GRAPHIC

ORGANIZER
BY ROBERTO NITANEL FAFO
 TABLE OF CONTENTS

COVER

TABLE OF CONTENTS

I. INTRODUCTION

A. Short Description
B. Learning Guidance
C. The Aim
II. LEARNING MATERIAL
A. Leading Section
B. Material
1. Definition of graphic organizer
2. Generic Structure of graphic organizer
3. Social Function of graphic organizer
4. Language Feature of graphic organizer
5. Types of graphic organizer
6. Task
III. REFERENCES
 I

INTRODUCTION

A. Short Description
English is the most used and spoken language around the world. English is the language
used in business, science, and technology. Learning English will increase your chances to get a
job, participate in discussions, and improve your networking skills. English helps you increase
your educational opportunities.
This module provides material about English For Public Information. This module will also
explore about comprehension and ability of short functional texts. You will learn about Graphic
Organizer and its parts, such as the definition, the generic structures, the social functions, the
language features, and the types.
At the end of this module, there is a task as an instrument to measure how you understand
about the material that has learned before.

B. Learning Guidance
In order to understand the material about Graphic Organizer, the students can follow the
below:
• You can study this module independently or in groups, both at school and outside of school.
• Study this module by reading and observing the examples has been provided.
• You can also learn by way of discussion with your friends.
• Do the task.
• Find other references, such as books, internets, and others.

C. The Aim
After studying this module, the students are able to:
• Make relationship between various concepts that have been learned.
• Understand about Graphic Organizer and its parts (the generic structures, the social
functions, the language features, and the examples)
• Create their own Graphic Organizer.
 II

LEARNING MATERIAL

A. Leading Section
Before going through you must look the pictures and ask the questions below!

Picture 2.1

Picture 2.2
Questions:
1. What are those pictures above?
2. What is the use of those Pictures?
3. Why the Corona Virus get Increased?

B. Material
1. Definition of Graphic Organizer
Graphic Organizer is a tool to organize information. It is used in the writing process to
organize information collected in the brainstorm. A graphic organizer helps a person
working on a project to stay organized during challenging tasks.

2. Generic Sructure Of Graphic Organizer

The followings are the generic structure of graphic organizers. Those are:
a. Titles, headings, and/or labels
The title of a graphic organizer indicates the data or information which is going to
be presented.
b. Specific locations for information
Information in a graphic organizer is presented in the form of pictures, symbols or
words specifically so that the readers will easily understand the content of an issue
or topic.
c. Short descriptions (bullets or limited sentences)
The description of visual presentations is often limited to minimize the long
wordily explanation which will distract the readers.

3. Social Function Of Garphic Organizer

The followings are some social functions for using graphic organizers:

a. Tools for critical and creative thinking.

Graphic organizers assist learners concentrate on what’s significant because they
highlight key concepts and vocabulary, and their interactions. Thus, they offer the
tools for critical and creative thinking.
b. Tools for organizing information.
Graphic organizers are network-like visual representations that enable learners to
add or alter their background knowledge be seeing the links and contradictions
between existing knowledge and fresh information.
c. Tools for understanding information and relationships.
Graphic organizers serve as mental instruments for helping learners comprehend
and maintain significant information and relationships.
 d. Tools for depicting knowledge and understanding.
Graphic organizers provide an optional way to depict knowledge and
comprehension, so it is especially useful for learners who find it difficult to express
relationships in written language between certain components.
e. Tools for self-learning
Learners who use graphic organizers are able to develop autonomous learning
like note taking, planning, presentation, etc. In other words, graphic organizers are
beneficial to learners’ learning inside and beyond classrooms.

4. Language Features
One of the goals of using graphic organizers is to make learners focus on the
connections between information, language barriers such as words and grammars are
removed. The organizers provide the learner with a different way of seeing and thinking
about information. Therefore, the key features of graphic organizers do not deal with
lexico-grammatical matters. Instead, they are developed in the following ways.
a. Complex information is conveyed in a simple-to-understand manner through a
visual display. In other words, a large amount of information can be converted into
easy-to-read display. In short, they show instead of tell how information is
structured. It facilitates students’ understanding in an easier way.
b. Analytical, critical, planning, and creative thinking skills are concerned. By using
graphic organizers, the learner has to identify the relationships between items, see
the meaning, prioritize the information, and decide the items should be placed. It
leads to form their learning strategy better.
c. The organizers are made to be easily edited, revised, and added.
d. Graphic organizers have multiple uses such as planning, brainstorming, studying, or
summarizing. They can be used in writing or reading skill.
e. Most graphic organizers use short words or phrases, or drawings, so they can
appropriately be used with all levels of learners.

5. Types of Graphic Organizer

a. Description
The author describes a topic by listing characteristics, features, and [Link]
signal words used are for example, for instance, specifically, characteristics are,
such as, looks like, in addition.
 For example:

Picture 2.3 Descriptive Graphic Organizer

b. Sequence
The author lists items in numerical or chronological order. The signal words
used are first, second, third, next, then, finally.
For example:

Picture 2.4 Sequence graphic Organizer

c. Compare and contrats

The author explains how two or more things are alike and/or how they are
different. The signal words are different, in contrast, alike, same as, on the other
hand, both, either-or, however, by contrast.
For example:

Picture 2.5 Comparison and Contrast Graphic Organizer

d. Cause and Effect
The author lists one or more causes and the resulting effects. The signal words
are reasons why, reasons for, if … then, as a result, therefore, because, finally, leads
to, effects of, caused by, result, outcome, impact, influenced by.
For example:

Picture 2.6 Cause and Effect Graphic Organizer

e. Problem and Solution

The author states one or more problems and lists one or more solutions for the
problem. The signal words are problem is, dilemma is, puzzle is, solved, answer,
because, since, this led to
For example:

Picture 2.7 Problem and Solution Graphic Organizer

6. Task
Make the problems below into the Diagram of Graphic Organizer!

Persamaan
1. Sama-sama menjual bahan makanan, seperti sayuran,
buah-buahan, beras, ikan, daging, dan bumbu dapur.

Perbedaan
1 1. Jenis-jenis barang yang dijual pada pasar tradisonal terfokus pada kebutuhan
sandang-pangan sehari-hari dan kebutuhan primer, sedangkan pasar modern jenis-
jenis barang yang di jual adalah beragam dari barang-barang premis, subtitusi
bahkan ekslusif.

3 2. Pasar modern menawarkan diskon dan freebies sedangkan pasar tredisional tidak
ada

4 3. Pasar modern lebih bersih dari pasar tradisional

5 4. Pembeli yang datang pada pasar tradisional pada umumnya masyarakat menengah
kebawah dan masyarakat berekonomi rendah. Sedangkan pembeli pada pasar
modern umumnya masyarakat menengah ke atas dan masyarakat ekonomi tinggi

5. Pembeli yang datang pada pasar modern berasal dari masyarakat setempat dan
masyarakat luar daerah sedangkan pasar tradisional pembelinya hanya dari
masyarakat setempat.

7 6. Modal yang di milik oleh penjual di pasar modal jumlahnya relative besar
sedangkan penjual di pasar tradisional memiliki modal yang relative rendah

8 [Link] modern tidak dapat tawar menawar sedangkan pasar tradisional dapat
tawar-menawar
 III

CONCLUSION

This module provides the learning materials using Problem Based Learning (PBS) that forced
the students to be more active than the teacher and needs critical thinking. In this case, the teacher
just be the leader to control the class. By reading this module, the students are able to understand
the material such as the Definition, Generic Structure, Social Function, Language Features and
Types of Graphic Organizer. In The last, the teacher can measure the students’ comprehension of
this material by giving them a test.
 REFERENCES

[Link]

[Link]

Saefurrohman, Ph.D. 2019. Pendalaman Materi Pendidikan Bahasa Inggris. English For Public
Information. Infographics, 81-105.