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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 03, Oct 2022, pp. 258 - 269 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

How Graphic Organizer Model Effects on Learners Writing Ability 

Friendis Syani Amrulloh1, Anni Rufa’idah 2 

Uniersitas Kiai Abdullah Faqih Gresik1, MTs Mambaus Sholihin, Gresik2 

friendissyani@gmail.com1, annurufaidah@gmail.com2 

ABSTRACT 

This research aims to The Effectiveness of the Graphic Organizer Method in Teaching Descriptive Writing at 

First Grade in Mts. Mambaus Sholihin. The graphic Organizer method is used to teach the students how to 

use Descriptive writing skills effectively. The research method was a Pre-Experimental design conducted in 

one group pre-test and post-test. To analyze the data, the researcher used paired sample t-tests to determine 

whether there was a significant effect before and after treatment in the Experimental class. The Implication of 

this research is the Graphic Organizer Method's effectiveness in the students' descriptive writing. The result 

shows that the experimental group scores significantly differed before or after being taught the Graphic 

organizer method. Based on the results of the pre-test and post-test with the comparison of the magnitude of t 

that we get in the manual counting (t0) = 12,59 and the magnitude of t listed in the table of values (t.ts.5% = 

2.03), we can know that t0 is more significant than tt .2.03 > 12,59. So it can be concluded that the hypothesis is 

accepted or Ha is accepted, while Ho is rejected. Thus, it can be said that the results of teaching descriptive 

writing by using the Graphic organizer method achieved a better score. Finally, using the graphic organizer 

method is effective in the learning process because the graphic organizer method is one way of teaching 

students descriptive writing. 

Keywords: Graphic Organizer, Descriptive Writing, Learning Ability 

 

I. INTRODUCTION 
Descriptive writing is a functional text 

that is difficult for students to learn. 

Descriptive text is the text that describes the 

characteristics of someone, something, or a 

particular place (Maulidah & Aziz, 2020). 

Description recreates a sense impression by 

translating into words the feel, sound, taste, 

smell, and look of things. Emotion may also 

be described as feelings such as happiness, 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566


259 
 

fear, loneliness, gloom, and joy. The 

description helps the reader, through his or 

her imagination, to visualize a scene or a 

person or to understand a sensation or an 

emotion (Burks & Wishon, 2016). 

Descriptive writing is a text to describe 

something, someone, or a place. The 

descriptive text has two main parts: 

identification and description. The structure 

of a text is called the generic structure. 

Descriptive text is like describing the white 

house, animals, fruits, etc. The students’ in 

writing descriptive text needs an 

appropriate strategy, technique, and method 

to help their problem in teaching descriptive 

writing (Maulidah & Aziz, 2020). The 

graphic organizer method is one method that 

can help students with difficulties in writing 

descriptive text. Graphic organizer methods 

are pictorial ways of constructing knowledge 

and organizing information. When 

incorporated into the lesson, these methods 

allow students to participate actively and 

contribute to their learning process. It can 

help the student’s capacity for active 

learning. Additionally, the use of graphic 

organizers improves learning in the 

classroom. Though very simple to the eye, 

graphic organizers are potent tools, highly 

instrumental in altering and improving the 

teaching and learning process in the 

classroom.  

Graphic organizing is effective for 

teaching and learning, and the effectiveness 

of graphics organizers for gifted children and 

students with special needs. It can help 

students facilitate what they learn and 

memorize words. This strategy has various 

concepts that can help students and teachers 

in learning words. In addition, they can 

develop and categorize words in several 

aspects, depending on the topics and 

learning objectives (Safitri, 2017). 

Graphic organizers, also named visual 

maps, enable the use of skill areas of the brain 

entirely, help overcome the information load 

and allow the information and resources to 

be collected in one place. Besides, they 

increase creativity providing flexibility in 

thinking and helping the individuals 

perceive the information entirely. Moreover, 

they clarify thoughts utilizing relationships 

and organization and help individuals solve 

problems.  

Graphic organizers provide a framework 

for students to connect existing knowledge 

to new information. It means that a Graphic 

organizer is a beautiful method to get 

students actively involved in their learning. 

Because graphic organizers include both 



260 
 

words and visual images, they are effective 

with many learners. Thus, it will make 

learners more active because they are a 

learner’s center. Media Graphic organizer is 

one of the most influential media in English 

learning. Teaching and learning many 

strategies can effectively improve the quality 

of student learning.  

II. LITERATURE REVIEW 

A. Definition of Writing 

Writing is both a physical and mental 

activity (Aziz et al., 2022). At the most basic 

level, writing is the physical act of 

committing words or ideas to some media. 

On the other hand, writing is the mental 

work of inventing ideas, thinking about how 

to express them and organizing them into 

statements and paragraphs that will be clear 

to the reader.  

The process of approaching writing is 

writing activities that move students from 

creating ideas and changing data to the 

finished publication. The process approach is 

learner-centered on the learners' needs, 

expectations, goals, learning styles, skills, 

and knowledge (Durga & Rao, 2018). 

Writing is the ability to express one side s in 

written form in a second or foreign language 

(Aziz et al., 2022). It means that writing is an 

activity to express our ideas in written form.  

Describes writing as a skill that draws 

on the use of strategies to accomplish various 

goals. Students are generally required to 

express their learning in writing and based 

on their written responses. Moreover, state 

writing is a complex activity that involves 

many skills, including deciding what to 

write, deciding the best way to arrange the 

word, and determining how to put the ideas 

into the paper as a writing product that is 

understandable to read by the readers. And 

there is no need to rush in the process of 

writing.  

Descriptive Text is a part of factual 

genres. Its social function describes a 

particular person, place, or thing (Wardiman 

et al., 2008). Description in writing is 

creating visual images and sensory 

impressions through words. More often, 

description is a part of another piece of 

writing and is used to inform an audience 

about how something or someone looked or 

to persuade an audience to see something 

from the writer’s point of view (Woodson, 

1982). 

Description recreates a sense impression 

by translating into words the feel, sound, 

taste, smell, and look of things. Emotion may 

be described, too, as feelings such as 

happiness, fear, loneliness, gloom, and joy.  



261 
 

The description helps the reader, 

through his or her imagination, to visualize a 

scene or a person or to understand a 

sensation or an emotion (Burks & Wishon, 

2016).  

Description or Descriptive 

etymologically is derived from the word 

describe. Describe means to draw, illustrate 

or picture an object, place, or person to have 

a visual appearance of the object described 

(Dirgeyasa, 2017). 

Traditionally, descriptions are divided 

into two categories: objectives and 

subjective. In objective, you record detail 

without making any personal evaluation and 

reaction. In the subjective description, you 

are free to interpret the details for your 

reader; your reaction and description can be 

emotional and value-loaded. Objective and 

subjective descriptions can serve various 

purposes. Still, it is important to clarify that 

purpose to your reader in every case (Miller, 

2001). 

Descriptive text has a function to 

describe something in detail to enable the 

readers to see, hear, feel and touch it directly 

and involve themselves in the event. The 

context of this kind of text is the description 

of a particular thing, animal, person, or 

others, for instance: our pets or a person we 

know well. An excellent descriptive text 

includes many vivid sensory details that 

paint a picture and appeal to the reader’s 

senses of sight, hearing, touch, smell, and 

taste when appropriate. Descriptive text may 

also paint a picture of the feeling the person, 

place, or thing invokes in the writer (Susanti, 

2017). 

B. The Definition of Graphic Organizer  

Graphic organizer is a visual display that 

demonstrates relationships between facts, 

concepts or ideas. A graphic organizer guides 

the learner‘s thinking as they fill in and build 

upon a visual map or diagram.  

Graphic organizers are visual 

representations of knowledge that structure 

information by arranging essential aspects of 

a concept or topic into patterns using labels. 

Their primary function is to help present 

information concisely, highlighting the 

organization and relationships of concepts. 

States that graphic organizers can be 

adapted for use with elementary through 

secondary level students and its appropriate 

for all content areas.  

A teacher must be able to make teaching 

materials to provide students with tools to 

help students on the path to higher 

achievement in their descriptive writing 

skills. Development of teaching materials to 

create a learning atmosphere for 



262 
 

students.Graphic organizers that target 

elements of critical and creative thinking 

help develop students in their ability to 

understand a text's meaning.  

The advantages of developing graphic 

organizer method teaching materials for 

students are that they can organize 

information in a good way, can quickly 

summarize information, focus on 

relationships between information, express 

their opinions quickly, and be able to make 

an overview of the main topics (Kurniaman 

& Zufriady, 2019). 

C. Teaching Descriptive Text in Junior 
High School  

Descriptive writing should be mastered 

by students in first grade because it is a 

requirement to achieve the standard of 

competence in the curriculum of Junior High 

School. Based on that curriculum, descriptive 

text is one kind of text that first-grade 

students in Junior high school should master.  

One of the purposes of writing a 

descriptive paragraph is to describe things or 

persons. In describing a thing or a person, the 

students should know the object of 

description and be able to identify its 

features distinctively. Thus, the paragraph 

which consists of adjectives or adverbs.  

In teaching-learning activities, the 

teacher needs a method to assist his/her in 

delivering the information and knowledge to 

students. Mentions that method can help the 

learning process be simpler and perfect. One 

order to describe a picture as an object of 

writing is defined as a descriptive paragraph 

(Linarti et al., 2015). An example of a method 

is that a graphic organizer can be a valuable 

resource for teaching writing. In line with 

this idea, teachers might choose some 

graphics in the classroom. By providing a 

Graphic organizer, which includes the 

surroundings and familiar scenery, students 

can be helped in developing their writing.  

Teaching with the Graphic Organizer 

method is a natural way to work towards 

meeting various curriculum standards at the 

state. It means that Graphic Organizer, 

which was taken from the surrounding 

environment can be helpful for teachers to 

achieve the goal of teaching in the 

curriculum. Learning from contextual 

examples is easier to do.  

D. Technique on Teaching Descriptive 
Text  

To teach the writing of descriptive text, 

the teacher should have variant methods so 

that the students can understand how to 

write descriptive text well. Here the example 

of teaching methods that are rarely used by 



263 
 

teachers to teach writing descriptive text 

likes Graphic Organizer method, grammar 

translation methods, task-based language 

teaching, communicative language teaching, 

situational language teaching, audiolingual 

method, cognitive code learning, content-

based instruction, and so on. Many 

approaches are used to involve students in 

the teaching and learning process.  

The graphic Organizer method may also 

attract the students' attention toward the 

achievement of writing skills and increase 

their motivation by actively being involved in 

learning. In addition, using appropriate 

methods in teaching writing can solve the 

problems in writing class. 

III. METHOD 
The approach in this study uses a 

quantitative approach. As for this type of 

research using pre-experimental research. It 

is called pre-experimental design; 

independent variables still influence the 

formation of the dependent variable 

(Sugiyono, 2018). Because it can guide every 

step done in research so that it is more logical 

and systematic. That's how we understand 

the data, measure it and then analyze it.  

There are several forms of pre-

experimental design, namely one group pre-

test and post-test, that the researcher will 

take. With this treatment, results can be 

known more accurately because they can 

compare with the situation before being 

given treatment.  

A. Data Collection  

Data on students’ writing skills can be 

collected from writing teachers’ documents 

on students’ writing skills or by conducting 

writing assessments for the students. 

Professional writing teachers conduct formal 

writing evaluations. Therefore, writing 

teachers can provide research data on 

students’ writing skills. The function pretest 

is given to students at the beginning of a 

course to determine their initial 

understanding of the measures stated in the 

learning objectives.. 

IV. FINDING  

DESCRIPTION DATA  

Based on the data obtained by 

researchers that will be presented according 

to the time of research using a standardized 

test method of advanced 1st-grade students 

who use pre-test and post-test). Analyzing 

the data can address problems that 

previously led to researchers formulating 

problems.  

This research is a type of pre-

experimental design with a design of one 

group pre-test and post-test. The research is 

based on MTS mambaus sholihin suci 



264 
 

manyar gresik. In this study, the subject of 

the study was the 1st grade of 38 students.  

In this study, the data being used is 

quantitative. Data retrieval is done by a test 

method. The method of testing used to know 

the increased descriptive skill of the 1st-

grade students’ is by giving pre-test and 

post-test. In this regard, the cognitive test 

used is a descriptive problem that inspired 

students to write descriptions. The problem 

was before the application of the graphic 

organizer. This pre-test data is given to the 

student before the application of learning, 

and post-test data is given after the learning 

of 38 students.   

The following are the results of the pre-

test and post-test Descriptive writing of 1st 

students at MTs. Mambaus sholihin.  

1. The result of the Pre-test  

The researcher had given a writing test 

before doing treatment to measure the 

effectiveness of the Graphic Organizer 

method in teaching Descriptive writing.  

From the data analysis above, the 

researcher found a difference in average 

scores between the pre-test and post-test. 

From the table, the researcher explains the 

result of the test to achieve a better score for 

students before treatment and after 

treatment by using the Graphic organizer 

method in teaching descriptive writing in 1st 

grade at MTs. Mambaus Sholihin Suci 

Manyar Gresik.  

Table 1: Classification of Pre-Test and Post-Test  

  
No Score  ∑d  ∑d2  

Pre-Test Post-Test  (X-Y)  (X-Y)2  

1  50  70  -20  400  

2  62  72  -10  100  

3  45  75  -30  900  

4  64  74  -10  100  

5  55  60  -5  25  

6  60  82  -22  484  

7  44  70  -26  676  

8  66  78  -12  144  

9  50  72  -22  484  

10  66  73  -7  49  

11  54  75  -21  441  

12  42  70  -28  784  

13  54  80  -26  676  

14  60  70  -10  100  

15  48  57  -9  81  

16  60  78  -18  324  

17  50  70  -20  400  

18  64  72  -8  64  

19  66  90  -24  576  

20  52  65  -13  169  

21  62  88  -26  676  

22  58  68  -10  100  

23  52  80  -28  784  



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24  64  72  -8  64  

25  58  78  -20  400  

26  55  75  -20  400  

27  62  70  -8  64  

28  78  92  -14  196  

29  58  65  -7  49  

30  64  72  -8  64  

31  72  90  -18  324  

32  60  70  -10  100  

33  58  80  -22  484  

34  65  70  -5  25  

35  54  60  -6  36  

36  62  80  -18  324  

37  60  70  -10  100  

38  66  75  -9  81  

N=
38  2220  2808  

∑d= -
588  

∑d2= 
112482  

  
2. Analysis of Prerequisites Testing 

Normality  

As has been found in data normal testing 

measures, the variable data of pre-test and 

post-test value are grouped into the helpful 

chart as follows:  

Pre-Test  

Table 2: Pre-test Analysis of prerequisites  

  
Interval  Fo  Fh  Fo - 

Fh  
Fo - 
Fh2  

Fo - 
Fh2 Fh  

40 - 46  3  1,02  1,98  3,92  3,84  

47 – 53  5  5,06  -0,06  0,003  0,0007  

4 – 60  15  12,9  2,1  4,41  0,34  

61 – 67  13  12,9  0,1  0,01  0,0007  

68 – 74  1  5,06  -4,06  16,4  3,25  

75 - 81  1  1,02  -0,02  0,0004  0,0003  

Result  38  37,96  0,04  24,74  7,43  

  

Score Fh = 2,7% × 38 = 1,02; 13,34% × 38 = 5,06; 33,96% 
× 38 = 12,9; 

33,96% × 38 = 12,9; 13,34% × 38 = 5,06; 2,7% × 38 = 1,02.  

  

Based on the calculations, the Chi-

Square value was found in the table, with dk 

(degrees of freedom) 6 – 1 = 5. If dk is 5 and 

the error rate is 5%, then the Chi-squared 

value of the table = 11,070. Because the 

calculated Chi-squared value is smaller than 

the table Chi-square value (7.43˂ 11.070), the 

distribution of the student's Pre-Test score 

(X1) is normal.  

Post-Test 

Table 3: Post-test Analysis of prerequisites  

  
Interval  Fo  Fh  Fo – Fh  Fo – Fh2  Fo – 

Fh 
Fh  

50 – 57  1  1,02  -0,02  0,0004  
0,000

3  

58 – 65  4  5,06  -1,06  1,12  0,22  

66 – 73  16  12,9  3,1  9,61  0,74  

74 – 81  12  12,9  -0,9  0,81  0,06  



266 
 

82 – 89  2  5,06  -3,06  9,36  1,85  

90 – 97  3  1,02  1,98  3,92  3,84  

Result  38  37,96  0,04  24,82  6,71  

  

Score Fh = 2,7% × 38 = 1,02; 13,34% × 38 = 5,06; 33,96% 

× 38 = 12,9;  

33,96% × 38 = 12,9; 13,34% × 38 = 5,06; 2,7% × 
38 = 1,02.  
  

Based on the calculations, the Chi-

Square value was found in the table, with dk 

(degrees of freedom) 6 – 1 = 5. If dk is 5 and 

the error rate is 5%, then the Chi-squared 

value of the table = 11,070. Because the 

calculated Chi-squared value is smaller than 

the table Chi-square value (6,71 ˂ 11.070), the 

distribution of the student's Post-Test score 

(X1) is normal.  

Hypothesis Testing   

The researcher explains the hypothesis 

as follows: 

a. It explains "the effectiveness of Graphic 

Organizer Method on teaching Descriptive 

writing” 

b. For the advanced t-test hypothesis as stated 

above, the researcher used paired sample t-

test statistical analysis. 

 

 

  

c. With a df of 37 in the t-value table at the 5% 

significance level, it turns out that with a df of 

37, the critical price t (tt) at t-ta 5% 

significance is 2.03. With the comparison of 

the magnitude of t that we get in the 

calculation (t0) = 12.59 and the magnitude of t 

listed in the table of values (t.ts.5% = 2.03), we 

can know that t0 is greater than tt.2.03 > 12.59.  

So the proposed null hypothesis is 

rejected. Based on the test value, it can be 

said that the graphic organizer method 

shows real effectiveness, which means that 

the alternative hypothesis is accepted.. 

V. DISCUSSION  

Based on the research results, the 

researcher describes the research results in 

the previous chapter to answer the research 

objectives that were determined at the 

beginning. The explanation is as follows:  

It is finished for researchers. Researchers 

use tests to measure the effect of the Graphic 

organizer method on teaching Descriptive 

writing. This study aimed to determine 

whether there was a significant influence on 

the learning outcomes of 1st-grade students 

in writing descriptive text. The results 

showed a significant effect of the group being 

taught using the Graphic Organizer Method. 

This can be seen from the group's pretest and 

posttest results. The experimental class 

learns English subjects twice a week.   



267 
 

Then the results of this study also 

showed significant differences between the 

experimental class before and after being 

taught with the Graphic Organizer Method. 

These results indicate that students are more 

interested in writing and sharing their ideas 

using the Graphic Organizers Method. The 

students were motivated to write descriptive 

text after using the Graphic Organizer 

Method. This finding shows that Graphic 

Organizer helps students to focus on key 

concepts and related ideas. Therefore, by 

implementing a Graphic Organizer method 

that can help teachers to effectively 

Descriptive writing skills and critical 

thinking in teaching writing, Teachers can 

improve the 50 students’ descriptive writing 

skills. The result is a significant effect of the 

Graphic Organizer method on teaching 

descriptive writing to students.   

That can be known based on the results 

of the pre-test and post-test. With the 

comparison of the magnitude of t that we get 

in the manual counting (t0) = 12,59 and the 

magnitude of t listed in the table of values 

(t.ts.5% = 2.03), we can know that t0 is more 

significant than tt .2.03 > 12,59. So it can be 

concluded that the hypothesis is accepted or 

Ha is accepted, while Ho is rejected. Thus, it 

can be said that the results of teaching 

descriptive writing by using the Graphic 

organizer method in MTs. Mambaus 

Sholihin achieved a better score in 1st grade 

of MTs. Mambaus Sholihin Suci Manyar 

Gresik.  

This can be seen from the development 

of research. Research from Yulia Udin Safitri. 

”The Effectiveness Of Graphic Organizers In 

Teaching Vocabulary At The Second Grade 

Students Of Smp Negeri 1 Tellu Siattinge”. If 

this method can effectively teach vocabulary 

to second-grade students of Junior High 

School. And then research from Siti Hajar 

Basyaruddin.“ The Implementation Of 

Graphic Organizers To Help Students 

Generate Ideas In Speaking.” This research 

measures the effect of the implementation of 

Graphic Organizers on helping EFL learners 

to generate ideas in speaking. The result 

indicates that the student’s achievement in 

generating ideas in speaking is improved.   

Different from the researcher if the 

researcher used the Graphic Organizer 

method in teaching descriptive writing. The 

data showed that the students' descriptive 

writing skills increased. We can know the 

usefulness of activities that can be done 51 if 

they can be learned because this method is 

straightforward to help students write 

descriptive sentences with exciting ideas.  



268 
 

The results showed that the 

experimental group scores significantly 

differed before or after being taught the 

Graphic organizer method. It can be 

concluded that the pre-test and post-test 

scores increased. This can be seen from the 

materials, scores, and activities used in 1st 

grade in MTs. Mambaus Sholihin supports 

students' interest in learning more about 

descriptive writing  

Finally, the use of the graphic organizer 

method is effective as a method in the 

learning process because the graphic 

organizer method is one way of teaching 

students descriptive writing skills. It serves 

to develop students' writing skills. This 

method not only aims to see how capable 

students are in writing by having to make 

graphs and then complete with vocabulary 

but also makes it easier to develop some 

vocabulary that they have never known 

before 

VI. CONCLUSION 

Based on the research results and 

discussion described in the previous chapter, 

the researcher can conclude several things: 

Graphic Organizer was a method that could 

help students teach descriptive writing. This 

can be seen from the development of 

research. The data showed that the students' 

descriptive writing skills increased. We can 

know the usefulness of activities that can be 

done if they can be learned because this 

method can quickly help students write 

descriptive sentences with exciting ideas. 

The results showed that the experimental 

group scores significantly differed before or 

after being taught the Graphic organizer 

method. It can be concluded that the pre-test 

and post-test scores increased. This can be 

seen from the materials, scores, and activities 

used in 1st grade in MTs. Mambaus Sholihin 

supports students' interest in learning more 

about descriptive writing. Finally, using the 

graphic organizer method is effective in the 

learning process because the graphic 

organizer method is one way of teaching 

students descriptive writing skills. It serves 

to develop students' writing skills. This 

method not only aims to see how capable 

students are in writing by having to make 

graphs and then complete with vocabulary 

but also makes it easier to develop some 

vocabulary that they have never known 

before. 

VII. REFERENCES 

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S. (2022). Using Metacognitive 

Writing Strategies to Improve 

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Burks, J. M., & Wishon, G. E. (2016). Let’s 

Write English. 

Dirgeyasa, I. W. (2017). College Academic 

Writing A genre-based perspective. 

Prenada Media. 

Durga, V., & Rao, C. S. (2018). Developing 

students’ writing skills in English-A 

process approach. Journal for 

Research Scholars and Professionals 

of English Language Teaching, 6(2), 

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Kurniaman, O., & Zufriady, Z. (2019). The 

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graphic organizers in reading in 

elementary school students. Journal 

of Educational Sciences, 3(1), 48–62. 

Linarti, H., Wijaya, B., & Suhartono, L. 

(2015). Teaching Descriptive Text 

Writing Through Photograph As A 

Media And Guided Question As A 

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Pembelajaran Khatulistiwa (JPPK), 

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Maulidah, U. N., & Aziz, I. N. (2020). The 

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EDUCATIO: Journal of Education, 

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Miller, G. (2001). The Prentice Hall Reader. 

Prentice Hall. 

Safitri, Y. U. (2017). The Effectiveness of 

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methods. Bandung:(ALFABETA, 

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Susanti, I. (2017). Improving student’s ability 

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Wardiman, A., Jahur, M. B., & Djusma, M. 

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