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.