Graphic Organizer Integration in Teaching-Learning English: Enhanced Interactive Lesson Plan
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Abstract
To create an improved graphic organizer-based lesson plan, this study aimed to determine the impact of incorporating graphic organizers on the performance of Grade 6 students at Subangdaku Elementary School for the academic year 2025–2026. The degree of graphic organizer integration and learners' English competency were examined using a descriptive-correlational research methodology. Surveys and assessment results were used to collect data, with an emphasis on key areas such as written composition, grammar and structure, vocabulary growth, and reading comprehension. The degree of graphic organizer integration and students' English proficiency were found to be significantly positively correlated (p = 0.0038), suggesting that regular and efficient use of graphic organizers improves learners' comprehension, idea organization, and overall language performance. Nonetheless, several problems and difficulties were noted, including students' struggles with completing or understanding graphic organizers, limited access to technology, and issues with classroom management during group projects. Teacher-related issues were also mentioned, including inadequate training and trouble choosing the right organizers. The study concludes that although graphic organizers are helpful tools for enhancing English proficiency, time constraints, limited resources, and varying student reading levels limit their full potential. It is advised that curriculum designers provide flexible lesson plans with visual aids, that schools offer sufficient resources and technology support, and that teachers participate in professional development. Future studies are recommended to compare the efficacy of digital and traditional forms and investigate the long-term effects of integrating graphic organizers across various topic areas.
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