Development of Teaching Material for Narrative Writing Using Graphic Organizer Type Circle Organizer in Elementary School

Abstract

The rationale of this research was the use of teaching materials that were less attractive and appropriate with the writing process (pre-writing, during the writing, and post-writing). Hence, this study aimed at describing the process of developing teaching materials for writing narrative and producing narrative writing using Graphic Organizer especially Circle Organizer type for teachers and students of grade V that is valid, practical, and effective. Moreover, this type of research was research and development which used 4-D model. This model consists of 4 stages: define, design, develop, and disseminate. Validity test data were obtained through teachers and students' response on assessment sheets. Furthermore, the effectiveness was seen from students' activity, assessment process and result of students' writing. Based on the results of validity, practicality, and effectiveness tests, teaching material which were valid, practical, and effective were able to improve students' narrative writing skill. Thus, it can be concluded that teaching material of narrative writing using Graphic Organizer especially Circle Organizer type can be used in narrative writing lesson for grade V students at Elementary School.

The graphic organizer’s effect on the students’ writing achievement in argumentative paragraph

“…It is statistically proven after conducting a treatment in an experimental class, the mean of post-test score is higher than the mean of pre-test score. The effectiveness of graphic organizer as effective as the previous research that the implemention of teaching increases students' vocabulary, mechanics and content (Aswita et al, 2018;Boykin et al, 2019;Ponce & Mayer, 2014;Styati & Irawati, 2020;Torres, 2015).…”

“…In this case, a graphic organizer is an intensive attempt or technique to run down the students' argumentative idea from general information to specific one by structuring a mean, controlling, supporting, and concluding idea (Lasaka et al, 2018). Besides, some factors also support the students' process of writing argumentative paragraphs including interest, self-confidence, topic, and media (Aswita et al, 2018). It means that graphic organizer aids the students to arrange descriptive and informative knowledge, appropriate technique, particularly map the idea, and ensure the students write a paragraph freely (Anggraini, 2017).…”

Direct Writing Activity: A Strategy in Expanding Narrative Writing Skills for Elementary Schools

“…It is a text that tries to tell an event in the order in which it occurred [35]. Narration can also be said as a text that seeks to present a series of events through four series of events namely orientation, climax, anti-climax, and resolution with the intention of giving meaning to an event so that the reader can take the wisdom of the story [17].…”

“…In reality, the learning material for writing narrative texts contained in the fourth grade thematic books of the Curriculum 2013 has not adopted an appropriate writing strategy/method [17]. Writing material is only in the form of instructions which assign students to write experiences when playing at home environment and when participating in competitions.…”

Unlocking Creative Potential: The Impact of Sasambo Wisdom on Narrative Writing Skills

“…Despite this potential, the realization of such ideal conditions on the ground remains elusive. Research indicates that improvements in narrative writing skills often fall short of expectations, with increments less than 20% being commonly reported (Aswita et al, 2018;Rahmadani & Nurhaeni, 2023). This shortfall can be attributed to a constellation of factors, including student motivation, the learning environment, teacher support, and the pedagogical strategies employed.…”