Using Graphic Organizer to Improve Students’ Speaking skill

Saindra, Rifqi Mahdi; Mutiarani, Mutiarani

doi:10.24853/elif.1.1.55-64

Cited by 3 publications

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“…Rizqningsih and Hadi (2019) mentioned some components to have in order to speak English fluently and accurately, these components namely: 1) grammar; 2) Vocabulary; 3) Pronunciation; 4) Fluency; and 5) Comprehension. Saindra and Mutiarani (2018) stated that among the four language skills, speaking skill is the most crucial skill to have since without having the skill people cannot understand others' thoughts and ideas, because they cannot express it clearly. Speaking materials in English textbook have lots of advantages.…”

Section: The Language Skills In English Textbooksmentioning

confidence: 99%

Content Analysis of Bahasa Inggris Textbook Used by the Eleventh Grade Students of Senior High School

Nabila

2020

ETTLI

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The purpose of this research was to find out the feasibility of all chapters in Bahasa Inggris textbook for the eleventh-grade students of senior high school. The feasibility in this term refers to the content feasibility from BSNP (Badan Standar Nasional Pendidikan). This study used qualitative research and content analysis as the method of this research. The data collected of this research were collected from the core and basic competence of English subject for eleventh grade students of senior high school, rubric assessment, and Bahasa Inggris textbook for eleventh grade students of senior high school which published by the Ministry of Education and Culture of Indonesia. The result of this research shows that the score of content feasibility is 3.1, which means the content feasibility of Bahasa Inggris textbook for eleventh grade students of senior high school is â€˜goodâ€™. Based on the result of this study, all chapters of the textbook have fulfilled all sub-components of the content feasibility from BSNP.

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Section: The Language Skills In English Textbooksmentioning

confidence: 99%

Content Analysis of Bahasa Inggris Textbook Used by the Eleventh Grade Students of Senior High School

Nabila

2020

ETTLI

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“…Some of the previous studies have used graphic organizers in their research. Ilter (2016), Al-Hinnawi (2012), Saindra &Mutiarani (2019), andZaini, et. al (2010) have shown that learning with graphic organizers can improve students' understanding, performance, and motivation.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of the Graphic Organizer Technique in Teaching Storytelling to Improve Students' Speaking Ability

Nabilah

Kurniawan

Ashyar

2022

EDULINK

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The graphic organizer is a technique that uses by organizing structural knowledge in the form of diagrams, maps, or charts. Some previous studies have proved the effectiveness of using graphic organizers in teaching writing. However, this research used a graphic organizer to improve students' speaking ability through storytelling. Therefore, the goal of this study is: (1) to know the students' speaking ability before participating in learning activities using graphic organizers, (2) to know the students' speaking ability after participating in learning activities using graphic organizers, and (3) knowing the effect of graphic organizers technique in storytelling to improve student's English speaking ability. By using the pre-experimental method one class pre and post-test, the researcher collected the data by conducting tests before and after giving treatment graphic organizer. After collecting the data and computing the number by using SPSS 23 version, the result showed that: (1) The students' speaking score in storytelling from the pre-test is categorized as low and fair. The highest score is 68 with a mean of score 52.64. (2) The students' speaking score in storytelling from the post-test is good. The highest score is 86 with a mean of score 79.80. (3) There is an effect of graphic organizers on students' speaking ability in storytelling. Through the result above, it was suggested that graphic organizers must be applied in Mr. Language Education Center to help improve students' speaking abilities in a basic class. The students were also able to try making graphic organizers before the speaking test to ease them in understanding the content. Moreover, the next researcher able to use this research as a reference to conduct similar research in the future.

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“…For example, Kansızoğlu (2017) found that academic success, including listening, reading, writing, grammar, and vocabulary, could be better enhanced with the use of graphic organizers compared to traditional techniques. Parrish (2018) used YouTube clips as a source for authentic listening clips and a flow chart to improve students' critical reading skills, while Saindra and Mutiarani (2018) used a graphic organizer to improve students' speaking skills in junior high school, both with success. Likewise, Sathongeay and Prasansaph (2019) found that critical reading skills of undergraduate students were significantly higher with the use of graphic organizers.…”

Section: Previous Studies Related To Visual Literacy With 21st Centur...mentioning

confidence: 99%

Effects of the writing instructional model with integration of inquiry-based learning and visual literacy on 21st century skills of EFL learners

Sukserm

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Although a body of research illustrates the potential of inquiry-based learning in promoting the 21st century skills among English as a Foreign Language (EFL) students (AbuRezeq, 2018; Imansyan et al., 2019; Milatasari, 2013; Palupi et al., 2020; Tongjean et al., 2019), other studies have indicated its occasional failure in eliciting students' engagement (Duschl & Wright, 1989; Gill, 2005), which affects students' success in language learning. This results in the need to leverage other pedagogical strategies, including visual literacy, to increase the efficacy of inquiry-based learning (Gonzalez-Ledo, 2015; Maricimoi, 2017; Navidinia et al., 2018; Rokhaniyah, 2019, Sulastri, 2019; Tayib, 2015; Villasor, 2018; Yeom, 2018; Yunus and Chien, 2016).� The purposes of this study were 1) to determine the effects of the writing instructional model with integration of inquiry-based learning and visual literacy (WINVIS model) on the 21st century skills, including written communication, collaboration, critical thinking skill, and creative thinking skill, of EFL students and 2) to explore the students' opinions towards the WINVIS model.� This mixed-methods research with a one-group pretest-posttest design was conducted using the five-step COPAE model, including Connecting, Outlining, Presenting, Applying, and Evaluating, with 20 high school students at a private school in Chaiyaphum province in the northeastern region of Thailand during the first semester of the 2020 academic year. The WINVIS model was implemented for 12 weeks, and data were collected using the 21st century skill pretest and posttest, the 21st century skill rubric, the students' collaboration questionnaire, the student's 21st century skill portfolio, the teacher's observation note, the WINVIS opinion questionnaire, and focus group interviews. Quantitative data were analyzed using descriptive statistics of mean and standard deviation, as well as inferential statistics of Wilcoxon Signed-Rank Test, while content analysis was used to analyze qualitative data. �� The findings showed that the implementation of the WINVIS model had a positive effect on students' 21st century skills, namely written communication, collaboration, critical thinking skill, and creative thinking skill. Furthermore, students expressed favorable views of the model across all domains evaluated: learning and writing progress, instructional methods, materials, the teacher's role, and overall satisfaction with learning. Based on the findings, it could be concluded that the WINVIS model could improve the 21st century skills of EFL students. This research enriches the existing pedagogical literature by highlighting the importance of the writing instructional model with integration of inquiry-based learning and visual literacy.��

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Using Graphic Organizer to Improve Students’ Speaking skill

Cited by 3 publications

References 0 publications

Content Analysis of Bahasa Inggris Textbook Used by the Eleventh Grade Students of Senior High School

Content Analysis of Bahasa Inggris Textbook Used by the Eleventh Grade Students of Senior High School

The Implementation of the Graphic Organizer Technique in Teaching Storytelling to Improve Students' Speaking Ability

Effects of the writing instructional model with integration of inquiry-based learning and visual literacy on 21st century skills of EFL learners

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