81-83-1-PB.pdf - Proceedings of the 2nd SULE – IC 2016 FKIP Unsri Palembang October 7th – 9th 2016 THE EFFECT OF GRAPHIC ORGANIZERS GUIDED WRITING

81-83-1-PB.pdf - Proceedings of the 2nd SULE – IC 2016...

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Proceedings of the 2 nd SULE – IC 2016, FKIP, Unsri, Palembang October 7 th – 9 th , 2016 1029 THE EFFECT OF GRAPHIC ORGANIZERS, GUIDED WRITING STRATEGIES, AND READING LEVELS ON THE WRITING ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF PGMI PROGRAM AT IAIN RADEN INTAN LAMPUNG 1 SEPTY ANGGRAINY IAIN Raden Intan - Bandar Lampung [email protected] 2 CHUZAIMAH D. DIEM Universitas Sriwijaya - Palembang [email protected] 3 MACHDALENA VIANTY Universitas Sriwijaya - Palembang [email protected] 4 BASTIAN SUGANDI STAIN Jurai Siwo - Metro Lampung [email protected] Abstract The strategies are needed in teaching process; the teacher must decide the strategies best suited for the writing skills of each process. Therefore, Graphic Organizers and Guided Writing strategies are strategy to assist the students in writing process. The objectives of the study were aimed in improving the student’s writing achievement by using Graphic Organizer and Guided Writing strategies and highlighting the significant interaction effect of Graphic Organizers and Guided Writing strategy and Students’ Reading Levels on Writing Achievement. Sixty students of PGMI Program at IAIN Raden Intan Lampung were chosen randomly based on their reading levels. The data were collected through pretest and posttest. The result showed that there was a significant difference in writing achievement after they were taught by using Graphic Organizer and they were taught by Guided Writing and between the students who were taught by using Graphic Organizer group and those who were taught by Guided Writing strategies. Keywords : Graphic Organizer, Guided Writing strategy, students’ reading levels, writing achievement.
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Septy Anggraini, The Effect of Graphic Organizers… 1030 1. Introduction Reading is the key of learning. By reading, people can get a lot of information. According to Aebersold (1997, p. 15), “Reading is what happens when people look at a text and assign meaning to the written symbols in that text.” Therefore, the readers can get the meaning of what they read. In other words, reading is the ability to draw meaning from the printed page and interpret the meaning or information appropriately (Grabe & Stoller, 2002), and it is something crucial and indispensable for students because the success of their study in any field depends on the greater part of their reading skill. Reading is not a simple activity. “Reading is an active process that requires a great deal of practice and skill” (Moreillon, 2007, p.12). According to Hillerich (1983, p. 125), “The major goal for any reading activities is comprehension”. However, to comprehend what is being read is not easy, especially if it is reading in a foreign language, such as English. Therefore, students as readers need a comprehension strategy to understand the text they read because reading comprehension is an important aspect to develop students’ ability to read with understanding. This is supported by Barr, Sadow, and Blachwicz (1990) who state
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