Using Graphic Organizers to Improve Reading Comprehension Skill of a Second Language Learner in English

Abstract

Reading comprehension is pertinent among learners of the English language. Ho weve r, there are instances that reading comprehension is difficult to promote, because the learners are not familiar with the language being used in the text. Therefore, learners’ prior knowledge cannot be activated, or sometimes learners encounter long passages that make them too afraid, or lazy, to read the text. In the present study, the researcher investigated the effectiveness of graphic organizers guided by text structures. The study aimed to find if the graphic organizers really help the ESL learners in terms of identifying the main idea to classify each item, stating the problem and the solution, and citing facts and supporting details to show persuasion and lastly, if the graphic organizers are effective in promoting reading comprehension skill. As a result, the mean of post-test was higher than mean of pre-test which signified that there was an increase of comprehension skill of the ESL learners after they read and constructed a suitable graphic organizer for each pattern: classification, problem-solution, and persuasion. The paired-sample t-test was also applied to find if the hypotheses were accepted or rejected. The result showed that null hypothesis was rejected therefore the alternative hypothesis was accepted. This signified that there is a significant difference in the performance of ESL learners who used graphic organizers to increase reading comprehension skill. As the researcher concluded the results of the study, various research studies supported and proved that upon using graphic organizers the learners increase their comprehension skill.