Investigating the utilization of graphic organizer in enhancing students’ English reading comprehension competence  

Oleh:

Maryana, Carolina Widya ; Hadiyanti, K. M. Widi

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 71-74.
Topik: Graphic-Organizer (G-O); reading comprehension; students’ competence; descriptive text
Fulltext: 71-74.Carolina Widya Maryana, K. M. Widi Hadiyanti OK.pdf (457.91KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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Reading has been a vital objective of language learning and understanding in any levels of proficiency. Throughout the process, we can gather information to develop our knowledge and understanding of a certain topic. However, sometimes students might encompass difficulty in comprehending what is being read due to their poor use of reading strategies (Chen & Chen, 2015). Graphic-Organizer had been confirmed as a reading strategy to assist students in grasping the meanings of the texts better (Öztürk, 2012; and Sam & Rajan, 2013). Thus, it is necessary to investigate the utilization of Graphic Organizer (G-O) in enhancing students’ English reading comprehension competence. This study was accomplished in an East Jakarta junior high school. A one-shot experimental design was performed with 23 students from the eighth grade who had learnt reading comprehension in descriptive texts. The type of G-O used in this study was tree diagram which represents the generic structure of the text. A set of alike tests was constructed as the pre-test and the post-test. In each, there were a descriptive text about a school program with the tasks of answering reading comprehension questions and completing graphic-organizer. They were assigned after being tried out and revised. A treatment session was carried out following the pre-test. The result of a statistical analysis found that there was a significant difference in the post-test of the students’ reading comprehension performance. It implies that G-O is suggested as a reading strategy to enhance students’ English reading comprehension competence. Even though the result of this investigation advocates that G-O is an effective reading strategy, the need of more practices in the students’ sides employing various G-O and text types are required to put into consideration by instructors and material developers in order to yield in the learners’ best reading outcome.

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