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Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528
Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

©All rights reserved
Printed in Indonesia
Reading Comprehension Skill Using Graphic Organizer for

Elementary School Students
Otang Kurniaman1*, Zufriady1, Eva Astuti Mulyani1, Nugraheti Simulyasih SB²

1
Primary School Teacher Education Study Program, Universitas Riau, Indonesia
²Primary School Teacher Education Study Program, Universitas Negeri Semarang, Indonesia
*otang.kurniaman@lecturer.unri.ac.id
Abstract
Reading comprehension is a substantial skill in elementary school. If children

have the skill to read, facing other lesson would be easy. This study employs a
quantitative descriptive method that aims at explaining numbers in words. The
result showed that the average of students' reading skill after being exposed to
graphic organizer-based reading comprehension teaching materials in
determining the basic thoughts was of 63.75, and students' skill in explaining
information was 71.04. At this stage, their skill was considered good enough, so
that an improvement to design teaching materials and trainings should be
facilitated for the teachers.
Keywords: Reading Comprehension, Graphic Organizer
1. INTRODUCTION will lead to learning difficulties.

Reading and writing are among Therefore, the learning of reading and
the most important skills for children in writing skills in elementary schools
elementary school. These skills are must be accordance in order to
developped after the children begin facilitate the students. Moreover,
formal education. Reading plays an reading comprehension is a skill that
essential role in understanding a text must be understood by elementary
given by the teacher, not only limited to school students as a measure of
the text in Indonesian language but reading mastery. Hence, the teachers
also for other subjects in general. are expected to be able to provide
According to Kurniaman (2016), the appropriate learning for classroom
skill to read and write at the elementary activity (Kurniaman, 2018).
school level is part of language skills. The use of teaching materials in
Language is a means to acquire elementary schools has not been done
knowledge and as part of culture, and by teachers due to the high cost,
also a means of communication. inability to layout the teaching material
Language barrier is the boundary to the and lack of mastery in developing
world. appropriate learning model. Thus,
Reading lesson in elementary developing teaching materials was
school is crucial to support the future considered challenging by the teachers.
learning process, since inability to read This study was the implementation of
Otang Kurniaman, Reading Comprehension Skill Using Graphic Organizer for Elementary School Students
Page | 75
learning reading comprehension by in reading the main topic of the story,

using graphics organizer-based in order to get a clear picture of the
teaching materials. Graphic organizer is students’ skill.
a visual communication tool that uses Furthermore, the data was
visual symbols to express ideas and analyzed by determining the category
concepts and to convey meaning. In its of reading skill with the help of the
development, the symbols of texts from formula .
folklore were made visual to improve
children’s understanding. After the values were obtained, the
The advantages of developing values were referring to the category
graphic organizer media-based teaching below.
materials are that the students could
organize information in a good way, Table 1. Reading Comprehension
summarize information easily, focus on Category
Qualitative Quantitative
the relationship between information, No
Form Form
express their opinions easily, and make
1. Very good >84
an overview of the main topics 2. Good 80-84
(Hartman, 2002). 3. Good enough 75-79
4. Not good <75
2. METHOD
This research employs 3. RESULT AND DISCUSSION
descriptive quantitative method, which Graphic organizer is a visual
aims at explaining and summarizing communication tool that uses visual
various conditions, situations, or symbols to express ideas and concepts
variables that arise in the community and convey meaning. It is a learning
that becomes the object of the research medium that coordinates ideas and
based on what happened (Bungin, concepts into visual form, which is
2006). This method was employed to made of lines, arrows, and circles that
describe the reading comprehension show the relationship between main
skill by using numbers and giving ideas. This study elaborated the use of
explanation to fourth grade students of graphic organizer teaching material in
elementary school using graphic reading the main topic of a story
organizer material. lesson.
The research was conducted at According to students, reading is
Sekolah Dasar Negeri 38 Pekanbaru, a tedious skill due to the fact that it
involving 24 students with varying requires concentration and the
abilities. The data were collected using emerging understanding in
test techniques contained in the tasks metacognitive that appears naturally in
that must be done by students, which the student schemata by reading. To
required students to find out the main increase reading comprehension,
topic of the story. The data on reading students must know the meaning of a
comprehension skill were analyzed in story or text that appears so as to add
order to investigate students' weakness memory in the students’ schemata. As
Page | 76
seen in Task 1 on this teaching Furthermore, in the next task (Task 2),
materials, students were given the task students began to analyze the main
to figure out the meaning of words that topic of the story, as seen in Figure 02
are assumed unknown to them. below.
Reading skill is classified as
active-receptive skill. Its activities can Figure 02. Figuring the Main Topic
be developed independently, apart from
listening and speaking skills (Mulyati,
2015). Therefore, children’s skill in
reading will vary, depending on self-
development and the cognitive skill in
translating symbols into the sound of
language.
Figure 01. The Meaning of Words
Task 2 was done after reading a

story first. Then, students searched for
the main topic of each paragraph. The
main topic was the core discussion in
each paragraph by understanding the
main sentence in the paragraph. The
graphic organizer was house-shaped
and showed the discussed theme.
The analysis of students’ reading
comprehension skill in Task 2 is
presented in Table 02. Their weakness
The teaching material in Task 1 in reading comprehension lied on in
used graphic organizer in the form of finding the main topic and supporting
an arrow in the middle to show words sentences, hence they found it difficult
that were not known, in which their to search the main topic.
meanings should be found in the
Indonesian dictionary. The meaning
column were home-shaped and their
content focused on the "Greenhouse
Effect" theme, so that the learning
would still focus on the concept
discussed. This reading activities was
intended to increase their vocabulary.
Page | 77
Table 2. Students’ Skill in Finding Figure 03. Explaining Text

the Main Topic
Qualitative
No Students’ Skill
Form
1. Very good 5 (20.83%)
2. Good 4 (16.67%)
3. Good enough 3 (12.5%)
4. Not good 12 (50%)
Average 63.75
Table 02 presents an overview of

students' skill in determining the main
topic. There where five students
categorized in the ‘very good’ category
(20.83%), four students categorized in
‘good’ category (16.67%), three
students were categorized in ‘good
enough’ category (12.5%_, and 12
students were categorized in ‘not good’
category (50%). The results obtained The highest level of reading
showed that the students’ reading skill comprehension task was assigning
was poor since the percentage obtained students to explain the story they have
was 50% with an average of 63.75. read. The result showed that the
According to Rahim (2009), in students only repeated the existing
reading comprehension, one must be words in the text, and did not answer
able to analyze, synthesize and as expected by the instruction in Task
evaluate the content of reading. By 3. In Figure 03, students did well in
possessing this habit, students will be explaining previously read text on
more creative and critical of things they ‘Greenhouse Effect’. Their reading
are reading. The theory shows that comprehension skill in explaining
reading skill includes strategic and information is presented in the
interactive aspects of process in order following in Table 03.
to know and get the idea intended by
the author. In addition, trainings are Table 03. Students’ Skill in
needed in order to increase reading Explaining Information
speed. No Qualitative Students’
Task 3 required students to Form Skill
explain information obtained from the 1. Very good 1 (4.2%)
text. This activity focuses on the 2. Good 7 (29.2%)
information in the text instead of 3. Good enough 8 (33.3%)
copying words from the text. 4. Not good 8 (33.3%)
Average 71.04
Page | 78
Students’ skill in explaining the grade 4 students should practice

previously read information is writing more to make their writing
presented in Table 03. The result legible. Therefore, the teachers are
showed that students’ skill were expected to provide more
categorized into ‘very good’ category reinforcement and guidance in the
(4.2%), ‘good’ (29.2%), ‘good enough’ process of reading comprehension,
(33.3%), and ‘not good’ (33.3%). The since reading activity is considered
average obtained in this skill was 71.04. tedious and requires a great
Their weakness in explaining concentration.
information was due to the fact that
students mostly rewrote the words
from the text and their handwriting was REFERENCES
difficult to read, so the information Bungin, Burhan. 2006. Metodologi
conveyed was hampered. Sentence has Penelitian
Kuantitatif. Jakarta:
a vital role in language studies. It is Kencana.
considered vital since teachers could Hartman, H.T., D.E. Kester, F.T. Davies
convey a complete and clear intention and R.L. Geneve. 2002. Plant
through sentences (Kurniaman, et al., Propagation Principles and
2017). Practiese, 6th ed. New Delhi:
Prentice Hall of Insia Private
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4. CONCLUSION AND Kurniaman, Otang dan Eddy Noviana.
RECOMENDATION 2016. Metode Membaca SAS
Seen from several aspects, the (Struktural Analitik Sintetik) dalam
use of graphic organizer-based teaching Meningkatkan Keterampilan
material has not been found effective., Membaca Permulaan di Kelas I
The results showed that the average of SDN 79 Pekanbaru. Jurnal Primary
students’ skill in finding the main topic Vol: 5 No: 2. 149-157. Pekanbaru:
from the text 63.75%. Meanwhile, the Labotarium Pendidikan Guru
average of students’ skill in explaining Sekolah dasar Jurusan Ilmu
information was 71.04. The problem in Pendidikan Fakultas Keguruan dan
students’ skill was not merely in the Ilmu Pendidikan Universitas Riau.
materials, but it can also be teachers’ Kurniaman, Otang. dkk. 2017. Buku
skill to use graphic organizer-based Ajar Kebahasaan untuk Mahasiswa
teaching material in classroom learning Pendidikan Guru Sekolah Dasar.
activities. It showed that and students Pekanbaru: UR Press.
had problems on words in graphic Kurniaman, O., Yuliani, T. & Mansur.
organizer. Hence, the display in the (2018). Investigating Think Talk
teaching material has to be improved. Write (TTW) Learning Model to
This study recommends teachers Enhance Primary Students’ Writing
to get used to making teaching Skill. Journal of Teaching and
materials for classroom learning activity Learning in Elementary Education,
as a milestone for the topic to be 1(1), 52-59.
delivered. It has to be reconsidered and
Page | 79
Mulyati, Yeti dan Isah Cahyani. 2015. Rahim, Farida. 2009. Pengajaran
Keterampilan Berbahasa Indonesia Membaca di Sekolah dasar.
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Page | 80

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Journal of Teaching and Learning in Elementary Education (JTLEE) ISSN (Print) : 2615-4528

Vol. 1 No. 2 August 2018 ISSN (Online) : 2622-3023

Reading Comprehension Skill Using Graphic Organizer for

Otang Kurniaman1*, Zufriady1, Eva Astuti Mulyani1, Nugraheti Simulyasih SB²

Reading comprehension is a substantial skill in elementary school. If children

Keywords: Reading Comprehension, Graphic Organizer

1. INTRODUCTION will lead to learning difficulties.

learning reading comprehension by in reading the main topic of the story,

Figure 01. The Meaning of Words

Task 2 was done after reading a

Table 2. Students’ Skill in Finding Figure 03. Explaining Text

Table 02 presents an overview of

Students’ skill in explaining the grade 4 students should practice

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