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CHAPTER I
INTRODUCTIONS
“The developing skills in writing paragraphs through Graphic
Organizers”
1. Background
Writing is one of the skills which have to study for every student in English
language learning process. It is an important skill that must be mastered in English
language learning as a prerequirement to every student. Langer, Judith A and
Applebee, Arthur N (1987: 3) state, writing assignments as part of the secondary
school curriculum are examined to determine their use in fostering learning and
integrating new information with previous knowledge and experiences. Besides
that, the uses of writing in the school curriculum is based on our belief that the
effective teaching of writing is an essential component in any successful
school program: to improve the teaching of writing, particularly in the context
of academic tasks, is also to improve the quality of thinking required of
school children.
Studying writing encourages students to develop their writing strategies,
seek feedback on their own writing and analyze expert writers' texts in order to
become more reflective and effective writers (Lyons & Heasley: 2006).
Unfortunately, the fact shows that, there are some problems faced by learners
when they want to improve their idea in a writing form but they lack of ability in
writing skill.
According Jeremy, expert of education say, states that writing gives them
more thinking time than they get when they attempt spontaneous conversation.
This allows them more opportunities for language processing that is thinking
about the language whether they are involved in study or activation. Besides that,
writing is used as an aide memories or practice tool to help students practice and
work with language they have been studying. For example, ask the students to
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write paragraphs using given structure, using the new vocabularies, or phrases
they have been learning.
The learners’ problems in writing are how to improve their ideas in a
sentence to be a paragraph, and how to integrate to the next paragraphs. It will be
difficult to do when the teachers lack of techniques or methods in guiding their
students to express their idea in a writing form.
Forming a paragraph is one of the essential abilities in writing process.
There are some contents in a good paragraph, for example; the topic sentence
which explained by some supporting ideas. Oshima and Hogue (2006: 4) state
that, every good paragraph has topic sentence, which clearly states the topic and
the controlling idea of the paragraph. When all of the sentences of a paragraph
work together and relate to main idea, a paragraph has unity.
Good writing is an aim in writing skill. It means that, in writing process
there are thinking process, planning, checking, and revising. Oshima and Hogue
(1997:6) assume that, the writers will become skilled writers by always using
these four steps: (1) pre-writing (getting ideas and organizing them), (2) writing
the first draft, (3) editing the first draft (checking and correcting it), and (4)
writing the final draft to hand in.
Based on my experiences, there are some problems found in the. The first
problem is “writing is not comprehensible” because the content of the
composition is not relevant to the topic, the ideas are not clearly stated, the ideas
and sentences are not well organized. The second problem is many errors in
vocabulary, grammar, and spelling. The third problem is the difficulty at telling
their experiences because they have to master enough vocabulary, spelling, and
grammar. Besides that, have low motivation and are not interested in doing the
task because the writing activities are not interesting. Usually, we are asked to
write sentences and paragraphs without being given some clues so that it is
difficult for the students to express their ideas on a piece of paper. The other hand,
the teachers have lack of method in writing material. Finally, the students’ ability
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in writing is low and the writing subject is not important in education system.
William Zinsser in Richards, Janet C and Miller Sharon K (2005: 38), says that
teachers often make their students afraid of writing at an early age by as-signing
topics for which young writers have no aptitude or interest.
Based on the problems above, thinks necessary to create a strategy that can
involve both the teachers and the students in learning activities. One of the
strategies that can be used in order to help the students in organizing and
developing their ideas in writing a paragraph is graphic organizers. Steele (2007)
states that, graphic organizers can be created for comparing characters, identifying
the setting, mapping out, provide graphic organizers that can help the students to
organize thoughts during brainstorming or pre-writing exercises and students can
use to create the rough draft of a writing assignment.
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CHAPTER II
BODY
The title of this study describing the graphic organizers in writing and have
been shown are as follows as:
A. Some Pertinent Idea
1. Developing
Developing is makes something new, such as a product or a mental or
artistic creation. The act of developing or disclosing that which is unknown;
a gradual unfolding process by which anything is developed, as a plan or
method, or an image upon a photographic plate; gradual advancement or
growth through a series of progressive changes (Wikipedia: 2010).
2. Ability
1. Oxford Dictionary (2004:1) ability is skill or power.
2. Ability is the quality or state of being able; power to perform, whether
physical, moral, intellectual, conventional, or legal; capacity; skill or
competence in doing; sufficiency of strength, skill, resources, etc.; In the
plural, faculty (Wikipedia: 2010).
3. Writing
A. Defenition of Writing
1. Writing is viewed as the result of complex processes of planning,
drafting, reviewing and revising (Richards and Schmidt in Rusmiati:
2007:5). Besides that, Byrne (1990:1) writing is clearly much more than
production of graphic symbols, just as speech is more than the production
of sounds. The other hand, writing is the expression of language in the
form of letters, symbols, or words. The writing process includes
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prewriting, composing, revising, editing, and publishing (Wikipedia:
2010).
2. Leo (2007:1) states that writing as a process of expressing ideas or
thoughts in words should be done at our leisure.
3. Simon and Schuster (1999: 1) emphasis on practice-on teaching, on using
writing as a tool for learning the subject being studied and as a strategy
for improving the confidence and the ability of students to communicate
effectively.
B. Writing Ability
1. Writing Ability is an ability to produce a sequence of sentences
arranged in a particular order and linked together in certain ways
(Bryne in Rusmiati, 2007:5).
2. Amelia, Reski (2010: 14) states that, writing ability is ability to
communicate information and ideas in written form so that others can
understand (with clarity of thought, organization, and good sentence
structure).
C. Writing Process
Nation I.S.P. (2009: 114) states that writing process contains the
following seven sub processes:
1. Considering the goals of the writer
An important way of encouraging writers to keep their goals and
audience in mind is to provide them with feedback about the
effectiveness of their writing. This feedback can be direct
comment on the writing as a piece of writing or it can be a
response to the message. Besides that, the writer needs to keep the
goal in mind as well as suiting the information and the way it is
expressed to the person who will receive it.
2. Having a model of the reader
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Teachers should also check the writing program to make sure that
learners are given practice in writing for a range of goal or
purposes to a range of readers. There are some questions try to
find out if the writer has a clear and consistent picture of who is
writing for :
a. Did you feel that you should write this with a certain tone?
b. Did you have a clear picture of who you were writing this for?
c. How much knowledge does the reader already have of this
topic?
d. Did you think about that when you were doing the writing?
3. Gathering ideas
Leibman-Kleine in Nation I.S.P. (2009: 117) suggests that
techniques for gathering ideas about a topic can be classified into
three groups.
a. The first group is brainstorming and quick writing. These
activities could be preceded by relaxation activities where
learners are encouraged to use all their senses to explore a
topic. Coffin, Caroline and The Friends (2005: 35) stated that,
in brainstorming, students spark ideas off each other after a
discussion or reading. Ideally, students throw ideas into a non-
judgemental forum, with the goal of generating multiple ideas
on a topic without immediately evaluating their suitability for
development. The lecturer or a student lists the ideas
generated by the group on the blackboard to create a record.
An individual writer can also brainstorm about a topic,
although input from others will be missing. The other sides,
the quick writing according Nation I.S.P. (2009: 117) states
that, quick writing (speed writing) is used with the main
purpose of helping learners produce ideas. Besides that,
Jacobs in Nation I.S.P. (2009: 117) states that, in quick
writing the learners concentrate on content, they do not worry
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about error or the choice of words, and they write without
stopping.
b. The second group consists of systematic searching
procedures such as questioning (who, why, where, when ...) or
filling in an information transfer diagram. In all cases the
learners have set steps to follow to make sure they consider all
the important parts of the topic.
c. The third group is consists of techniques which help learners
gather and organize ideas at the same time. These include
using tree diagrams and concept diagrams or maps.
4. Organizing ideas
The way learners organize ideas gives a chance to put their own
point of view and their own thought into their writing, particularly
in writing assignments and answering examination questions. Two
possible ways of approaching the organization of academic writing
is to rank the ideas according to a useful criterion or to classify the
ideas into groups. Besides that, the students also can list the
questions that the writer of the letter seemed to be answering then
use these questions to guide their own writing.
5. Turning ideas into written text
Turning ideas into written text is translating the ideas into text.
Some learners are able to say what they want to write but have
difficulty in putting it into written form. A possible cause is the
difference between the writing systems of the learners’ first
language and the second language because there is different
written script.
6. Reviewing what has been written
An important part of the writing process is looking back over what
has been written. This is done to check what ideas have already
been included in the writing, to keep the coherence and flow of the
writing, to stimulate further ideas, and to look for errors. Poor
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writers do not review, or review only to look for errors. Besides
that, with checklists (or scales) containing points to look for in
writing. Research on writing indicates that such scales have a
significant effect on improving the quality of written work
Hillocks in Nation I.S.P. (2009: 120). Also, the students make
peer feedback means that, the learners read their incomplete work
to each other to get comments and suggestions on how to improve
and continue it. The learners can work in groups and read each
other’s compositions.
7. Editing
Editing involves going back over the writing and making changes
to its organization, style, grammatical and lexical correctness, and
appropriateness. Editing is not restricted to occurring after all the
writing has been completed. Learners can be encouraged to edit
through the feedback that they get from their classmates, teacher
and other readers. Feedback that focuses only on grammatical
errors will not help with editing of content.
The other hand, Simon and Schuster (1999: 45) break down the
writing process into six parts that in practice often overlap or circle
back: planning, drafting (including audience-related issues), revising,
editing, proofreading, and publication. Besides that, Brown, Kristine
and Hood, Susan (1993: 6) state that, there are three main stages of the
writing process:
D. The Important of Writing
Nation I. S.P. (2009: 113) states that, with writing, as with the other skills
of listening, speaking and reading, it is useful to make sure that learners
are involved in meaning-focused use, language-focused learning, and
writing cover the range of uses that learners will perform in their daily
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RevisingDrafting
Preparing to Write
lives. These can include filling forms, making lists, writing friendly letters
and business letters, note-taking and academic writing. Each of these types
of writing involves special ways of organizing and presenting the writing
and this presentation also deserves attention.
E. The Characteristic of Good Writing
Smalley and Ruetten in Rahmah (2010: 14) stated that each paragraph in
essay has a designated function. Writing is a group of paragraphs that
develops one central idea.
1. Introduction. The introduction is usually one paragraph (sometimes two
or more) that introduce the topic to be discussed and one central idea.
2. Developmental Paragraph. These paragraphs develop various aspects of
topic and the central idea. In developmental paragraph discuss causes,
effects, reasons, examples, processes, classifications or points of
comparison and the contrast. There are three points of developmental
paragraphs:
a. Each developmental paragraph discusses one aspect of the main
topic.
b. The controlling idea in the developmental paragraph should in the
central idea in thesis statements.
c. The developmental paragraphs should have coherence and unity.
3. Conclusion. This paragraph concludes the thought developed in the
essay. It is the closing word paragraph. The concluding paragraph
wraps up the discussion, bringing the development to a logical end.
There are some points about conclusions:
a. A conclusion can restate the main pints (subtopics) discussed. This
restatement should be brief.
b. A conclusion can restate the thesis. Generally, to avoid sounding
repetitious. It is one of ways to restate the thesis in different word.
The restetement of the thesis is really reassertions of its importance
or validity.
c. A conclusions should not bring up a new topic.
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4. Paragraph
A. Definition of Paragraph
Ochima and Hogue (2006:2) state a paragraph is a group of related
sentences that discuss one (and usually only one) main idea. The other hand, a
paragraph (from the Greek paragraphos, "to write beside" or "written beside")
is a self-contained unit of a discourse in writing dealing with a particular point
or idea. A paragraph consists of one or more sentences. The start of a
paragraph is indicated by beginning on a new line. Sometimes the first line is
indented (Wikipedia: 2008).
Lunsford and Connors (2010:116) state that a paragraph is defined as a
group of sentences or a single sentence that forms a unit. Besides that, Oshima
in Rusmiati (2010: 16) states that, pragraph is a group of related statement that
a writer develops about a subject. The first sentence states the specific point, or
idea, of the topic. Paragraph is a group af a sentence that discuss one main idea
or topic. The paragraph has unity, enciting them to read each sentence
contributes to development of singgle topic. The paragraph generally contain
an intruduction, a body and conclusion.
B. Main Parts of Paragraph
Oshima in Rusmiati (2010: 17) classifies the paragraph into three main
point they are:
1. Topic Sentence. The topic sentence states the main idea. It means that
the topic of paragraph and limit it to one or two areas that can be
discussed completely in the single paragraph. It cathes the reader’s
interest, and enciting them to read.
2. Supporting Sentence. Supporting sentence develepos and expalins the
topic sentence of the paragraph by giving definition, reason, example,
fact, comparison, effect. The supporting sentences follow the topic
sentence and make up of paragraph.
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3. Concluding Sentence. Concluding sentence signals the end of paragraph
or giving conclusion about the topic sentence or content of paragraph.
A concluding sentence summarizes or ties together the paragraph ideas
while bringg them to graceful end. Concluding sentence should remains
readers of argument, gives a reader a sense of completeness and relate
logically to the topic sentence.
C. The Characteristics of effective Paragraph
Saraka in Rusmiati (2010: 18) states that there are four characteristics of
an affective paragraph. They are:
1. Unity. A paragraph has unity if every sentence to develop one central
idea. A paragraph does not have unity if does not develop or sopport the
main idea of the paragraph.
2. Completeness. A comple paragraph provides information well enough
can and it develops the truth for the reader.
3. Order. Order in paragraph can be achieved by presenting the
information of paragraph in a desirable sequence. The order of
paragraph depends on the subject matter, the purpose of the writing.
4. Coherence. The word coherence means sticking together. Therefore,
reader must be able to follow along from sentence to sentence within
the whole composition. Within the paragraph all sentences must
develop the purpose. The reader must see how each sentence logically
follows the order.
The other side paragraph is made of a topic sentence and a number of
supporting sentences. The topic sentence is the most important device
to help the writers guide their paragraph and it often comes to the
beginning of the paragraph. A topic sentence prepares and allerts the
reader for waht will follow.
5. Graphic Organizers
A. Defenition of Graphic Organizers
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1. Graphic organizers are visuals and graphics display that depicts the
relationships between facts, terms, and or ideas within a learning task.
Graphic organizers are also sometimes referred to as knowledge maps,
concept maps, story maps, cognitive organizers, advance organizers, or
concept diagrams. Graphic organizers (some of which are also called
concept maps, entity relationship charts, and mind maps) are a pictorial
way of constructing knowledge and organizing information (Wikipedia:
2010). Besides that, Parker, Christi E (2007: 4) states that, graphic
organizers are referred to as maps because can help “map out” ideas in
visual way. Graphic organizers have taken on various names including
semantics maps, webs, semantic maps, story maps, and semantic
organizers.
2. Parker, Christi E (2006: 4) states that, graphic organizations are visual
representations that help gather and sort information. Graphic organizers
help the students see pattern and relationship between the given
information.
3. Publishing, Walch (2004: 3) states that, graphic organizers are a simple
special drawing that contains word or numbers.
B. Some Findings about Graphic Organizers
Drapeau, Patti (2009: 9) states that, graphic organizers are great tools to
help the students improve their writing. Besides that, graphic organizers are
an outline, which help the students organize their thinking. When the
students have difficulty generating ideas, using elaborative language or
organizing thoughts on paper, graphic organizers can help the students to
develop fluency and provide organizational structures that will be enable the
students to become more effective writers.
Drapeau, Patti (2009: 9) states that, graphic organizers have advanteges
for teachers and students:
1. Improve math skills by analyzing and judging the answer and
reflecting assumptions.
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2. Graphic organizers can be used to review the informations.
3. Graphic organizers can give students a fun way to learn and practice
math vocabulary.
4. The students can brainstorm ideas related to the issue, look at the
flexibility of the ideas, and make connections to things the students
know.
5. The students can analyze the information, prioritize it, and judget it.
6. The students can create the solutions to resolve the issue, and the
students can elaborate on it.
7. Using graphic organizers, the teachers are helping the students make
connections and assimilate new information into what the teachers
know already.
Graphic organizers help the students identify main ideas. Make the
students easier to see patterns such us, cause and effect, comparing and
contrasting, and chronological order. Also, help the students in critical-
thinking by asking recall, evaluate synthesis, analyze, and apply what the
students have learned.
Using graphic organizers while getting students to think different level
creates more complex and engaging for students. When the teachers need
the students to apply the information, the teachers can use graphic
organizer that correlated that the application level of Bloom’s Taxonomy.
Bloom’s Taxonomy is a useful model for categorizing questions and
classroom activity. The following paragraphs describe each of the levels of
the Taxonomy:
1. Knowledge. The knowledge cognitive skill requires that student’s
recall or location information; remember something previously
learned, and memorizing information. For example, definition of the
word.
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2. Comprehension. The comprehension cognitive skill requires that
students understand and explain fact, demonstrate the basic
understanding of the concepts, translate fact into the words, grasp the
meaning, interpret the information or explain what happen in own
words.
3. Applications. The applications cognitive skill require that students to
solve the problem or answer the questions, transfer knowledge learned
in one situation to another.
4. Analysis. The analysis cognitive skill requires that students see in
depth-relationship and understand part related to a whole. For
example, comparing and contrasting one problem or topic.
5. Synthesis. Synthesis cognitive skill requires that students create new
ideas by pulling parts of the information, reform the information
combine the students sense.
6. Evaluation. The evaluation cognitive skill requires that students make
judgments based on evidence, judge the value of something, and
support the judgments.
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BAB III
CONCLUSION
Writing is one thing that is needed to support the success of the learning
process, especially in the world of education. Increased teaching writing
signifying increasing the quality of students' thinking, because learning to write
encouraging students to develop writing strategies. So sometimes want to enhance
their ideas in written form, but they do not have the ability in writing skills.
Writing gives them time to think more, than they get when they try to
spontaneous conversation. This allows them more opportunities for language
processing they think. In the process of writing writing is needed there is the
process of thinking, planning, checking and revising. One strategy that can be
used to assist students in organizing and developing their ideas in writing
paragraphs are graphic organizers.
Graphic organizers can be made to compare the characters, identify the
setting, mapping, providing graphic organizers can help students to organize
thoughts during exercise brainstorming or pre-writing and students can be used to
create a rough draft of a writing assignment.
There are four paragraphs affective characteristics. They are, Unity,
Completeness. A comple paragraphs provide enough information to develop a
good and truth to the reader, Order, Coherence word meaning interrelated
Writing is a group of paragraphs that develop a central idea, include the
introduction, paragraphs developers and artifacts to infer a conclusion thinking of
the material.when students have difficulty generating ideas, using language
elaborative or organizing thoughts on paper, graphic organizers can help students
to develop fluency and provide an organizational structure that will allow students
to become more effective writers.
15
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