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INFLUENCE OF GRAPHIC ORGANIZERS ON STUDENTS’

TEXT COMPREHENSION

ZAKIAH HANIM BINTI MOHAMAD TOHA

A project report submitted in partial fulfillment of the

requirements for the award of the degree of

Master of Education in Teaching English as a Second Language (TESL)

Faculty of Education

Universiti Teknologi Malaysia

SEPTEMBER 2013

ii

DECLARATION

I declare that this project report entitled “Influence of Graphic Organizers on

Students’ Text Comprehension” is the result of my own research except as cited in

the references. The thesis has not been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature : …………………………………………………

Name : ZAKIAH HANIM BINTI MOHAMAD TOHA

Date : 6 SEPTEMBER 2013

iii

DEDICATION

I dedicate this piece of work to:

my loving parents, Mohamad Toha Bin Ratiman and Zaleha Binti Jelani,

my patience spouse Mohd Zaidi Bin Rahim,

my fantastic children Adriana, Aleeya and Adam Zafeer,

and to my almighty God Allah swt.

for their love, motivation and support.

iv

ACKNOWLEDGEMENT

First and foremost, I would like to thank God for the guidance, strength and

unfailing love given to me to complete this study.

In preparing this thesis, I was in contact with my supervisor. She had

contributed towards my understanding and thought in particular. I wish to express

my sincere appreciation to Dr. Azian Binti Abd. Aziz my dedicated supervisor for

her valueable guidance, idea, comment, patient and commitment throughout the

progress of this report. I also would like to express my appreciation to all my

lecturers throughout my master study in Universiti Teknologi Malaysia. Thank you

for the input and knowledge imparted.

Esteemed acknowledgement is attributed to the principle of SMK Gudang

Rasau Kuantan Pahang for allowing me to further and diversify my studies while

performing my usual duties.

Last but not least, heartfelt thanks to my beloved friends and family for their

love and support and my sincere gratitude goes to all those who have directly or

indirectly contributed to the completion of this research report. Thank you very

much.

v

ABSTRACT

The purpose of this study is to investigate the influence of graphic organizers

on students’ text comprehension. To fulfill this purpose, 30 Form Four students were

selected from SMK Gudang Rasau in Kuantan Pahang. These participants were then

divided into two; control group and experimental group. The first group is the control

group adopted traditional method of reading and the second group is the

experimental group adopted graphic organizers as a method in reading text

comprehension. The study was carried out over a four – week course. Data gathered

through pre-test and post-test and interviews. Results revealed that students who

acquired graphic organizers technique experienced slight improvement in their

comprehension question and summary writing. Furthermore, students’ perceptions

indicated that they preferred graphic organizers technique very much. They also

claimed that this graphic organizers technique has influenced on their reading text

comprehension ability.

vi

ABSTRAK

Tujuan penyelidikan ini dijalankan ialah untuk mengetahui sama ada pelajar

yang terdedah kepada penggunaan grafik ‘Graphic Organizers’ dalam pembacaan

akan mengalami perubahan dalam pemahaman teks bacaan. Bagi memenuhi

matlamat ini, seramai 30 pelajar telah dipilih daripada SMK Gudang Rasau Kuantan

Pahang. Para pelajar kemudian dibahagikan kepada dua kumpulan kajian.

Penyelidikan ini dijalankan selama empat (4) minggu pengajaran. Ujian menjawab

soalan pemahaman dan penulisan ringkasan telah dijalankan sebagai ujian pra untuk

kedua-dua kumpulan pada minggu pertama kajian dijalankan. Pengajaran

mengaplikasikan grafik ‘Graphic Organizers’ dijalankan ke atas kumpulan kedua

iaitu kumpulan rawatan. Data dikumpul dengan menggunakan ujian pra, ujian pasca

dan temuduga. Keputusan penyelidikan ini menunjukkan bahawa pelajar-pelajar

yang menggunakan grafik ‘Graphic Organizers’ menunjukkan sedikit peningkatan

dalam pemahaman teks bacaan. Walau bagaimanapun, persepsi pelajar-pelajar

menunjukkan bahawa pembelajaran menggunakan grafik ‘Graphic Organizers’

adalah berkesan dan mempengaruhi pemahaman bacaan, mampu menjawab soalan

pemahaman dan menulis ringkasan. Akhir sekali, kajian ini membentangkan

beberapa cadangan hasil daripada penyelidikan ini.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xiii

LIST OF FIGURES xv

LIST OF APPENDICES xvi

1 INTRODUCTION

1.0 Introduction 1

1.1 Background 5

1.2 Statement of the Problem 7

1.3 Conceptual Framework of Study 9

1.4 Objectives of the study 11

viii 1.5 Research Questions 11

1.6 Operational Definition of Terms 12

1.7 Scope of Study 14

1.8 Significance of Study 15

1.9 Conclusions 16

2 LITERATURE REVIEW

2.0 Introduction 17

2.1 Importance of reading 18

2.2 Importance of Reading Strategies 20

2.3 Graphic organizers as Reading Strategy 21

2.4 Text Comprehension 25

2.4.1 Comprehension Question 26

2.4.2 Summary Writing 27

2.5 Conclusion 28

3 RESEARCH METHODOLOGY

3.0 Introduction 30

3.1 Research Design 31

3.2 Selection of Participants 32

ix 3.3 Research Instrument 33

3.3.1 Pre / Post Test 33

3.3.2 Interviews 35

3.3.3 Treatment 36

3.3.4 Rubric 39

3.4 Data Collection Procedure 40

3.5 The Data Analysis 40

3.6 Triangulation Data 41

3.7 Conclusion 42

4 FINDINGS AND DISCUSSION

4.0 Introduction 43

4.1 Overview of Test Scores for Control versus

Experimental Groups 44

4.1.1 General Pre-Test Scores for Control versus

Experimental Groups 44

4.1.2 General Post-Test Scores for Control and

Experimental Groups 45

x 4.2 Comprehension Question Test Scores for

Control versus Experimental Groups 47

4.2.1 Pre-Test Scores for Control and

Experimental Groups 47

4.2.2 Post-Test Scores of Comprehension questions

of Control and Experimental Groups 49

4.2.3 Comparison of Post-Test Scores of

Comprehension Questions between Control and

Experimental Groups 50

4.3 Summary Writing Test Scores for

Control versus Experimental Groups 51

4.3.1 Results of Pre-Test Scores of the Control and

Experimental Groups for summary writing 51

4.3.2 Results of Post-Test Scores of the Control and

Experimental Groups for summary 53

4.3.3 Result of Post-Test and Post-Test Scores of

Control and Experimental Groups 54

4.4 Influence of Graphic Organizers at the pre

Reading stage 55

4.5 Students perception in using graphic organizers 57

xi

4.5.1 Graphic organizers technique, assist students

In reading comprehension 57

4.5.2 Graphic organizers technique, brings students

attitude in reading comprehension text 59

4.5.3 Graphic organizers technique, captured students

Interest 60

4.5.4 Graphic organizers technique, help students

focus in their reading` 62

4.6 Discussion 63

4.7 Conclusion 66

5 CONCLUSION

5.0 Introduction 67

5.1 Summary of Study 68

5.2 Summary of Findings 68

5.3 Pedagogical Implications 70

5.4 Limitations of Study 71

5.5 Recommendations for Further Research 72

5.6 Conclusion 73

xii

REFERENCES 75-77

APPENDICES 78-93

xiii

LIST OF TABLES

TABLE. NO TITLE PAGE

3.1 Research questions and its research

instruments 34

4.1 Results of Pre-Test Scores of the control

and experimental groups 44

4.2 Results of Post-Test Scores of the control

and experimental groups for comprehension

question 46

4.3 Results of Pre-Test Scores of the control

and experimental groups for comprehension

question 48

4.4 Results of Post-Test Scores of the Control

and experimental groups for comprehension

question 49

4.5 Comparison of Pre-Test and Post-Test Scores

test mean scores of the control and experimental

groups for comprehension question 50

xiv 4.6 Results of Pre-Test Scores of the control

and experimental groups for summary

writing 51

4.7 Results of Post-Test Scores of the control

and experimental groups for summary

writing 53

4.8 Comparison of summary writing

Pre-Test and Post-Test mean scores of

the control and experimental 54

4.9 Types of notes before and after treatment 56

xv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1 Conceptual Framework of 10

the study

2.1 Experimental Design 32

3.1 Nonequivalent pretest – posttest 34

Control group design

4.1 Table of Treatment procedure: 42

Research questions and the research

instruments

xvi

LIST OF APPENDICES

APPENDIX TITLE PAGE

A A Lesson Plan: Teaching using Venn Diagram 78

B A Lesson Plan: Teaching using Star 79

C A Lesson Plan: Teaching using Flow Chart 80

D A Lesson Plan: Teaching using Spider Map 81

E A Lesson Plan: Teaching using Semantic Map 82

F A Lesson Plan: Conventional Technique 83

G Sample of graphic organizer: Venn Diagram 84

H Sample of graphic organizer: Star 85

I Sample of graphic organizer: Semantic Map 86

J Sample of graphic organizer: Spider Map 87

K Sample of graphic organizer: Flow Chart 88

L Answer scheme introduce by the

Malaysian Examination Syndicate 89

M Answer scheme introduce by the

Malaysian Examination Syndicate 90

N Sample of Pre-test question 91

O Sample of Post-test question 92

xvii P Interview Guide 93

CHAPTER 1

INTRODUCTION

1.0 Introduction

Reading comprehension is one of the most important elements in English

language learning for all students because it provides the basis for a substantial

amount of learning in education (Alvermann & Earle, 2003; Kirsch, de Jong, La

Fontaine, McQueen, Mendelovits & Monseur, 2002). Experts consider reading

ability as one of the most important components of performance in second language

learning, especially in academic settings (Huckin, Haynes, & Coady; 1993). In fact

educational researchers have found that there is a strong correlation between reading

and academic success (Pretorius, 2002; Pretorius & Bohlmann, 2003). Elley (1991)

observed that school learners who accessed and read more resources not only did

well in reading ability tests but also showed a remarkable improvement in their

academic work. In other words, a student who is a good reader is more likely to do

well in schools and pass exams than a weak reader.

However, readers may encounter many roadblocks in the path to

comprehension. Regardless of the reading problems is through the teaching of

reading strategies which is one of the most effective means of helping students to

overcome comprehension problems (McNamara, Kintsch, Songer, 1996). Reading

strategies is important because it enables the students to read efficiently and

intelligently (McNamara, 2001). Reading strategies are techniques or styles that

students choose in their reading comprehension (Cohen, 1986).

2

Brantmeier (2005) defined reading strategies as techniques which learners use

in the process of reading comprehension. Meanwhile, reading strategies allow

students to evaluate their reading comprehension achievement (Kletzien, 1991).

Strategies provides the means to tackle complex problems in more efficient ways and

with practice, the strategies lead to skills that become automatic and quick overtime.

When a student’s reading comprehension breaks down, reading strategies can

help. There is abundant evidence that reading strategies improve reading

comprehension (Bereiter & Bird, 1985; Fuchs, 2005; King & Rosesshine, 1993;

Palinscar & Brown, 1984; Ozgungor & Guthrie, 2004; McNamara, 2007).

According to McNamara (2004) reading strategies are essential not only to

successful comprehension, but to overcoming reading problems and becoming a

better reader and comprehender.

According to Carrell, Gajdusek, and Wise (1989), reading strategy is defined

as a direct instruction in reading comprehension and has consistently produced

positive results in comprehension. Reading strategy is one of the keys to make

instruction explicit enough to facilitate learners’ enhancement of meta-cognitive

control of strategy use by providing clear and extensive explanations of the value

strategy use as well as the information on when and how to use them (Palincsar &

Brown, 1985). Reading strategies instruction has an important effect on reading

comprehension and motivates students to read (Druitt, 2002; National Reading Panel,

2000). Other researchers believe that teaching productive reading strategies can

motivate students to read and facilitate reading comprehension (Anderson, 2003;

Eskey, 2002; Grabe, 2004).

Reading strategy has also been defined as a reading technique and study skill

which makes reading more effective and facilitates learning (Oxford & Crookall,

1989). They suggest that reading strategy is a process used by learners to improve

reading comprehension and overcome comprehension failure. They further pointed

out that reading strategy is a purposeful, cognitive action that students take when

they are reading to help them construct and maintain meaning and is often

3 categorized as those behaviors’ designed to help students before, during and after

they read.

Presley (2006) noted that English learners need to be taught strategic reading

through reading strategies instruction. It is clear that students who learn about

reading strategies can use the knowledge to become fluent and skilled, to monitor

and make efficient their own reading (Pearson & Fielding, 1991 and Presley, 2000).

Strategic readers feel confident that they can monitor and improve their own reading

so they have both knowledge and motivation to succeed (Peter Afflerbach, David

Pearson & Scott G. Paris, 2008).

One of the most useful reading strategies is using graphic organizers. Graphic

organizers are also known as knowledge map, concept map, story map, cognitive

organizer, advance organizer or concept diagram (Barron, 1969). It is a

communication tool that uses visual symbols to express knowledge, concepts,

thoughts or ideas and the relationships between them (Meyen, Vergason and Whelan,

1996).

The use of graphic organizers in several studies has been found to be viable

tools to improve the reading and writing skills of learners as well (Nachiangmai,

2004; Kitchakarn, 2010). By using graphic organizers, it was found that the readers’

understanding of the text was enhanced through visual depictions of key terms and

concepts and the relationships among them (Simmons, Griffin & Kame’enui, 1988).

Not only that, the use of graphic organizers is an effective way to promote text

comprehension (Blachowicz & Ogle, 2001; Boyle & Yeager, 1997; Kraft & Miller,

1993). In 1992, Jay McTighe in his book, Graphic Organizers: Collaborative Links

to Better Thinking outlined three main levels: ‘before instruction’, ‘during

instruction’ and ‘after instruction’. In before instruction, graphic organizers are used

to understand the level of the students in term of the content. During instruction,

graphic organizers allow students to approach the content cognitively because they

assist thinking. In after instruction, they help students as a summarization tool or

technique and they help the students to understand their improvement in terms of

understanding text. If a student can connect prior knowledge with what was learned

4 and identify relationships between those ideas, it means graphic organizers have

successfully assisted them in the course of learning process.

Jiang and Grabe (2007), in a review of graphic organizers research proposed

that the type of graphic organizer used give a positive impact and are effective in

improving students’ reading comprehension. Tang (1992) showed that the use of

graphic organizers acts as a visual aid for learners understanding of text structure.

While other researchers found that graphic organizers can help students on the road

to higher achievement in their reading comprehension skills (Marzano, Pickering and

Pollock, 2001). Furthermore, according to Liliana (2009) there are various functions

of graphic organizers in reading comprehension such as to clarify and organize

information into categories such as main idea, supporting details, topic sentence,

facts and others. Next, it also helps organize information in a paragraph for better

understanding. Furthermore, it also can help to construct meaning of difficult words

and sentence. As well as it helps to understand the context by associating with prior

knowledge. It is also to identify conceptual and perceptual errors that may occur in

the course of reading a passage. All in all graphic organizers has classified its

categories according to their purposes for learning (Lorette F, 2008).

As a conclusion, good reading strategies using graphic organizers play an

important role in understanding reading text comprehension. Despite the various

advantages, graphic organizers are not widely used in the Malaysian classroom as a

means to aid reading comprehension. Perhaps this is due to the fact that a graphic

organizer is more learner-centered rather than teacher-centered. Therefore, this study

is to investigate whether graphic organizers can be used to aid Malaysian students’

text comprehension.

5 1.1 Background

In the National Education system in Malaysia, it is clearly stated in the

Curriculum Specifications that the English syllabus aims to extend learners’ English

language proficiency in order to meet their needs for English in everyday life, for

knowledge acquisition and for future workplace needs (2003). It is thus obvious that

reading skill is very important in enhancing the English learning (Li Chun, 1992)

where reading is the “essence of English learning” (Durkin, 1993).

Good readers are able to comprehend and understand the individual sentences

and the organizational structure of a piece of writing (Grabe, 1991). They can

generate ideas, follow arguments, and detect implications (Farr & Conner, 2004).

Thus, good reading ability is important because it develops the mind. Furthermore, it

also can make readers discover new things and through good reading develops the

imagination (Jonathan, 2002).

According to Krashen (1993), reading is extremely important. He emphasizes

reading is the only way to become a good reader, develop a good writing style, an

adequate vocabulary, advanced grammar, and the only way to become a good speller.

Clay (2001) found that good reading ability is skills that serve as a foundation

and improve for writing skills. More recently, Davis (2000) found that reading also

enriches the inner world of a person, improves grammar and spelling. Same goes as

Sanacore (2002) who found that avid reader not only read and write better, but also

process information faster. Perhaps, among all elements of good reading, the

ultimately good reading habit serves good piece of writing. Therefore, in this study

the researcher would focus on students’ ability to read comprehension text and

answer comprehension questions and finally writing a summary of it.

Previously teachers used the traditional method in teaching reading which as

Broughton and his colleagues claim, is the “teacher-dominated interaction”

(Broughton, 1994). The teaching is deeply teacher-centered. The reason for this

6 approach is explained by Abdullah Kuzu (2007) who asserts that it is based on the

traditional view of education, where teachers serve as the source of knowledge while

learners serve as passive receivers. Richards (2008: pg10) highlights that in

traditional methodology “learning was very much seen as under the control of the

teacher”.

Yet the outcomes of the traditional method in teaching students reading is at a

superficial level, where students are merely barking at print (Toh, 2002). The

students are able to vocalize the words without knowing the intended meaning of the

text. Not only that, classroom teaching is highly characterized by teacher-centered

approaches and chalk-and-talk drill method (Ministry of Education, 2003). In other

words, the traditional methodology puts the responsibility for teaching and learning

mainly on the teacher and it is believed that if students are present in the lesson and

listen to the teacher’s explanations and examples, they will be able to use the

knowledge.

Currently in formal classroom setting, teachers are expected to provide

maximum learning opportunity with the best teaching approach being the learner-

centered teaching approach (Blumberg, 2008; Weimer, 2002). However, the

potential to explore the learner-centered teaching approach is rather challenging in

our Malaysian classrooms (Toh, 1991). This is due to the nature of our students with

attributes such as limited language proficiency, lack of confidence, negative attitude

and motivation towards learning English language and literature and the culturally

oriented norm with a long tradition of unconditional obedience to the authority which

hinder the learner-centered teaching approach (Fang, 1996). Because of these

circumstances, the move to make students to become independent learners is

somehow hampered. Thus, a complete departure from the traditional teacher-

centered and text-book driven teaching, to that of a learner-centered teaching to

create independent learners do not seem encouraging in our second language setting

(Toh, 2002).

This study intends to investigate whether using the graphic organizers can

help students read with better understanding of the text. To compare with the

7 conventional reading technique which teacher implement in classroom sometimes

did not achieve the reading purposes.

1.2 Statement of the problem

After learning the English language for more than six years in primary

schools then continuing for five years at the secondary level, Malaysian students are

expected to be able to read independently. This is to fulfill their academic

requirements according to the Ministry of Education.

Despite numerous ways introduced to teach and practice reading, students

still could not read independently. One of the common problem faced by Malaysian

students is they only bark at print (Toh, 2002). The students are able to read out loud

but there is no understanding cognitively. The students are used to reading for

information or reading to grapple with the deeper meanings of a text (Louisa Moats,

2002). Therefore, student’s perception on reading is that, it is something difficult.

Mastropieri & Scruggs, 199; Smith & Friend, (1986) stated that reading

difficulties are the major problem for many students with learning difficulties. Most

of the learners were facing problem due to lack of awareness in reading skills. They

were unable to understand the complex reading text. In this sense, many studies have

been carried out to understand the problems students faced during their reading

process. According to Arikunto (2008) many of language teachers reported that their

students dislike reading.

To overcome this problem, in a study that examines the reading skills of

students, Noorizah (2006) discovers that proficient and non-proficient readers use

8 different reading strategies in reading an academic text. Again, correspondingly

Noorizah (2006) and Rosniah (2006) call for understanding students’ reading and

learning styles in order to promote better text reading among the students.

There are several reasons why students were weak in reading. In order to

quench the curiosity about the factors which causes the weaknesses in reading skills

among students, many interested party had conducted a research on this area. Among

them are Arbaiyah and Zaidah (2001) found that students are less efficient in reading

because they lack independent reading skills. It is thus anticipated that they read less

compared to students who have good reading skills.

Not only that, students cannot watch how their minds make sense out of print

(Purcell-Gates, 2007). Correspondingly, Zaira (2008) documents that the less

proficient readers struggle to locate information from a reading text and do not

engage critically or constructively to comprehend their reading.

Next, another problem that is commonly faced by students is problem in

writing a summary (SitiHamin, 2006). Saadiyah and Kaladevi (2002) found that

Malaysian students generally have problems in summary writing as their writings

lack main points to be included in the summary. In addition, students were found to

have limited critical ability to appropriately respond to a summary writing (Ahmad

Mazli Muhammad, 2007).

All this problem in text comprehension may well is due to the fact that

students have not been equipped with the necessary reading strategy skills. This

study thus intends to look at the possibility of using graphic organizers in enhancing

students’ reading skills.

9 1.3 Conceptual framework of study

Research has shown that certain learning strategies seem to provide readers

with the ability to successfully extract, remember and retrieve information from

written information (Holley & Danesereau, 1984). Brown (1991) says that people

can even remember details. In other cases learners write information of text with the

help of retrieve technique (Christopher, Raghavan & Hinrich, 2008). One such

learning strategy, which has received much attention by both researchers and

practitioners, is the use of graphic organizers (National Reading Panel, 2000; Griffin,

1995).

Graphic organizers comprising Venn Diagram, Star, Semantic Map, Spider

Map and Flow Chart can help the learners to visualize text clearly (Allison, 2008).

Through the illustration of information, learners should be able to have better

understanding of text comprehension which it is the reading components.

Graphic organizers that target critical and creative thinking elements can help

to develop learners in their ability to comprehend and understanding the meaning of

a text (Loretta F, 2008). Once the learners understand the comprehension text it

would enable them to answer comprehension questions related to the text and write a

summary of the text.

10

Figure 1.1: Conceptual framework of the study.

Reading Strategy

Graphic Organizer Technique

Venn Diagram Star

Semantic Map

Spider Map Flow Chart

Students Understanding

Summary Writing Answer Comprehension Question

11 1.4 Objectives of the study

The objective of this study is to investigate teaching reading in classroom in

using graphic organizers techniques. Using the graphic organizers on students’

ability to encode, recall and apply factual, comparative and inferential material. As a

proverb says ‘A picture is worth a thousand words’. The objective is to investigate

the use of graphic organizers on students understanding of reading text.

1.5 Research Questions

The purpose of this study is to determine the influence of incorporating

graphic organizers into the reading on students’ text comprehension. The specific

questions of this study are:

Research study 1: What is the influence of graphic organizers on students’

understanding of reading text?

a) What is its influence on students’ ability to answer comprehension question?

b) What is its influence on students’ ability in writing a summary?

Research study 2: What are students’ perceptions on towards graphic organizers in

their reading comprehension?

12 1.6 Operational definition of terms

The following are the definitions of terms used in this study;

1.6.1 Reading Comprehension

Based on Oxford dictionary (2005) reading can be defined as action; looking

at and comprehending the meaning of written or printed matter by interpreting the

characters or symbols of which it is composed. Meanwhile, comprehension is

defined as the ability to understand something (Oxford dictionary, 2005). Similarly,

Armbruster (2001) defines reading comprehension as the act of understanding what

you are reading. It is an intentional, active, interactive process that occurs before,

during and after a person reads a particular piece of writing. This definition clearly

defines the reading text is the process of making meaning from written text. In

essence, this is what reading is all about, to developing readers to become more

proficient and take control of their own reading comprehension.

1.6.2 Graphic organizer

Novak (1960) defines graphic organizers as a series of visual charts and tools

used to represent and organize a student’s knowledge, ideas and material in students’

learning. The organizer assists the student in brainstorming and or organizing

information to make it easier to understand how ideas are connected. In a reading

process using graphic organizers can help a student comprehend what he has read

and make comparisons to other pieces of outcomes.

13 1.6.3 Comprehension Question

Anthony Manzo (1969) defines a comprehension questions as a set of

questions to test the ability to recall and understand what has been read in a piece of

text to get the answer. It is also to test the level of understanding of a text. This

understanding comes from the interaction between words that are written and how

they trigger knowledge outside the text/ message.

1.6.4 Summary writing

The Oxford dictionary (2005) defines summary as a brief statement or

account of the main points of something. In late Middle English (as an adjective):

from Latin summaries, from summa ‘sum total’. The Oxford dictionary (2005)

defines writing as a mark (letters, words or other symbols) on a surface, typically

paper with a pen, pencil or similar implement. Summary writing for the purpose of

this study is defined as a condensation of a text, which manages to convey the

information written in the text in your own words (Marion, 2010).

14 1.7 Scope of study

This study will only confined the respondents to include in form four in a

secondary school in Kuantan.30 Form Four students selected through non-random in

SMK Gudang Rasau. The students were willing to participate in the study.

There are many types of graphic organizers. However this study covered only

five types of graphic organizers namely the Venn Diagram(to show differences and

similarities), Star (to brainstorming a topic), Semantic Map (to show the relationship

between one piece of information and another), Spider Map(to focus main topic and

supporting details) and Flowchart (process and procedure). The purpose of using this

graphic organizer is it caters for different reading purpose which helps the students to

have better understanding of the comprehension texts.

The comprehension questions covered in this study involved several question

types. The main question type is the ‘wh’ question. Another question asks the big

picture, the passage as a whole, several question are on details from the passage.

There is also a question on vocab-in-context which asks about the use of a particular

word or phrase and function question which asks about the logical structure of a

passage). The different techniques of questions are purposely made so as to see the

students’ capability in understanding the comprehension text in depth.

Meanwhile in summary writing the students are acquired to write a summary

within 130 words based on the comprehension text. The skills that the students’ need

to understand is thoroughly understands the comprehension text. Next, highlighting

important information and taking notes. After that, the students’ write down the main

points. The students can also simplify the words without changing the original

meaning. Finally, they can go through the process again and making changes as

appropriate.

15 1.8 Significance of study

It is hope that the result of this study could contribute to further

understanding of the reading text comprehension among students especially those

who will sit for their examination. By integrating text and visual imagery, the graphic

organizers could actively engage a wide variety of learners. Graphic organizers can

be used for any subject matter and are easily integrated into course curriculum.

Besides that students also can get a lot of benefits when they are able to

understand the reading text and can read independently in future. The reading session

can be explored effectively through the use of graphic organizers as the Spider Map

show how the key word is related to the plot, the Semantic Map is to feature analysis

compares similar concepts by specifying a variety features. Venn Diagram shows the

unique aspects and shared features of two or more terms. The Star shows the finding

on ‘wh’ question and Flowchart to show the process and procedure. This graphic

organizers not only use in reading session but can be implement in other subjects in

school such as Science and Mathematics.

Learning through diagrams and pictures are also able to educate students to

visualize the input and define their goals for reading and consider what they already

know about a topic. It is because once students understand how learning occurs

through pictures and associations, and then students can remember easily everything

that they read using mental pictures. Furthermore, it can also trigger the student’s

memory and improved through words and pictures rather than through words alone.

16 1.9 Conclusion

In a nutshell this chapter explores the issue of strategies use in reading

comprehension text. Eventhough, there are many strategies used to teach reading, yet

students are unable to read independently and make meaning of the text.

Therefore this study will seek and investigate the effectiveness of

implementing graphic organizers namely the Venn Diagram, Star, Flowchart,

Semantic Map and Spider Map identified by Barron (1969).

Finally, it is hope that by implement the graphic organizers it can make the

students enjoy and able to get the input while reading comprehension text. In the

following chapter the previous study will be presented, in order to prove the

effectiveness of using graphic organizers to teach reading.