Efektifitas Graphic Organizer Story Map terhadap Kemampuan Menulis Narasi Siswa di Sekolah Dasar

Authors

  • Ismi Zikri Universitas Negeri Padang, Sumatera Barat, Indonesia, Indonesia
  • Taufina Taufina Universitas Negeri Padang, Sumatera Barat, Indonesia, Indonesia
  • Marlina Marlina Universitas Negeri Padang, Sumatera Barat, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v4i4.525

Keywords:

Graphic Organizer, Story Map, Menulis Narasi

Abstract

Penelitian ini dilakukan atas dasar kurangnya pemahaman siswa dalam menulis narasi dan kesulitan siswa untuk mengembangkan ide atau gagasan yang ada dalam pikirannya ke bentuk tulisan. Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penerapan Graphic Organizer Story Map terhadap kemampuan menulis narasi siswa. Metode yang digunakan untuk penelitian ini ialah quasi eksperimen yang menggunakan desain penelitian randomize sample posttest-only control group design. Kelas eksperimen adalah siswa kelas V SD Negeri 002 Senama Nenek dan kelas control adalah siswa kelas V SD Negeri 022 Senama Nenek. Data penelitian ini diperoleh dari tes berupa hasil menulis narasi siswa. Analisis data dilakukan dengan menggunakan uji-t. Hasil penelitian menunjukkan bahwa ttabel < thitung, berarti H0 ditolak dan H1 diterima. Hal ini menyimpulkan bahwa kemampuan menulis narasi siswa yang diajarkan dengan metode graphic organizer story map lebih baik daripada siswa yang mengikuti pembelajaran dengan metode konvensional. Hal ini berarti, metode graphic organizer story map berpengaruh terhadap kemampuan menulis narasi siswa

References

Abidin, Y. (2012). Pembelajaran Bahasa Berbasis Pendidikan Karakter. Bandung: Refika Aditama.

Ahsin, M. N. (2016). Peningkatan Keterampilan Menulis Karangan Narasi Dengan Menggunakan Media Audiovisual Dan Metode Quantum Learning. Refleksi Edukatika, 6(2), 158–171. https://doi.org/10.24176/re.v6i2.607

Amin, M. B. A. (2004). Using Graphic Organizers. Singapore: Institute of Technical Education (ITE).

Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model, Fundamental Measurement in the Human Science (3rd Editio). New York: Routledge.

Boulineau, T., Fore, C., Hagan, S., & Burke, M. (2004). Use of storymapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learn. Disabil. Q, 27, 105–121.

Capretz, K., Ricker, B., & Sasak, A. (2003). Improving organizational skills through the use of graphic organizers (MA Research Project, Saint Xavier University and Skylight Professional Development, City, IL). ERIC Document Reproduction Service, ED473056.

Chien, C. W. (2012). Use of Graphic Organizers in a Language Teachers’ Professional Development. English Language Teaching, 5(10), 49–57. https://doi.org/10.5539/elt.v5n10p49

Dastgeer, G., & Afzal, M. T. (2015). Improving English Writing Skill : A Case of Problem Based Learning. American Journal of Educational Research, 3(10), 1315–1319. https://doi.org/10.12691/education-3-10-17

Ellis, E. (2004). Makes Sense Strategies Overview.

Fly, J. B., Jean, P., & Hunter, B. (1988). Teaching students to construct graphic representations. Educational Leadership, 46(4), 20–25.

Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). . Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225.

Gardill, M., & Jitendra, A. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. J. Spec. Educ, 33, 2–17.

Husada, S. P., Taufina, & Zikri, A. (2020). Pengembangan Bahan Ajar Pembelajaran Tematik Dengan Menggunakan Metode Visual Storytelling Di Sekolah Dasar. Jurnal Basicedu, 3(2), 524–532. https://doi.org/10.31004/basicedu.v4i3.416

Ibnian, S. S. K. (2010). The Effect of Using the Story-Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL. English Language Teaching, 3(4), 181–194.

Ifdil, I., Fadli, R. P., Syahputra, Y., Erwinda, L., Zola, N., & Afdal, A. (2018). Rasch stacking analysis: differences in student resilience in terms of gender. Konselor, 7(3), 95–100.

Kurnia, R., Arief, D., & Irdamurni, I. (2018). Development Of Teaching Material For Narrative Writing Using Graphic Organizer Story Map In Elementary School. International Journal of Research in Counseling and Education, 1(1), 22–26.

Kurniawati, K., & Jenuri, J. (2015). Penerapan Metode Peta Cerita untuk Meningkatkan Kemampuan Menulis Karangan Narasi di Sekolah Dasar. Jurnal PGSD Kampus Cibiru, 3(2).

Linacre, J. M. (2011). A User’s Guide to WINSTEPS Ministeps Rasch-Model Computer Programs. https://doi.org/ISBN 0-941938-03-4

Marlina, M. (2019). Asesmen Kesulitan Belajar. Jakarta: Prenadamedia Group.

Marlina, M., & Kusumastuti, G. (2019). Social participation of students with special eucational needs in inclusive elementary schools. Specialusis Ugdymas, 1(39), 121–132. https://doi.org/10.21277/se.v1i39.412

Mercuri, S. P. (2007). Using Graphic Organizers as a Tool for the Development of Scientific Language 1. Gist Education and Learning Research Journal, IV(1), 30–49.

Mo, H. (2012). A Study of the Teaching of ESL Writing in Colleges in China. International Journal of English Linguistics, 2(1), 118–127. https://doi.org/10.5539/ijel.v2n1p118

Pratama, S., Rahmawati, I. N., & Irfani, B. (2017). Graphic Organizer as One Alternative Technique to Teach Writing. English Education: Tadris Bahasa Inggris, 10(2), 344–357.

Saleh Khalaf Ibnian, S. (2010). The Effect of Using the Story- Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL. English Language Teaching, 3(4), 181–194. https://doi.org/10.5539/elt.v3n4p181

Sapkota, A. (2013). Developing Students’ Writing Skill Through Peer and Teacher Correction: An Action Research. Journal of NELTA, 17(1–2), 70–82. https://doi.org/10.3126/nelta.v17i1-2.8094

Sharrock, T. (2008). The effect of graphic organizers on students’ writing. Action Research. Kennesaw State University, 1–22.

Sidekli, S. (2013). Story map: How to improve writing skills. Educational Research and Reviews. Educational Research and Reviews, 8(7), 289–296.

Strangman, N., Hall, T., & Meyer, A. (2003). Graphic organizers and implications for universal design for learning: Curriculum enhancement report.

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Model Rasch untuk Penelitian Ilmu-ilmu Sosial. Bandung: Trim Komunikata.

Syahputra, Y., Prayitno, P., Syahniar, S., Karneli, Y., & Hariyani, H. (2019). Rasch stacking analysis of student internet addiction based on gender. Jurnal Konseling Dan Pendidikan, 7(1), 35–41.

Taufina, D., & Chandra, D. (2017). Developing The Big Questions And Bookmark Organizers (BQBO) Strategy-Based Literacy Reading Learning Materials In The 4th Grade Of Elementary School. Advances in Social Science, Education and Humanities Research, 118(5), 857–864. https://doi.org/10.2991/icset-17.2017.139

Tayib, A.-M. (2015). The effect of using graphic organizers on writing (a case study of preparatory college student at Umm-Al-Qura University). International Journal of English Language and Linguistics Research, 151(1), 10–17. https://doi.org/10.1145/3132847.3132886

von Koss Torkildsen, J., Morken, F., Helland, W. A., & Helland, T. (2016). The Dynamics of Narrative Writing in Primary Grade Children: Writing Process Factors Predict Story Quality. Reading and Writing, 29(3), 529–554. https://doi.org/10.1007/s11145-015-9618-4

Downloads

Published

2020-09-27

How to Cite

Zikri, I., Taufina, T., & Marlina, M. (2020). Efektifitas Graphic Organizer Story Map terhadap Kemampuan Menulis Narasi Siswa di Sekolah Dasar. Jurnal Basicedu, 4(4), 1228–1235. https://doi.org/10.31004/basicedu.v4i4.525

Issue

Vol. 4 No. 4 (2020): October, Pages 775-1467

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).