The Effectiveness Of Fishbone Method On Students’ Writing Ability Of Argumentative Text

Abstract

This research departed from some problems faced by senior high school students in writing argumentative text such as their difficulties to organize the idea, lack of intention in writing, and lack of technique especially in writing argumentative text. The objective of this research was to find out whether the use of fishbone diagram could improve students’ ability in writing argumentative text or not.
 This research was a classroom action research. The subject of this research was 34 students consisted of 12 males and 22 females. The instruments of this research were writing test, students’ and teacher’s observation checklist, and interview. The research was conducted in two cycles which included plan, action, observation, and reflection.
 The result of this research showed that there was an improvement of students’ ability in writing argumentative text in every cycle. In the pre-test, the students’ mean score was 58.2. In cycle 1, the students’ mean score was 66.7. In the cycle 2, the mean score of the students was 77.7. It could be revealed that fishbone diagram was effective in improving students’ ability in writing argumentative text.

Descriptive Writing Skills Utilizing A Fishbone Method: A Practical Approach Towards English Students

“…A fishbone method is an analysis tool that allows you to look at effects and the causes that produce or contribute to those effects in a methodical fashion (Reilly et al, 2014;Luo et al, 2018;Fauziah, 2022). A fishbone method is a form of graphic organizer that is used to study the various elements or consequences of a complicated issue while also assisting students in organizing their thoughts in a simple, visual manner (Ghosh, 2014;Turan et al, 2019;Azbaki et al, 2021).…”

“…When used in the teaching and learning of English, the fishbone learning approach is effective (Coccia, 2018;Venkatesan & Merlin, 2019;Fauziah, 2022). Many benefits can be obtained from incorporating this technique into the teaching and learning of reading, including 1) a more comfortable classroom environment with an active learning atmosphere; 2) students who are more enthusiastic, active, and confident; 3) students who are more motivated in learning English, particularly in reading English texts; and 4) students who are not easily bored during the teaching and learning of reading because teaching and learning activities are student-centered; and 5) students do their work confidently without being afraid to feel like they made a mistake in doing the task.…”

“…The topic to be analyzed is represented by the fishbone, and the factors or categories of factors connected to the topic are represented by the fishbone. It can be a lot of fun for students to write in a creative way (Slameto, 2016;Shinde et al, 2018;Fauziah, 2022).…”