The Effectiveness of Graphic Organizer to Teach Reading Viewed from Students’ Motivation

Abstract

The objective of the research is to identify whether or not: (1) Graphic Organizer is more
effective than Lecture to teach reading; (2) students who have high motivation have better
reading skill than those who have low motivation; and (3) there is an interaction effect
between teaching methods and the students’ motivation on the students’ reading skill. The
research was conducted in IKIP PGRI Bojonegoro, East Java. The research was conducted
from March to May 2014. The method used for the research was experimental study. The
population of the research was the fourth semester students of IKIP PGRI Bojonegoro. The
sampling used was cluster random sampling. The sample of the research was two classes,
they were experimental class taught using Graphic Organizer and control class taught using
Lecture. The instruments used to collect the data were students’ motivation questionnaire in
the form of likert scale and reading test in the form of multiple choice. Meanwhile, to analyze
the data, Multifactor Analysis of Variance (ANOVA) test 2 x 2 and Tukey test were used. The
data analysis shows the following findings: (1) Graphic Organizer is more effective than
Lecture to teach reading for the fourth semester students of IKIP PGRI Bojonegoro; (2) the
students who have high motivation have better reading skill than those who have low
motivation; and (3) there is an interaction between teaching methods and students’
motivation to teach reading at the fourth semester students of IKIP PGRI Bojonegoro. Based
on the research findings, it can be concluded that Graphic Organizer is an effective
technique to teach reading for the fourth semester students of English Education Department,
IKIP PGRI Bojonegoro, in the academic year 2013/2014. The effectiveness of this technique
is affected by students’ motivation level.