Students can get a chance to improve their studies by reading from many books, journals, and articles in English. However, studying English is not easy for Indonesian junior high school. In Indonesia, students of junior high school first time in studying English formally. The teachers stated that students have difficulties in learning reading because they are slow in getting the information. Also, the teachers are difficult to keep the students focused on the lesson's goals. The problem makes the students lose their enthusiasm for the learning process and fail to achieve curriculum goals. It implies that the teachers need to have a good reading tools to help students. The teachers use a graphic organizer to solve those problems in reading subjects because they offer many solutions for students' reading comprehension.

The research aimed to investigate the use of graphic organizers for teaching reading at the state junior high school in the Mantewe sub-district. Descriptive qualitative was used as a method in this study. The researcher collected data from interviews, questionnaires, and documentation (lesson plan). The data were about the use of graphic organizers for teaching reading.

The research findings showed that the teachers used graphic organizers (Spider Map, KWL Chart, Story Map, Series of Events Chain, and Concept Definition Map) with appropriate use. All teachers used those graphic organizers with the appropriate use between the type of graphic organizers and type of the reading text. The teacher provides guidance, explanations, directions, and motivation in all reading stages. They help and facilitate students in all of the reading stages. Also, graphic organizers' used by the teachers were beneficial to the students. They quickly in getting information, remember, and understand the text. Finally, the teachers successfully achieved reading class goals.

The teachers could explore other graphic organizers with teachers' creativity to make students more enthusiastic. Graphic organizers offered many various types which teachers could develop with the aim of the lesson.