Color-Coded Graphic Organizer for Empowering Students’ Writing

Abstract

This study investigated color-coded graphic organizer for empowering students' writing. The main aim was to know the students' writing after colorcoded graphic organizer was applied. Following action research methodology, the study discussed the students' writing from two sources: writing and questionnaire. The questionnaire result showed that the biggest problematic sentences was detail sentences, 76%. The writing result after the first intervention showed that the students' writing were vary: their topic was written clearly and the details were correlating the topic; the orientation was written completely, the complicatiton and reorientation were organized well; their sentences were grammatically good except four students; their vocabularies were not very poor; their sentences were written in an appropriate mechanic. However, the writing result after the second intervention showed that there was a student who could not fullfill the criterias of good writing which were about content, organization, grammar, vocabulary and mechanic. In short, the writer could say that color-coded graphic organizer empowered the students' writing. It linked planning stage with drafting and a writing product.

Enhancing Primary ESL Learners’ Simple Sentence Construction Using the PPT PiWoCa Technique in the Form of Bubble Map—A Literature Review

“…One of the I-think maps such as the bubble map has placed a greater emphasis on the teaching and learning of writing among primary ESL learners. According to Manoli and Papadopoulou (2012) as cited in Maharani (2019), bubble maps are useful in assessing primary ESL learners' degree of understanding and enhancing memory retention of the main ideas. Adjacently, with the presence of bubble maps, primary ESL learners' ideas can be formed in a more structured manner, which will result in the improvement on their writing (Fadillah, 2019).…”