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Improving Writing Ability of secondary school in Thai EFL Classroom using

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 Improving Writing Ability of secondary school in Thai EFL Classroom
using Advance Organizer Model
Andi Retno Budiarty Nazaruddin1, Sitthiporn Art-In2, Nuchwana Luanganggoon3
Department of Curriculum & Instruction1,2, Department of Educational Measurement and
Evaluation3
Faculty of Education, Khon Kaen University
Khon Kaen, Thailand
ebudiarty@kkumail.com

Abstract
This research was to find out the improvement of the students’ writing ability by using advance
organizer model (graphic organizer). The researcher conducted by using classroom action research
(CAR) with implementing plan, act, observe and reflection. The target group of this research were
36 seventh grade students. The instrument that applied for this research 2 lesson plan, graphic
organizer (mapping), writing test, and observation form to record the students’ behavior during the
research. Analyzing the data used to find mean score Mean (X̄), Standard Deviation (S.D.) and
percentage of students who passed the writing criteria. The students had gotten better in writing
performance and understanding the materials. In quantitative data analysis, it could be seen that the
mean score (X̄) 15.53 of 20 and S.D. 2.56. The percentage of students who passed the criteria cycle
1, cycle 2 and post-test were 66.67%, 77.78% and 80.56% respectively, which showed substantial
improvements in the students’ writing skills before, during, and after the implementation of advance
organizer model (graphic organizer).

Keywords – Writing Ability, Advance Organizer Model, Graphic Organizer

Introduction
There are four ability that must be
learned when learning English: listening,
speaking, reading, and writing. All these
language abilities are often supported by
other language components, such as
vocabulary, grammar, and pronunciation.
Receptive abilities here suggest that we
obtain the language and the sense of
interpreting the message, that is, reading
and listening and successful abilities that
include speaking and writing, are
interpreted by the language we have learned
to construct a message through expression.
According Oshima (2006) writing is not
easy, especially academic writing to
improve this skill requires study and
practice. Writing, as we know, is a special
skill that enables authors to bring their
thinking to communicate in words in a
meaningful way and mentally with the
message.
Unzueta (2009) in Juniarti, Sofyan, &
Kasmaini (2017) points out that “Students
have bad way at writing skills and lacked
the knowledge to compose compositions
that carry their thoughts and ideas.
Richards and Renandya (2002) in
Strydom & Epiney (2012) The educational
writing method is claimed to consist of four
fundamental stages. Planning, drafting,
review and editing are being carried out.
Different research activities are suggested
for each stage that can direct the acquiring
knowledge of specific writing capabilities.
In the planning process. For example, the
teachers will help their students to develop
their writing abilities by offering activities
such as talent storming, clustering and
speedy free writing to produce thoughts.
Writing appears to be a core problem
for the students as writing calls for a variety
of skills relating to linguistic learning and
the process of writing requires the thought
process. After information is collected by
reading, speaking, analyzing and reviewing
data, students must connect the information
with their idea in a thought process in order
to convey it in writing. It is not unexpected

120
that writing in a foreign language or second
language is more complicated and difficult.
Students in the second language English
(ESL) or in the foreign language (EFL)
English (EFL) are facing an equally similar
situation; they have to do a lot to write or
write a text. Some studies found it difficult
for many students to write English as a
foreign language (EFL). In addition,
understudies can also express their thinking
in paper with great structure and syntax.
Understudies, therefore, agree that
composing is problematic. The teacher has
to adjust how they illustrate that they are
creative and enjoyable, so when they
experience it, it satisfies them. There are 5
components in writing that should
determine content, organization,
vocabulary, language use and mechanics
for student skills.
Writing assessment refers to the
criteria in English writing were content,
organization, language use, vocabulary and
mechanics. From each criteria the highest
score is 4 and 1 for lowest score, into those
criteria the students’ work assessed that met
the criteria. Nodousha (2014) said
Assessment aims to support and improve
the students learning. Assessing of writing
seems to be a very delicate activity.
There are many methods that can
apply in the classroom, Advance organizer
is one of that method. Advance organizer
model principle helps positive teaching and
gaining knowledge of process. It is an
effective form of instruction for teaching
the principles of science. Ausubel clarified
that Advance Organizers Learning Theory
is a pedagogical method for applying the
concepts of progressive distinction and
integrative reconciliation that includes the
use of correctly appropriate and inclusive
materials in the cognitive framework of the
learner that are protected and discriminated
against from associated conceptual
systems. Ausubel described that Advance
Organizers Learning Theory is a
pedagogical strategy for enforcing
principles of progressive differentiation and
integrative reconciliation which involves
121
the use of correctly relevant and inclusive
materials that are secure and discriminated
from associated conceptual systems in the
learner’s cognitive structure.
In advance organizer model there are
many types that applicable in learning
process. There are many kinds of Advance
Organizer Model:
1) Expository: Increase organizers
supply college students a vast thinking of
the lesson’s motive before the lesson
begins. For example, a trainer may
additionally inform students what the
lesson’s dreams are: “We’ve talked about
what habitats are and why some animals opt
for to stay in exceptional locations than
different animals do.
2) Narrative: Improves organizers
involve storytelling. At the commencing of
the class, the instructor may inform an
interesting story that relates to essential
ideas in the lesson
3) Skimming: Other kind of
enhance organizer. The teacher may also
ask students to skim over a reading,
focusing on highlighted information, such
as captions or chapter headings.
4) Graphic Organizer: Structure
facts visually or in pictures. They are
commonly one-page forms with a lot of
clean areas so they’re convenient for
students to skim earlier than the lesson.
The researcher used graphic
organizers model as type of method for
improving writing student’ ability. In
Advance organizer model teachers may
help to organize the tools that help connect
the known and unknown of students’
knowledge with framework for helping
students to understand what it is they will
be learning in the classroom. Actually, this
method will help the teacher to organize the
material that will be giving to the students.
Different classes of language students are
widely agreed to have various difficulties in
learning languages.
Coburn (2003) in Vásquez & Coudin
(2018) defines graphic organizers as
diagrams that signify the relationships
between facts, ideas, and concepts. They
come in many forms, inclusive of displays that use lines, arrows, and various
flowcharts, webbing, thought mapping, and designs to describe information and the
matrixes. They are now not equipped in a relationships among concepts (Darch &
linear structure in accordance to a sequence Carnine, 1986) as cited Condidorio (2010).
like traditional outlines; instead, they carry In each type of Graphic organizer that
relationships via a visible structure that are separated into many kinds of form. The
linked and ordered thru a conceptual researcher used main idea web to collect
framework. the data that include many types inside of
Juniarti (2017) studied about The main idea web. These kind as follow:
Effect of Using Graphic Organizer to 1) Cluster web mapping: Many
Students’ Writing Ability. This expertise is words or ideas as possible relating to the
aimed at investigating the influence of the stimulus subject matter to construct a
use of Graphic Organizer on the writing cluster diagram (and then writes them
skill of students. This quest was designed second-level thoughts in circles attached to
once as an almost experimental study. the main subject)-this first step is like
Anggraeni & Jolanda (2018) explain creating a superstar diagram.
on their research about using graphic
organizer as a media in students’ writing
project. It is instructors assist the students
to organize their writing which are learnt to
construct and enhance their writing skill.
Graphic organizer is a super creative media
for evaluating and contrasting text or story
and will be used effortlessly in each kind of
subject matter to assist the scholars
recognize the quite a number distinction
between the texts or stories.
Wangzom & Nipaporn (2019) Figure 1. Web cluster mapping
studied about The Use of Graphic 2) Hamburger Mapping: A kind of
Organizers in Teaching History to Grade writing method used to help students create
Seven Students in Bhutan. In order to find a paragraph or essay is the hamburger
out the use of image organizers in teaching model, which is often called the sandwich
history to grade seven students in Bhutan, model. The use of this hamburger model
this mixed method research was conducted. will help students write concentrated,
The two primary objectives of the research concise paragraphs because it fits the
were to assess the information acquired format of the standard paragraph-the
from accomplishments and to analyze the "introduction-supporting information-
opinion of students closer to the use of conclusion" format.
picture organizers in the study of History.
In Graphic Organizer, the researcher
tries to give a new insight about learning
with visual way, the student can more focus
about the information that the students want
to know, and this model teacher as
instructor to guide the students to get new
information that can link with the students’
prior knowledge and new material to get
new information. Graphic organizers grant
college students with a shape for summary
ideas. Graphic organizers are spatial Figure 2. Hamburger mapping

122
 Applies to the teaching stage by using
a basic rote learning advance organizer
model, as learners are encouraged to link
new information to old knowledge (what
they already know). The step following as
below;
1) Step one: The teacher clarifies the
goals of the lesson, introducing the advance
organizer model, and encouraging the
awareness of students who contribute to the
lesson.
2) Step two: Introduction of the
learning task or learning material and
explicit organization and logical order of
learning material, and the instructor
attempts to connect previous learners with
what they will get in this step.
3) Step three: Implementing the
knowledge what they learned that no longer
matches the categories, make comparisons
between classes, and alternatively practice
students to new businesses, the teacher
should present statistics about a couple of
examples to improve the thoughts further.
In either case, the students now have a
standard thinking of way of life that can
assist the students to arrange.
Advance organizer is one of the
teaching models which applicable with
learning process. It has cognitive
instructional strategy used to promote the
learning and retention of new information.
In this research using advance organizer
became an independent variable that used
for improving English writing students’
ability, the applying advance organizer
model in this research by applied the
teaching step model in the classroom and
using graphic organizer in part of advance
organizer model for helping the
improvement. The researcher combines
those of model and kind of that model as a
helping in this research.
Considering the problem statements
above, the objective of the research is to
study the improvement of the students’
writing ability by using Advance Organizer
Model by passing the criteria at least 75%
of the students pass the test.
123
As a fresh view of graphic organizer as
a strategy to define the rhetorical functions
representing the flow of ideas typical of
argumentative texts through a series of
strategy applications. It was also intended
to collect the impressions of the potential
benefits and drawbacks of graphic
organizers from students.
Methodology
This research belongs to Classroom Action
Research (CAR) implemented by adopting
concept of Kemmis and McTaggart cycles
(1988). There were four steps of research to
be conducted named Plan, Action,
Observation and Reflection (PAOR) as
figured below:
Figure 3. Kemmis and McTaggart Cycle of
Classroom Action Research.
In line planning, the researcher
conducted investigation first prior to carry
out the research. It has identified what
student’s problem in writing. In this
research, the researcher and English
teachers as collaborators formulated
problems related to students' writing skills
based on observations, then identified the
research problem. After that, the researcher
has planned and carried out actions,
evaluated and reflected on the actions
carried out in the research. Regarding
acting, it is the implementation of planning
to the teaching situation. In terms of the
observing, it is conducted by the researcher
as an observer to observe all the activities
occurred during the research and the effects
of the action given during the research.
Concerning reflection, the effects of the
action are reflected, evaluated and
described to improve the situation in the
next cycle.
1) Plan
In this step the researcher done pre
activities before conduct the research to
collect the data. In plan stage identifying
the problem based on the observation, after
that prepare the instruments that will use in
collecting the data.
2) Act & Observe
In this stage implements the model
to improve writing ability by using
Advance organizer model. The material
will be adjusted by the students’ textbook
that already given by the teacher to the
researcher.
3) Reflect
In this step, the researcher analyze
the weakness that the researcher gets in
observing. After analysing the weakness,
the researcher looks for the problems
solving for the weakness. In this step also,
the researcher has to think what he has to do
in the next step.
The target group of this research is
approximately 200 students and for sampe
group target of this research conducted at
the seventh grade or Mattayom suksa
students of Suksasart Demonstration
School in the 2020/2021 academic year.
The total numbers of sample are 36
students. The research instruments
consisted of 2 big lesson plans implemented
into 250 minutes period of teaching and 2
mappings of graphic organizer that given to
the students in each cycle.
There were three expertise who
validates the instruments, 2 English lectures
from faculty of education and 1 English
teacher from Suksasart demonstration
School. All the instruments were checked
by direct consultation to the expertise and
getting some suggestions. This research
was done at second semester of academic
year of 2020/2021. The research began in
the first of January to February 2021.
Collecting the data, these following
steps were during the process;
124
a. Plan: The researcher did
discuss with the head of English department
who held 7th grade students, observation in
the classroom before applying the research.
b. Act & Observe: The
researcher did observation in the classroom
before applying the research, after that the
researcher started teaching process using
Advance Organizer Model as a teaching
method. And after the cycle the cycle the
researcher did writing test to get the score
and can see the improvement.
c. Reflect: Evaluate the data
collection process in each cycle to get
problem and solution that could be used as
an improvement in the next cycle.
Data analysis done by finding the
mean score (X), Standard Deviation (SD)
and Percentage. The researcher found the
improvement of the students’ writing
ability by using Advance Organizer Model
(Graphic Organizer) by passing the criteria
at least 75% of the students pass the test. at
least the students have to meet the criteria
and got 75 score of the writing assessment
that given to the students in each cycle and
the last after all cycle implemented.
Finding and Discussion
The researcher presents the
numerical and observation data obtained
during the study in the results section (2
cycles). Otherwise, the discussion explains
and boldness the result. In addition, the
researcher sees the students’ work and
discuss between grouping and individual
work in different cycle. The data of post-
test showed to see improve the students’
writing ability.
1) Plan
In this stage, the researcher made
lesson plan that was applicable in the
classroom.
2) Act & Observe
In each cycle of this research
conducted 50 minutes in the classroom per
1 period. From 2 cycle, the researcher done
with online and onsite, the researcher taken
seriously concern about those issues,
because the teaching process was switched
by online based on the regulation that
informed the school to switch the learning
process as outbreak (Covid-19) cases
second wave that happened in Thailand. In
each period the research implements of
using Advance Organizer Model for
teaching method in the class. And observe
was held in each period that was helped by
research assistant. The researcher observed
in the moment of teaching and learning
process that started from opening, main
activity and closing the class, the researcher
made 2 kinds of observation form for
student and teacher.
3) Reflect
The researcher concluded that
writing a final text on the given topic
limited their creative thinking process and
the students did not have much information
about the topic given.
Before the graphic organizer was
applied to the Mattayom Suksasart (M1/1),
They were not identified the text and
differentiate the part of the text that they
should put when writing text. The students
were not able to develop the text into
complete organization which included
introduction, body text or supporting details
and conclusion. Almost the students were
confused how to maintain the text as a
coherence and linked from each part.
Meanwhile, after conducting this research,
the students were able to organize the text.
It was supported by a theory of Egan (1999)
in Juniarti (2017) which stated that the
students can share their information and
ideas into labels’ pattern of graphic
organizer and arrange it directly.
125
Improvement of writing
ability of the students
using Advance Organizer
Model (Graphic Organizer)
100 77.78% 80.56%
66.67%
50 33.33%
22.22% 19.44%
0
Cycle 1 Cycle 2 Post test
Passed Not Passed
Figure 4. Percentage of improvement
From the figure of percentage score
in each cycle showed the percentage of each
cycle until post-test, even not significance
of improving, however in first cycle the
score was collected by working group and
another cycle doing as individual test that
cause the researcher could not compare the
score of cycle 1 and cycle 2, nevertheless
the score that enriched by the students still
moving to go improvement. From cycle 1
got 66.67% from the total group who
passed, and cycle 2 getting 77.78% and
80.56% for post-test. and the figure showed
the percentage of the student who did not
pass the writing assessments from cycle 1
until post-test seen decreasing in each
cycle.
The result showed the improvement
as compared to the previous cycle that the
researcher did. The assessment of analysing
for writing ability that emphasized on 5
categories; content, organization,
vocabulary, language use and mechanics.
From the analysis in cycle 1, it found the
student typically making mistake in
language use and mechanics, whereas the
language use explained about the
grammatical in language that the students
missed placing the tenses and all about
grammatical. For example, in writing test in
group working at cycle 1, the students used
rarely past tense even though the topic
obviously talked about something that
happened in the past and the students’ work
contained some errors. Besides, on content
section the students could present the detail
of the writing clearly, but there is a part to
another part not linking and difficult to
understand. In addition, on part mechanics,
some of the students forgot to put the
correct punctuation on their text, even
comma or full stop. The students still
confused to put the marks. The students had
limited of vocabularies bank, in term the
students merely used the commonly words.
The result of writing assessment in
each cycle that content section still low.
The students were not able to put
appropriate ideas to the topic. Almost the
students wrote to contrasted to the title of
the text. It could be seen from the
conclusion statement which not suitable to
the topic. Furthermore, after applying the
graphic organizer, the students knew what
ideas they wanted to write in the text. By
using web cluster mapping in first cycle
were helped the students to put their ideas
which appropriate with the topic. It was
proved by Fisher & Schumaker (1995)
stated that graphic organizer are visuals
displays of key content information which
can help the students to visualize how the
content are organized.
To another support the result from
Mayer (2000) believed that an advance
organizer helps to organizer new material
by outlining, arranging and sequencing the
main idea of the new material based on
what the learner already knew. In order to
justify this result could be stated that
graphic organizer have been viewed as both
cognitive tools and language tools. As
cognitive tools, graphic organizer organizes
the information and ideas.
According to Mohammadi,
Moenikia, & Zahed-Babelan (2010) stated
advance organizers and graphic organizers
are effective ways to simplify the task by
following particular reason the students can
provide an overview of a new topic dan
visually represent links between the
concept to be learned.
In cycle 2, it found that the students
could write more clearly than previous
cycle, however in cycle 2 the students
126
asked to write individually that was
different with cycle 1. The students could
produce understandable descriptive text.
The students could maintain about content
and organization as comprehension text.
Despite the fact founded some
grammatical errors, but the student had
several dictions of word when they wrote
a text, nevertheless, it was not as much as
the mistaken in cycle 1. Situation that
conducted the data in cycle 1 was little bit
complicated with the researcher, the
situation forces on to collect the data by
online class, the researcher was afraid the
data that collected was far from the perfect
data, as the teaching foreign language
using foreign language would be difficult
to explain with the student.
The result of post-test founded
improving of students writing ability that
the students who passed the test 81%. From
that result indicated improvement in writing
descriptive using graphic organizer. Mean
score that been converted in Cycle 1 (71),
Cycle 2 (73), and Post-test (78). Advance
Organizer Model stimulated the students
dominating the class (student-centred),
being more active and getting high
participation in the classroom, even though
in cycle 1 conducting online class and
limitation of movement in the classroom
not getting attraction with the students and
cycle 2 conducting on site in the classroom,
thus situation the researcher was maximise
the action of the research, hence to get
decent data in cycle 2.
Advance Organizer Model
stimulated the students dominating the class
(student-centred), being more active and
getting high participation in the classroom,
even though in cycle 1 conducting online
class and limitation of movement in the
classroom not getting attraction with the
students and cycle 2 conducting on site in
the classroom, thus situation the researcher
was maximise the action of the research,
hence to get decent data in cycle 2.
Advantages and Disadvantages
during the research in cycle 1 and 2 took by
different way. Cycle 1 took in Online class
that made the researcher little bit confusing,
but in online class the students can choose
their comfort zone in their home, beside
that online class force the students do
creatively doing the task, but in the class is
hard to get attention, because there is no
controller in the class. Some of the students
did not turn on their camera that the
researcher did not know the students’
expression.
Conclusions
From the result of the research were
carried out in Thai EFL Classroom to
improve writing ability that conducting
from January to February 2021 This
research included Demonstration school of
suksasart in 7th grade students.
The use of Advance organizer model
to improve students’ writing ability was
seen with regard to the data analysis
conducted during this research. The total
group of this research were 36 students
(M1/1). The score obtained from the test
were taken after the treatment in each cycle
applied and 1 test as the last after the
treatment implementing in 2 cycles. The
score for passing the test must get 75% the
students who passed the criteria in each
cycle. Two types of evidence, namely
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