THE EFFECTIVENESS OF USING CLUSTERING...
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THE EFFECTIVENESS OF USING CLUSTERING
TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE
WRITING
(A Quasi-Experimental Study of the Second Grade Students at
MTs. Nurul Hidayah for Academic Year 2013-2014)
By
Sari Nur’aini
NIM. 109014000174
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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THE EFFECTIVENESS OF USING CLUSTERING
TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE
WRITING
(A Quasi-Experimental Study of the Second Grade Students at MTs. Nurul
Hidayah for Academic Year 2013-2014)
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in
English Language Education
By:
Sari Nur’aini
109014000174
Approved by the Advisors:
Advisor I Advisor II
Drs. Nasrun Mahmud, M. Pd Maya Defianty, M. Pd NIP. 150 041 070 NIP. 19801213 200901 2 005
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
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ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’
Training certifies that the “skripsi” entitled “THE EFFECTIVENESS OF
USING CLUSTERING TECHNIQUE TOWARDS STUDENTS’
DESCRIPTIVE WRITING” (A Quasi-Experimental Research of the Second
Grade Students at MTs. Nurul Hidayah Jeruk Purut) written by Sari Nur’aini,
student’s registration number 109014000174 was examined by the Committee on
January, 27th
2014. The “skripsi” has been accepted and declared to have fulfilled
one of the requirements for the degree of S.Pd (Bachelor of Arts) in English
Language Education at the English Department.
Jakarta, January 27th
2014
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 1964122 199103 1 002
SECRETARY : Zaharil Anasy, M.Hum ( )
NIP. 19761007 200710 1 002
EXAMINER I : Dr. Fahriany, M.Pd ( )
NIP. 19700611 199101 2 001
EXAMINER II : Zaharil Anasy, M.Hum ( )
NIP. 19761007 200710 1 002
Acknowledged By
Dean of Tarbiyah and Teachers’ Training
Dra. Nurlena Rifa’i, M.A., Ph.D
NIP. 19591020 198603 2 001
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DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Yang bertanda tangan dibawah ini:
Nama : Sari Nur’aini
Program Studi : Pendidikan Bahasa Inggris
Alamat : Jalan Jaha RT 012/01 No. 47 Cilandak Timur Jakarta Selatan
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul THE EFFECTIVENESS OF USING CLUSTERING
TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE WRITING adalah benar
hasil karya saya sendiri di bawah bimbingan dosen:
Pembimbing I : Nasrun Mahmud, M.Pd
NIP : 150 041 070
Pembimbing II : Maya Defiyanti, M.Pd
NIP : 19801213 200901 2 005
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya
sendiri.
Jakarta, 22 Desember 2013
Sari Nur’aini
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ABSTRACT
Sari Nur’aini (NIM: 109014000174). The Effectiveness of Using Clustering
Technique towards Students’ Descriptive Writing; A Quasi-Experimental
Study of the Second Grade Students at MTs. Nurul Hidayah Jeruk Purut. A
“Skripsi” of Department of English Education at Faculty of Tarbiyah and
Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013.
Keywords: Clustering Technique, Descriptive Writing
The objective of this study was to see the effectiveness of using clustering
technique towards students’ descriptive writing. The samples of this study were
the second grade students of MTs. Nurul Hidayah Jeruk Purut. They were IIA
class as the experimental class and IIB as the controlled class. Each class
consisted of 16 students.
The method used in this study was a quantitative method. In addition, the design
of this study was a quasi-experimental study by using pre-test and post-test
control group design. The instrument of this study was a written test, to score the
students’ descriptive writing on pre-test and post-test the writer used rubric of
scoring namely an analytical scoring.
The result of this study that there was a positive effect of the result of students’
descriptive writing after using the clustering technique. It can be seen from the
calculation of tobserved and ttable. The tobserved is higher than ttable, the result of tobserved
is 2.78, since the ttable in the degree of significance 5% is 2.04. It shows that the
comparison of ttable and tobserved is 2.04 < 2.78. To sum up, t-test is higher than ttable
so clustering technique is effective to students’ descriptive writing.
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ABSTRAK
Sari Nur’aini (NIM: 109014000174). The Effectiveness of Using Clustering
Technique towards Students’ Descriptive Writing; Sebuah studi Kuasi-
Eksperimen pada siswa/I kelas II di MTs. Nurul Hidayah Jeruk Purut. Skripsi
Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.
Kata kunci: Teknik Clustering, Karangan Deskriptif
Tujuan dari penelitian ini adalah untuk melihat suatu keefektivitasan dari
penggunaan teknik clustering terhadap karangan deskriptif siswa. Sampel dari
penelitian ini adalah siswa/I kelas II di MTs. Nurul Hidayah Jeruk Purut. Siswa/I
kelas IIA sebagai kelas eksperimen sedangkan siswa/I kelas IIB sebagai kelas
control, dimana masing-masing kelas teridiri dari 16 siswa/I.
Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Selain itu,
desain penelitian ini adalah kuasi-esperimen dengan menggunakan desain pre-
test dan post-test control group. Instrument penelitian ini adalah dengan
menggunakan tes tertulis. Untuk menilai hasil karangan deskriptif siswa, pada
pre-test dan post-test penulis menggunakan penilaian rubric yaitu analytical
scoring.
Hasil dari penelitian ini menunjukkan bahwa ada efek positif dari hasil karangan
deskriptif siswa setelah menggunakan teknik clustering.hal itu dapat terlihat dari
perhitungan antara thitung dan ttabel. Hasil dari thitung menghasilkan nilai yang lebih
besar dibandingkan ttabel, hasil perhitungan thitung tersebut adalah 2.78, sedangkan
hasil ttabel pada tingkat signifikansi 5% adalah 2.04. Perbandingan hasil
perhitungan tersebut adalah 2.04 < 2.78. Kesimpulannya, thitung nilainya lebih
besar di bandingkan ttabel, sehingga teknik clustering efektif digunakan dalam
menulis karangan deskriptif.
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ACKNOWLEDGMENT
BISMILLAAHIRRAHMAANIRRAHIIM
First and foremost, I would like to express my gratitude to Allah. Lord of the
worlds who has given the writer blessings, healthy, and inspiration to finish her
skripsi entitled The Effectiveness of Using Clustering Technique towards
Students’ Descriptive Writing (A Quasi-Experimental Study of the Second
Grade Students at MTs. Murul Hidayah Jeruk Purut). The writer also wants to
express peace and blessing be upon to beloved Prophet Muhammad, the last
Prophet and He had brought us from the darkness into the brightness.
This skripsi cannot be completed without the help and prayers from others
including my beloved parents, who always gave me supports, prayers, guidance,
spirit and many more to finish this skripsi. Additionally, thanks to my brothers
and sisters who had motivated me to finish the skripsi as soon as possible.
Besides, The respectable advisors of the writer, Drs. Nasrun Mahmud M. Pd, and
Maya Defianty, M. Pd, who always give an advice, a support, and guidance so
that the writer could finish this skripsi. Many people had helped the writer during
writing this skripsi and it would be impossible to mention all of them. Therefore,
in this opportunity the writer would like to dedicate many thanks to the following
people who had given the contributions in the whole process of finishing this
skripsi, they are:
1. The Head of Department of English Education Drs. Syauqi, M. Pd that
helped the writer during finishing this skripsi and the Secretary of
Department of English Education Zaharil Anasy, M. Hum., who also gave
many contributions to make easier in finishing this skripsi.
2. All lecturers of Department of English Education that cannot be mentioned
one by one; who have been giving the useful and meaningful knowledge
during her study in this University to the writer so that she could compose
this skripsi in this stage.
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3. The Dean of Faculty Tarbiyah and Teachers’ Training, Nurlena Rifa’i,
MA, Ph.D, who also gave the contributions to the writer.
4. I also give thanks to the Principle of MTs. Nurul Hidayah Jeruk Purut,
Sukirman, S. Pd. I which had permitted the writer to conduct the research
there. Besides, the Vice Principle Muhammad Muslikh, M. Si., for giving
me an advice and support during the research and finally the English
teacher, Yani Lathifah, S. Pd., who always encouraged me to keep on fire
in teaching the students and composing this skripsi.
5. The beloved students at MTs. Nurul Hidayah Jeruk Purut especially for
second grade students of A and B class who had cooperated and
contributed for the teaching and learning process during the writer taught
there.
6. The special thanks to my friends of E Class that cannot be mentioned one
by one, who always give the writer meaningful advices, motivations,
supports, prayers and many more.
The writer realizes that there are still many mistakes in composing and the
content of this skripsi, therefore, the writer needs an advice from the readers in
order to make the writing of this skripsi is better than before.
Jakarta, 13th
of December 2013
The writer,
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TABLE OF CONTENT
COVER PAGE ..................................................................................................... i
APPROVAL SHEET .......................................................................................... ii
ENDORSEMENT SHEET ................................................................................ iii
SURAT PERNYATAAN KARYA SENDIRI .................................................. iv
ABSTRACT .......................................................................................................... v
ABSTRAK ........................................................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
TABLE OF CONTENT ..................................................................................... ix
LIST OF TABLES ............................................................................................ xii
LIST OF APPENDICES .................................................................................. xiii
CHAPTER I. INTRODUCTION
A. Background of the study ......................................................... 1
B. Identification of the problems ................................................. 5
C. Limitation of the problem ........................................................ 5
D. Formulation of the problem ...................................................... 5
E. Objective of the study .............................................................. 5
F. Significances of the study ......................................................... 5
CHAPTER II. LITERATURE REVIEW
A. Writing
1. The definition of writing ..................................................... 7
2. The purpose of writing ........................................................ 9
a. To inform ..................................................................... 9
b. To explain ..................................................................... 9
c. To persuade .................................................................. 9
d. To amuse ...................................................................... 9
3. The Writing Process ......................................................... 10
a. Prewriting ................................................................... 10
b. Drafting ...................................................................... 11
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c. Rewriting or revising .................................................. 11
d. Editing ........................................................................ 11
B. Descriptive Text
1. The Definition of Descriptive Text ................................... 12
2. The Schematic Structure of A Descriptive Text ............... 13
3. Types of Descriptive Text .................................................. 14
a. Description of place ................................................... 14
b. Description of object .................................................. 15
c. Description of person ................................................. 15
C. Clustering Technique
1. The Definition of Clustering Technique ........................... 16
2. The Advantages of Clustering Technique ......................... 17
3. The Application of Clustering Technique ......................... 18
D. Previous Studies ..................................................................... 19
E. Conceptual Framework ......................................................... 22
F. Research Hypotheses ............................................................. 23
CHAPTER III. RESEARCH METHODOLOGY
A. Place and Time of the Research ............................................. 24
B. Method and Research Design ................................................. 24
C. Population and Sample ............................................................ 24
D. Validity of the Instrument ...................................................... 25
E. Reliability of the Instrument .................................................. 26
F. Instrument of the Study .......................................................... 26
G. Technique of Collecting the Data ........................................... 26
H. Technique of Analyzing the Data .......................................... 28
I. Statistic Hypotheses ................................................................ 32
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION
A. Data Description ..................................................................... 33
B. Data Analysis ......................................................................... 35
C. Data Interpretation ................................................................. 40
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CHAPTER V. CONCLUSION AND SUGGESTIONS
A. Conclusion ............................................................................. 42
B. Suggestions ............................................................................ 42
BIBLIOGRAPHY .............................................................................................. 44
APPENDICES .................................................................................................... 46
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LIST OF TABLES
Table 3.1 The analytic scoring ............................................................................. 29
Table 4.1 The student’ scores of experimental class ............................................ 33
Table 4.2 The students’ score of controlled class ................................................ 34
Table 4.3 The calculation result of both experimental and controlled classes ..... 36
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LIST OF APPENDICES
Appendix 1 Kisi-kisi pembelajaran ...................................................................... 46
Appendix 2 RPP meeting I (experimental class) ................................................. 47
Appendix 3 RPP meeting I (controlled class) ...................................................... 55
Appendix 4 RPP meeting II (experimental class) ............................................... 62
Appendix 5 RPP meeting II (controlled class) ..................................................... 71
Appendix 6 RPP meeting III (experimental class) ............................................... 77
Appendix 7 RPP meeting III (controlled class) ................................................... 85
Appendix 8 The scoring of students’ descriptive writing .................................... 90
Appendix 9 Student’s score .................................................................................. 94
Appendix 10 T table ............................................................................................. 96
Appendix 11 Surat Izin Penelitian ....................................................................... 97
Appendix 12 Surat Bukti Melakukan Penelitian di Sekolah ................................ 98
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CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English is not regardless to master the skills within; those are
speaking, writing, reading, and listening. Students should have the competency to
master those skills, because English skills are learned as an integrated skill.
Hence, students need practice to develop their English skills. One of the skills
which need practice continuously, for instance, is writing skill. According to
Phelps-Gunn and Phelps-Terasaki, writing skill needs other proficiencies;
listening comprehension, speaking, and reading.1 In other words, writing is an
active skill because it combines the three other skills and students have to effort in
combining them. Additionally, as stated in the Curriculum of Educational Unit or
Kurikulum Tingkat Satuan Pendidikan (KTSP), students of secondary schools are
expected to develop their English in all language skills, namely listening,
speaking, reading and writing. It is said in the curriculum of English that the
teaching of English should focus on the development of four language skills. It
becomes clear that English cannot be separated from each skill, thus, the writing
skill is learned as the integrated skill, it becomes the very important thing and
students have to fully master those skills.
Moreover, the objective of teaching writing of secondary school also stated
in the Curriculum of Educational Unit or Kurikulum Tingkat Satuan Pendidikan
(KTSP) of English subject, “Mengungkapkan makna dalam bentuk teks tulis
fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
(expressing meaning of short functional text using written language accurately,
fluently, and acceptable to interact in daily life context)”. To reach the objective
of teaching writing of students’ secondary school, teachers also should focus on
the development of writing skill.
1Trisha Phelps-Gunn and Diana Phelps-Terasaki, Written Language Instruction, Theory
and Remediation, (London: Aspen Systems Corporation, 1982), p. 4.
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Writing is important to be taught because it has some benefits; writing
encourages students to explore their ability in English in which they have learned
with their teachers. “First, writing reinforces the grammatical structures, idioms,
and vocabulary. Second, when the students write they also have a chance to
explore the language, to beyond with what they have just learned. Third, when
they write, they necessarily become very involved with the new language, the
effort to express ideas and the constant use of eye, hand and brain is a unique way
to reinforce learning.”2 Put simply, through writing students can apply their
knowledge that they have learned and experienced and discover their ideas to
deliver something of what they want to say into their written form.
Nevertheless, most of students do not show the eagerness to write because
writing is considered to be difficult; students have to be aware of the structure of
the written itself. Students fear of making mistakes in spelling, punctuation, or
grammar.3 They are also lack of vocabulary so that their abilities in writing are
limited by producing the right sentences and vocabularies. Students have to pay
attention to the aspects in writing, such as the accuracy, coherent, clarity so that
there is no ambiguity of meaning; grammatical pattern, a careful choice of
vocabularies, sentence structure, and punctuation. Hence, students need practice
every day to avoid of making mistakes in writing.
In addition, students also face the difficulty to generate and organize their
ideas; they are confused how to start their writing. Reid assumed that writing is
often considered as the time-consuming activity because writers have to develop
and explain the ideas as detail as possible.4 Finally, students are frequently
confused and get frustrated about the topic that actually they are going to write on
a piece of paper because they do not know how to get start it. Whereas, in writing
students have to construct the clarity ideas into a paragraph or essay coherently.
2Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press, 1983),
p. 3. 3Audrey L. Reynolds, Exploring Written English, A Guide for Basic Writers, (Boston:
Little, Brown & Company, 1983), p. 3. 4Joy M. Reid, The Process of Composition, Second Edition., (New Jersey: Prentice-Hall,
Inc., 1988), p. 17.
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Students have the opportunity to organize their ideas to make their written is
vividly presented.
In the Curriculum of Educational Unit or Kurikulum Tingkat Satuan
Pendidikan (KTSP), students are able to express meaning in simple transactional
and interpersonal written texts, for instance, narrative, descriptive, recount, report,
and procedure, in daily life context. In the case of this research, the writer focused
her study on the teaching descriptive writing of second grade students in
secondary school. They have to be fluent in writing descriptive text because based
on the syllabus of English subject; students are able to express the meaning of
short functional text in descriptive and recount to interact in daily life context.
The writer found that there is a problem with students’ descriptive writing.
They are confused to where they should start describing something from.
Moreover, teacher does not use any technique to help students constructing a
descriptive paragraph. As usual, teacher explains about the definition of a
descriptive, the linguistic features and generic structure then the teacher asks
students to compose a descriptive paragraph, finally, they could take the longer
time to start writing because they do not know how to say it even the ideas have
existed in their minds. In writing a descriptive text, students have to describe a
person, place, and thing.
To help students in composing a descriptive writing, there is a technique that
can be introduced by teachers to students in prewriting stage, a technique called
clustering. Langan defined that “Clustering, also known as diagramming or
mapping, is another strategy that can be used to generate material for a paper. This
method is helpful for people who like to do their thinking in a visual way. In
clustering, students can use lines, boxes, arrows to make the relations among the
ideas from the students’ mind based on the topic”.5 Clustering is a technique in
the early stage to help students finding their various ideas. To make clearly,
students can use a clustering technique by making a circle with a big idea in it,
5John Langan, College Writing Skills with Readings, Fifth Edition, (New York: McGraw-
Hill Company, 2001), p. 29.
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then connect it by the line as the other ideas and also circle it as the ideas flow in
students’ mind, they can do it continuously as many as possible.
Clustering technique is used in the prewriting stage of the writing process;
because in prewriting stage students develop their ideas first before they apply the
whole paragraph in written. “Pre-” means before; pre-writing means the work
done by the writer before the paragraph is actually written.6 Pre writing is the first
stage in the writing process to find out the various ideas to write therefore;
clustering technique is used to avoid students to leave a blank page of paper
because of their limitation to develop the ideas in writing. Clustering technique
can be used for any kinds of writing; it means that in composing any kinds of text,
clustering is useful including for a descriptive text. In descriptive text, a
description shows the writer’s way how to hear and see towards the readers so that
a vivid image can be created. Moreover, descriptive text adds the readers’ interest
and the importance of writing.7 Descriptive text needs an explanation of the writer
as clear as possible to make the reader feels what the writer pictures in describing
a person, place, and thing.
To sum up, in this study the writer is interested in using clustering technique
to help teachers using another technique in teaching writing. Moreover, clustering
technique also helps students to find and generate their ideas that come into their
mind to be implemented in descriptive writing for students in the Second Grade at
MTs. Nurul Hidayah. Through this study, clustering technique is expected to
facilitate and make a writing activity is easier for students, besides, enable
students to keep and add their motivation in writing.
6Joy M. Reid, The Process of Composition, Second Edition, (New Jersey: Prentice-Hall,
Inc., 1988), p. 30. 7Barbara Fine Clouse, 265 Troubleshooting Strategies for Writing Nonfiction, (New
York: McGraw-Hill Companies, Inc., 2005), p. 43.
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B. Identification of the Problems
Based on the background of the problems in this research, the writer
identifies some problems as follow:
1. Students are lack of motivations in writing because it is considered to be
difficult.
2. Students have to think harder to produce the English written well because
of their limitation of vocabulary and sentence structure.
3. Students face the difficulties to organize and generate their ideas in writing
a descriptive text.
C. Limitation of the Problem
Based on the identification of the problems that have been mentioned, the
limitation of the problem is only focus on the discussion about the use of
clustering technique to students’ descriptive writing.
D. Formulation of the Problem
The writer has determined the formulation of the problem in a research
question “Is clustering technique effective towards students’ descriptive writing?”
E. Objective of the Study
Through this study, the objective of the study is to see whether or not the use
of clustering technique is effective towards students’ descriptive writing.
F. Significances of the Study
1. The teacher
For teachers, this study is expected give the ease to the teachers to
teach a writing skill especially in descriptive text. Through the use of
clustering technique, hopefully teachers can apply it into their teaching
technique in writing effectively.
2. The student
The result of the study is expected to build students’ habit in
writing skill and to make them more thinking creatively to deliver and
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generate their ideas in writing skill. Therefore, students can be
encouraged to develop their skills in writing.
3. The writer
For the writer, she gets the experience for teaching writing
descriptive text by using clustering technique.
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CHAPTER II
LITERATURE REVIEW
A. Writing
1. The Definition of Writing
Writing is a skill which stimulates students’ mind to think actively because
they have to be a hard thinker to connect between fact and ideas. Rise B. Axelrod
and Charles R. Chooper stated, writing makes writers becoming an active learner
because they have to record, clarify, and organize their thoughts and experiences.1
Writers have to connect between information and ideas into a written form and
effort to understand about and communicate them to the readers. Writing is done
simultaneously so it leads students to think critically because in their mind they
have already been thinking about what they want to say and how to say it into the
written form.2
Therefore, writing will indirectly enables students to do more than one
action in one activity. Students have determined what is in their mind which leads
them to write something and they should not merely know the ideas that come
into their mind but also the ways to deliver them into the words.
Writers are trying to discover something new to write or a new way how to
express their ideas when they strive to write down or what they will write down
on a paper. Since the writers are striving to find the right words and sentences, it
makes them to build a relationship between writing correctly and thinking hard to
write a readable text entirely. “Writing is a tool for discovery. Writing generates
new ideas by helping us to make a connection and see relationships.3” The writers
can build up a relation to the readers through writing by delivering a message into
a written form which comes from ideas during the writing process, so the writers
1Rise B. Axelrod and Charles R. Chooper, The ST. Martine’s Guide to Writing, (Boston:
Houghton Mifflin Company, 1986), p. 2. 2Alice Oshima and Ann Hogue, Introduction to Academic Writing, third edition, (New
York: Pearson Education, Inc., 2007), p. 15. 3Maxine Hairstone, Contemporary Composition, (Boston: Houghton Mifflin Company,
1986), p. 2.
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try to engage to the readers. To produce a well written, students have to generate
ideas to make the written itself has the very coherent, fluent, and clear
construction and a message can be delivered to the readers.
Writing skill is considered as the complex skill because students have to
master not only the component of grammatical and structure of the sentence but
also the structures of the paragraph itself, furthermore, students’ effort are
required to generate their ideas that come along into the words.4 It is one of the
reasons that makes students are sometimes reluctantly writing any kind of text.
Finally, students think that a writing activity as the frightening assignment and
they are afraid of their teachers who command them to write something neither as
the assignment in the class nor as homework. Indeed, students have to strive
composing a readable text and free of grammatical mistakes in order to make their
writing is understandable.5
Actually, it is a double task for students of English as a Foreign Language
because they do not merely compose a free of grammatical mistakes written but
also they have to write a text into English which is fully comprehended by the
readers. To make the written is free of grammatical mistakes; writers should have
the competency of vocabulary, idioms, sentence structure, word choice, and so
forth and it has to be practiced everyday because it is not the once-a week activity.
As the result, writing has a positive effect on the teaching and on the attitude of
both teachers and students.6
Thus, writing requires the combination of student’s abilities, not only the
written structure in a word, sentence till paragraph but also they have to think
harder to deliver what is in their mind to construct the overall written. It is not
easy to construct a readable text; students need practice to write continuously.
4J. B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1988), p. 135.
5Audrey L. Reynolds, Exploring Written English, A Guide for Basic Writers, (Boston:
Little, Brown and Company, 1983), p. 3. 6Emi Emilia, Teaching Writing: Developing Critical Learners, (Bandung: Rizqi Press,
2010), p. 164.
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2. The Purposes of Writing
The purposes of writing refer to the writer’s reasons for writing. When the
writers write, they should think about the purposes of the writing itself because
their writing is not only read by the writers themselves but also other readers to
know what actually for the writing is composed. To make the written keep on the
track and clear to whom it is written, writing should have some purposes7:
a. To inform
Writing purposes to inform the readers about events or anything that occurs
and exists in surrounding people and to give the evidence about its fact. Hence,
the information which is given should be accurate, clear, concise, and objective.
The writers can give the information through any kinds of form, for instance,
letter, report, books, recipe, etc.
b. To explain
Every kind of writing must contain the information but writing is not only
gives the information to the readers but also how to deliver or explain it well in
order to make the information in that written itself is clear and can be understood
by readers. Therefore, the writers who write about the complex topic have to
ensure that the readers can figure it out.
c. To persuade
Writing can be a persuasive, means that writing persuades the readers to
engage with their thoughts or actions. Through writing, the writers can accuse or
defend and affect the reader’s minds.
d. To amuse
In addition, writing is not only to inform about something but also through
writing, writers may give an entertainment to refresh reader’s mind by using a
humor so the written is appealing the readers to read.
It can be concluded that the purposes of writing is to inform the readers about
something that contains the factual information, to explain the information itself
7Robert K. Miller, Motives for Writing, (New York: The McGraw-Hill Companies, 1992),
pp. 569—570.
10
to make the information is understandable, writing also to persuade readers to
affect the reader’s minds and finally to amuse the readers by using a humor.
After students determine the purposes of their writing, they may get started
the writing activity. To start it, students will get through the process of writing to
help students composing the whole written.
3. The Writing Process
Mostly, the writers are worry about using the wrong words or sentences in
writing but actually the writers can reread the paragraph before the readers read it.
The more the writers express the ideas, the more they can easily have freedom to
do the experiment and explore the words or sentences because in writing the
words and sentences are not the first thing that have to be worry about. The ability
to construct a good writing with the right words and sentences can be improved by
the writing process. To make a good writing need the process of writing which
indicates that writing does not occur automatically.8 In composing any kinds of
writing, the writers must follow every stage of the writing process to produce the
ideas clearly and effectively, the writing processes are as follow:
a. Pre-writing
“Pre-writing is any activity in the classroom that encourages students to write.
It stimulates thought for getting started. In fact, it moves students away from
having to face a blank page toward generating tentative ideas and gathering
information for writing”.9 Prewriting means the process for finding and generating
the ideas that the writers think and see profoundly about the topic.10
Prewriting is a process in which the students start to gather their ideas before
they compose a paragraph. Students can use some techniques of prewriting; one of
the techniques is clustering technique. Clustering means collecting or gathering
ideas from writers’ mind as many and detail as possible. This technique is used to
8Audrey L. Reynolds, Exploring Written English: A Guide for Basic Writers, (Boston:
Little, Brown and Company, 1983), p. 21. 9Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 316. 10
William H. Roberts, The Writer’s Companion: A Short Handbook, (Boston: Little,
Brown Company, 1985), p. 1.
11
avoid the students spending their time any longer in front of a blank paper because
of they are confused what actually they want to write. Moreover, clustering is to
help students relating the ideas with another.
Thus, prewriting is a first stage in writing activity to generate the ideas before
students step forward to the next stage of writing process and construct a piece of
writing.
b. Drafting
“While drafting, transform the ideas into sentences in a semi organized
manner. Here the purpose of drafting is to let the ideas develop, expand and form
connections. Drafting is primarily a stage of discovery and exploration.”11
When
writers write the first draft, they are ready to give the details and additional
thoughts that did not exist since in the prewriting stage.12
After writers generating
and organizing their ideas, they start to write all of the ideas down which have
been done in the first stage. Similarly, students write a framework of ideas they
have generated in order to make their written is constructed coherently.
c. Rewriting or Revising
After the writers write down all of their ideas into a paper, they need to
recheck their writing, in other words, the writers have to evaluate the draft. This
stage helps the writers to make sure whether or not the content or organization of
writing is focus.13
d. Editing
After revising the content of the writing, in this final stage requires the writers
to evaluate the sentences that have been written. The writers have to check the
sentence or paragraph is already grammatically right or not.14
If the writers find
that there are some mistakes grammatically so that they have to refine it.
11
Betty Mattix Dietsch, Reasoning and Writing Well, (New York: McGraw Hill
Companies, Inc, 2006), p. 11. 12
John Langan, College Writing Skills with Readings, (New York: McGraw Hill
Companies, Inc., 2001), p. 32. 13
Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and
Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p.12 14
Ibid, p. 13.
12
Most of students after finishing their writing into several paragraphs, they do
not recheck of what have written. They have to repair some mistakes or errors,
from the grammatical structure and accuracy.
B. Descriptive Text
1. Definition of Descriptive Text
As many students and writers know that, a descriptive writing is a text that
provides a description about persons, places, and/or things. Students describe the
person, place and thing by using the words; hence, they have to describe them as
vivid as possible in order to appeal the reader’s senses. To make the readers are
interested to read a descriptive text, it has to contain the details information which
may lead readers’ five senses; seeing, hearing, smelling, tasting, and touching.
Related to the definition of descriptive text, according to John Langan, descriptive
text is a text which describes someone or something by using words. To convince
the readers, in a descriptive text the picture put as real as possible, students have
to give a description just like as the real object and it is possible to make the
readers can capture the object by five senses, namely sight, hearing, tasting,
smelling, and touching.15
Descriptive text is not only just to tell something, but also to show something,
to see profoundly what is going on.16
Therefore, descriptive text needs the vivid
description about person, place, and object. The more writers describe a person,
place, and thing; the clearer a descriptive text is described due to the writers try to
zoom in their topic by using specific and details information. These details
information will bring the readers to open their five senses (smelling, seeing,
hearing, touching, and tasting) and those five senses become a part of the writers’
experience.
Yet, as stated by Nancy McHugh that descriptive writing is merely limited to
the concrete object, “Descriptive deals with the concrete. In this domain a student
15
John Langan, College Writing Skills with Readings, (New York: Mc-Graw Hill
Company. 2001), p. 175. 16
Dennis E. McGuinnes and Lauren Spencer, Writing to Describe, (New York: The Rosen
Publishing Group, Inc., 2012), p. 5.
13
tries to present a picture in words, one so vivid that the reader or listener can
recapture many of the same perceptions and feelings that the writer has had.17
” In
contrast, a descriptive writing allows student to write any kind of topic either in
which about a concrete object or an abstract object because it can be better that
students can be stimulated their abilities to capture an image or picture of object
as real as possible into the words and makes it appeals the readers’ five senses.
Similarly with Shinoda which claimed, “Description is a written English text in
which the writer describes an object. In this text, the object can be a concrete or
abstract object; it can be about any topic.18
”
Thus, from the definitions which are explained, the writer concludes that
descriptive text is a text about description of people, places and/ or things which
want to be delivered into the words by student and it is possible to appeal the
readers’ senses; seeing, hearing, smelling, touching, and tasting. Descriptive
writing is not merely to show something or someone to the readers but also
through descriptive, students can build the readers’ mind to imagine an object in
their mind and make the abstract object which is described more concrete.
2. The Schematic Structure of A Descriptive Text
Descriptive text has the schematic structure in order to make easier in
composing it, the structures are as follow19
:
a. Title
Any kind of text contains a title at the top of paragraph, including a descriptive
text. Title gives a little description about the paragraph content to the readers.
b. Identification
Introduction that introduces/ classifies something or someone, introduces the
topic. This stage can also give some general identifying information, e.g. a general
category and show what aspects of the thing will be described.
17
Nancy McHugh, “Domains of Writing”, in Carol Booth Olson(ed), Practical Ideas for
Teaching Writing as a Process, (California: Sacramento, 1987), p. 82. 18
Sanggam Siahaan Kisno Shinoda, Generic Text Structure, First Edition., (Yogyakarta:
GrahaIlmu, 2008), p. 89. 19
Emi Emilia, Teaching Writing, Developing Critical Learners, (Bandung: Rizqi Press,
2010), p. 172.
14
c. Description
Give a detail description about person, place, and thing. By giving detail
information about description of person, place, and thing, the reader is persuaded
to adventurous with their imagination.20
Criteria of Descriptive Writing:
a. Focus on specific participants
b. Use of attributive and identifying processes
c. Frequent use of epithets and classifiers in nominal groups
d. Use of simple present tense.
3. Types of Descriptive Text
In descriptive writing, students can describe anything which exist around
them, depend on their purpose; whether they want to describe about place, person,
or object, the following categories are:
a. Description of place
To describe about place, students should describe the scene vividly so that the
readers can imagine every single part of the place being described and not merely
give the details but also smell the smells and hear the sound that involved in it.21
To make clearer, the example is as follow:
Sydney Opera House
The Sydney Opera House is a large performing art place. It becomes an
Australian icon. It was established in 1973. It is located in Sydney, New South
Wales, Australia.
The Sydney Opera House covers 1.8 hectares of land. It is 183 m long and
about 120 wide. The building can load 25,000 people.
The Opera House is a place for large theatrical productions. It is the home
of Opera Australia, the Sydney Theatre Company and the Sydney Symphonyan.
There are five theatres in Sydney Opera House. There are also five
rehearsal studios, two main halls, four restaurants,
20
Sanggam Siahaan Kisno Shinoda, loc. cit. 21
Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and
Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p. 62.
15
six bars, and many souvenir shops. The design of the Opera House is very unique.
The roof looks like giant shells.
Besides for theatrical productions, the Opera House is also used for other
functions. It is used for weddings, parties, and conferences.22
b. Description of object
In describing the object, students can describe as a whole and include its
purpose or significance. By describing the object as real as possible, readers are
interested in imagine the object in front of them.
Example of descriptive text in describing an object:
Maciwoda Robot
Maciwoda robot is the latest innovation of Japan technology. It is a kind of
robot, which can replace the works of house servant in daily lives. It is 5.5 feet
height and weight 100 pound. It is not very heavy so that every user can take it
anywhere. This model is designed to be mobile. Whenever, wherever we need it,
it always ready to do everything for us. The most advantageous thing we can
reach is that we don’t need to think of how much we will pay forbecause it
doesn’t need salary. This innovation is equipped with a sound sensor name
“Braino”, which is located within its head. This apparatus is very small and is
designed to be the most essential thing because it functions as the brain of the
robot. Whenever we utter an order, this apparatus will respond our order and do
what we want. “Hando” is the part which is like human’s hands. It is designed as a
unique model, resembles to our hands. It is 100 cm length and standardized to
resemble to humans. This part is equipped with “iron fingers” to hold something
and the most prominent is its wrist can be changed into the various types as broom
to sweep and mop to mop the floor. It is also equipped with air freshener. When
we think of it, we refer to the foot, which is called “Foota” as the part to prompt
up its body. It is a flexible part and it is designed to be 200 cm length. The
materials to form “Foota” are iron and aluminum. “Foota” is flexible for outreach
places. It can be lengthened to reach ceiling and shortened to reach the places
under. It is also equipped with wheels and is able to step up or step down ladder.
c. Description of person
In describing people usually uses statistical information, for instance, height,
weight and age. Furthermore, the writers can describe people from the person’s
style of clothing, way of walking, color and style of hair, facial appearance, body
22
Joko Priyana, et al., Scaffolding: English for Junior High School Students, (Jakarta:
Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 49.
16
shape, expression, and also the way of talking.23
The writers can describe about
everyone, it can be started by describing the parents, brothers, sisters, teachers,
friends, etc.
Here is the example of descriptive text in describing people:
The Muse Live Concert
It is the Muse concert, live from Senayan.Thousands of young people are
now gathering to see the concert. They are ready to listen to the music. Now, their
eyes are on the empty stage. A very big and bright lamp on the stage is on. It’s
beautiful.
One by one the group members are walking to the stage. Matt Bellamy is
wearing a black T-shirt and black jeans. He has an oval face. Christ is behind him.
He is wearing a red polo shirt and blue jeans. And Dominic is walking side by
side with Christ. They are waving their hands and smiling. Everybody is shouting
and calling their names. This is amazing.24
C. Clustering Technique
1. Definition of Clustering Technique
Before the writer implements the clustering technique into a descriptive
writing, it is better that she provides definitions about clustering technique. If the
writer sees from the stem of clustering, it can be “cluster” which is similar to
collect or generate or it can be expand. The term of clustering is a technique used
in the process of writing when students do a prewriting to get the ideas. It means
that clustering is done before starting to write an overall written. Students can
easily start their writing by generating the ideas first using clustering technique.
Most of students know about anything of what they want to say, but they are
impeded by how to say or serve the ideas that come into their mind. Therefore, the
writer believes that clustering technique is a simple technique but it is a powerful
strategy to generate ideas from the very broad ideas into specific ideas.25
Clustering technique is as a nonlinear brainstorming process that generates ideas,
23
Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and
Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p. 76. 24
Mukarto, et al., English on Sky 2: for Junior High School Students Year VIII, (Jakarta:
Erlangga, 2007), p. 19. 25
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 2002), p. 316.
17
images, feeling around the relation of ideas until the pattern is visible. Clustering
technique can activate the complex symbolic activity on the right brain called
writing. The right brain has capabilities in overall analysis; image-making, and
synthetic, otherwise, the left brain has capabilities in logical, linear, and syntactic,
it can be said that clustering technique is a powerful mental tool.26
Clustering
takes a role to contribute the right and left brain, so, it makes students to think
critically and help them to write a piece of writing effectively.
“Clustering lets the writers see at a glance how ideas relate to one another.27
”
By implementing a clustering technique, students can be stimulated to flow the
ideas in their mind. Ideas definitely comes in as a big topic, it is hard for students
to expand the big topic into sub ideas. Through clustering technique, a big topic
can be narrowed into subtopics, and then, the subtopics are related to other ideas
and so forth.
Clustering technique is suitable to be implemented in descriptive writing,
because descriptive writing practice students to showing what is happening to
readers rather than just telling. Similarly, clustering technique also becomes a
strategy in prewriting that leads to showing not telling. By showing a description
to readers, they can imagine easily about an object which is describing, then,
contribute to use the five senses; seeing, hearing, touching, smelling, and tasting.
2. The Advantages of Clustering Technique
Clustering technique is useful for any kinds of writing because it has the
advantageous in it. In applying clustering technique in descriptive writing, there
are several advantages of clustering technique28:
a. Clustering is suited to people who think spatially and find it easier to draw
rather than write.
26
Gabriele Luser Rico, “Prewriting”, in Carol Booth Olson (ed), Practical Ideas for
Teaching Writing as a Process, (California: Sacramento, 1987), p. 17. 27
Barbara Fine Clouse, A Troubleshooting Guide for Writers, 4th
Edition, (New York:
Mc-Graw Hill Companies, Inc., 2005), p. 24. 28
Mark Connelly, The Sundance Writer: A Rhetoric, Reader, Research Guide and
Handbook, (Boston: Cengage Learning, 2007), pp.51—52.
18
b. Clustering is good method to explore topics for comparison and classification
papers.
c. Clustering can save time. Clustering allows students to create several lists or
groupings, ranking ideas in importance and immediately showing links
between related ideas.
d. Clustering can help place ideas in context. Students can group ideas in
columns to contrast advantages or create a spectrum, showing the range of
ideas.
Thus, clustering technique is suitable for creative people, who can easily
explore their ideas. Clustering technique can be used to write a paper that requires
the details, besides, clustering technique avoid the writing task becomes the time-
consuming task, and help students to generate the ideas and used it contextually.
3. The Application of Clustering Technique in Descriptive
Writing
In applying the clustering technique, the students have to follow the
procedures of using clustering technique to students’ descriptive writing; in order
to make the use of clustering is done effectively, the students can follow these
several steps29
:
1. Introduce a topic about a person, place, and thing to students.
2. Write down the topic on the white board and then circle it.
3. Let students give the oral responses about the topic by generating the ideas
from the topic cluster to make a connection between ideas; they may use a
line, circle or box to relate each other.
4. Let students generate and expand their ideas as many as possible until they
stop to explore their ideas.
5. After exploring the ideas, ask students to use each idea into a sentence to
compose a descriptive paragraph.
29
Michael Carr, “Clustering with Nonreaders/Writers”, in Carol Booth Olson (ed),
Practical Ideas for Teaching Writing as a Process, (California: Sacramento, 1987), p. 21.
19
It can be concluded that to use the clustering technique to students’
descriptive writing, is firstly introducing about the topic, whether it describes
about person, place, and object. Circle the topic which has been determined.
Try to engage students in clustering activity by giving their contribution in
oral responses. After getting the topic, let them to explore their ideas. Make a
sentence of each idea that has been deserved.
Figure 2.1
The Application of Clustering technique
Source: https://mytutor.sfasu.edu:8080/owl/preparation/2
Figure 2.1 The Example of Clustering Technique
D. Previous Studies
This research is reflected of the relevance studies which had been conducted
in educational field. Apparently, clustering technique is indeed effective to be a
prewriting strategy or technique in writing skill.
The first relevant study was conducted by Ronald T. Kellog entitled “The
Effectiveness of Prewriting Strategies as a Function of Task Demands” toward
207 college students. They wrote a short informative essay calling for analytical
20
thinking. The students began drafting without any prewriting time (control), first
prepared a hierarchical written outline (outline), or first prepared a visual network
of ideas and their relations which is called clustering. There were three kinds of
task demands. First, the task demanded the generation and organization of ideas.
Second, demanded organization but provided the suggested topic and ideas.
Finally, the task demanded both topic and ideas and organizational of topic, ideas,
and organization. The content and style of the documents, fluency, and
characteristics of prewriting plans generated by outlining and clustering were
measured. The result showed that, the outlining had improved the content and
style, also fluency of drafting the text. The benefit of outlining was strongest for
the topic condition and nonexistent for the topic, ideas, and organization
condition. Clustering increased the number of ideas generated during prewriting,
but had no impact on document quality.
In this first previous study, the clustering technique was used to help
students doing their task demands in writing informative essay, the result of the
research showed that the clustering technique had increased students’ ideas. The
ideas could be easily generated and organized by students. Yet, clustering
technique did not influence the content of the essay. When students used an
outline, it had improved the content of the essay itself. It meant that the outline
had more positive effect than clustering. It is quite different from this skripsi, in
fact, when clustering technique was applied to students’ descriptive writing of
second grade students at MTs. Nurul Hidayah, there was a positive effect to the
content of students’ descriptive writing and it can be seen from the score results
when pre-test and post-test. Nevertheless, the similarity is clustering technique is
effective to generate the students’ ideas in writing.
The second previous study is entitled “Developing Students’ Ability in
Descriptive Writing through Clustering Technique” in the First Year of Islamic
Senior High School, MA Islamiyah Ciputat by Bayu Ertanto (2011). The writer
used a Class Action Research method, the data was derived from pre-test and
post-test which was conducted to 20 students. The result showed that all students
21
had passed the criterion minimum of completeness (KKM) and the application of
clustering technique was effective in writing descriptive text.
Furthermore, the second previous study also used clustering technique as the
writing technique in writing a descriptive text; through clustering technique
students can pass the criterion minimum of completeness (KKM) and their writing
had improved by using clustering technique. The difference is only on the design
of the study which used an Action Research and took one class as the sample of
the study.
The “skripsi” entitled “Teaching Descriptive Writing through Clustering
Technique” of Tenth Grade Students of SMU Dwi Putra Ciputat by Taufik (2009)
used pre-experimental research. The students are about 20 students of all Tenth
Grade. His study was not only focused on the effectiveness of using clustering in
descriptive writing but also on teaching preparation of English teacher. The
findings of his research showed that the teaching preparation of the English
teacher was poor and the application of clustering technique in writing descriptive
text was effective. The students’ score in writing before using clustering technique
was about 43, it includes into “low standard”. After using clustering technique,
the students’ score in writing was 60, it includes into “enough standard”.
The last previous study used clustering technique to improve students’
writing and the result showed that clustering technique could bring students from
the low standard to enough standard in descriptive writing score. On the contrary,
this previous study also observed the preparation of the English teacher in
delivering the material of English. In fact, the teacher did not use any technique to
help students in writing descriptive text but when clustering technique was
applied, the students’ descriptive writing was significantly improved. It can be
concluded from the relevant studies that the students’ writing had improved and
the use of clustering technique in writing descriptive text was effective to generate
and organize the ideas.
22
E. Conceptual Framework
Based on the curricula in secondary school, the government had stipulated
teaching of writing as the most important thing that should exist in the school.
Moreover, teachers also have the obligation to teach students in writing different
text types including descriptive text. To write a descriptive text, students have to
present a vivid description about person, place, and thing. By presenting such
vivid description using words the writers try to capture something into a written
form so the readers can understand what actually the writers describe about.
Most of students have to think harder to write a descriptive text due to their
limitation of ideas and confusing to begin describe it. To help students describing
something in a descriptive text as vivid as possible, the writer suggested clustering
technique as a technique to write a descriptive text. Some experts claimed that
clustering technique is a power mental tool to generate ideas, images, and feelings
around a stimulus word that teachable and utilizable to students so they can
explore their ideas and it makes them to begin writing. Clustering technique uses
circles, boxes, lines or arrows, to relate between the ideas, therefore, such
technique also makes students to think creatively.
By applying clustering technique in descriptive writing teachers may
stimulate the student’s ideas in the form of key words or phrases that can be used
to write a descriptive text. Students write down a topic in a word or phrase on the
paper and then they circle it, after that they find some related words or phrases as
ideas as many as possible and use lines or arrows to connect among them. They
could easily do it till they stop to find out the related ideas. Finally, they may start
to use the various words into a sentence and then compose the whole paragraph as
a descriptive text. In addition clustering technique contributes to activate the both
left and right brain so that it is possible to make students think critically and write
a descriptive text effectively.
Based on the explanation above, the writer believed that clustering technique
can be the one of effective techniques in teaching and learning process of writing
skill especially to a descriptive writing. By applying clustering technique, teachers
can help students to generate their various ideas and they will be easier to
23
compose a descriptive text. Thus, clustering technique is expected can produce the
clarity ideas and organization of descriptive writing, and may give positive effect
to teaching and learning descriptive writing.
F. Research Hypotheses
The writer determined the hypothesis as follows:
The Alternative Hypotheses (Ha) : the use of clustering technique is
effective to students’ descriptive
writing.
The Null Hypotheses (Ho) : the use of clustering technique is
not effective to students’ descriptive
writing.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This study was conducted at MTs. Nurul Hidayah Jeruk Purut. This school
is located on JL. Jeruk Purut, Cilandak Timur. The conducting of this research
was about one month from October till November 2013.
B. Method and Research Design
The method of this research is quasi-experimental research by using pre-test
and post-test control group design. In quasi experimental research, the writer did
not give a random assignment as in the true experimental research because
randomly assigning will disrupt the classroom learning.1 The writer did not use
the true-experimental research because there are only two classes; therefore, the
writer could determine which class would the experimental class and controlled
class be without gave the assignments to students randomly.
There was a different treatment between experimental and controlled class.
In experimental class, students would have been treated by certain treatment, –by
applying clustering technique to students‘ descriptive writing– whereas in
controlled class students taught without using clustering technique.
C. Population and Sample
a. Population
Population is a region which consists of subject or object; it has a
certain characteristic and quantity and determined by the researcher to be
analyzed in order to make the conclusion.2 The population of this
research was all of the second grade students at MTs. Nurul Hidayah in
the academic year 2013/2014.
1John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, (Boston: Pearson Education, Inc.,), p. 309. 2Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D,
(Bandung: Alfabeta, 2010), p. 117.
25
b. Sample
Sample is a selected group of subjects for a study where the
individuals represent the larger group.3 The strategy of sampling was
Non-probability Sampling; it means that this kind of sampling does not
equally give the opportunity for every population to be selected as the
sample.4 The technique of the sample was total sampling; where all
populations become the main sample. The sample of this research was;
the A class with 16 students as the experimental class and B class with
16 students as controlled class.
D. Validity of the Instrument
An instrument which is going to be tested to students should have measured
what should be measured it is well-known as validity. Heaton defined ―validity is
the extent to which it measures what it is supposed to measure‖5. The instrument
of this research is based on the content of the English syllabus, “Mengungkapkan
makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount”. The
students should attain those objectives in learning descriptive writing, therefore, to
construct the test or instrument and the objective can be reached, it should be
guided on its content and it is known as content validity.
Content validity is a kind of validity that depends on the analysis of the
language which is being tested and the course objective.6 Before conducting the
test, the writer did the consultation to the advisor about the instrument in order to
make it is compatible and appropriate with the syllabus. The instrument of this
research has to be appropriate with the objective of learning descriptive text itself,
the indicator of learning descriptive text and instruction given to students so that
there is the appropriateness with the content of the syllabus and the writing
3L. R. Gay, Educational Research: Competencies for Analysis and Application, Third
Edition, (Columbus, Ohio: Merrill Publishing Company, 1987), p. 101. 4Loc. cit,.
5J. B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1988), p. 159
6Ibid, p. 160.
26
material which is tested to students and the objective of teaching and learning can
be achieved.
E. Reliability of the Instrument
The test also must reliable; it means that the test must be consistent in its
measurement.7 To make the test is reliable; the writer used rubric scoring as
Hughes suggested namely analytic scoring to score the students‘ pre-test and post-
test. The analytic scoring scores every aspect of content and composition of
writing which is, sometimes, cannot be scored by other scoring. The scales of
analytic scoring are derived from John Anderson. Actually, this analytic scoring is
based on oral scoring found by Harris but it also can be a scoring of writing skill.
There are some advantages of analytic scoring, the scores are compiled to
consider aspect of performance which it might otherwise ignore, besides, the very
fact that the scores have to give a number of scorer will tend to make the scoring
more reliable.8
F. Instrument of the Study
The instrument of this study was a test, exactly a written test. Test is some
questions or other tools which are used to measure the students‘ performance, the
intelligence, ability, or talents possessed by the individual or group.9 The writer,
then, administered a written test to measure the students‘ performance in writing a
descriptive text by using clustering technique.
G. Technique of Collecting the Data
In collecting the data, the writer used a written test as the primary
instrument. There are two types of tests; pretest and posttest. Pretest is a measure
that the researcher assesses for the participants in an experiment before receive a
7Ibid, p. 162.
8Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge:
Cambridge University Press, 2003), p. 94. 9Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT
RINEKA CIPTA, 2010), p. 193.
27
treatment. Posttest is a measure that the researcher assesses for the participants
after receive a treatment.10
The pre-test and post-test included in these processes:
1. The preliminary study conducted on October 1st 2013. The writer asked
the information from the English teacher to know the circumstances of
learning English and teaching descriptive writing.
2. After getting the permission from the English teacher, the writer
administered pre-test in both experimental and controlled class on October
2nd
2013.
3. The writer set the kisi-kisi of the instrument and Rencana Pelaksanaan
Pembelajaran to be applied in the classroom during the research.
4. On October 9th
2013, the writer conducted the certain treatment in the
experimental class to write a descriptive text by using clustering
technique; whereas in the controlled class did not use clustering technique
to write a descriptive writing. The topic given is about animal, the students
have to describe about animal.
5. Then, the teaching was continued on November 7th
2013. The writer asked
students to write a descriptive text about place
6. The final treatment was on November 12th
2013; in this meeting the
students wrote a descriptive writing about person.
7. After permitting by the English teacher to administer post-test, the writer
conducted it on November 14th
2013 in the experimental class.
8. The writer administered post-test in the controlled class on November 19th
2013.
9. After getting the whole data, the writer calculated the result of students‘
score in pre-test and post test by using some formulations.
10
John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, (Boston: Pearson Education, Inc., 2012), p. 297.
28
H. Technique of Analyzing the Data
In analyzing the data, the formulas used are11
:
1) Determining the Mean of Variable I (Variable X), uses a formula as
follow:
Mx or M1 =
2) Determining the Mean of Variable II (Variable Y), uses a formula as
follow:
My or M2 =
3) Determining the Standard Deviation of Variable X uses a formula as
follow:
SDx or SD1 = √
4) Determining the Standard Deviation of Variable Y uses a formula as
follow:
SDy or SD2 = √
5) Determining the Standard Error Mean of Variable X uses a formula as
follow:
or =
√
6) Determining the Standard Error Mean of Variable Y uses a formula as
follow:
or =
√
7) Determining the difference of Standard Error between Mean of
Variable X and Mean of Variable Y, uses a formula as follow:
11
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada,
2010), pp. 315—316
29
– = √ 2
+ 2
8) Determining to :
to =
9) Determining t-table in significance level of 5% and with degree of
freedom (df):
df = (N1 N2) 2
Note:
Variable X = descriptive writing by using clustering technique
Variable Y = descriptive writing without using clustering technique
M1 = Mean of variable X
M2 = Mean of variable Y
SD1 = Standard Deviation of variable X
SD2 = Standard Deviation of variable Y
SE = Standard Error of Mean of variable X
SE = Standard Error of Mean of variable Y
df = degree of freedom
To score the students‘ performance in writing descriptive text, the scoring
uses analytic score devised according to Hughes is as follows12
:
Table 3.1
Analytic Scoring according to Hughes:
Criteria of
writing
Rating
Score Indicators
Grammar 6
5
4
Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do not,
however, interfere with comprehension.
Errors of grammar or word order fairly frequent;
occasional re-reading necessary for full
12
Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge:
Cambridge University Press, 2003), pp. 101—102.
30
3
2
1
comprehension.
Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader‘s part.
Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
Errors of grammar or word order so severe as to make
comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1
Use of vocabulary and idiom rarely distinguishable
from that of educated native writer.
Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired.
Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
vocabulary.
Limited vocabulary and frequent errors clearly hinder
expression of ideas.
Vocabulary so limited and so frequently misused that
reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make
comprehension virtually impossible.
Mechanics 6
5
4
3
2
Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
Frequent errors in spelling or punctuation; lead
sometimes to obscurity.
Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
31
1 Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
Fluency (style
and ease of
communication)
6
5
4
3
2
1
Choice of structures and vocabulary consistently
appropriate; like that of educated native writer.
Occasional lack of consistency in choice of structures
and vocabulary which does not, however, impair
overall ease of communication.
‗Patchy‘, with some structures and vocabulary items
noticeably inappropriate to general style.
Structures and vocabulary items sometimes not only
inappropriate but also misuses; little sense of ease of
communication.
Communication often impaired by completely
inappropriate or misused structures and vocabulary
items.
A ‗hotch-potch‘ of half-learned misused structures and
vocabulary items rendering communication almost
impossible.
Form
(organization)
6
5
4
3
2
1
Highly organized; clear progression of ideas well
linked; like educated native writer.
Material well organized; links could occasionally be
clearer but communication not impaired.
Some lack of organization; re-reading required for
clarification of ideas.
Little or no attempt at connectivity, though reader can
deduce some organization.
Individual may be clear, but very difficult to deduce
connection between them.
Lack of organization so severe that communication is
seriously impaired.
32
Nilai = (Jumlah skor maksimal) x100
30
I. Statistic Hypotheses
Ho : µ1 = µ2 : the alternative hypotheses (Ha) is rejected and the null
hypotheses is accepted.
Ha : µ1 ≠ µ2 : the alternative hypotheses (Ha) is accepted and the null
hypotheses is rejected.
Note:
1 : Mean of the experimental class
2 : Mean of the controlled class
33
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Data Description
In the data description, the writer described the data which had been
collected. Those data are the students’ pretest and posttest scores of writing a
descriptive text. The writer provided a table to present the pretest and posttest
scores of both experimental and controlled classes.
Table 4.1
Students’ score of experimental class
Students
(N1) Pre-test Post-test Gained Score
S1 50 63 +13
S2 47 60 +13
S3 47 57 +10
S4 40 43 +3
S5 43 53 +10
S6 47 43 −3
S7 40 47 +7
S8 53 73 +20
S9 37 50 +13
S10 37 50 +13
S11 47 43 −4
S12 60 80 +20
S13 47 47 0
S14 50 50 0
S15 50 77 +27
S16 60 57 −3
∑X 139
34
Table 4.2
Students’ score of controlled class
Students
(N1) Pre-test Post-test Gained Score
S1 30 37 +7
S2 40 37 −3
S3 40 37 −3
S4 40 47 +7
S5 30 30 0
S6 57 50 −7
S7 30 37 +7
S8 30 30 0
S9 43 43 0
S10 40 47 +7
S11 40 43 +3
S12 43 47 +4
S13 37 43 +6
S14 27 27 0
S15 30 27 −3
S16 27 30 +3
∑Y 28
35
B. Data Analysis
Based on the pre-test and post-test result scores of both experimental and
controlled classes, the writer analyzed the data by using some formulations to
know the “t” value by using the degree of significant level 5% and to know the
significant effectiveness of using clustering technique to students’ descriptive
writing.
First of all, the writer determined the mean of X or experimental class and
mean of Y or controlled class. To determine the mean of X by using this formula:
M1 = ∑
=
= 8.7
Meanwhile, the writer also determined the mean of Y or controlled class by
using the following formula:
M2 = ∑
=
= 1.75
To make clearer, the writer provided the table to show the result of mean of
experimental and controlled classes as following:
36
Table 4.3
The calculation result of both experimental and controlled classes
No. X Y x (X-M1) y (Y-M2) x2 y
2
1. +13 +7 4.3 5.25 18.49 27.5625
2. +13 −3 4.3 -4.75 18.49 22.5625
3. +10 −3 1.3 -4.75 1.69 22.5625
4. +3 +7 -5.7 5.25 32.49 27.5625
5. +10 0 1.3 -1.75 1.69 3.0625
6. −3 −7 -11.7 -8.75 136.89 76.5625
7. +7 +7 -1.7 5.25 2.89 27.5625
8. +20 0 11.3 -1.75 127.69 3.0625
9. +13 0 4.3 -1.75 18.49 3.0625
10. +13 +7 4.3 5.25 18.49 27.5625
11. −4 +3 -12.7 1.25 161.29 1.5625
12. +20 +4 11.3 2.25 127.69 5.0625
13. 0 +6 -8.7 4.25 75.69 18.0625
14. 0 0 -8.7 -1.75 75.69 3.0625
15. +27 −3 18.3 -4.75 334.89 22.5625
16. −3 +3 -11.7 1.25 136.89 1.5625
∑X=139 ∑Y=28 ∑x = 0 ∑y = 0 ∑x2 =
1289.44 ∑y
2 = 293
After determining the mean of both experimental and controlled class (X
and Y), the writer determined the Standard Deviation of experimental class (X)
used a formula as follow:
SD1 = √∑
37
= √
√
= 8.98
Meanwhile, to determine the Standard Deviation of controlled class (Y) used
a formula as follow:
SD2 = √∑
=√
√
= 4.3
Then, the result of both standard deviation (X and Y) the writer calculated
the Standard Error Mean of experimental class (X) uses a formula as follow:
=
√
√
=
√
= 2.3
Meanwhile, to determine the Standard Error Mean of controlled class (Y)
used a formula as follow:
=
√
=
√
=
√
= 1.1
38
After determining the standard deviation of both experimental and
controlled class, the writer calculated the difference of standard error between
mean of experimental class X and mean of controlled class Y, used a formula as
follow:
– = √ 2+
2
√ (2.3)2+ (1.1)
2
= √5.29 + 1.21
= √6.5
= 2.5
Then, the writer calculated tobserved:
to=
to=
to=
to= 2.78
Finally, the writer calculated the ttable in significance level of 5% and with
degree of freedom (df):
df = (N1 N2) 2
df = (16+16) – 2
= 30
Based on the degree of freedom (df), the writer gained the t-table:
Degree of significance 5% = 2.04
From the calculation towards the result of pre-test and post-test of both
experimental and controlled classes, the result shows that the obtained score of
39
experimental class is higher than that of controlled class. Besides, the writer
obtained the comparison between to and tt for the degree of significance 5%:
Degree of significance 5%: to> tt = 2.78 > 2.04
The data which have been calculated by using t-test, based on the result pre-
test and post-test of both experimental and controlled classes is to prove the
research hypotheses as the tentative assumption below:
1. If to> tt : the alternative hypotheses (Ha) is accepted and the null
hypotheses (Ho) is rejected. It means that there is a significant difference
between the result of students’ descriptive writing by using clustering
technique and students’ descriptive writing without using clustering
technique for the second grade students of MTs. Nurul Hidayah Jeruk Purut.
2. If to< tt : the alternative hypotheses (Ha) is rejected and the null hypotheses
(Ho) is accepted. It means that there is no significant difference between
students’ descriptive writing by using clustering technique and students’
descriptive writing without using clustering technique for the second grade
students of MTs. Nurul Hidayah Jeruk Purut.
From the data calculation, the value of to is 2.78 and the degree of freedom
(df) is 30. In this research, the writer used the degree of significance 5% where the
value of degree of significance 5% is 2.04.
By comparing the value of to= 2.78 and t-table on the degree of significance
5% = 2.04 the writer made a conclusion of the hypotheses that to is higher than t-
table; 2.04 < 2.78. It meant that the alternative hypotheses (Ha) is accepted and
the null hypotheses is rejected (Ho). Therefore, the using of clustering technique
is effective to students’ descriptive writing.
40
C. Data Interpretation
Based on the data description, it can be seen that the scores of experimental
class or the students who have been taught a descriptive writing by using the
clustering technique is higher than those who have been taught a descriptive
writing without using the clustering technique. It means that, the clustering
technique is effective to be applied in writing; in the case is descriptive writing.
The writer had applied a clustering technique as the technique to used to
write a descriptive text due to Heaton said that writing is considered as a complex
skill because students have to master not only the component of grammatical and
structure of the sentence but also the structures of the paragraph itself,
furthermore, students’ effort are required to generate their ideas that come along
into the words. Therefore, writing needs a technique to be applied in writing in
order to make easier the students to write especially to write a descriptive text.
Descriptive text needs the vivid description about thing, place, and people,
besides, descriptive text is not only just to tell something but also show something
so that the readers gain the description as detail as possible. To give a description
as vivid as possible, there is a technique which can be used to write a descriptive
writing called clustering technique. It is suitable to be applied in descriptive
writing because in Carol Booth Olson’s book, Gabriele Lusser Rico defined that
clustering technique is as a nonlinear brainstorming that generates students’ ideas,
images and feelings around the relation words or ideas until a pattern is visible. It
can also activate the complex symbol activity called writing on the right brain so
that a clustering technique is as a powerful mental tool. Finally, the writer
conducted this research to prove whether or not the clustering technique is really
effective to be applied in descriptive writing.
Based on the calculation by using some formulas to calculate students’
scores in pre-test and post-test, the writer believed that the clustering technique is
effective to students’ descriptive writing. The result of to is higher than t-table, the
value of to= 2.78 and t-table on the degree of significance 5% = 2.04 the writer
41
made a conclusion of the hypotheses that to is higher than t-table; 2.78 > 2.04. The
alternative hypotheses (Ha) of this research had been proven that clustering
technique to students’ descriptive writing of the second grade students of MTs.
Nurul Hidayah Jeruk Purut is more effective than without using clustering
technique to students’ descriptive writing. Thus, the alternative hypotheses (Ha) is
accepted and the null hypotheses (Ho) is rejected.
42
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSION
In this chapter, the writer would like to give the conclusions about the
previous chapters. Based on the data which have been collected, the writer
concludes that the use of clustering technique gives the positive effect to
students’ descriptive writing. It can be seen from the result score of post test
in both classes (experimental class and controlled class), the experimental
class which used a clustering technique to descriptive writing was higher than
that of the controlled class which did not use a clustering technique. The
result of to is 2.78, whereas the ttable with the degree of significance 5% is
2,04. It shows that the alternative hypothesis (Ha) of this research is accepted
and the null hypothesis (Ho) is rejected. Therefore, the use of clustering
technique is effective to students’ descriptive writing.
B. SUGGESTIONS
The writer would like to give some suggestions which can be useful for
the teachers at MTs. Nurul Hidayah Jeruk Purut, the suggestions are as
follow:
1. The teachers have to pay attention to the students’ motivation of
writing so that they are interested in writing activity.
2. The teachers should have the creativity to use some methods and
techniques that can be used in the classroom to make students
easily learning English.
43
3. The teachers can use clustering technique as the one of techniques
of writing skill that used in the classroom.
4. The teachers should create a student’s habit to write continuously
so that they are usual to practice writing skill.
44
BIBLIOGRAPHY
Arikunto, Suharsimi. Prosedur Penilitian. Fifth revised Edition. Jakarta: PT RINEKA
CIPTA, 2002.
Ary, Donald. Introduction to Research in Education. Orlando: Harcourt Brace &
Company, 1996.
Axelrod, Rise B. and Chooper. Charles R., The ST. Martine’s Guide to Writing.
Boston: Houghton Mifflin Company, 1986.
Buscemi, Santi V, et al. The Basics: A Rhetoric and Handbook. New York: McGraw-
Hill Companies, Inc., 2005.
Connelly, Mark. The Sundance Writer: A Rhetoric, Reader, Research Guide and
Handbook. Boston: Cengage Learning, 2007.
Clouse, Barbara Fine. A Troubleshooting Guide for Writers. Fourth Edition. New
York: Mc-Graw Hill Companies, Inc., 2005.
Creswell, John W. Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson
Education, Inc., 2012.
Dietsch, Betty Mattix. Reasoning and Writing Well. New York: McGraw-Hill
Companies, Inc., 2006.
Emilia, Emi. Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press,
2010.
Gay, L. R. Educational Research: Competencies for Analysis and Application. Third
Edition. Columbus, Ohio: Merrill Publishing Company, 1987.
Hairstone, Maxine. Contemporary Composition. Boston: Houghton Mifflin
Company, 1986.
Heaton, J. B. Writing English Language Tests. New York: Longman Inc., 1988.
Hughes, Arthur. Testing for Language Teachers. Second Edition. Cambridge:
Cambridge University Press, 2003.
Langan, John. College Writing Skills with Readings. Fifth Edition. New York: Mc-
Graw Hill Company, 2001.
45
Luser Rico, Gabriele. “Prewriting”, in Carol Booth Olson (ed). Practical Ideas for
Teaching Writing as a Process. California: Sacramento, 1987.
McGuinnes, Dennis E. and Spencer, Lauren. Writing to Describe. New York: The
Rosen Publishing Group, Inc., 2012.
McHugh, Nancy. “Domains of Writing”, in Carol Booth Olson (ed). Practical Ideas
for Teaching Writing as a Process. California: Sacramento, 1987.
Miller, Robert K. Motives for Writing. New York: The McGraw-Hill Companies,
1992.
Oshima, Alice and Hogue, Ann. Introduction to Academic Writing. Third Edition.
New York: Pearson Education, Inc., 2007.
Phelps-Gunn, Trisha and Phelps-Terasaki, Diana. Written Language Instruction,
Theory and Remediation. London: Aspen Systems Corporation, 1982.
Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University Press,
1983.
Reid, Joy M. The Process of Composition. Second Edition. New Jersey: Prentice-
Hall, Inc., 1988.
Reynolds, Audrey L. Exploring Written English: A Guide for Basic Writers. Boston:
Little, Brown & Company, 1983.
Richards, Jack C. and Renandya, Willy A. Methodology in Language Teaching. New
York: Cambridge University Press, 2002.
Roberts, William H. The Writer’s Companion: A Short Handbook. Boston: Little,
Brown Company, 1985.
Shinoda, Sanggam Siahaan Kisno. Generic Text Structure. First Edition.,Yogyakarta:
Graha Ilmu, 2008.
Smalley, Regina L. and Ruetten, Mary K. Refining Composition skills: Rhetoric and
Grammar. Fourth Edition. Boston: Heinle & Heinle Publishers, 1995.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo Persada,
2010.
Sugiyono. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan
R&D. Bandung: Alfabeta, 2010.
APPENDICES
46
APPENDIX 1
KISI-KISI PEMBELAJARAN
Sekolah : MTs. Nurul Hidayah Jeruk Purut
Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan
lingkungan sekitar
Kompetensi
Dasar Tujuan Pembelajaran Instruksi
6.1.Mengungkapkan
makna dan langkah
retorika dalam esei
pendek sederhana
dengan
menggunakan ragam
bahasa tulis secara
akurat, lancar dan
berterima untuk
berinteraksi dengan
lingkungan sekitar
dalam teks
berbentuk
descriptive dan
recount
1. Siswa mampu
menyusun kalimat
menjadi teks yang
bermakna dalam
bentuk descriptive
2. Siswa mampu menulis
teks essai dalam
bentuk
Descriptive tentang
hewan, orang, dan
tempat
1. Write an essay
about describing
something or a
certain place.
47
APPENDIX 2
RPP I (Kelas Eksperimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
1. Mengungkapkan makna dalam teks tulis fungsional dan esei
pendek sangat sederhana berbentuk descriptive untuk
berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
1.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sangat sederhana dengan menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat dalam teks berbentuk descriptive.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada
dalam descriptive text.
2. Menemukan ide dengan menggunakan Teknik Clustering
3. Menyusun ide untuk menyusun paragraf descriptive.
4. Menghasilkan teks essai yang berbentuk descriptive sesuai
dengan topik yang telah ditentukan yaitu tentang hewan.
48
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics
of a specific things, for example a specific person, place and thing.
A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces
about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g.
physical appearance, habitual behavior, and significant
attributes.
The language feature of descriptive text:
1. Using adjective
2. Using simple present tense
3. Using particular nouns
V. Media Pembelajaran
Laptop
In focus
VI. Metode Pembelajaran
Three-phase Techniques
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan
dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
49
Kegiatan Inti
Elaborasi (60-70 menit)
1. Guru memberikan contoh teks descriptive kepada siswa untuk
dipelajari.
2. Guru bertanya kepada siswa teks apa yang ditampilkan.
3. Guru memberi tahu teks apa yang ditampilkan
4. Siswa mendengarkan dan memperhatikan penjelasan dari guru
tentang descriptive text tentang definisi, dan pola paragraf
descriptive text.
5. Guru bersama siswa menganalisa pola paragraf dan struktur
kebahasaan paragraf descriptive.
6. Guru memperkenalkan teknik clustering dan menjelaskannya.
7. Guru memberikan desain clustering dari teks descriptive.
8. Setelah para siswa memahami cara membuat paragraf
deskriptif, siswa diminta untuk membuat paragraph deskriptif
secara individu dengan topik hewan, kemudian mencari ide
melalui teknik clustering.
9. Siswa menyusun paragraf descriptif
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
4. Memberi tugas/pekerjaan rumah
50
Sumber belajar
1. Buku LKS Kartika Prima kelas VIII.
2. Buku teks Bahasa Inggris Scaffolding kelas VIII.
VIII. Penilaian
Indikator Teknik Bentuk Instrumen
1. Memahami struktur paragraf
dan ciri kebahasaan yang
ada dalam descriptive text.
2. Menemukan ide dengan
menggunakan Teknik
Clustering
3. Menyusun ide untuk
menyusun paragraf
descriptive.
4. Menghasilkan teks essai
yang berbentuk descriptive
sesuai dengan topic yang
telah ditentukan yaitu
tentang hewan.
Tes Lisan
Tes tertulis
Tanya Jawab
Essay
51
Contoh instrument
Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph!
Topic : Animal
Cat
Title:
Introduction:
Description(s):
Format kriteria penilaian
Produk
Criteria of
writing
Rating
Score Indicators
Grammar 6
5
Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do not,
52
4
3
2
1
however, interfere with comprehension.
Errors of grammar or word order fairly frequent;
occasional re-reading necessary for full
comprehension.
Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader’s part.
Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
Errors of grammar or word order so severe as to make
comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1
Use of vocabulary and idiom rarely distinguishable
from that of educated native writer.
Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired.
Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
vocabulary.
Limited vocabulary and frequent errors clearly hinder
expression of ideas.
Vocabulary so limited and so frequently misused that
reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make
comprehension virtually impossible.
Mechanics 6
5
4
3
Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
Frequent errors in spelling or punctuation; lead
53
2
1
sometimes to obscurity.
Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
Fluency (style
and ease of
communication)
6
5
4
3
2
1
Choice of structures and vocabulary consistently
appropriate; like that of educated native writer.
Occasional lack of consistency in choice of structures
and vocabulary which does not, however, impair
overall ease of communication.
‘Patchy’, with some structures and vocabulary items
noticeably inappropriate to general style.
Structures and vocabulary items sometimes not only
inappropriate but also misuses; little sense of ease of
communication.
Communication often impaired by completely
inappropriate or misused structures and vocabulary
items.
A ‘hotch-potch’ of half-learned misused structures and
vocabulary items rendering communication almost
impossible.
Form
(organization)
6
5
4
3
2
Highly organized; clear progression of ideas well
linked; like educated native writer.
Material well organized; links could occasionally be
clearer but communication not impaired.
Some lack of organization; re-reading required for
clarification of ideas.
Little or no attempt at connectivity, though reader can
deduce some organization.
Individual may be clear, but very difficult to deduce
54
1
connection between them.
Lack of organization so severe that communication is
seriously impaired.
Nilai = (Jumlah skor maksimal) x100
30
Jakarta, 9 Oktober 2013
Guru praktikan
Sari Nur’aini
55
APPENDIX 3
RPP I (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar
1.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive dan
recount.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada
dalam descriptive text.
2. Menghasilkan teks essai yang berbentuk descriptive sesuai
dengan topik yang telah ditentukan yaitu tentang hewan.
56
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics
of a specific things, for example a specific person, place and thing.
A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces
about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g.
physical appearance, habitual behavior, and significant
attributes.
V. Media Pembelajaran
Hand out
VI. Metode Pembelajaran
Three-phase Techniques
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan
dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
KegiatanInti
Elaborasi (60-70 menit)
1. Guru memberikan contoh teks descriptive kepada siswa untuk
dipelajari.
57
2. Guru bertanya kepada siswa teks apa yang ditampilkan.
3. Guru memberi tahu teks apa yang ditampilkan
4. Siswa mendengarkan dan memperhatikan penjelasan dari guru
tentang descriptive text tentang definisi, dan pola paragraf
descriptive text.
5. Guru bersama siswa menganalisa pola paragraf dan struktur
kebahasaan paragraf descriptive.
6. Setelah para siswa memahami cara membuat paragraf
deskriptif, siswa diminta untuk membuat paragraph deskriptif
secara individu dengan topik hewan.
7. Siswa menyusun paragraf descriptif
8. Membuat draft teks deskriptif secara mandiri
9. Menampilkan hasil tulisan teks deskriptif di dalam kelas.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang menulis paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
4. Memberi tugas/pekerjaan rumah
Sumber belajar
VIII. Penilaian
Indikator Teknik BentukInstrumen
1. Memahami struktur
paragraf dan ciri
kebahasaan yang
Lisan
Tanya Jawab
58
ada dalam
descriptive text.
2. Menulis teks esei
dalam bentuk
deskriptif
Tes Tertulis
Essay
Contoh instrument
Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph!
Topic : Animal
Cat
59
Format criteria penilaian
Produk
Criteria of
writing
Rating
Score Indicators
Grammar 6
5
4
3
2
1
Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do
not, however, interfere with comprehension.
Errors of grammar or word order fairly frequent;
occasional re-reading necessary for full
comprehension.
Errors of grammar or word order frequent; efforts
of interpretation sometimes required on reader’s
part.
Errors of grammar or word order very frequent;
reader often has to rely on own interpretation.
Errors of grammar or word order so severe as to
make comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1
Use of vocabulary and idiom rarely distinguishable
from that of educated native writer.
Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly
impaired.
Uses wrong or inappropriate words fairly
frequently; expression of ideas may be limited
because inadequate vocabulary.
Limited vocabulary and frequent errors clearly
hinder expression of ideas.
Vocabulary so limited and so frequently misused
that reader must often rely on own interpretation.
60
Vocabulary limitations so extreme as to make
comprehension virtually impossible.
Mechanics 6
5
4
3
2
1
Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
Frequent errors in spelling or punctuation; lead
sometimes to obscurity.
Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
Errors in spelling or punctuation so severe as to
make comprehension virtually impossible.
Fluency (style
and ease of
communication)
6
5
4
3
2
1
Choice of structures and vocabulary consistently
appropriate; like that of educated native writer.
Occasional lack of consistency in choice of
structures and vocabulary which does not, however,
impair overall ease of communication.
‘Patchy’, with some structures and vocabulary
items noticeably inappropriate to general style.
Structures and vocabulary items sometimes not
only inappropriate but also misuses; little sense of
ease of communication.
Communication often impaired by completely
inappropriate or misused structures and vocabulary
items.
A ‘hotch-potch’ of half-learned misused structures
and vocabulary items rendering communication
almost impossible.
61
Form
(organization)
6
5
4
3
2
1
Highly organized; clear progression of ideas well
linked; like educated native writer.
Material well organized; links could occasionally
be clearer but communication not impaired.
Some lack of organization; re-reading required for
clarification of ideas.
Little or no attempt at connectivity, though reader
can deduce some organization.
Individual may be clear, but very difficult to
deduce connection between them.
Lack of organization so severe that communication
is seriously impaired.
Nilai = (Jumlah skor maksimal)x100
30
Jakarta, 9 Oktober 2013
Guru praktikan
Sari Nur’aini
62
APPENDIX 4
RPP II (Kelas Eksperimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : BahasaInggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
2. Mengungkapkan makna dalam teks tulis fungsional dan esei
pendek sangat sederhana berbentuk descriptive untuk
berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
2.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sangat sederhana dengan menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat dalam teks berbentuk descriptive.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada
dalam descriptive text.
2. Menemukan ide dengan menggunakan Teknik Clustering
3. Menyusun ide untuk menyusun paragraf descriptive.
4. Menghasilkan teks essai yang berbentuk descriptive sesuai
dengan topik yaitu tentang tempat hiburan.
63
Restau
rants
Haunted
house
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics
of a specific things, for example a specific person, place and
thing.A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces
about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g.
physical appearance, habitual behavior, and significant
attributes.
The language feature of descriptive text:
1. Using adjective
2. Using simple present tense
3. Using particular nouns
Contoh penggunaan Teknik Clustering:
Children Parents/adult
Visitors
Dunia Fantasi toilet
Games Facilitation mosque
Sawhorse
64
Dunia Fantasi
Everyone is happy visits the amusement park namely Dunia Fantasi
especially children. The amusement park is a very amusing place because there
are many things that make people feel happy.
Most of people feel happy visit Dunia Fantasi. There are various visitors
who visit Dunia Fantasi, for instance, children. Every child must be happy visit
Dunia Fantasi accompanied by adults or their parents. Dunia Fantasi provides
various games. Children loves sawhorse because this game is not dangerous for
them so that they can be safe. Moreover, there is a haunted house. Some adults
are courageous to try this one. In the haunted house there are various kinds of
ghosts that are ready to scare the visitors.
Dunia Fantasi also provides some facilitation such as restaurants if they
are tired and hungry. The most important thing is toilet; everyone needs toilet
wherever they are especially in the amusement park. Finally there is a mosque for
Muslims who want to pray there.
V. Media Pembelajaran
Laptop
In focus
VI. Metode Pembelajaran
Diskusi kelompok
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan
dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
65
Kegiatan Inti
Elaborasi (60-70 menit)
1. Guru bertanya kepada siswa mengenai pemahaman materi
minggu lalu yaitu pengertian paragraf deskriptif
2. Guru bertanya kepada siswa mengenai pemahaman siswa
menggunakan teknik clustering dan pengertiannya.
3. Guru menjelaskan kembali struktur paragraf deskriptif dan cara
menuliskan penggambaran tentang suatu tempat misalnya
taman hiburan.
4. Guru menjelaskan kembali tentang cara menggunakan teknik
clustering dalam menggambarkan suatu tempat.
5. Setelahparasiswamemahami cara membuat paragraf deskriptif,
siswa diminta untuk menulis kembali paragraph deskriptif
tentang suatu tempat secara berkelompok kemudian mencari
ide melalui teknik clustering.
6. Siswa menyusun paragraf descriptif.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
Sumber belajar
1. Buku teks Bahasa Inggris Scaffolding kelas VIII.
66
VIII. Penilaian
Indikator Teknik BentukInstrumen
1. Memahami struktur paragraf
dan ciri kebahasaan yang
ada dalam descriptive text.
2. Menemukan ide dengan
menggunakan Teknik
Clustering
3. Menyusun ide untuk
menyusun paragraf
descriptive.
4. Menghasilkan teks essai
yang berbentuk descriptive
sesuai dengan topik yaitu
suatu tempat.
Tes tertulis
Isian
67
Contoh instrument
Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph!
Topic : The Amusement Park
Zoo
Title:
Introduction:
Description(s):
68
Format kriteria penilaian
Produk
Criteria of
writing
Rating
Score Indicators
Grammar 6
5
4
3
2
1
Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do not,
however, interfere with comprehension.
Errors of grammar or word order fairly frequent;
occasional re-reading necessary for full
comprehension.
Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader’s part.
Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
Errors of grammar or word order so severe as to make
comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1
Use of vocabulary and idiom rarely distinguishable
from that of educated native writer.
Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired.
Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
vocabulary.
Limited vocabulary and frequent errors clearly hinder
expression of ideas.
Vocabulary so limited and so frequently misused that
reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make
comprehension virtually impossible.
69
Mechanics 6
5
4
3
2
1
Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
Frequent errors in spelling or punctuation; lead
sometimes to obscurity.
Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
Fluency (style
and ease of
communication)
6
5
4
3
2
1
Choice of structures and vocabulary consistently
appropriate; like that of educated native writer.
Occasional lack of consistency in choice of structures
and vocabulary which does not, however, impair
overall ease of communication.
‘Patchy’, with some structures and vocabulary items
noticeably inappropriate to general style.
Structures and vocabulary items sometimes not only
inappropriate but also misuses; little sense of ease of
communication.
Communication often impaired by completely
inappropriate or misused structures and vocabulary
items.
A ‘hotch-potch’ of half-learned misused structures and
vocabulary items rendering communication almost
impossible.
70
Form
(organization)
6
5
4
3
2
1
Highly organized; clear progression of ideas well
linked; like educated native writer.
Material well organized; links could occasionally be
clearer but communication not impaired.
Some lack of organization; re-reading required for
clarification of ideas.
Little or no attempt at connectivity, though reader can
deduce some organization.
Individual may be clear, but very difficult to deduce
connection between them.
Lack of organization so severe that communication is
seriously impaired.
Nilai = (Jumlahskormaksimal)x100
30
Jakarta, 7 November 2013
Guru praktikan
Sari Nur’aini
71
APPENDIX 5
RPP II (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : BahasaInggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
2. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar
2.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancer dan berterima untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk descriptive dan
recount.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada
dalam descriptive text.
2. Melengkapi teks rumpang berbentuk deskriptif dengan topik
mengenai suatu tempat dengan berdiskusi secara berpasangan.
3. Memahami isi dari paragraf deskriptif
72
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
Sydney Opera House
The Sydney Opera House is a large
performing art place. It becomes an Australian
icon. It was established in 1973. It is located Introduction
in Sydney, New South Wales, Australia.
The Sydney Opera House covers 1.8 Description
hectares of land. It is 183 m long and about of physical
120 m wide. The building can load 25,000 people. features
The Opera House is a place for large Description
theatrical productions. It is the home of Opera of purpose
Australia, the Sydney Theatre Company and
the Sydney Symphonyan.
There are five theatres in Sydney
Opera House. There are also five rehearsal Description
studios, two main halls, four restaurants, of features
six bars, and many souvenir shops. The
design of the Opera House is very unique.
The roof looks like giant shells.
Besides for theatrical productions, Description
the Opera House is also used for other of use
functions. It is used for weddings, parties,
and conferences.
A descriptive text is a text that describes the characteristics of a
specific things, for example a specific person, place and thing. A
descriptive text has the generic structure:
73
1. Identification/ introduction
An introduction to the subject of the description.
2. Description
It tells about the characteristic features of the subject, e.g. physical
appearance, qualities, habitual behavior, and significant attributes.
The common grammatical patterns of a description include:
1. Use of particular nouns, e.g. an Australian icon
2. Use of detailed noun groups to provide information about the subject, e.g.
It is 183 long and about 120 m wide
3. Use of a variety of types of adjectives, e.g. describing, numbering,
classifying
4. Use of relating verbs to provide information about the subject, e.g. The
Sydney Opera House covers 1.8 hectares of land
5. Use of action verbs to describe the subject’s behavior, e.g. The design of
the Opera House is very unique
6. Use of similes, metaphors and other types of figurative language,
particularly in literary descriptions, e.g. The roof looks like giant shells
V. Media Pembelajaran
Hand out
VI. Metode Pembelajaran
Three-phase Techniques
Diskusi secara berpasangan
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan dan
memotivasi siswa.
74
3. Memberitahukan pembelajaran hari ini.
Kegiatan Inti
Elaborasi (60-70 menit)
1. Guru bertanya kepada siswa mengenai pemahaman materi
minggu lalu yaitu pengertian paragraf deskriptif.
2. Guru menjelaskan kembali struktur paragraf deskriptif dan cara
menuliskan penggambaran tentang suatu tempat misalnya
taman hiburan.
3. Setelah para siswa memahami cara membuat paragraf
deskriptif dan cirri-ciri kebahasaannya, siswa diminta untuk
melengkapi teks rumpang berbentuk deskriptif dengan topik
mengenai suatu tempat dengan berdiskusi secara berpasangan.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang menulis paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
Sumber belajar
VIII. Penilaian
Indikator Teknik BentukInstrumen
1. Memahami
struktur paragraf
dan ciri
kebahasaan yang
ada dalam
Completion test
Complete the
paragraph using the
suitable words.
75
descriptive text.
2. Melengkapi teks
rumpang berbentuk
deskriptif dengan
topik mengenai
suatu tempat.
Contoh instrument
Fill in the blanks with the suitable words in the box!
Borobudur Temple
Borodudur is a Buddhist 1) …….. in Central Java. It is one of the most interesting
tourist 2) …….. in Indonesia. It was built in the ninth 3) ……… Borobudur has 2,672 relefs
and 504 Buddha 4) ………. The reliefs illustrate the 5) ………. of pilgrims to three levels in
Buddhist cosmology. Those three levels are Kamadhatu, Rupadhatu, and Arupadhatu.
Borodudur is still used for pilgrimage. Once a year Buddhist in Indonesia 6) ……. Vesak
there.
Monument Journey Attractions
Century Celebrate Statues
Names:
76
Format criteria penilaian
Nilai = (Jumlah skor maksimal) x100
60
Jakarta, 7 November 2013
Guru praktikan
Sari Nur’aini
77
APPENDIX 6
RPP III (Kelas Eksperimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
3. Mengungkapkan makna dalam teks tulis fungsional dan esei
pendek sangat sederhana berbentuk descriptive untuk
berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar
3.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sangat sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan terdekat dalam teks berbentuk descriptive.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Memahami struktur paragraf dan ciri kebahasaan yang ada
dalam descriptive text.
2. Menemukan ide dengan menggunakan Teknik Clustering
3. Menyusun ide untuk menyusun paragraf descriptive.
4. Menghasilkan teks essai yang berbentuk descriptive sesuai
dengan topik yaitu tentang idola.
78
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics
of a specific things, for example a specific person, place and thing.
A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces
about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g.
physical appearance, habitual behavior, and significant
attributes.
The language feature of descriptive text:
1. Using adjective
2. Using simple present tense
3. Using particular nouns
Contoh penggunaan Teknik Clustering:
Agnes Monica
hair
Appea
rance
body
tall slim
Personality
Beautiful
confident generous
79
My Diva is Agnes Monica
Agnes Monica is a famous pop singer. Most people in Indonesia know her.
She certainly looks like an angel. She is tall, slim and beautiful. Her hair is
black. She always wears fashionable clothes.
Her personality is as good as her voice. She is confident. She is also
generous. She gives a lot of money to charity. Her hobby is unique. She keeps a
dog as a pet. She does not like cooking
V. Media Pembelajaran
Laptop
In focus
VI. Metode Pembelajaran
Three-phase techniques
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan
dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
Kegiatan Inti
Elaborasi (60-70 menit)
1. Guru bertanya kepada siswa mengenai pemahaman materi
minggu lalu yaitu pengertian paragraf deskriptif
2. Guru bertanya kembali kepada siswa mengenai pemahaman
siswa menggunakan teknik clustering dan pengertiannya.
3. Guru menjelaskan kembali struktur paragraf deskriptif dan cara
menuliskan penggambaran tentang seseorang.
80
4. Guru menjelaskan kembali tentang cara menggunakan teknik
clustering dalam menggambarkan suatu tempat.
5. Setelah para siswa memahami cara membuat paragraf
deskriptif, siswa diminta untuk menulis kembali paragraf
deskriptif tentang seseorang secara individu kemudian mencari
ide melalui teknik clustering.
6. Siswa menyusun paragraf descriptif.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
4. Memberi tugas/pekerjaan rumah
Sumber belajar
1. Buku teks Bahasa Inggris Scaffolding kelas VIII.
VIII. Penilaian
Indikator Teknik Bentuk Instrumen
1. Memahami struktur paragraf dan ciri
kebahasaan yang ada dalam
descriptive text.
2. Menemukan ide dengan
menggunakan Teknik Clustering
3. Menyusun ide untuk menyusun
paragraf descriptive.
4. Menghasilkan teks essai yang
Tes tertulis
Isian
81
berbentuk descriptive sesuai dengan
topik yaitu idola.
Contoh instrument
Name :
Class :
Find your brilliant ideas based on the topic and write down into a paragraph!
Topic : Idol
Agnes M
Title:
Introduction:
Description(s):
82
Format kriteria penilaian
Produk
Criteria of
writing
Rating
Score Indicators
Grammar 6
5
4
3
2
1
Few noticeable errors of grammar or word order.
Some errors of grammar or word order which do not,
however, interfere with comprehension.
Errors of grammar or word order fairly frequent;
occasional re-reading necessary for full
comprehension.
Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader’s part.
Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
Errors of grammar or word order so severe as to make
comprehension virtually impossible.
Vocabulary 6
5
4
3
2
1
Use of vocabulary and idiom rarely distinguishable
from that of educated native writer.
Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired.
Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because inadequate
vocabulary.
Limited vocabulary and frequent errors clearly hinder
expression of ideas.
Vocabulary so limited and so frequently misused that
reader must often rely on own interpretation.
Vocabulary limitations so extreme as to make
comprehension virtually impossible.
83
Mechanics 6
5
4
3
2
1
Few noticeable lapses in punctuation or spelling.
Occasional lapses in punctuation or spelling which
does not, however, interfere with comprehension.
Errors in punctuation or spelling fairly frequent;
occasional re-reading necessary for full
comprehension.
Frequent errors in spelling or punctuation; lead
sometimes to obscurity.
Errors in spelling or punctuation so frequent that
reader must often rely on own interpretation.
Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
Fluency (style
and ease of
communication)
6
5
4
3
2
1
Choice of structures and vocabulary consistently
appropriate; like that of educated native writer.
Occasional lack of consistency in choice of structures
and vocabulary which does not, however, impair
overall ease of communication.
‘Patchy’, with some structures and vocabulary items
noticeably inappropriate to general style.
Structures and vocabulary items sometimes not only
inappropriate but also misuses; little sense of ease of
communication.
Communication often impaired by completely
inappropriate or misused structures and vocabulary
items.
A ‘hotch-potch’ of half-learned misused structures and
vocabulary items rendering communication almost
impossible.
84
Form
(organization)
6
5
4
3
2
1
Highly organized; clear progression of ideas well
linked; like educated native writer.
Material well organized; links could occasionally be
clearer but communication not impaired.
Some lack of organization; re-reading required for
clarification of ideas.
Little or no attempt at connectivity, though reader can
deduce some organization.
Individual may be clear, but very difficult to deduce
connection between them.
Lack of organization so severe that communication is
seriously impaired.
Nilai = (Jumlah skor maksimal) x100
30
Jakarta, 12 November 2013
Guru praktikan
Sari Nur’aini
85
APPENDIX 7
RPP III (Kelas kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah : MTs. Nurul Hidayah
Mata pelajaran : Bahasa Inggris
Kelas/ semester : VIII/ I
Alokasi waktu : 2x40 menit (1 pertemuan)
I. Standar Kompetensi
Menulis
3. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar.
II. Kompetensi Dasar
3.1. Mengungkapkan makna dan langkah retorika dalam esei
pendek sederhana dengan menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
III. Tujuan Pembelajaran
Setelah mengikuti pembelajaran ini, peserta didik mampu:
1. Menyusun kalimat menjadi teks yang bermakna dalam bentuk
deskriptif secara individu tentang seseorang.
2. Memahami struktur paragraf yang ada dalam descriptive text.
3. Memahami isi dari paragraf deskriptif
86
IV. Materi Pembelajaran
DESCRIPTIVE TEXT
A descriptive text is a text that describes the characteristics
of a specific things, for example a specific person, place and thing.
A descriptive text has the generic structure:
1. Identification/ introduction
Identifying the phenomenon to be described. It introduces
about name, location, etc.
2. Description
It tells about the characteristic features of the subject, e.g.
physical appearance, habitual behavior, and significant
attributes.
How to describe people:
Height: tall, short
Body: slim, thin, fat, muscular
Age: young, old, teenager
Hair: long short, bald, straight, curly, wavy, black, red
Face: round, oval, square, wrinkles, pale, bearded, shaved
Eyes: big, round, blue, brown, green, hazel, bright, slanting
Who is your idol?
Describe your idol, please
Example:
87
Tobey Maguire is an American Actor. His full name is
Tobias Vincent Maguire. He is known for his role as Peter
Parker/Spider-Man in the Spider-Man film series. He stands about
172 cm. Besides, he has a muscular body that can really figure a
superhero. He has big round eyes and black straight hair. His
physical appearance really supports his role as a superhero.
Moreover, he is very friendly that makes him loveable.
V. Media Pembelajaran
Hand out
VI. Metode Pembelajaran
Three-phase Techniques
Tanya jawab
VII. Langkah-langkah kegiatan pembelajaran
Kegiatan Awal (5-10 menit)
1. Presensi (mencatat siswa yang tidak hadir dan
alasan/penyebabnya)
2. Apersepsi dan motivasi: membuka proses berfikir dan
menyampaikan pendahuluan materi yang akan disajikan
dan memotivasi siswa.
3. Memberitahukan pembelajaran hari ini.
Kegiatan Inti
Elaborasi (60-70 menit)
88
1. Guru bertanya kepada siswa mengenai pemahaman materi
minggu lalu yaitu pengertian paragraf deskriptif.
2. Guru menjelaskan kembali struktur paragraf deskriptif dan cara
menuliskan penggambaran tentang seseorang.
3. Setelah para siswa memahami cara membuat paragraf
deskriptif, siswa diminta untuk menyusun kalimat acak menjadi
paragraph deskriptif yang padu.
4. Siswa menyusun paragraf deskriptif.
Konfirmasi (5 menit)
1. Bertanya kepada siswa tentang menulis paragraph deskriptif
2. Memberikan umpan balik positif dan penguatan dalam bentuk
lisan (amazing, well done, good job), tulisan, isyarat (giving
applause), maupun hadiah terhadap keberhasilan peserta didik.
Kegiatan Akhir
Penutup (5 menit)
1. Memberi kesempatan kepada peserta didik untuk bertanya.
2. Mengulas secara singkat apa yang telah dipelajari hari ini.
3. Feedback untuk mengetahui daya serap siswa.
4. Memberi tugas/pekerjaan rumah
Sumber belajar
VIII. Penilaian
Indikator Teknik Bentuk Instrumen
1. Menyusun kalimat menjadi
teks yang bermakna dalam
bentuk deskriptif secara
individu tentang seseorang.
2. Memahami struktur
paragraf yang ada dalam
descriptive text.
3. Memahami isi deskriptif
Jumbled sentence
Rearrange the following
sentences correctly.
89
Jakarta, 12 November 2013
Guru praktikan
Sari Nur’aini
Contoh instrument
Name :
Class :
Rearrange the following sentences correctly to make a good descriptive paragraph!
1. She is tall, slim and beautiful
2. Her personality is as good as her voice
3. Agnes Monica is a famous pop singer
4. Her hobby is unique
5. She gives a lot of money to charity
6. She is confident. She is also generous
7. She does not like cooking
8. Most people in Indonesia know her
9. She always wears fashionable clothes
10. She keeps a dog as a pet
11. She certainly looks like an angel.
12. Her hair is black
My Diva
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
90
APPENDIX 8
The Scoring of Descriptive Writing in Experimental Class (pre-test)
Score = Maximum score x 100
30
No Grammar Vocabulary Mechanics Fluency Form
Score 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
1 √ √ √ √ √ 50
2 √ √ √ √ √ 47
3 √ √ √ √ √ 47
4 √ √ √ √ √ 40
5 √ √ √ √ √ 43
6 √ √ √ √ √ 47
7 √ √ √ √ √ 40
8 √ √ √ √ √ 53
9 √ √ √ √ √ 37
10 √ √ √ √ √ 37
11 √ √ √ √ √ 47
12 √ √ √ √ √ 60
13 √ √ √ √ √ 47
14 √ √ √ √ √ 50
15 √ √ √ √ √ 50
16 √ √ √ √ √ 60
91
The Scoring of Descriptive Writing in Experimental Class (post-test)
Score = Maximum score x 100
30
No Grammar Vocabulary Mechanics Fluency Form
Score 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
1 √ √ √ √ √ 63
2 √ √ √ √ √ 60
3 √ √ √ √ √ 57
4 √ √ √ √ √ 43
5 √ √ √ √ √ 53
6 √ √ √ √ √ 43
7 √ √ √ √ √ 47
8 √ √ √ √ √ 73
9 √ √ √ √ √ 50
10 √ √ √ √ √ 50
11 √ √ √ √ √ 43
12 √ √ √ √ √ 80
13 √ √ √ √ √ 50
14 √ √ √ √ √ 50
15 √ √ √ √ √ 77
16 √ √ √ √ √ 57
92
The Scoring of Descriptive Writing in Controlled Class (pre-test)
Score = Maximum score x 100
30
No Grammar Vocabulary Mechanics Fluency Form
Score 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
1 √ √ √ √ √ 30
2 √ √ √ √ √ 40
3 √ √ √ √ √ 40
4 √ √ √ √ √ 40
5 √ √ √ √ √ 30
6 √ √ √ √ √ 57
7 √ √ √ √ √ 30
8 √ √ √ √ √ 30
9 √ √ √ √ √ 43
10 √ √ √ √ √ 40
11 √ √ √ √ √ 40
12 √ √ √ √ √ 43
13 √ √ √ √ √ 37
14 √ √ √ √ √ 27
15 √ √ √ √ √ 30
16 √ √ √ √ √ 27
92
93
94
APPENDIX 9
Students’ score of experimental class
Students
(N1) Pre-test Post-test
S1 50 63
S2 47 60
S3 47 57
S4 40 43
S5 43 53
S6 47 43
S7 40 47
S8 53 73
S9 37 50
S10 37 50
S11 47 43
S12 60 80
S13 47 47
S14 50 50
S15 50 77
S16 60 57
95
Students’ score of controlled class
Students
(N1) Pre-test Post-test
S1 30 37
S2 40 37
S3 40 37
S4 40 47
S5 30 30
S6 57 50
S7 30 37
S8 30 30
S9 43 43
S10 40 47
S11 40 43
S12 43 47
S13 37 43
S14 27 27
S15 30 27
S16 27 30
96
97
98