Improving Students’ Writing Skill Through Graphic Organizer in Process Writing

Yavani, Zakky

doi:10.24235/eltecho.v3i1.2911

Cited by 4 publications

(6 citation statements)

References 1 publication

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“…As such, the findings answer Research Question 1. These findings align with previous research conducted by several researchers, including Zainudin (2021), Selvaraj et al (2019), Yavani (2018), Servati (2012), Buzan (2009), and Novak et al (2008). According to their studies, Graphic Organisers have proven to be more effective than the Conventional Method in enhancing students' writing abilities.…”

Section: Resultssupporting

confidence: 92%

“…Additionally, students can improve their writing proficiency by building a network of ideas and identifying their relationships. Graphic Organisers also provide a practical learning approach that helps students link new knowledge to existing knowledge, draw conclusions, make assumptions, identify central ideas and supporting details, and summarise (Yavani, 2018). The application of Graphic Organisers has been successful in improving students' writing abilities (Selvaraj et al, 2019;Yavani, 2018).…”

Section: Review Of Literaturementioning

confidence: 99%

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Comparing the Effects of Graphic Organisers and Conventional Method on Students’ Writing Skills

Zainudin,

Nair,

Wider

2023

WJEL

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Graphic Organisers help students make valuable connections by cataloguing and patterning ideas in writing. This study aims to investigate whether there is any difference in the overall mean writing scores between two groups: the Experimental Group (using Graphic Organisers) and the Control Group (using the Conventional Method) in the post-test. This study employs a quasi-experimental design, with quantitative data used for data analysis. Bubble maps and tree maps were the Graphic Organisers used by the Experimental Group in learning ESL writing skills. The study consisted of 120 Form Four students (16 years old) from two schools in the District of Hulu Langat, Selangor. The sample consisted of 60 students in each group (Experimental Group and Control Group). The experiment lasted for eight weeks. A pre-test was conducted prior to the intervention, and the post-test was carried out at the end of the experiment. The instruments (pre-test and post-test) consisted of three types of writing tasks: email writing, directed writing, and extended writing. ANCOVA was used to analyse the data obtained from the pre-test and post-test. The results showed that the Experimental Group significantly outperformed the Control Group in their overall writing performance, particularly in the areas of content, communicative achievement, organization, and language. The Control Group had difficulty in their overall and the four areas of writing because the Conventional Method did not help them improve their performance. This study has pivotal pedagogical implications as it demonstrates that Graphic Organisers (Bubble maps and Tree maps) facilitate students in their ESL writing.

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Section: Resultssupporting

confidence: 92%

Section: Review Of Literaturementioning

confidence: 99%

Comparing the Effects of Graphic Organisers and Conventional Method on Students’ Writing Skills

Zainudin,

Nair,

Wider

2023

WJEL

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“…The first study was conducted by Yavani (2018). Through Classroom Action Research, he revealed that the majority of EFL learners were able to foster their academic writing skills through graphic organizers successfully since the learners will be more familiar with the process of metacognitive strategies in terms of planning, drafting, revising, and designing the final writing products.…”

Section: Introductionmentioning

confidence: 99%

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

Wijaya

2021

ELT echo

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L2 academic writing processes require both cognitive and affective aspects from EFL University students to be more proficient and independent writers. Hence, metacognitive awareness plays a pivotal role to bridge the huge gap between cognitive and affective elements hindering graduate students to accomplish the given academic writing tasks. Further, this present study attempted to investigate graduate students' perceptions of their metacognitive awareness in academic writing. To fulfill this study objective, this study was conducted qualitatively by utilizing the qualitative content analysis to provide more obvious portrayals out of the specific events experienced by the participants. Two research instruments were also harnessed in this study namely the Likert-scale Questionnaire and open-ended interview questions. The participants enrolling in this study were 15 English Education Master students of Sanata Dharma University, Yogyakarta having experienced academic writing learning journeys for one and a half years. The obtained findings delineated the importance of cultivating a higher degree of metacognitive awareness during academic writing learning enterprises to make EFL University students more competent, self-regulated, and qualified L2 academic writers. Although this study only contributed a small puzzle piece to complete the prior investigations on the importance of metacognitive awareness in academic writing learning rides, EFL practitioners and educators should foster learners' metacognitive awareness at the onset of academic writing programs to enrich the development of their cognitive and affective state into the utmost level.

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“…The first one is a Classroom Action Research (CAR) which was conducted by Yavani (2013) who tried to solve the writing problem of the writing class of Elementary 4 level at Lembaga Bahasa dan Pendidikan Professional (LBPP) LIA Malang through the implementation of graphic organizer in writing persuasive article. The subjects of the research are the twenty people of adult learners whose age are between 20 to 30 years old who study English Writing in level Elementary 4.…”

Section: Introductionmentioning

confidence: 99%

The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

Hariro

2017

IJET

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Abstract. This study is aimed at investigating the effect of process approach using Report Writing Frame on students" writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content and vocabulary.

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Improving Students’ Writing Skill Through Graphic Organizer in Process Writing

Cited by 4 publications

References 1 publication

Comparing the Effects of Graphic Organisers and Conventional Method on Students’ Writing Skills

Comparing the Effects of Graphic Organisers and Conventional Method on Students’ Writing Skills

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

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