Employing Graphic Organizers through Team-Pair-Solo Strategy to Improve Reading Comprehension of Eighth Graders at SMPN 9 Kubung

Lina Satriyani, Arwijati Wahjudi Moerdibjon, Johannes Ananto Prayogo


This research was conducted to improve the students’ reading comprehension by employing graphic organizers through Team-Pair-Solo strategy. Classroom Action Research which involved 32 eighth graders was employed in this study. The instruments were reading comprehension test, observation checklists, field notes and questionnaire. The steps done in employing the strategy were: (1) working in group in comprehending the text, (2) discussing the answer, (3) working in pairs,(4) creating their own graphic organizers, (5) swapping their work (6) giving feedback, (7) discussing the feedback (8) revising individually, (9) retelling the text by using their graphic organizers. The findings of this study showed that the strategy improved students’ ability; most of the students (87.5%) were actively involved and enthusiastic in teaching-learning process; and most of them (90%) gave positive perceptions toward the implementation of the strategy. These results indicated that the strategy was effective in improving students’ reading comprehension ability.


Graphic Organizers; Team-Pair-Solo; Reading Comprehension

10.15548/jt.v23i1.173 Abstract view : 848 times PDF : 421 times

Full Text:



Cahyono, B.Y., & Widiati, U. (2006). The Teaching of EFL Reading in the Indonesian Context. TEFLIN Journal, Volume 17, Number1, February 2006. Retrieved on February 1st, 2015 from http://journal.teflin.org/index.php/journal/article/view/58/52

Chang, K. E., Sung, Y. T & Chen I. D. (2002). The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. The Journal of Experimental Education, 71(1): 5-23.

Ellis, E. (1998). Q&A: What’s the Big Deal with Graphic Organizers? Retrieved on February 1st, 2015 from www.GraphicOrganizers.com.

Guri, R. S. (1989). Effects of a Tree Diagram on Students’ Comprehension of Main Ideas in an Expository Text with Multiple Themes. Reading Research Quarterly, 24, 236-247. Retrieved on March 31st, 2015 from http://www.jstor.org/discover/10.2307/747866?sid=21106304329473 &uid=3738224&uid=4&uid=2

Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved November 10th, 2014. from http://aim.cast.org/learn/ historyarchive/backgroundpapers/graphic_organizers#.UvfvV0JdVwo

Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clamente, CA.: Kagan Publishing.

Keene, C. M. (2009). Effects of Graphic Organizers on Reading Achievement. Retrieved on November 10th, 2014 from www.valdosta.edu.

Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research. Journal of Learning Disabilities, 37(2). Retrieved on February 1st, 2015 from http://www.parentcenterhub.org/repository/abstract21/

Kumaravadivelu, B. (2003). Beyond Method: Macrostrategies for Language Teaching. New Haven.: Yale Language Series.

Latief, M. A. (2013). Research Methods on Language Learning.: An Introduction. Malang: UM Press.

Manoli, P. & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research Findings and Issues. Creative Education 2012. Vol.3(3), 348-356. Retrieved on February 1st, 2015 from http://www.SciRP.org/journal/c.

Nunan. D. (2003). Practical English LanguageTeaching. New York.: Mc Graw Hill.

Ogunleye, B.O. (2011). “Team Pair Solo” Cooperative Learning and Personality Type as Determinants of Students’ Achievement and Attitude to Chemistry. An International Multidisciplinary Journal, Ethiopia, Vol. 5 (6), Serial No. 23, November, 2011. Retrieved on February 1st, 2015 from http://dx.doi.org/10.4314/afrrev.v5i6.22

Richard, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching : An Anthology of Current Practices. Cambridge.: Cambridge University.

Sasson, D. (2007). Six Tips for Teaching Lower Level. Retrieved on June 21st, 2009 from http://itesl.journal.org.

Urquhart, A. H., & Weir, C. J. (1998). Reading in a Second Language: Process, Product, and Practice. London.: Longman.

Vekiri, I. (2002). What is the Value of Graphical Displays in Learning? Educational Psychology Review, 14, 261-312. Retrieved on March 31st, 2012 from http://deepblue.lib.umich.edu/bitstream/handle/2027.42/ 44453/10648_ 2004_Article_374334.pdf?sequence=1&isAllowed=y

DOI: https://doi.org/10.15548/jt.v23i1.173


Copyright (c) 2016 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Copyright © Al-Ta'lim Online Journal, Print ISSN 1410-7546 Online ISSN 2355-7893, All rights reserved

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.