THESIS
“TEACHING READING COMPREHENSION BY USING GRAPHIC
ORGANIZERS”
By:
MOCHAMMAD ISKAK LATIF
NIM: 107563
ENGLISH DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
JOMBANG
2016
CHAPTER I
INTRODUCTION
A. Background of Study
Reading is one of the skills in English which has a prime contribution for
learning and teaching process. The process and end product of reading are
interrelated in one package in ELT context. Although, the definition of
reading have appeared in a plenty of perspectives yet the core of reading is
primarily how to interact about what the writer says at the text.
It is supported by Vacca et,al (1991) affirmed that there are numerous
perspectives in reading, each of which is complimentary; among others are
comprehension, interaction of symbols, decoding, mental process and
interactive process. But, Reading is essentially dealing with communication
between writer and reader. It means reading comprehension is related to
perceptual and cognitive process; it is dealing with what the reader sees and
what the reader wants to know. Since the core of reading is to comprehend a
text, it is linked to a process and a product of reading especially in ELT.
. Further definition is proposed by Harris and Hodge (cited in Fresch,
2008: 83) stated that reading comprehension is defined as the construction of
meaning of a written communication through reciprocal, holistic interchange
of ideas between the interpreter and the message in a particular context.
Interconnected to the elaboration above, reading consist of decoding and
comprehending process where decoding is allied to the process of how the
reader says the printed words in page into oral language either silently or
aloud. While comprehending process is dealing with how the reader gets the
information or meaning about what the writer says in the text either in words
level, sentences level, and paragraphs level or in a whole text level by
activating the schemata which the reader possess.
Since reading skill as one of the prime skill in ELT context, the researcher
is interested in trying one of the fascinating methods is called graphic
organizers. Hall and Nicole (2002:1) stated that graphic organizer is a visual
and graphic display that depicts the relationships between facts, terms, and
ideas within a learning task. Regarding to the elaboration above, Graphic
Organizer gives loads of advantages in language teaching. Graphic Organizer
is the way out to construct the students thinking and help teacher to get
feedback from the students in ELT context. Hibbard and Elizabeth (2003:117)
affirmed that graphic organizer is a diagram that represents a relationship
directed by a thinking-skill verb. The concept of graphic organizer differs
from mind map, graphic organizer connect multiple words or ideas while mind
map focus on only one word or idea.
Gregory and Carolyn (2007:103) defined that graphic organizer can be
used for brainstorming at the beginning of a lesson or unit to find out what
students already know. Cleveland (2005:3) adds more detail emphasizing
about the use of graphic organizer in reading. Graphic Organizers are great
tools when you are reading. They can help you through a poem, a story, a
biography or an informal article. Graphic Organizers help you analyze what
you are reading. You can use them to recognize pattern in your reading, such
as identifying main idea of a story or article, and finding details that support
the main idea. They can help you to compare and contrast things within a
story or between two stories. They can even be useful after you read. You can
use them to organize your notes and figure out the most important point.
In this case, by knowing the advantages of Graphic Organizers above, the
researcher applied Graphic Organizers in teaching reading comprehension.
The quasi experimental used as a design owing to the possibility in carrying
out. The research carried out in Mts. Al-Anwar, Pacul Gowang Jombang
because the researcher has already gotten support from any side, such as:
teachers and the head master, students and the time. The researcher considered
that this research will be successful and give positive effect to the English
language teaching, students, and education practitioners. This belief is also
supported by the previous research precisely classroom action research (CAR)
was conducted by Kusen (2011) entitled using graphic organizers to improve
reading comprehension. The result showed that graphic organizers can
enhance students’ participation and enhance students’ reading comprehension.
This current research also seemingly shows the identical result as the previous
research and the statements above. The case study research was taken by
Nicholas and Polloway (2008) entitled the implementation and effective use of
graphic organizers in the classroom has proven that graphic organizers serve
as retrieval cues for information, and also they facilitate higher learning
thinking.
Finally, the researcher ends that teaching reading comprehension is
supposed to conduct in various ways. From the elaboration above, the
applying of Graphic Organizers as the strategy in teaching reading
comprehension also gave many positive effects either for the teachers and
students. The previous studies also gave a belief that this strategy will be
effective. Ultimately, this study conducted entitled “Teaching Reading
Comprehension by Using Graphic Organizers”.
B. Problems of the study
Based on the background above, the research problem of this study is
simulated as follows:
“Do the students taught by using Graphic Organizers have better reading
achievement?”
C. Objective of the study
The objective of the study is to know whether the students taught
by using Graphic Organizers in reading comprehension have better
reading achievement than those taught without using Graphic Organizers.
D. Significance of the study
This study is intended to provide theoretical contributions to
English language teaching especially in teaching reading comprehension
by using Graphic Organizers as one of strategy which can be developed
for teaching in high school level. Practically this study can be useful for:
1. The teacher
The teacher can apply Graphic organizers in teaching practices for any
skills owing to its advantages. It helps the teacher to get feedbacks from
the students and it can also use for brainstorming to draw up what
material will be learned.
2. The students
The students will get advantages from the use of graphic organizers,
such as: construct their thinking, easy in making conclusion about what
they just learned, and increase their ability in reading comprehension.
3. The future research
Theoretically, as a foundation of further research toward the utilization
of Graphic organizers in general.
E. Hypothesis
The hypothesis used as a tentative answer of the problem is formulated as
follow:
Ha
: the students taught by using Graphic organizers have better
reading achievement than those taught without using Graphic
organizers.
F. Scope and limitation
The subjects of this study are the eighth grade students of Mts. AlAnwar, Pacul Gowang Jombang Mts. Al-Anwar, Pacul Gowang Jombang
in academic year 2016/2017.To limit the study in order to make the
discussion is not out of the idea, the researcher focuses on teaching
reading comprehension by using Graphic Organizers.
G. Definition of key terms
The researcher gives the key term to make easier understanding
and to avoid misunderstanding in meanings of this research. Dealing with
the title of the study, the operational definition of the key terms is
described as follows:
a) Reading comprehension
Reading comprehension is dealing with catching the point of the
text based on the standard competences of junior high school
students.
b) Graphic organizers
Graphic Organizers help students to analyze what they are reading.
Students can use them to recognize pattern in their reading, such as
identifying main idea of a story or article, and finding details that
support the main idea. They can help students to compare and
contrast things within a story or between two stories. They can
even be useful after you read. Teachers and students can use them
to organize your notes and figure out the most important point.
BAB II
THEORITICAL RIVIEW
The purpose of reviews of related literature are to explain the context and
background of the study to help further define the problem and to provide an
empirical basis for the subsequent development of hypothesis.
A. Reading comprehension
Reading is about how to figure out the implicit and explicit information
from the text. It is also about how to activate our schemata to get what the
essential of the text is. Similarly, Klingner et al (2007: 8) affirmed that reading
comprehension is not merely associating between readers and their prior
knowledge and strategy used but it also concerns with variables related to the text
itself (interest in text and understanding of text types).
In ELT context, the teachers are supposed to know the constructs of reading.
They are the basis used by teacher in picking out techniques that is in need of
covering in the domain of reading. Brown (2003:187) suggested the following
assessable reading micro and macro skills.
a. Micro skills
1. Discriminate among the distinctive graphemes and orthographic
patterns of English.
2. Retain chunks of language of different lengths in short-term memory.
3. Process writing at an efficient rate of speed to suit the purpose.
4. Recognize a core of words, and interpret word order patterns and their
significance.
5. Recognize grammatical word classes (nouns, verbs, etc.), systems
(e.g., tense, agreement, pluralization), patterns, rules, and elliptical
forms.
6. Recognize that a particular meaning may be expressed in different
grammatical forms.
7. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
b. Macro skills:
1. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2. Recognize the communicative functions of written texts, according to
form and purpose.
3. Infer context that is not explicit by using background knowledge.
4. Infer links and connections between events, ideas, etc.; deduce causes
and effects; and detect such relations as main idea, supporting idea,
new
information,
given
information,
generalization,
and
exemplification.
5. Distinguish between literal and implied meanings.
6. Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata.
7. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
texts.
Basically, micro skills are dealing with how to comprehend a text in written
level while macro skills are dealing with how to comprehend a text in discourse
level. Related to those micro skills described above, this study is focused on some
micro and macro reading skills: mainly : 6) recognize that a particular meaning
may be expressed in different grammatical forms, this micro skills are indicated
by recognizing meaning of words through synonym and antonym; 10)infer
context that is not explicit by using background knowledge which can be known
by determining pronoun reference; and 11) From described events, ideas, etc.,
infer links and connections between events, deduce causes and effects, and detect
such relation as main idea, supporting idea, new information, given information,
generalization, and exemplification. The researcher took those skills based on the
basic standard competencies which are fitting for junior high school students.
B. The strategy in reading comprehension
Comprehension as defined by Buehl (2001: 5-6) is a result of interaction
among the text, the reader, and the context of reading which is the core of reading.
Concerning the interaction, the readers need to have effective strategies in order to
be successful readers. Below are some followings choices or strategies in reading
comprehension:
a. Bottom-Up Model
Harmer (2002:201) stated that in bottom-up processing, the reader or
listener focuses on individual words and phrases, and achieves
understanding by stringing these detailed elements together to build up a
whole.
b. Top-Down Model
Brown (2001:299) stated that this is where a complementary method of
processing written text is imperative: top-down, or conceptually driven,
processing in which we draw on our intelligence and experience and
experience to understand a text.
c. Interactive Model
Cox (1999:270) said interactive model views the reading process as an
interaction between the reader and the text. The model allows the
combination of both bottom-up and top-down processing and is reflected
in teaching approaches that emphasize direct reading instruction of word
identification skills, vocabulary, and word meaning and comprehension.
While the strategies of reading comprehension by Brown (2001: 185) stated that
for learners of English, two primary hurdles must be cleared in order to become
efficient readers. First, they need to be able to master fundamental bottom – up
strategies for proccessing separate letters, words, and pharases, as well as top –
down, conceptually driven strategies for comprehension. Appropiate content and
formal schemata – background information and cultural experience – to carry out
those interprestations effectivelly.
Essentially, bottom - up and top-down model are the cutting-edge strategies in
reading comprehension. By trying to understand the detailed text (bottom-up) and
activating the reader’s schemata and experience (top-down), the goal of reading
comprehension in written and discourse level can be accomodated.
C. Characteristic of high school learners
Teaching English as foreign language (TEFL) also seemingly should
highlight the prime role of consideration. Since secondary school students are
included as teenagers’ learner, the teachers should fit a good decision-making in
teaching instruction. The change of characteristic of secondary students can be as
the solemn factor which should be taken a sober consideration to ensure that ELT
can be accommodated active and passive students in learning. Maclntyre (2002:
560) affirmed that second language communication is highly determined by
fundamental characteristics of the learner and the age of the group of teenagers
has ‘strange’ characteristics that teachers need to take into consideration because
cognitively, emotionally and physically their experience change from the child
(pre-teenager) into adult. The statement above shows the highlight consideration
about what should the teachers do to trounce the change of characteristic
teenagers’ learner. It is also supported by Harmer (2002; 37) affirmed that the age
of our students is major factor in decision-making about how to teach and what to
teach. People of different ages have different needs, competences and cognitive
skills; we might expect children of primary age acquire much of a foreign
language through play, for example; whereas for adult we can reasonably expect a
greater use of abstract thought. Junior high school learners are included of the
teenagers or adolescents. They have strange characteristic because they are having
transition of their age.
The students of MTs Al-Anwar also have the common characteristics like
the teenagers as usual. They are in transition of their age so they have strange
characteristic also. The teacher had better inventive to pick out interesting
activities and provide a great variety of teaching. According to Penny Ur in
Harmer (2002:38) stated that teenager students are in fact overall the best
language learners. Teenagers’ students are truly bendable in developing their
cognitive. When they have a good experience in learning second language, they
will be better and confidence in learning and use their foreign language in their
adult age. Furthermore, the teenagers want to be admitted of their society to
discover their identity in their transition, yet it must be supported with a good
environment. An interesting approach, strategy and media which are created by
the teachers are included in forming a good environment.
D. The concept of graphic organizers.
Graphic organizers are visual representation of knowledge that structures
information by arranging important aspects of a concept or topic into a pattern
using labels (Bromley, DeVitis & Modlo, 1999). Their main function is to help
present information in concise ways that highlight the organization and
relationships of concepts. Although there are many variations and possible
combinations of graphic organizers used in the classrooms, most of them fall
into four basic categories, namely cyclical organizers, conceptual organizers,
sequential organizers and hierarchical organizers.
Table 2.1 The various types of graphic organizers.
E. The benefit in applying graphic organizers in ELT context
Graphic organizers, as illustrated by Drapeau (1998), can be used to
enhance students’ thinking skills by encouraging brainstorming, generating new
ideas, connecting parts to the whole, drawing sequence, analyzing causes and
effects, etc.
Table 2.2. the benefits of graphic organizers to students and teachers.
Benefits to
Students
Benefits to
Teachers
Show and explain
relationship between
and among the
content
Understand the
concept of part to
whole
Make your lesson
interactive
Record relationship
Clarify and organize
the ideas
Improve memory
The Use of
Graphic
Organizers
Help visual learners
to acquire
information more
easily
Motivate the
students
Comprehend texts
Recognize and
assimilate different
point of view
Assist the students in
previewing
technique
Assess what the
students know
Graphic organizers enable teachers to show and explain relationships
between content and sub content and how they in turn relate to other content
areas. On the other hand, through the use of the organizers, students can make
more abstract comparisons, evaluations, and conclusions. In short, graphic
organizers allow students an active role in their learning. For easy
understanding, specific benefits to students and teachers are presented in the
following organizer
F. Teaching reading comprehension by using graphic organizers.
The implementation of graphic organizers is conducted in experimental
students in teaching recount text. The first, teacher familiarized her/his self with
the kind of graphic organizers. Then, the teacher explained to the students what
graphic organizers are and the useful of it. The teacher presented the specific
graphic organizers for a topic and pointed out its subject and organizational.
Next, teacher used the example to illustrate the use graphic organizers. The
teacher assigned graphic organizers in a group and individual. Finally, the
teacher reviewed the students’ work and generated classroom discussion of the
effective use of graphic organizers in reading comprehension.
G. Teacher’s and students’ role
By using graphic organizers in ELT process, the teacher can be as a
facilitator for the students. In applying graphic organizers, the teacher needs a
good understanding concept of what kind of graphic organizers will be fitted to
the students’ material. The implementation of graphic organizers is also in need
of a discipline context because it is time-consuming. The teacher is supposed to
take attention to manage the time-allocation.
While, by applying graphic organizers in discipline context, the students are
used to be more discipline in learning process. The students have to be used to
work in a pair or individual. The students also need to comprehend the kind of
graphic organizers. It will help them to determine what kind of graphic organizers
must be fitted for their particular topic or material.
H. Previous Study
The previous research precisely classroom action research (CAR) was
conducted by Kusen (2011) entitled using graphic organizers to improve reading
comprehension. The result showed that graphic organizers can enhance students’
participation and enhance students’ reading comprehension. This current research
also seemingly shows the identical result as the previous research. The case study
research was taken by Nicholas and Polloway (2008) entitled the implementation
and effective use of graphic organizers in the classroom has proven that graphic
organizers serve as retrieval cues for information, and also facilitate higher
learning thinking.
BAB III
RESEARCH METHOD
In this chapter, the researcher will discuss about how to discover the
effectiveness of graphic organizers in teaching reading comprehension by using a
certain methodology and further analysis.
A. Research design
This research is dealing with quantitative research by using quasiexperimental design as the main design. It is caused the researcher did not possess
any chance to make a new class in the school. Certainly, this research aims to
measure
the
effectiveness
of
graphic
organizers
in
teaching
reading
comprehension. Ary (2006: 316) stated that Quasi-experimental designs are
similar to randomized experimental designs in that they involve manipulation of
an independent variable but differ in that subjects are not randomly assigned to
treatment groups. Because the quasi-experimental design does not provide full
control, it is extremely important that researchers be aware of the threats to both
internal and external validity and considers these factors in their interpretation.
In simply way, the researcher needed two classes which are particularly
divided to be experimental class and control class. Non randomized control group
design as a particular design will be used in this instance.
Table 3.1 (Nonrandomized control group, pretest-posttest design (Ari, 2006: 316))
Group
Pretest
Independent Variable
Posttest
E
Y1
X1
Y2
C
Y1
-
Y2
In which:
E = experimental groups – the group that will be taught by using graphic
organizers in teaching reading comprehension.
C = the control group – the group will not be taught by using graphic
organizers in teaching reading comprehension.
Y = the measure of the independent variable, Y1 represent to measure of
the
students’ reading comprehension before the experimental.
Y2 represent the
measure
of
the
students’
reading
comprehension after the experimental.
X1 = treatment, the treatment is the research in using graphic organizers in
teaching reading comprehension.
Based on the elaboration above, both experimental and control design got
pre-test before the treatment was given. The post-test was aimed to appraise the
students’ reading ability after the treatment was given. The post-tests’ result of
both of the classes were compared by further analyzing data in T-Test using SPSS
16 Program Windows.
B. Population and sample
Population is certain the entire subject in a particular place. It is supported
by Arikunto (2006:131) Population is overall of research subject. The population
of this research was the eighth grade of MTs Al - Anwar, Pacul Gowang
Jombang. There were four classes and consisted of 30 students in every classes.
Totally, there were 120 students in the eighth grade there.
While sample is part of population that will be researched. Sample is
representative of the population; it can describe such a part of characteristic and
amount of population (Arikunto (2010: 109). In this research, the sample was
taken by the researcher which has the same characteristic or it is called homogeny.
The assignment was not randomized since the study deals with setting up
classes and it was impossible to reorganize the classes and change the schedule
because the classes have already fixed. VIII C class and VIII D class were
recommended by the teacher to the researcher as the research subject. By using
lottery, the researcher determined VIII C as the experimental class and VIII D as
the control class. Further analyzes by using SPSS 16 Program windows through
regular test score and supported by pretest score, both of the classes were
homogeny. As a specific data, VIII C and D were consisted of 25 students.
C. Variables
This study is dealing with two variables; they are: Independent variable
and dependent variable. Those variables conducted in experimental research to
obtain the answer of research question. Independent variable was as the treatment
and the dependent variable was as the outcome. Variable X (the independent
variable) is “Graphic Organizers” then variable Y (dependent variable) is
students’ reading comprehension.
D. Treatment
The treatments gave after conducting the pretest. The graphic organizers
gave to the experimental class while the picture series gave to the control class.
Table 3.2 The essential tentative schedule of treatment of experimental and control class
Group
Month
Day
Date/Year
Experimental
May
Sunday
05th , 2016
Time
Total
8.20-9.40
1M/2H
8.20-9.40
1M/2H
.
Control
May
Tuesday
03rd, 2016
.
The table above reported when the treatments carried out both in
experimental and control class. Both of the classes got the treatments in twice. So,
how the treatment specified is to avoid the bias. In detail, the essential feature in
teaching reading comprehension in both of the classes showed to make a certain
report in this research. The graphic organizers can be used for any genre text, such
as: recount, report, descriptive, etc even for other skills. The usage of picture
series in control class because this is the common strategy which was used by the
teacher before in VIII C class. As a consequence, the result in post-test was
neutral owing to no bias in conducting the treatments.
Table 3.3. The essential steps of the use of graphic organizers in teaching reading
The overall activities in experimental and control class
Time
Alloca
tion
Meeting
Activities
(Experimental Class)
40’
40’
Meeting 1
-
Pretest
Explaining generic structure and
generic feature of recount text
Identifying generic structure and
generic feature of recount text
Discussing generic structure and
generic feature
Arranging some random paragraphs
Answering some questions based on
paragraph.
40’
40’
Meeting 2
-
40’
Meeting 3
Activities
(Control class)
Pretest
Explaining generic structure and
generic feature of recount text
Identifying generic structure and
generic feature of recount text
Discussing generic structure and
generic feature
Arranging some random
paragraphs
Answering some questions based
on paragraph.
Explain and familiarize the student
Explain and familiarize the student
about graphic organizers
about how to understand a
Modeling the use of graphic
recount text by using picture and
organizers for finding main idea or
picture
title, explicit and implicit information, Presenting a recount text with
pronoun referent, synonym, antonym pictures organizers for finding
of the word or phrase.
main idea or title, explicit and
Discussing the use of graphic
implicit information, pronoun
organizers to find out some reading’s referent, synonym, antonym of
micro and macro skills in recount text the word or phrase
Assign graphic organizers as a paired Discussing recount text with
then as an individual activity
pictures to find out some
Review the students’ work and
reading’s micro and macro skills in
generate classroom discussion on the recount text
effective use of graphic organizers
Assign a recount text with pictures
as a paired then as an individual
activity
Review the students’ work and
generate classroom discussion on
the effective use of pictures in
recount texts.
Enhancing students’ vocabulary with
recount text
Assigning students’ independent
activity for finding main idea or title,
explicit and implicit information,
pronoun referent, synonym, antonym
of the word or phrase.
Review the students’ work and
Enhancing students’ vocabulary
with recount text
Assigning students’ independent
activity for finding main idea or
title, explicit and implicit
information, pronoun referent,
synonym, antonym of the word or
phrase.
generate classroom discussion on the
effective use of graphic organizers
40’
-
Posttest
Review the students’ work and
generate classroom discussion on
the effective use of graphic
organizers
Posttest
Source: factual data in research
E. Research instruments
According to Arikunto (2010: 101) stated that instrument is tools or
facilities which are used by the researcher in data collection to get easier and
better in the research in other to reach the accurate, complete, and systematic data,
so that easy to be processed. Test used as the main instrument to answer and
prove the research question. Yet, there are various steps before applying the test
items because there several criteria of how the test can be applied in a particular
instance. Below is further explanation to make detail as a foundation in this study:
a. Designing the test items.
It is suggested by Brown (2003:187) said that there are assessable things in
reading; they are micro and macro skill. Micro skills are dealing with what
can be done in sentence level while macro skills are dealing with what can
be done in discourse or interpretation level. Thus, the micro and macro
skills are as the prime in designing the test items which ought not to be
neglected. There are a number of pieces of latticework that the researcher
used based on micro and macro skills. They are: 1) Determining main idea
or title, 2) Finding explicit and implicit information, 3) Finding pronoun
referent, 4) Determining synonym, antonym of the words and phrases. The
test applied in pretest and posttest and it should be equivalent. Equivalent
means the test has the same quality but different in form. Here, the test
was in multiple choice questions.
b. Trying Out the test items
Obviously, the principle of trying out the test item was to make sure that
the test was valid and reliable. The try out conducted in another school
which had the same quality with MTs Al-Anwar, Pacul Gowang,
Jombang. The researcher tried out 50 test items in multiple choice
questions just in case because the researcher only needed 40 test items
which are absolutely valid and reliable. So, 10 test items were omitted.
c. Validity of Test Items
In simply way, valid means the test items are applicable and suitable. It
supported by Ary (2006:225) defined that validity as the extent to which
an instrument measured what it claimed to measure. The focus of recent
views of validity is not on the instrument itself but on the interpretation
and meaning of the scores derived from the instrument. There two kinds of
validity, they are:
1) Content validity is the degree to which a test measures an intended
content area (Gay, 2007:129). In this research, the researcher makes
lattice work and item-card to know whether the test item is match or
not.
Table 3.5. Table indicators
No.
Indicator
Item numbers
1
Determining main idea
1,6,8,13,15,18
and title
2) not with the indicator.
2
Finding explicit and implicit
2,5,9,16,4,10,12,17,19
Information
3
Finding pronoun referent
4
Determining the meaning of
7, 20
the words and phrase
3, 14, 11
3) Construct validity is the degree to which a test measures an intended
hypothetical construct (Gay, 2007: 131). In this research, by knowing
construct validity of the tests, the researcher used Product Moment in
SPSS 16 program window to calculate the validity itself. In this case,
every test items are supposed to be valid. Below is the table to
determine of how the instrument is called valid.
Table. 3.6. (Criteria of construct validity)
R scores
Interpretation
0,800 <rxy ≤ 1,000
Very High
0,600 <rxy ≤ 0,800
High
0,400 <rxy ≤ 0,600
High Enough
0,200 <rxy ≤ 0,400
Less
0,000 <rxy ≤ 0,200
Very Less
Source: Arikunto (1993)
SPSS 16 Windows Program used to compute the construct validity test
items and reliability the test. The table shows the criteria when the test items
are valid. In this research, the subject is 30 students. Based on r table, n = 30,
rxy = 0,349. The test item is called valid if the correlation of the item >rxy.
Product Moment in SPSS 16 program windows used to analyze the validity of
the test items. The table below shows the detailed information about the
validity of the test items.
Table 3.7. the essential result of validity test items.
Test Items
25 test items
Valid
21 numbers
Invalid
4 numbers
Discarded
22,23,24,25
Omitted
Number (3)
The usage
Pretest
25 test items
20 numbers
5 numbers
12,16,17,19,21
-
Posttest
d. Reliability test
Reliability means the consistency of the test it self when it is applied in
any kind of measurements. It is supported by Ary (2006: 236) defined that
the reliability of a measuring instrument is the degree of consistency with
which it measures whatever it is measuring. This quality is essential in any
kind of measurement. Below is the table to determine of how the
instrument is called reliable:
Table. 3.7. Criteria of construct validity
r scores
Interpretation
0,800 <rxy ≤ 1,000
Very High
0,600 <rxy ≤ 0,800
High
0,400 <rxy ≤ 0,600
High Enough
0,200 <rxy ≤ 0,400
Less
0,000 <rxy ≤ 0,200
Very Less
Source: Arikunto (1993)
In this research, the researcher got the test is reliable after analyzing by
using SPSS 16 program windows, the result of test reliability can be seen
as below:
The First Try Out of
The Second Try Out of
Reliability Statistics
Reliability Statistics
Cronbach's
Cronbach's
Alpha
N of Items
.918
25
Alpha
N of Items
.878
25
The detailed result above shows that the cronbach’s alpha of the first
tryout is 0,918, and the second tryout is 0,878. It means the test has very
high reliability and can be used in the pretest and posttest.
e. Applying Test for Pretest and Posttest.
After the test items are valid and the entire test is reliable, it can be applied
in pretest and posttest. There were 20 test items applied in pretest and
posttest. The test in both pretest and posttest were supposed to be
equivalent. It is supported by Cohen, et.al (2005:334) stated that the
pretest may have questions which differ in form or wording from the
posttest, though the two tests must test the same content, i.e. they will be
alternate forms of a test for the same groups.
1) Pretest
The use of pretest is to discover the basic ability of students’ reading
comprehension. It can be used also to determine the homogeny for both of
the classes. The pretest consisted of 20 questions in multiple choice forms.
The pretest should be valid and reliable. The researcher had two results.
They are: Control group’s results and experiment’s group result. Based on
the result, the two means score were not significantly different.
2) Posttest
The posttest is to measure and discover the effectiveness of the treatment
in teaching students’ reading comprehension. Here, both of experimental
and control class got the posttest. The posttest was given after the
treatment was given. 20 questions in multiple choices were given to both
of the classes. The results of posttest are used to know the effectiveness of
the treatment with compared whether experimental class who are taught by
using graphic organizers has better achievement than those who are not
taught by using graphic organizers. The results of pretest and post test
can be seen in appendix:………
F. Procedure of collecting the data
The procedure of collecting data is used to report every step that the
researcher will do in this instance. The data collection will be conducted as
follows:
1. The researcher got license from STKIP PGRI Jombang
2. The researcher did the tryout
3. The researcher discussed with the curriculum advisor about the
researcher’s planning.
4. The researcher asked permission to the head master of MTS Al-Anwar
5. The researcher met the English teacher of MTS Al-Anwar to ask about
the information what class to be observed and asked about the schedule
6. The researcher did the pre test in experimental and control class
7. The researcher taught in either experimental or control
8. The researcher conducted the treatment in both of the classes
9. The researcher gave post test in the end of the treatment for both of the
class
10. The researcher analyzed the data
Table 3.8 The Schedule Of Collecting Data
11. No
Date
12. 1
April 18th, 2016
The researcher got license from
STKIP PGRI Jombang
2
April 20th, 2016
The researcher discussed with the
curriculum about researcher
planning and asked permission to
the head master of MTS Al-Anwar
3
April 25-26th 2016
The researcher did the tryout in
another Islamic Junior High
School in Jombang.
4
April 27th, 2016
The researcher met the English
teacher of VIII MTS Al-Anwar to
ask about the information what
class to be researched and ask
about the schedule
20. 5
April 30th , 2016
The researcher conducted pretest
in VIII D as control class and
begun in teaching reading
comprehension recount text
without using Graphic Organizers
6
May 03nd, 2016
The researcher taught reading
comprehension in VIII D as
control class about recount text.
7
May 07th, 2016
The researcher conducted posttest
in VIII D as control class
8
May 01st , 2016
The researcher conducted pretest
in VIII C as experimental class
and begun for teaching reading
comprehension recount text.
9
May 05th , 2016
The researcher taught reading
recount text and gave the
treatment with Graphic
Organizers .in VIII C
10
May 08th , 2016
The researcher conducted posttest
in VIII C as experimental class
13.
14.
15.
16.
Activity
17.
18.
19.
G. Data analysis
The data analysis of the data is the steps in which is conducted to prove
whether the data collected answer the research question or not. Ary (2006: 389)
states that “ the first step in analyzing the data collected is to refer to the proposal
to check the original plans for presenting the data and performing the statistical
analysis. In this instance, the data analyzed in the quantitative way which means
the data is described in the form of number. The data were analyzed based on the
data collection from the instruments of the research. From the result of the pre-test
and posttest that have conducted already, the researcher used T-Test to compute
the final result.
1. Homogeneity Test
The homogeneity test aids to discover the homogeny of both of the
classes. This certain test depends on the use of the exact design in quasiexperimental research. SPSS 16 Program Windows was used to figure out
the data. The essential steps are inputting the data in variable view – going
to view data-after inputting the data - click analyze – descriptive statistic –
explore. The result of the homogeneity can be seen as below
Test of Homogeneity of Variance
Levene Statistic
Nilai Kelompok
Based on Mean
.591
df1
df2
1
Sig.
48
.446
Figure 3.8. Test ofBased
Homogeneity
Based on Regular
on Median
Test
Based on Median and with
adjusted df
Based on trimmed mean
.342
1
48
.561
.342
1
47.980
.561
.294
1
48
.590
Figure 3.9. Test of Homogeneity Based on Pretest
Score
Test of Homogeneity of Variance
Levene Statistic
Nilai Kelompok
df1
df2
Sig.
Based on Mean
.487
1
48
.489
Based on Median
.535
1
48
.468
.535
1
47.966
.468
.511
1
48
.478
Based on Median and with
adjusted df
Based on trimmed mean
The first result based on the regular test shows sig (0.446) and α (0.05), so
that sig (0.446) > α (0.05). Essentially, both of classes are homogeny. The
second result shows sig (0.489) and α (0.05), so that sig (0.489) > α (0.05).
So, both of the classes are homogeny.
Based on the further analysis of both of the result above by using SPSS 16
Program Windows obviously both of classes are called homogeny.
2. Final data analysis
In this study, T-Test used to analyze the posttest result. The researcher
used T-Test because the subject is less than 30 students. T-test used to
know the significant difference toward students’ reading comprehension
ability after getting the treatment either for experimental or control class.
Yet, before the researcher used T-Test, the researcher used Normality
(Kolmogorov Smirnov) analysis to make sure that data are normal
distribution in order to get the valid result. The researcher used SPSS 16
program windows to analyze the normality and T-Test.
BAB IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
Having done all the steps, the following steps were analyzed the research
finding based on the further analyzes.. Latif Adnan (2012: 1) affirmed that
research differs considerably from journalist; a research is about how to discover
the underlying system of research object as the researchers believe that every
objects in the world works under a certain system. Thus, to determine the research
finding is not only based on the observation but also needs a further analyzing the
data resulted from the observation. Here, the researcher intends to present the
precisely result and determine the research finding to answer the research question
by using a further analysis.
Firstly, Pretest was as mentioned before as to discover the basic students’
ability precisely in reading comprehension. Here, the pretest was also used to
know the homogeneity between both of the classes as well by using the regular
test from the English teacher in MTs Al-Anwar, Pacol Gowang. Based on the
research finding of pretest was conducted on May, 1st, 2016 in VIII C (as
experimental class) and on April, 30th, 2016 in VIII D (as control class). The
researcher found score 45 as the lowest score and 70 as the highest score in both
of the classes while the mean was 56,4 in experimental class and 57, 6 in control
class. Obviously, there is no significance difference between both of the classes.
Giving treatment was as the following step in conducting this certain
research. As mentioned in the background that this current research intended to
measure the efficacy of graphic organizers as the tool in amplifying the students’
reading comprehension. Obviously, graphic organizers were given in VIII C as
experimental class as the treatment while pictures were given in VIII D as control
class in a reason of the common method from the English teacher there.
After giving the treatment, posttest was given to measure the treatment
which was given before. The posttest was conducted exactly on May, 8th 2016 in
VIII C and on May, 7th 2016 in VIII D. The result of VIII C as experimental class
showed that 65 as the lowest score and 85 as the highest score while in VIII D as
control class showed that 50 as the lowest score and 80 as the highest score. To
make detailed information and understandable about the whole progress from
pretest until posttest, the researcher intends to present as a table below:
Table 4.1. The essential pretest and posttest result.
Contents
Number of Students
The lowest score
The highest score
Average
VIII C
Experimental Class
Pretest
28
45
70
56,4
VIII D
Control Class
Pretest
28
45
70
57,6
The lowest score
The highest score
Average
Total
Posttest
65
85
73,8
-
Posttest
55
80
63,6
-
Detail Explanation
No significance
Significance
-
Note: the data were taken from the factual table in appendix.
Based on the essential result above, the average score also shows a
significance difference between both of the classes where 73,8 in experimental
class and 63,6 in control class. Further analysis by using SPSS 16 Application
Program also showed the feature information to determine whether graphic
organizers are effective in teaching practice or not. The result of the independent
sample T-Test as shown as below:
Table 4.2. The result of Independent Sample Test by Using SPSS 16
Independent Samples Test
Levene's Test
for Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2-
F
Group
Equal variances
Score
assumed
Equal variances not
assumed
.076
Sig.
.784
t
5.111
df
tailed)
Mean
Std. Error
Difference
Difference Difference Lower
Upper
48
.000
10.200
1.996 6.187
14.213
5.111 47.780
.000
10.200
1.996 6.187
14.213
The table of Independent sample test above shows that sig = 0,000 while
α= 0,05 so that, sig < α. Obviously, Ha was accepted and it means there is
significance end product in teaching reading comprehension by using graphic
organizers.
B. Discussion
Hibbard and Elizabeth (2003:117) affirmed that graphic organizer is a
diagram that represents a relationship directed by a thinking-skill verb. The
concept of graphic organizer differs from mind map, graphic organizer connect
multiple words or ideas while mind map focus on only one word or idea. While
Gregory and Carolyn (2007:103) defined that graphic organizer can be used for
brainstorming at the beginning of a lesson or unit to find out what students already
know. Cleveland (2005:3) adds more detail emphasizing about the use of graphic
organizer in reading. Graphic Organizers are great tools when you are reading.
They can help you through a poem, a story, a biography or an informal article.
Graphic Organizers help you analyze what you are reading. You can use them to
recognize pattern in your reading, such as identifying main idea of a story or
article, and finding details that support the main idea. They can help you to
compare and contrast things within a story or between two stories. They can even
be useful after you read. You can use them to organize your notes and figure out
the most important point.
The various statements above show that graphic organizers have number
of advantages especially in ELT, as the previous research precisely classroom
action research (CAR) was conducted by Kusen (2011) entitled using graphic
organizers to improve reading comprehension. The result showed that graphic
organizers can enhance students’ participation and enhance students’ reading
comprehension. Although, it still needed guidance in the implementation. This
current research also seemingly shows the identical result as the previous research
and the statements above. The case study research was taken by Nicholas and
Polloway (2008) entitled the implementation and effective use of graphic
organizers in the classroom has proven that graphic organizers serve as retrieval
cues for information, and also facilitate higher learning thinking.
This research has four main indicators were measured, they are 1)
Determining main idea, 2) Finding explicit and implicit information, 3) Finding
pronoun referent, 4) Determining the meaning of the words and phrase. The result
of Independent sample test was analyzed by using SPSS 16 Program showed that
there is a significance difference in using graphic organizers as the method in
teaching reading.
The researcher intended to determine the result based on analyzing the
data resulted from the observation because obviously this research differs to
journalist. The main concern is how to discern or appraise the data based on the
underlying system. The main conclusion was determined based on further analysis
by using independent sample test in SPSS 16 program windows showed that sig
(0,000) < α (0,05). It means graphic organizers were obviously the cutting-edge
method in teaching reading comprehension.
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding showed that there is a significance difference between the
average score of the students in control and experiment class in posttest. It was
also supported by further analysis independent sample test using SPSS 16
program windows showed that sig (0,000) < α (0,05). This finding absolutely
leaded the rejected of null hypothesis of this current research. It means that
graphic organizers could give significance upshot to students’ reading
comprehension skills especially in 1) Determining main idea, 2) Finding explicit
and implicit information, 3) Finding pronoun referent, 4) Determining the
meaning of the words and phrase.
B. Suggestion
Based on the previous experience that the researcher got during the
experimental research, the researcher would like to address the suggestion for the
English teachers and further researchers as follow: Firstly, English teacher ought
to egg on the students to learn reading comprehension not only in the classroom
but also in the outside of the class to make them more familiar with different
English written texts. The English teachers are supposed to ensure that upper up
and lower up students can be accommodated in one package in learning process
mainly by using graphic organizers. The English teachers are supposed to
ascertain that they picked out fitting graphic organizers in their teaching practice.
Ultimately, the English teachers also can try to apply graphic organizers not only
in teaching reading but also in writing or other English skills. They also should
familiarize graphic organizers among other English teachers so the education in
Indonesia always keep up and grow up together with the development of global
era.
Referring to the findings of the recent study, suggestions for further
researcher are as follow: firstly, the researcher recommends that graphic
organizers method to be researched in integrated skills that consist of reading and
writing skills for further studies. Secondly, a related study might be conducted in
other design such as true experiment or classroom action research by involving all
elements of graphic organizers in other genre, not only in recount text.
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