing Quality

“…The students manage the organization better. The students write their topic or ideas, topic sentence, supporting sentences, and concluding sentences in paragraph very well (Maharani, 2018). Other study conducted by Unzueta (2009) shows that the graphic organizers improve the students' writing in the overall organization.…”

“…It can be used in teaching descriptive writing (Pratama, et al, 2017), persuasive writing (Gonzalez-Ledo, et al, 2015), argumentative writing (Anderson, et al, 2018) and recount text writing (Maharani, 2018). Graphic organizers can help the students to write better and improve the students' writing because the students understand the instruction well (Maharani, 2018;Vitanofa & Anwar, 2017). Furthermore, graphic organizers can help the students in composing many kinds of writing text.…”

“…The results show that the students are motivated and preferred working with the various strategies since they are more interesting and up to date than the textbooks. It can be used in writing classroom (Capretz, et al, 2003;Meyer, 2003;Anderson, et al, 2018;Lee & Tan, 2010;Elhawwa, 2015;Vitanofa & Anwar, 2017;Anggraeni & Pentury, 2018;and Maharani, 2018). The characteristics of visual authentic tools used in writing class are interesting and easy in helping the students.…”

Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English

“…Writing is a difficult skill (Maharani, 2018). It is supported by the statements that writing is such a difficult task that involves a great deal of cognitive and language skills (Faller, 2018) and (Maharani, 2018).…”

“…Writing is a difficult skill (Maharani, 2018). It is supported by the statements that writing is such a difficult task that involves a great deal of cognitive and language skills (Faller, 2018) and (Maharani, 2018). Writing also is one of two productive skills besides speaking that a learner is expected to achieve the goal to ensure her/his communicative competence (Sharma, 2004, p. 272).…”