CHAPTER I INTRODUCTIONS The developing skills in writing paragraphs through Graphic Organizers 1.

Background Writing is one of the skills which have to study for every student in English language learning process. It is an important skill that must be mastered in English language learning as a prerequirement to every student. Langer, Judith A and Applebee, Arthur N (1987: 3) state, writing assignments as part of the secondary school curriculum are examined to determine their use in fostering learning and integrating new information with previous knowledge and experiences. Besides that, the uses of writing in the school curriculum is based on our belief that the effective teaching of writing is an essential component in any successful school program: to improve the teaching of writing, particularly in the context of academic tasks, is also to improve the quality of thinking required of school children. Studying writing encourages students to develop their writing strategies, seek feedback on their own writing and analyze expert writers' texts in order to become more reflective and effective writers (Lyons & Heasley: 2006). Unfortunately, the fact shows that, there are some problems faced by learners when they want to improve their idea in a writing form but they lack of ability in writing skill. According Jeremy, expert of education say, states that writing gives them more thinking time than they get when they attempt spontaneous conversation. This allows them more opportunities for language processing that is thinking about the language whether they are involved in study or activation. Besides that, writing is used as an aide memories or practice tool to help students practice and work with language they have been studying. For example, ask the students to write paragraphs using given structure, using the new vocabularies, or phrases they have been learning.
1

The learners problems in writing are how to improve their ideas in a sentence to be a paragraph, and how to integrate to the next paragraphs. It will be difficult to do when the teachers lack of techniques or methods in guiding their students to express their idea in a writing form. Forming a paragraph is one of the essential abilities in writing process. There are some contents in a good paragraph, for example; the topic sentence which explained by some supporting ideas. Oshima and Hogue (2006: 4) state that, every good paragraph has topic sentence, which clearly states the topic and the controlling idea of the paragraph. When all of the sentences of a paragraph work together and relate to main idea, a paragraph has unity. Good writing is an aim in writing skill. It means that, in writing process there are thinking process, planning, checking, and revising. Oshima and Hogue (1997:6) assume that, the writers will become skilled writers by always using these four steps: (1) pre-writing (getting ideas and organizing them), (2) writing the first draft, (3) editing the first draft (checking and correcting it), and (4) writing the final draft to hand in. Based on my experiences, there are some problems found in the. The first problem is writing is not comprehensible because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The second problem is many errors in vocabulary, grammar, and spelling. The third problem is the difficulty at telling their experiences because they have to master enough vocabulary, spelling, and grammar. Besides that, have low motivation and are not interested in doing the task because the writing activities are not interesting. Usually, we are asked to write sentences and paragraphs without being given some clues so that it is difficult for the students to express their ideas on a piece of paper. The other hand, the teachers have lack of method in writing material. Finally, the students ability in writing is low and the writing subject is not important in education system. William Zinsser in Richards, Janet C and Miller Sharon K (2005: 38), says that

teachers often make their students afraid of writing at an early age by as-signing topics for which young writers have no aptitude or interest. Based on the problems above, thinks necessary to create a strategy that can involve both the teachers and the students in learning activities. One of the strategies that can be used in order to help the students in organizing and developing their ideas in writing a paragraph is graphic organizers. Steele (2007) states that, graphic organizers can be created for comparing characters, identifying the setting, mapping out, provide graphic organizers that can help the students to organize thoughts during brainstorming or pre-writing exercises and students can use to create the rough draft of a writing assignment.

CHAPTER II BODY The title of this study describing the graphic organizers in writing and have been shown are as follows as:

A. Some Pertinent Idea 1. Developing Developing is makes something new, such as a product or a mental or artistic creation. The act of developing or disclosing that which is unknown; a gradual unfolding process by which anything is developed, as a plan or method, or an image upon a photographic plate; gradual advancement or growth through a series of progressive changes (Wikipedia: 2010). 2. Ability

1. Oxford Dictionary (2004:1) ability is skill or power. 2. Ability is the quality or state of being able; power to perform, whether physical, moral, intellectual, conventional, or legal; capacity; skill or competence in doing; sufficiency of strength, skill, resources, etc.; In the plural, faculty (Wikipedia: 2010).

3.

Writing A. Defenition of Writing 1. Writing is viewed as the result of complex processes of planning, drafting, reviewing and revising (Richards and Schmidt in Rusmiati: 2007:5). Besides that, Byrne (1990:1) writing is clearly much more than production of graphic symbols, just as speech is more than the production of sounds. The other hand, writing is the expression of language in the form of letters, symbols, or words. The writing process includes prewriting, composing, revising, editing, and publishing (Wikipedia: 2010).

2. Leo (2007:1) states that writing as a process of expressing ideas or thoughts in words should be done at our leisure. 3. Simon and Schuster (1999: 1) emphasis on practice-on teaching, on using writing as a tool for learning the subject being studied and as a strategy for improving the confidence and the ability of students to communicate effectively.

B. Writing Ability 1. Writing Ability is an ability to produce a sequence of sentences arranged in a particular order and linked together in certain ways (Bryne in Rusmiati, 2007:5). 2. Amelia, Reski (2010: 14) states that, writing ability is ability to communicate information and ideas in written form so that others can understand (with clarity of thought, organization, and good sentence structure).

C. Writing Process Nation I.S.P. (2009: 114) states that writing process contains the following seven sub processes: 1. Considering the goals of the writer An important way of encouraging writers to keep their goals and audience in mind is to provide them with feedback about the eectiveness of their writing. This feedback can be direct comment on the writing as a piece of writing or it can be a response to the message. Besides that, the writer needs to keep the goal in mind as well as suiting the information and the way it is expressed to the person who will receive it. 2. Having a model of the reader Teachers should also check the writing program to make sure that learners are given practice in writing for a range of goal or

purposes to a range of readers. There are some questions try to nd out if the writer has a clear and consistent picture of who is writing for : a. Did you feel that you should write this with a certain tone? b. Did you have a clear picture of who you were writing this for? c. How much knowledge does the reader already have of this topic? d. Did you think about that when you were doing the writing? 3. Gathering ideas Leibman-Kleine in Nation I.S.P. (2009: 117) suggests that techniques for gathering ideas about a topic can be classied into three groups. a. The first group is brainstorming and quick writing. These activities could be preceded by relaxation activities where learners are encouraged to use all their senses to explore a topic. Coffin, Caroline and The Friends (2005: 35) stated that, in brainstorming, students spark ideas off each other after a discussion or reading. Ideally, students throw ideas into a nonjudgemental forum, with the goal of generating multiple ideas on a topic without immediately evaluating their suitability for development. The lecturer or a student lists the ideas generated by the group on the blackboard to create a record. An individual writer can also brainstorm about a topic, although input from others will be missing. The other sides, the quick writing according Nation I.S.P. (2009: 117) states that, quick writing (speed writing) is used with the main purpose of helping learners produce ideas. Besides that, Jacobs in Nation I.S.P. (2009: 117) states that, in quick writing the learners concentrate on content, they do not worry about error or the choice of words, and they write without stopping.

b. The second group consists of systematic searching procedures such as questioning (who, why, where, when ...) or lling in an information transfer diagram. In all cases the learners have set steps to follow to make sure they consider all the important parts of the topic. c. The third group is consists of techniques which help learners gather and organize ideas at the same time. These include using tree diagrams and concept diagrams or maps. 4. Organizing ideas The way learners organize ideas gives a chance to put their own point of view and their own thought into their writing, particularly in writing assignments and answering examination questions. Two possible ways of approaching the organization of academic writing is to rank the ideas according to a useful criterion or to classify the ideas into groups. Besides that, the students also can list the questions that the writer of the letter seemed to be answering then use these questions to guide their own writing. 5. Turning ideas into written text Turning ideas into written text is translating the ideas into text. Some learners are able to say what they want to write but have diculty in putting it into written form. A possible cause is the dierence between the writing systems of the learners rst language and the second language because there is different written script. 6. Reviewing what has been written An important part of the writing process is looking back over what has been written. This is done to check what ideas have already been included in the writing, to keep the coherence and ow of the writing, to stimulate further ideas, and to look for errors. Poor writers do not review, or review only to look for errors. Besides that, with checklists (or scales) containing points to look for in

writing. Research on writing indicates that such scales have a signicant eect on improving the quality of written work Hillocks in Nation I.S.P. (2009: 120). Also, the students make peer feedback means that, the learners read their incomplete work to each other to get comments and suggestions on how to improve and continue it. The learners can work in groups and read each others compositions. 7. Editing Editing involves going back over the writing and making changes to its organization, style, grammatical and lexical correctness, and appropriateness. Editing is not restricted to occurring after all the writing has been completed. Learners can be encouraged to edit through the feedback that they get from their classmates, teacher and other readers. Feedback that focuses only on grammatical errors will not help with editing of content. The other hand, Simon and Schuster (1999: 45) break down the writing process into six parts that in practice often overlap or circle back: planning, drafting (including audience-related issues), revising, editing, proofreading, and publication. Besides that, Brown, Kristine and Hood, Susan (1993: 6) state that, there are three main stages of the
Preparing to writing process: Write Drafting Revising

D. The Important of Writing Nation I. S.P. (2009: 113) states that, with writing, as with the other skills of listening, speaking and reading, it is useful to make sure that learners are involved in meaning-focused use, language-focused learning, and writing cover the range of uses that learners will perform in their daily lives. These can include lling forms, making lists, writing friendly letters and business letters, note-taking and academic writing. Each of these types

of writing involves special ways of organizing and presenting the writing and this presentation also deserves attention. E. The Characteristic of Good Writing Smalley and Ruetten in Rahmah (2010: 14) stated that each paragraph in essay has a designated function. Writing is a group of paragraphs that develops one central idea. 1. Introduction. The introduction is usually one paragraph (sometimes two or more) that introduce the topic to be discussed and one central idea. 2. Developmental Paragraph. These paragraphs develop various aspects of topic and the central idea. In developmental paragraph discuss causes, effects, reasons, examples, processes, classifications or points of comparison and the contrast. There are three points of developmental paragraphs: a. Each developmental paragraph discusses one aspect of the main topic. b. The controlling idea in the developmental paragraph should in the central idea in thesis statements. c. The developmental paragraphs should have coherence and unity. 3. Conclusion. This paragraph concludes the thought developed in the essay. It is the closing word paragraph. The concluding paragraph wraps up the discussion, bringing the development to a logical end. There are some points about conclusions: a. A conclusion can restate the main pints (subtopics) discussed. This restatement should be brief. b. A conclusion can restate the thesis. Generally, to avoid sounding repetitious. It is one of ways to restate the thesis in different word. The restetement of the thesis is really reassertions of its importance or validity. c. A conclusions should not bring up a new topic.

4. Paragraph A. Definition of Paragraph Ochima and Hogue (2006:2) state a paragraph is a group of related sentences that discuss one (and usually only one) main idea. The other hand, a paragraph (from the Greek paragraphos, "to write beside" or "written beside") is a self-contained unit of a discourse in writing dealing with a particular point or idea. A paragraph consists of one or more sentences. The start of a paragraph is indicated by beginning on a new line. Sometimes the first line is indented (Wikipedia: 2008). Lunsford and Connors (2010:116) state that a paragraph is defined as a group of sentences or a single sentence that forms a unit. Besides that, Oshima in Rusmiati (2010: 16) states that, pragraph is a group of related statement that a writer develops about a subject. The first sentence states the specific point, or idea, of the topic. Paragraph is a group af a sentence that discuss one main idea or topic. The paragraph has unity, enciting them to read each sentence contributes to development of singgle topic. The paragraph generally contain an intruduction, a body and conclusion.

B. Main Parts of Paragraph Oshima in Rusmiati (2010: 17) classifies the paragraph into three main point they are: 1. Topic Sentence. The topic sentence states the main idea. It means that the topic of paragraph and limit it to one or two areas that can be discussed completely in the single paragraph. It cathes the readers interest, and enciting them to read. 2. Supporting Sentence. Supporting sentence develepos and expalins the topic sentence of the paragraph by giving definition, reason, example, fact, comparison, effect. The supporting sentences follow the topic sentence and make up of paragraph. 3. Concluding Sentence. Concluding sentence signals the end of paragraph or giving conclusion about the topic sentence or content of paragraph.

10

A concluding sentence summarizes or ties together the paragraph ideas while bringg them to graceful end. Concluding sentence should remains readers of argument, gives a reader a sense of completeness and relate logically to the topic sentence.

C. The Characteristics of effective Paragraph Saraka in Rusmiati (2010: 18) states that there are four characteristics of an affective paragraph. They are: 1. Unity. A paragraph has unity if every sentence to develop one central idea. A paragraph does not have unity if does not develop or sopport the main idea of the paragraph. 2. Completeness. A comple paragraph provides information well enough can and it develops the truth for the reader. 3. Order. Order in paragraph can be achieved by presenting the information of paragraph in a desirable sequence. The order of paragraph depends on the subject matter, the purpose of the writing. 4. Coherence. The word coherence means sticking together. Therefore, reader must be able to follow along from sentence to sentence within the whole composition. Within the paragraph all sentences must develop the purpose. The reader must see how each sentence logically follows the order. The other side paragraph is made of a topic sentence and a number of supporting sentences. The topic sentence is the most important device to help the writers guide their paragraph and it often comes to the beginning of the paragraph. A topic sentence prepares and allerts the reader for waht will follow.

5.

Graphic Organizers A. Defenition of Graphic Organizers 1. Graphic organizers are visuals and graphics display that depicts the relationships between facts, terms, and or ideas within a learning task.
11

Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams. Graphic organizers (some of which are also called concept maps, entity relationship charts, and mind maps) are a pictorial way of constructing knowledge and organizing information (Wikipedia: 2010). Besides that, Parker, Christi E (2007: 4) states that, graphic organizers are referred to as maps because can help map out ideas in visual way. Graphic organizers have taken on various names including semantics maps, webs, semantic maps, story maps, and semantic organizers. 2. Parker, Christi E (2006: 4) states that, graphic organizations are visual representations that help gather and sort information. Graphic organizers help the students see pattern and relationship between the given information. 3. Publishing, Walch (2004: 3) states that, graphic organizers are a simple special drawing that contains word or numbers.

B. Some Findings about Graphic Organizers Drapeau, Patti (2009: 9) states that, graphic organizers are great tools to help the students improve their writing. Besides that, graphic organizers are an outline, which help the students organize their thinking. When the students have difficulty generating ideas, using elaborative language or organizing thoughts on paper, graphic organizers can help the students to develop fluency and provide organizational structures that will be enable the students to become more effective writers. Drapeau, Patti (2009: 9) states that, graphic organizers have advanteges for teachers and students: 1. Improve math skills by analyzing and judging the answer and reflecting assumptions. 2. Graphic organizers can be used to review the informations.

12

3. Graphic organizers can give students a fun way to learn and practice math vocabulary. 4. The students can brainstorm ideas related to the issue, look at the flexibility of the ideas, and make connections to things the students know. 5. The students can analyze the information, prioritize it, and judget it. 6. The students can create the solutions to resolve the issue, and the students can elaborate on it. 7. Using graphic organizers, the teachers are helping the students make connections and assimilate new information into what the teachers know already.

Graphic organizers help the students identify main ideas. Make the students easier to see patterns such us, cause and effect, comparing and contrasting, and chronological order. Also, help the students in criticalthinking by asking recall, evaluate synthesis, analyze, and apply what the students have learned. Using graphic organizers while getting students to think different level creates more complex and engaging for students. When the teachers need the students to apply the information, the teachers can use graphic organizer that correlated that the application level of Blooms Taxonomy. Blooms Taxonomy is a useful model for categorizing questions and classroom activity. The following paragraphs describe each of the levels of the Taxonomy: 1. Knowledge. The knowledge cognitive skill requires that students recall or location information; remember something previously learned, and memorizing information. For example, definition of the word. 2. Comprehension. The comprehension cognitive skill requires that students understand and explain fact, demonstrate the basic
13

understanding of the concepts, translate fact into the words, grasp the meaning, interpret the information or explain what happen in own words. 3. Applications. The applications cognitive skill require that students to solve the problem or answer the questions, transfer knowledge learned in one situation to another. 4. Analysis. The analysis cognitive skill requires that students see in depth-relationship and understand part related to a whole. For example, comparing and contrasting one problem or topic. 5. Synthesis. Synthesis cognitive skill requires that students create new ideas by pulling parts of the information, reform the information combine the students sense. 6. Evaluation. The evaluation cognitive skill requires that students make judgments based on evidence, judge the value of something, and support the judgments.

14

BAB III CONCLUSION Writing is one thing that is needed to support the success of the learning process, especially in the world of education. Increased teaching writing signifying increasing the quality of students' thinking, because learning to write encouraging students to develop writing strategies. So sometimes want to enhance their ideas in written form, but they do not have the ability in writing skills. Writing gives them time to think more, than they get when they try to spontaneous conversation. This allows them more opportunities for language processing they think. In the process of writing writing is needed there is the process of thinking, planning, checking and revising. One strategy that can be used to assist students in organizing and developing their ideas in writing paragraphs are graphic organizers. Graphic organizers can be made to compare the characters, identify the setting, mapping, providing graphic organizers can help students to organize thoughts during exercise brainstorming or pre-writing and students can be used to create a rough draft of a writing assignment. There are four paragraphs affective characteristics. They are, Unity, Completeness. A comple paragraphs provide enough information to develop a good and truth to the reader, Order, Coherence word meaning interrelated Writing is a group of paragraphs that develop a central idea, include the introduction, paragraphs developers and artifacts to infer a conclusion thinking of the material.when students have difficulty generating ideas, using language elaborative or organizing thoughts on paper, graphic organizers can help students to develop fluency and provide an organizational structure that will allow students to become more effective writers.

15

References : Amelia, Reski. 2010. Improving Writing Ability of the Second Year Students at SMP Muhammadiyah 12 Makassar by Using Wall Magazine. English Department Tarbiyah Faculty: The Alauddin State Islamic University Coffin, Caroline & The Friends. 2005. Teaching Academic Writing. London and New York. Taylor & Francis e-Library. Drapeau, Patti. 2009. Differentiating with Graphic Organizers. United States of America. Corwin Press. Langer, Judith A & Applebee, Arthur N. 1987. How Writing Shapes Thinking. The United States of America. The National Council of Teachers of English. Leo, Susanto, dkk. 2007. English for Academic Purpose: Essay Writing. Yogyakarta, C.V Andi Offset. Lyons, Hamp & Heasley. 2006. Study Writing 2nd Edition Book. Cambridge University Press. Lunsford and Connors. 2010. Paragraph Development. http://www.unc.edu/depts/wcweb/handouts/paragraphs.html. From

Nation I.S.P. 2008. Teaching ESL/EFL Reading and Writing. London and New York. Taylor & Francis e-Library. Oshima, Alice & Hogue, Ann, 1997. Writing Academic English. Second Edition. New York. Addison Wesley Longman. Oshima, Alice & Hogue, Ann, 2006. Writing Academic English. Fourth Edition. New York. Addison Wesley Longman. Oxford Learners Pocket Dictionary. 2004. Third Edition. New york. Oxford University Press. Parker, Christi E. 2007. 30 Graphic Organizers for Writing Grades 5-8. United Stated of America. Corinne Burton. Publishing Walch. 2004. Content-Area Graphic Organizers for Math. United Stated of America. Walch Publishing. Rahmah, 2010. Building Up Writing Ability of the Second Year students at SMA Negeri 1 Segeri Kab. Pangkep Through Free Writing Technique. English Department Tarbiyah Faculty: The Alauddin State Islamic University

16

Makassar Richards, Janet C and Miller, Sharon K. 2008. Doing Academic Writing in Education. London and New York. Taylor & Francis e-Library. Rusmiati, 2007. Teaching Imperative Sentences to Increase the Students Writing Ability at the Second Year of MTs Aisyiyah Sungguminasa through Cooperative Learning and Pictures. English Department Tarbiyah Faculty: The Alauddin State Islamic University Makassar. Rusmiati. 2010. Imrproving Students Writing Ability Through Writing Task on Unforgettable Experince at the Second Years os MAN of 1 Baraka Kabuapten Enrekang. English Department Tarbiyah Faculty: The Alauddin State Islamic University Makassar. Simon and Schuster. 1997. Teaching Writing Accros the Curriculum Third Edition. The United States of America. PRENTICE-HALL, INC. Steele, Kimberly.2007. Graphic Organizers. Kims Korner for Teacher Talk. http://www.kimskorner4teachertalk.com/readingliterature/graphic organizers.html. Wikipedia.2008. Retrieved November, 25th http://massofa.wordpress.com/2008/01/16/the-paragraph/ 2010 from from from from from

Wikipedia.2010. Retrieved November, 25th 2010 http://www.brainyquote.com/words/ab/ability126113.html. Wikipedia.2010. Retrieved November, 25th http://www.synonym.com/definition/developing/. Wikipedia.2010. Retrieved November, http://42explore.com/writing.htm. 9th 2010 2010 2010

Wikipedia.2010. Retrieved October, 2nd http://www.cast.org/publications/ncac/ncac_go.html.

17