NARRATIVE WRITING: HOW GRAPHIC ORGANIZERS CAN HELP
DOI:
https://doi.org/10.30587/inatesol.v2i1.9823Keywords:
Graphic Organizers, Writing Organization, Narrative Texts, Junior High School, Classroom Action ResearchAbstract
This study investigates the impact of graphic organizers on enhancing the writing organization of narrative texts among junior high school students. Utilizing a mixed-method Classroom Action Research (CAR) design, the study was conducted over two cycles with 30 Grade 8 students in Gresik, Indonesia. The research employed a combination of quantitative and qualitative data collection methods, including pre- and post-intervention writing assessments, observation sheets, questionnaires, and interviews. Results indicated significant improvements in writing organization, with notable gains in thesis clarity, logical flow, paragraph structure, and transitions. The overall average score increased from 63.25% to 87% (p < 0.05). Both students and teachers perceived graphic organizers as highly effective tools for enhancing writing skills, with average ratings of 4.6 and 4.8, respectively. Qualitative feedback highlighted themes of clarity in thought organization, reduced anxiety, and increased confidence in writing. The study concludes that graphic organizers are valuable instructional tools for improving narrative writing organization and fostering a positive writing experience. Future research should explore the long-term impact of graphic organizers on diverse student populations and their adaptability to various types of writing.
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