Thesis English Education.pdf

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IMPROVING STUDENTS’ WRITING ABILITY

THROUGH CLUSTERING TECHNIQUE

(A Classroom Action Research in the Second Year of SMP Al-H asra Bojongsari -Depok)

By:

Tita Nurul Fajriyani

106014000442

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011



ABSTRACT

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Clustering Technique (A Classroom Action Research in the Second

Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, English Education

Department, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta.

Advisor: Dr. Fahriany, M.Pd

Key words: Students’ Writing Ability, Clustering Technique

This study was carried out to improve the students’ writing ability through

Clustering Technique in the second year of SMP Al-Hasra academic year 2010-

2011. The subjects of this study were consisted of 31 students.

The method used in this study was Classroom Action Research (CAR).

The classroom action research design applied in this study was a collaborative

classroom action research. It meant that the writer collaborated with the English

teacher of SMP Al-Hasra as an observer and collaborator. This study was

conducted following Kurt Lewin model with the following procedures of the

action research: planning, acting, observing, and reflecting. The study was carried

out in two cycles. Each cycle consisted of two meetings. The data were gathered

in this study through interview, field notes, questionnaire, and test.

The result of the study showed that there was improvement of students’

writing ability. Most of the students gradually gained good scores at the end of

each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) of English lesson was 70 (seventy). The students’ mean score in

preliminary study was 55.85. The mean score in the first cycle was 66.13. The

mean score in the second cycle was 73.19. In addition, there was a positive

response from the English teacher about implementing the action. In conclusionClustering Technique could improve students’ writing ability.



ABSTRAK

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Clustering Technique (A Classroom Action Research in the Second

Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, Jurusan

Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam negeri Syarif Hidayatullah Jakarta.

Pembimbing: Dr. Fahriyani, M.Pd

Key Words: Kemampuan Menulis Siswa, Teknik Clustering

Penelitian ini dilaksanakan untuk memperbaiki kemampuan menulis siswa

dengan menggunakan Teknik Clustering di kelas (8-3) SMP Al-Hasra tahun

ajaran 2010/2011. Subyek penelitian ini berjumlah 31 siswa.

Metode yang digunakan dalam penelitian ini adalah penelitian tindakan

kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian

ini yaitu penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru

bahasa Inggris dari SMP Al-Hasra sebagai pengamat dan kolaborator. Penelitianini dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian

tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini

dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan.

Teknik pengumpulan data dalam penelitian ini menggunakan instrument:

wawancara, catatan lapangan, angket, dan tes.

Hasil dari penelitian dengan menggunakan Teknik Clustering ini

menunjukkan bahwa ada perbaikan dari kemampuan menulis siswa. Siswa

mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria

Ketuntasan Minimal (KKM) adalah 70 (tujuh puluh). Nilai rata-rata siswa pada tes

awal adalah 55.85. Nilai rata-rata siswa pada siklus pertama yaitu 66.13. Nilai

rata-rata siswa pada siklus kedua yaitu 73.19. Selain itu, ada tanggapan yang positif dari siswa dan guru bahasa Inggris terkait penggunaan Teknik Clustering.

Kesimpulannya, Teknik Clustering dapat meningkatkan kemampuan menulis

siswa.



ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious, the Most Merciful

Praised be to Allah, Lord of the world, who has given the writer His

Mercies, Blesses and permission to accomplish this “Skripsi”. Peace and

salutation be upon to the prophet Muhammad, his family, his companion, and his

followers.

The great expression of her gratitude is addressed to her beloved parents

(Bpk. H. Deny Sumitra and Ibu Hj. Siti Nursyamsiah), her beloved parents in law

(Bpk. Drs. H. Abd. Razak Bachtiar, SH, MH and Ibu Hj. Neneng Mus’idah), her

beloved husband, Faisal Luthfi, SE,Ak, her sister, Irma Rahmawati, SE, her

brother Rahadian Habiby, SEI for their love, kindness, and support that makes the

writer motivated in completing this “Skripsi” which will be presented to the

Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the

requirements for the degree of S.Pd in English Language Education.

Then, the writer would like to express her great appreciation to Dr.

Fahriany, M.Pd, her advisor, for her valuable guidance, motivation, and advice

throughout the “Skripsi” writing process.

The writer would also like to express her gratitude to:

1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of

Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic

University Jakarta.

2. Drs. Syauki, M.Pd, as the head of English Education Department.

3. Neneng Sunengsih, M.Pd, as the Secretary of English Education

Department.

4. All lecturers in English Education Department who have taught the

writer useful knowledge and skills.



5. Andi Suhandi, S.Pd as the headmaster of SMP Al-Hasra Bojongsari-

Depok.

6. Hartika Herdiningtyas, S.Pd as the English Teacher of SMP Al-

Hasra who has given guiding, advice, and support during conducting

the research.

7. All friends in English Department 2006 especially in C-class and her

close friends, Ridhatul Dewifartina, Rosdiana, and Nia Mariana for

sharing, helps, cheerfulness, and support.

The writer realizes that this “Skripsi” is far from being perfect.

Therefore, the writer expects some suggestions and critiques for this “Skripsi”. At

last, the writer hopes that this “Skripsi” will give adventages for all.

Jakarta, April 2011

The Writer



TABLE OF CONTENTS

ABSTRACT .................................................................................................... i

ABSTRAK ...................................................................................................... ii

ACKNOWLEDGEMENTS ............................................................................ iii

TABLE OF CONTENTS ................................................................................ v

LIST OF TABLES .......................................................................................... viii

LIST OF FIGURES ........................................................................................ ix

LIST OF APPENDICES ................................................................................. x

CHAPTER I INTRODUCTION

A. The Background of The Study ………………………..1

B. The Objectives of the Study …………………………..4

C. The Limitation and Formulation of the Problem ……..4

D. The Significance of The Study ………………………..5

E. The Organization of the Writing ……………………...5

CHAPTER II THEORITICAL FRAMEWORK

A. Writing

1. The General Concept of Writing ………………...6

2. The Purposes of Writing …………………………8

3. The Process of Writing …………………………..9

4. The Problems of Writing ……………………….10

B. Clustering Technique

1. The Definition of Technique …………………...11

2. The Definition of Clustering Technique ……….12

3. The Step of Using Clustering …………………..14

4. Teaching Writing Using Clustering Technique ..15



CHAPTER III RESEARCH METHODOLOGY

A. The Design of The Study ……………………………17

B. The Setting and Subject of the Study ……………….18

C. The Procedure of the Study ………………………….19

1. Planning Phase ………………………………….21

2. Acting Phase ……………………………………22

3. Observing Phase ………………………………..23

4. Reflecting Phase ………………………………..23

D. The Technique of Collecting Data …………………..23

E. The Technique of Data Analysis …………………….24

CHAPTER IV RESEARCH FINDINGS

A. The Description of Data ……………………………28

1. Findings of The Preliminary Study …………...28

a. The Result of Pre-Interview ……………….28

b. The result of Pre-Questionnaire …………....29

c. The Result of Pre-Test ……………………..31

2. Findings of The First Cycle …………………...32

a. Planning ……………………………………32

b. Acting ……………………………………...32

c. Observing ………………………………….32

d. Reflecting ………………………………….33

3. Findings of The Second Cycle ………………..34

a. Planning ……………………………………34

b. Acting ……………………………………...34

c. Observing ………………………………….34

d. Reflecting ………………………………….35

4. Findings After Implementing The Action ……36

a. The Result of Post-Interview ……………...36

b. The Result of Post-Questionnaire …………37

c. The result of Post-Test …………………….38

B. The Interpretation of Data ………………………….42



CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………...44

B. Suggestion …………………………………………...45

BIBLIOGRAPHY ……………………………………………………...46

APPENDICES …………………………………………………………48



LIST OF TABLES

Page

Table 3.1 The Schedule of the Classroom Action Research .............................. 22

Table 3.2 Analytical Scoring rubric ................................................................... 24

Table 4.1 The Students’ Writing Score of Pretest, Posttest 1, and Posttest 2 ..... 36



LIST OF FIGURE

Page

Figure 2.1 Example of Clustering Technique .................................................... 15

Figure 3.1 Kurt Lewin’s Action Research Design ............................................. 19

Figure 3.2 Researcher s’ Design ......................................................................... 20

Figure 4.1 Students’ Improvement in Writing Score .......................................... 41



LIST OF APPENDICES

Page

Appendix 1 Interview for the English Teacher in the Preliminary Study ......... 47

Appendix 2 The result of Interview in the Preliminary Study .......................... 48

Appendix 3 Interview for the English Teacher in the last Classroom

Action Research ................................................................................................... 51

Appendix 4 The result of interview after Classroom Action Research ............. 52

Appendix 5 Questionnaire for students in the Preliminary Study ..................... 56

Appendix 6 The result of Questionnaire in the Preliminary Study ................... 57

Appendix 7 Questionnaire for students in the Last Classroom

Action Research ................................................................................................... 58

Appendix 8 The result of Questionnaire for students in the Last Classroom

Action Research ................................................................................................... 59

Appendix 9 Students’ Writing Scores in the Preliminary Study ...................... 60

Appendix 10 The Sample of Students’ Writing Paragraph in the

Preliminary Study ................................................................................................ 62

Appendix 11 The Students’ Writing Score in the First Cycle .......................... 63

Appendix 12 The Sample of Students’ Writing Paragraph in the First Cycle .. 65

Appendix 13 The Students’ Writing Score in the Second Cycle ....................... 66

Appendix 14 The Sample of Students’ Writing Paragraph in the

Second Cycle ........................................................................................................ 68

Appendix 15 Field Notes in the First Cycle ...................................................... 69

Appendix 16 Field Notes in the Second Cycle ................................................. 71

Appendix 17 Lesson Plan of the First Cycle ..................................................... 73

Appendix 18 Lesson Plan in the Second Cycle ................................................ 83



1

CHAPTER 1

INTRODUCTION

A. Background of the Study

Language is an important tool to communicate. To communicatemeans to understand, to express many ideas, and also to develop culture

between speakers and listeners or writers and readers. Language is more than

just communication tool; it is the primary method by which we do things

together by share meaning of common ground. People need to communicate

in doing daily activities and making an interaction to other people in their life.

One of the popular languages used is English.

English is an international language that is used to communicate

among people all over the world. English is so widely spoken; it has often

referred to as a world language, the lingua franca of modern era, and while is



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not an official language in most countries, it is currently the language most

often taught as a foreign language.1

Studying English as a foreign language is gradually getting more

important. In Indonesia government, English is considered as a first foreign

language and compulsory subject to be taught in secondary schools.2

Based

on the decision above, it considers as optional subject or local content

materials to be taught in elementary schools and as a requirement subject to

pass National Examination.

English is one of a compulsory subject in Indonesia.3

One of the aimsof teaching English is developing the ability to communicate. The ability

involves the four skills: listening, speaking, reading and writing. The writer is

mainly focused on writing skill, because writing is considered the most

difficult and complicated language skill to be learned. Writing needs hard

thinking to produce idea, words, sentences, paragraph, and composition.

Writing is one of the important skills to be mastered by the students.

They use it to communicate to each other, as means of ideas and emotional

expression, because when they write their ideas and emotion creatively, they

are communicating on paper in their very best way and purposes.

Based on Competency Standard- Standar Kompetensi (SK ) and Basic

Competency- Kompetensi Dasar ( KD), the second year students are expected

to be able to express meaningful ideas in term of functional text and simple

short essay in the form of descriptive and recount to interact with people in

their nearest environment.4

The work of writing is presented in the form of

1http://en.wikipedia.org/wiki/English_language

2 Depdiknas , Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan

Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11.3 Departemen Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/U/1967 tentang

Pengajaran Bahasa Inggris di Indonesia 4 Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi

Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)

http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/English_language



3

text types, usually known as genres, which are closely related to the purpose

of each type. There must be a convergence between English teaching and

learning. Therefore, efforts to develop students writing skills in English, is not

only one of the important objectives of English teaching, but also to adapt to

the needs of examination.

Based on the writer’s experience, the most difficult ski ll to be learned

is writing. The writer has observed during Praktik Profesi Keguruan Terpadu

(PPKT) activity at SMP Al-Hasra Bojongsari-Depok, there are some

difficulties faced by students of 8-3 class at the first semester 2010/2011

academic year in writing class, there are: first is they do not have idea to

write. Second, they still confused in organizing the writing. Third, they often

do some mistakes with the lack of knowledge in vocabularies.

These problems can be influenced by some factors. The writer

assumed based on the writer’s experience during during Praktik Profesi

Keguruan Terpadu (PPKT) activity, these problems appear caused by method

or technique in teaching writing, because some teachers taught writing just

gave explanation and exercises. It makes students less comprehended, less

interest in writing, and makes students bored. These problems are important to

be solved, therefore students get more comprehension in material of writing,

students think that writing is an interesting skill, and can continue English

material in the next semester.

To help students’ solved these problems, it needs another technique

more interesting in teaching writing. There are a lot of techniques in teaching

writing. The writer would like to propose a technique which is “Clustering

Technique”.

Clustering is uncensored brainstorming combined with doodling.5

Clustering produces an overview of a subject, suggests specific topics, and

5 Betty Mattix Dietsch. Reasoning & WritingWell . (Ohio: McGraw-Hill., 2003), p. 26.



4

yields related details.6

Based on definition above, the writer summarize that

clustering is making visual map to produce a topic related to each other.

Clustering technique will stimulus students’ ideas, also they can make a good

paragraph in every types of writing.

Based on the problems discussed previously, the writer takes a title of

this “Skripsi” “Improving Student’s writing Ability through Clustering

Technique” (A Classroom Action Research in the Second Year of SMP Al-

Hasra Bojongsari-Depok).

B. Objectives of the Study

According to background of the study above, the objectives of the

study are as follow: to improve student’s writing ability through clustering

technique and to know how clustering can improve student’s writing ability.

C. The Limitation and Formulation of the Problem

1. The Limitation of the Problem

To make it deeper the problems will be limited in the

implementation of using clustering technique in teaching writing through

Clustering technique in the second year of 8-3 class of SMP Al-Hasra

Bojongsari-Depok, and the student’s improvement in learning writing

through clustering technique.

2. The Formulation of the Problem

In line with the background of the study, the writer formulates the

research question as follows: “Can clustering technique improve student’swriting ability in second year of 8-3 class of SMP Al-Hasra Bojongsari-

Depok?”

6 Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.



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D. Significance of the Study

The results of this study are expected to provide useful information for: First,

for students, will give an input to the students, so they can improve their writing

ability. Second, for English Teachers, it gives the alternative solution in teaching

writing skill. Third, for institution of SMP Al-Hasra, it can be beneficial regarding to

improve the education quality.

E. Organization of the Writing

This “Skripsi” consists of five chapters. Beginning from Chapter One is about

Introduction of the problem which consists of background of the study, scope and

limitation of the problem, method of the study, objectives of the study, significance of

the study, and the organization of writing.

Chapter two is about Theoretical Framework which consists of three subs; the

first is writing, consist of the definition of writing, the writing process, kinds of

writing, and purposes of writing. The second is clustering technique; consist of

definition of clustering, definition of technique, and the application of technique. The

third is relevant previous study.

Chapter three is about Research Methodology which consists of research

design, place and time of the research, research instrument, data and sources of data,

technique of collecting data, and technique of data analysis.

Chapter four is about Research Findings which consists of description of data,

analysis of data, and interpretation of data.

Chapter five is about Conclusion and Suggestion. It’s about the writer’s

summarizing about these problems, and information for the readers.



CHAPTER II

THEORITICAL FRAMEWORK

A. Writing

1. The General Concept of Writing

Writing is one of the most significant cultural accomplishments of

human being. It allows us to record and convey information and stories

beyond the immediate moment.1 Writing allows us to communicate at a

distance, either at a distant place or at distant time.

There are a lot of definitions stated by experts; Raymond states one

of them, he defined that writing is more than a medium of

communication.2 It means that writing is not just the way to communicate

to each other but also as means of ideas and emotional expression. Writing

makes word permanent, and thus expands the collective memory of human

1Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell

Publishing: 2005), p. 12 James C Raymond. Writing is Unnatural Act . (New York: The Murray PrintingCompany: 1980), p. 2



7

beings from the relatively small store that we can remember and pass on

orally to the infinite capacity of a modern library.3

Writing is also a way of finding out what people know and what

people need to learn.4 Spoken words disappear as soon as they are spoken,

but writing freezes their thoughts, makes them visible and permanent so

people can examine and test their quality.5 It can be seen that writing is a

way of remembering because it makes word permanent and writing also is

a good way to communicate because when writing, the writer really thinks

about what he or she want to be communicated by writing it. That is a way

of keeping themselves honest because writing is a way of arguing with

them.6

Writing is a process of discovering and shaping meaning.7

Experienced writers rarely gather and understand immediately all the

information they need.8 From the definitions above, writing needs a

process which must be surpassed by the writer. And writing is tools of

human beings to share information or stories to others because someone

can read it by several times.

Writing is not only just talking about the post, but also the process

of writing that would make a lot of writing that makes people interested.

The essential writing will need a long process from the planning, drafting,

writing, and revising.9 This process can be done by anyone, especially

students. The stages of writing process is to help students in learning

writing, so if they have already followed the writing process they will be

able to acquire this skill easily and be able to make a good writing.

3James C Raymond. Writing is Unnatural Act ..., p. 2.

4 James C Raymond. Writing is Unnatural Act ..., p. 2.

5James C Raymond. Writing is Unnatural Act …, p. 2.

6 James C Raymond. Writing is Unnatural Act …, p. 2.

7 Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York: St.

Martin’s Press, Inc., 1983), p. 4.8

Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing …, p. 4.9 John Langan, English Skill: Eight Edition, (New York: McGraw Hill Higher Education,2006), p.20.



8

2. The Purposes of Writing

When someone writes something, he or she has purposes for

writing. Each writer has his own purpose, in accordance with the text of

which was planning to write. In addition, based on Competency Standard-

Standar Kompetensi (SK ) and Basic Competency- Kompetensi Dasar

( KD), the second year students are expected to be able to express

meaningful ideas in term of functional text and simple short essay in the

form of descriptive and recount to interact with people in their nearest

environment.10

According to Braine and May defined four common purposes in

writing, there are; writing to inform, writing to explain, writing to

persuade, and writing to amuse others.11 First, writing to inform purposed

to educate the readers about a topic of which we have some knowledge.12

Writing that provides interesting details and facts to hold an audience’s

attention. It means that writers share interest knowledge to readers knows.

Second, writing to explain is to describe the topic which was not clearly

becomes more understandable, by using examples or other facts.13 In other

words, a writer takes what is unclear and makes it clear. Then, writing to

persuade is more demanding and more ambitious than many other types of

writing.14 It means that writers convince the readers to accept the ideas.

The last, writing to amuse other means someone who uses language and

established forms well to express his or her point of view.15 It is writing to

entertain and give the reader something to enjoy.

10 Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar

Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)11 George Braine and Claire May, Writing from Sources: A Guide for ESL Students ,

(California: Mayfield, 1996), p. 141.12

George Braine and Claire May, Writing from Sources …, p. 14113 George Braine and Claire May, Writing from Sources …, p. 141

14 George Braine and Claire May, Writing from Sources …, p. 141

15 George Braine and Claire May, Writing from Sources …, p. 141



9

When people are going to write may think that the purpose of

writing a paper is to complete the assignment or to get a good grade. 16

However, these purposes don’t tell someone what to do in their paper.

They might try asking themselves brief questions to increase the flow of

purposes: What do I want to tell the readers? Why am I writing this? What

do I hope to accomplish? Who will read this?17

3. The Process of Writing

Writing process is learning how to write by writing. This current

emphasis in writing instruction focuses on the process of creating writing

rather than the end product. The basic premise of process writing is that all

children, regardless of age, can write. The initial focus is on creating

quality content and learning the genres of writing. Langan stated that

writing is a process that involves the following steps:

1. Discovering a point-often through prewriting2. Developing solid support for the point-often through more

prewriting

3. Organizing the supporting material and writing it out in a first

draft

4. Revising and then editing carefully to ensure an effective, error-

free paper.

Learning this sequence will give you confidence when the

time comes to write. You will know that you can use prewriting as

a way to think on paper and to gradually discover just what ideas

you want to develop. You will understand that there are four clear-cut goals-unity, support, organization, and error-free sentences to

aim for in your writing. You will realize that you can use revision

to rework a paper until it is a strong and effective piece of writing.

And you will be able to edit a paper so that your sentences are clear

and error-free.18

16 George Braine and Claire May, Writing from Sources: A Guide for ESL Students ,

(California: Mayfield Publishing Company, 1996), p.23.17

George Braine and Claire May, Writing from Sources: A Guide for ESL Students …,

p.23. 18John Langan, English Skill: Eight Edition …, p.20.



10

Prewriting is the first stage of the writing process, is a time of

discover you unearth ideas.19 In other words, prewriting is any activity

designed to help students generate or organize their ideas before writing.

The prewriting methods discussed thus far are designed to get you started:

to generate ideas, to recall facts and anecdotes, to realize patterns.20

However, these activities are preliminary before write a draft; need to

establish a structure for an essay. It also help writer to generate ideas and

allows the writer to see the connections among those ideas. Second step is

drafting. Drafting is making draft of the goal to state main idea clearly and

develop the content with plenty of specific details.21 In addition, an essay

gets stronger as the drafting process continues. As the essay evolves and

develops, the writer also gets more and more invested in the process and

its outcome.22 No one is able to write a perfect first draft, even people who

tend to write very strong first draft essays realize the need for revision and

redrafting. Then, revising is rewriting a paper, building upon what has

already been done, in order to make it stronger.23 The last step is editing.

Editing is the stage where the students are engaged in tidying up their texts

as they prepare the final draft for evaluation by checking a paper for

mistakes in grammar, punctuation, usage, and spelling.24

4. The Problems of Writing

Writing is not easy. An experienced writer will often labor over a

single paragraph for more than an hour-not counting the thought and

19Betty Mattix Dietsch, Reasoning & Writing Well , (Ohio: McGraw Hill, 2003), p.25.

20 Donald Pharr and Santi Buscemi, Writing Today: contexts and options for the real

world-Brief Edition, (New York, McGraw Hill companies, Inc, 2005), p.40.21 Donald Pharr and Santi Buscemi, Writing Today …, p. 43.

22Donald Pharr and Santi Buscemi, Writing Today …, p. 43.

23 John Langan, English Skill: Eight Edition …, p.29.

24 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching (An Anthology of Current Practice), (Cambridge: Cambridge University Press, 2002), p. 319.



11

research that went on before the actual writing.25 Therefore, many

problems faced by teachers and students.

The first problem is “the less proficient writer” problem.26 Less

proficient writers jump the process of writing by skip the prewriting

strategies to generate ideas. Students might take much time to write down

their ideas. The suggestion for this problem is teacher should teach less

proficient writers the writing process. Teachers also need to give full

attention to them, to show them how to plan a piece of writing through

prewriting activities.27 The second problem is “I can’t write English”

problem.28 Students usually give up toward writing and believe that they

cannot write. The solution is teachers should apply the writing process to

the students. Teachers can lead students through prewriting, drafting, and

revising activities. By doing this, students can see that writing is indeed a

process of development that takes time and effort.29 The last problem is

“teacher response” problem. Writing teachers often spend many hours

reading and marking students’ papers.30 The suggestion for this problem is

teachers can work with students on developing their written work through

student-to-student conferences.31

B. Clustering Technique

1. Definition of Technique

The term technique is commonly used in teaching learning

process.32 It is often misunderstood with two others term, they are

approach and method. Therefore, it is important to give clear description

of those terms to avoid misunderstanding.

25James C Raymond. Writing is Unnatural Act . (New York: The Murray Printing

Company: 1980), p. 7.26

Jerry G. Gebhard, Teaching English as a Foreign or second Language (2nd

Edition),

(United State of America: The University of Michigan, 2006), p. 223.27

Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 224.28 Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 225.

29Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 225.

30Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 226.

31 Jerry G. Gebhard, Teaching English as a Foreign or second Language (2

nd Edition)…,

p. 22632 Jack C. Richards and Theodore S.Rodgers, Approaches and methods in LanguageTeaching , (New York: Cambridge Univrsity Press, 1986), p. 15



12

There are three levels of conceptualization and organization;

approach, method, and technique.33 An approach is a set of correlative

assumptions dealing with the nature of language teaching and learning.34 It

can be seen that an approach is the basic concept behind the method of

representing teaching and learning of language with certain theoretical.

While method is an overall plan for the orderly presentation of language

materials, no part of which contradicts, and all of which is based upon the

selected approach.35 It means that method is a procedure or steps and the

way that will be used by teachers in the achievement of learning

objectives. Technique is method of doing something expertly or needs

skill.36 In addition, a technique is implementation that which actually takes

place in a classroom.37 Referring to the idea above, clustering is one of

techniques in teaching writing because it is a teacher’s strategy which is

applied in the classroom.

2. The Definition of Clustering Technique

When people are going to write rely heavily to find out what they

know about a topic. The first stage of writing process is prewriting.

Prewriting can helps to generate a topic. One of strategies which can be

used in teaching writing in the classroom is clustering technique.

33 Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language

Teaching …, p. 1534 Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language

Teaching …, p. 1535 Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language

Teaching …, p. 15 36

A. S. Hornby, Oxford Advanced Learners’ Dictionary of Current English, (New York:

Oxford University Press, 1995), p. 42537 Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language

Teaching …, p. 15



13

Cooper and Axelrod viewed that clustering is an invention activity

which reveals possible relations among facts and ideas.38 It means that

clustering is a creative activity, because when creating a clustering people

tries to find things related to the topic. Clustering requires a brief period of

initial planning.39 Based on that definition, clustering is activity before

writing a text by making a note in advance about the ideas that are owned

and relevance of the fact that the text will be written.

Clustering is another effective method you could use to narrow a

subject. To cluster, write the subject in the middle of a blank sheet of paper

and draw a circle around it.40 Because through clustering technique, a

writer could be easily to give an idea of what will be written especially

helpful for visual learners. In a cluster diagram the central events or

components of an essay are presented visually, more detailed events

branch off the main events to provide a visual overview of the entire.

As Langan said that clustering also known as diagramming or

mapping, is another strategy that can be used to generate material for a

paper.41 This method is helpful for people to think in a visual way.42 In

addition clustering is another strategy that can be used to generate material

for a paper.

Clustering is uncensored brainstorming combined with doodling.43

Clustering produces an overview of a subject, suggests specific topics, and

yields related details.44 The writer summarizes that clustering is making a

visual map or new associations that allows thinking more creatively and to

38 Charles R. Cooper., and Rise B. Axelrod, Guide To Writing , (New York: St. Martin’s

Inc, 1985), p. 461.39

Charles R. Cooper., and Rise B. Axelrod, Guide To Writing …, p. 461.40

George Braine., and Claire May, Writing from Sources, (Mountain view: Mayfield

Publishing Company, 1996), p. 21.41 John Langan, English Skills Seventh Edition, (New York: McGraw-Hill Companies,

Inc, 2001), p. 22. 42

John Langan, English Skills Seventh Edition …, p. 22.43 Betty Mattix Dietsch. Reasoning & WritingWell . (Ohio: McGraw-Hill., 2003), p. 26.

44

Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.



14

begin without clear ideas. Clustering can be useful for any kind of writing.

Writers use it in the early stages of planning an essay in order to find

subtopic in a topic of to organize information. They may try and discard

several clusters before finding one that is promising. Writers also use

clustering to plan brief sections of an essay as they are drafting.

3. The Step of Using Clustering

Clustering can be useful for any kind of writing. Writers use it in

the early stages of planning an essay in order to find subtopics in a topic or

to organize information. They may try and discard several clusters before

finding one that is promising. Clustering works as follows:

1. In a word or phrase, write your topic in the center of a piece of

paper. Circle it.

2. Also in a word or phrase, write down the main parts or central ideas

of your topic. Circle these, and connect them to the topic in the

center.3. The next step is to generate facts, details, examples, or ideas related

in any way to these main parts of the topic. Cluster these around the

main parts.45

45

Rise B. Axelord and Charles Cooper, Guide to Writing , (New York: St. Martin’s Press.inc, 1985), p. 461.



15

Figure 2.1

Example of Clustering Technique46

4.

Teaching Writing Using Clustering Technique

The followings are steps in teaching writing using clustering

technique:

Step 1: Introduce the concept of clustering technique to students.

Tell them that clustering technique would help them in generate ideas

when they started to write.

46 Rise B. Axelord and Charles Cooper, Guide to Writing …, p. 462.

TOPIC

Sub Topic

Sub Topic

Example

Detail

ExampleExample

Fact

Detail Fact

Example Example

DetailDetailFact Fact



16

Step 2: Leading students to generate ideas in form clustering

technique on the whiteboard as a model. Put the topic in the center by

using box or other shapes to make it more interesting, and put keywords

related to the topic by using lines or arrows. Students don’t have to worry

in generating ideas; it is free for them to organize their ideas as long as

related to the topic given.

Step 3: Ask students to write the first draft based on the design of

clustering technique samples that have been made on the whiteboard to

know that students have easy when started to write by using clustering

technique.

Step 4: After students are able to use clustering technique, ask

them through selected topic to make a procedural recount text referred to

their own experience. Give students an evaluation to check their ability in

writing and to know their problems in writing.



CHAPTER III

RESEARCH METHODOLOGY

A. The Design of The Study

The design used in this study is Classroom Action Research

(CAR). Action research is any systematic inquiry conducted by teacher

researchers, principals, school counselors, or other stakeholders in the

teaching/learning environment to gather information about how their

particular schools operate, how they teach, and how well their students

learn.1 It means that CAR is aimed to overcome problems in teaching-

learning process in order to improve educational practice.

According to Kember who stated that action research has several

major characteristics; (1) action research is concerned with social practice

which it involves direct interaction of teacher and group of students (2)

action research is aimed towards improvement (3) action research is a

cyclical process which involves some phases of planning, acting, observing,

and reflecting (4) action research is pursued by systematic inquiry (5) action

1 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher , (Ohio:Merrill Prentice Hall, 2003), p.5



18

research is participative.2 From those statements, Classroom Action

Research is a problem-based research which its aims are to solve the

problems that arise in the class and to make an improvement in teaching

learning activity through cyclical process which involves some phases of

planning, acting, observing, and reflecting. In addition, action research is

portrayed as a cyclical process involving steps of planning, acting,

observing and reflecting, it is normal for a project to go through two or more

cycles in an iterative process.3

The research design of CAR in this study is a collaborative classroom

action research. It means the researcher collaborates with the English

teacher of SMP Al-Hasra. In carried out the study, the researcher’s role is as

an English teacher who teachs writing through clustering technique to the

students. While, the real English teacher’s role is as an observer, who is

observe teaching learning activities during the writing learning process. The

real English teacher not only as an observer but also as an collaborator who

help the researcher designing lesson plan, giving assessment, and analyzed

data.

B. Setting and Subject of the Study

This study is conducted at SMP Al-Hasra. The school is located at Jl.

Raya Ciputat Parung No. 24 Bojongsari, district of Depok – Jawa Barat

Province. This school is chosen as the field of the study based on the writer

has teaching learning experience during teaching practice- Praktek Profesi

Keguruaan Terpadu ( PPKT ) for 4 months, therefore she knows the

condition of this school, and she can identify the problems faced by students

in learning writing. After identifying the problems, she suggests to apply

suitable technique to improve students’ ability in writing for better quality

of the school as well qualified students. The writer selects the second year of

2David Kember, Action Learning and Action Research, (London: Kogan Page Ltd, 2000),

pp. 24-28 3 David Kember, Action Learning and Act ion Research,…. p.25



19

8-3 Class which consists of 31 students in the 2010-2011 academic years as

the subjects of the study.

C. The Procedure of the Study

The writer uses the classroom action research procedure based on Kurt

Lewin’s design. It consists of two cycle in which each cycle contains four

phases; planning, acting, observing, and reflecting.

CYCLE 1

CYCLE 2

Figure 3.1

Kurt Lewin’s Action Research Design4

4

Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:PT. Indeks, 2009), p. 44.

Acting

Planning

Acting

Observing

Observing

Reflecting

Planning

Reflecting



20

The Classroom Action Research using Lewin’s design consists of four

phases; planning, acting, observing, and reflecting within one cycle.5 If the

first cycle finished but still found any problem, it is necessary to continue to

the second cycle with the same concept of the first cycle. Those are planning,

acting, observing, and reflecting. In addition, before entering the cycle of

classroom action research, the writer conducts the preliminary study.

According to Mills preliminary information gathering is taking time to reflect

on your own beliefs and to understand the nature and context of your general

idea.6 It is aimed to gain data about problems faced by teacher and students in

teaching-learning activities and needed to be solved. The researcher observedthe class; it was conducted on October 10-11, 2010 to the students in second

year of 8-3 Class. Beside, the researcher conducted interview to the English

teacher in terms of the techniques and activities employed in teaching writing

and giving questionnaire to the students in terms of learning English.

Continue to the next page

5 Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas …, p. 44.

6 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2

nd

ed),(New Jersey: Merril Prentice Hall, 2003), p. 26.

Preliminary Study

Interviewing the English teacher, giving

questionnaire and pretest to the students, in the

second year of SMP Al-Hasra.

Planning

1. Designing lesson plan.

2. Preparing the model of

Clustering technique3. Preparing the materials and

media.

4. Setting the criteria of success.

Acting

Conducting the

lesson plan

ObservingObserving the

teaching learning

condition

Reflecting1. Analyzing the collected data

2. There must be more efforts to

improve students’ writing ability

through Clustering Technique

3. Continue to the next cycle

CYCLE 1



21

Figure 3.2:

Researchers’ Design

The Classroom Action Research Procedure Adapted from Kurt Lewin

After the preliminary study was conducted, the researcher begins the

research covering some phases: planning, acting, observing, and reflecting.

1. Planning Phase

In this phase, the writer and the collaborator make some planning

based on the finding of preliminary study. The following activities in this

action planning are designing lesson plan, preparing the model of

Clustering technique, preparing materials and media, and determining

criteria of success.

The organized planning will be formed into lesson planning based

on the current used syllabus. Lesson plan provide the teacher with the

guideline of teaching and learning activities. It mentions the following

items: specific instructional objectives, the instructional materials and

media, procedure of presentation, and procedure of assessment.

Then, preparing the model of Clustering Technique; the writer and

collaborator are using shapes and branches as a model of clustering

Observing

Observing the teaching

learning condition

Acting

Conducting the lesson

Planning

1. Designing lesson plan based on

the result of reflecting phase inthe first cycle

2. Preparing the model of Clustering

technique

3. Preparing the materials and

media.

Reflecting

1. Analyzing the collected data

2. Every action in cycle 2 was

accomplished well.

3. The Classroom Action Research

is success and the cycle is

stopped.

CYCLE 2



22

technique. It is an activity to generate the ideas on the shapes. It is

conducted by students based on the topic given to them and then they put

their ideas into Clustering Technique. The students write the topic in the

center of a piece of paper, also write down the main parts or central ideas

of topic, next step is to generate facts, details, examples, or ideas related in

any way to these main parts of the topic.

Next step is preparation of materials and media. Based on results

teacher interviewed before classroom action research and the current used

syllabus, the writer used recount text as material. Including personal

recount, and procedural recount, taken from English text books for the

eighth grade students of junior high school, English on Sky written by the

English Team, published in 2004 by Erlangga, and English in Focus

written by Artono Wardiman dkk, published in 2008 by Pusat Perbukuan

DEPDIKNAS. The media that used in the action are several pictures of

foods and drinks, the colored marker for making Clustering Technique.

The last step is the writer and the teacher discussed to determine

the criteria of the action success. The criteria of success are emphasized on

the process and the product of teaching-learning activities. This study is

called successful if (1) 75% of students achieve the score equal or greater

than 70 as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

( KKM ) or above. If the study hasn’t meets the criteria, it’s called not

successful and need improvement to meet the targets.

2. Acting Phase

In this phase, the writer carries out acting phase based on lesson

plan prepared in planning phase. The writer acts as the English teacher

who taught writing trough Clustering Technique, and collaborator acts as

the observer. The implementation of the action involved two meetings in

each cycle. The time table of the implementation of the action can be seen

in the following table:



23

Table 3.1:

The Schedule of the Classroom Action Research

Meetings Date Theme/Sub Theme

Preliminary study October, 11th

2010 My Experience

Cycle 11 November, 2

nd2010

My Experience 2 November, 3

rd2010

Cycle 21 November, 15

th2010

Science and

Experience 2 November, 22nd

2010

3. Observing Phase

In this phase, the writer observed all the activities that happen in

the class. The aspects in observation are sources of data, the instrument

used in collecting the data, and the technique for data collection. So, this

phase discusses about the process of recording and gathering all relevant

data occurred during the implementation of the action. The writer uses

field note or unstructured observation sheet as a guideline while observing.

4. Reflecting Phase

Reflecting phase is aimed to reflect the data that have been

collected to determine whether the action is successful or not. It is

necessary for evaluation to hold next cycle needs to be accomplished. This

phase carried out collaboratively with the teacher to discuss some problems in the classroom that occurred during action phase.

D. The Technique of Collecting Data

Technique of collecting data in this study is both qualitative data and

quantitative data. The writer uses qualitative data consist of interview,

field notes, and questionnaire sheet. While quantitative data consists of



24

students’ final writing as a pre-test and post-test. The completely

explanation as follows:

1. Interview

Interview is particularly useful for getting data behind the English

teacher’s experiences before classroom action research. It used to know

students’ difficulties in writing ability, and the technique used by

teacher when writing activity. The interview also will be carried out

after classroom action research to know the teacher’s response toward

the idea of Clustering technique.

2. Field Notes

The writer and observer used field notes to record activities during the

teaching and learning of writing through Clustering technique in the

classroom. Including description of classroom atmosphere, students’

attitude, and teacher’s creativity in presenting the material of writing.

3. Questionnaire

Questionnaire is a form containing a set of questions. It used to get

information from students before and after classroom action research.

The writer applied 5 questions in order to get data about students’ liking

for learning English particularly in writing skill and the technique used

by the teacher in teaching writing.

4. Test

The test used in this study is pre-test and post-test. Pre-test is done

before implementing Clustering technique. Meanwhile, post-test is

implemented after using Clustering technique. The test is used to

measure students’ writing ability and to know the effectiveness of

clustering technique to impr ove students’ writing ability.

E. The Technique of Data Analysis

According to Weigle there are five components presented in the

analytical scoring rubric for writing, are: content, organization,



25

vocabulary, language use, and mechanics.7 The writer uses analytical

scoring rubric to analyze the data related to the students’ paragraph writing

test of writing ability. The analytical scoring rubric using as follows:

Table 3.2:

Analytical scoring rubric adapted from Weigle

Components

of WritingScores Indicators

Content

4

3

2

1

Relevant to the topic and easy to understand

rather relevant to the topic and easy to understand

relevant to the topic but is not quite easy to understand

quite relevant to the topic but is not quite easy to

understand

Organization

4

3

2

1

most of the sentences are related to the main idea

some sentences are related to the main idea

few sentences related to the main idea

the sentences are unrelated to each other

Vocabulary

&

Mechanic

4

3

2

1

a few errors in choice of words, spelling and punctuation

some errors in choice of words, spelling and punctuation

occasional errors in choice of words, spelling and

punctuation

frequent errors in choice of words, spelling and

punctuation

Grammar

43

2

1

a few grammatical inaccuraciessome grammatical inaccuracies

numerous grammatical inaccuracies

frequent grammatical inaccuracies

7 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,2002) p. 116.



26

To get the mean of students’ writing score uses the formula:8

Mx : Mean

X : Individual score

N : Number of students

To get the class percentage which passes the minimum mastery

criteria- Kriteria Ketuntasan Minimal ( KKM ) 70 (seventy), the writer uses

the formula:9

P : the class percentage

F : total percentage score

N : number of students

In analyzing students’ scores of writing from pre-test up to post-test

score in cycle 1 and cycle 2, the writer uses formula: 10

P : Percentage of Students’ Improvement

y : Pre- test Result

y1 : Post-test 1

8 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2008),

p. 81.9 Anas Sudijono, Pengantar Statistik Pendidikan …, p. 43.

10 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:Department of Physics and Astronomy, 2008), p. 3.

∑X Mx= ──

N

F

P = ── X 100%

N

y - y1

P = ─── X 100%

y



27

P : Percentage of Students’ Improvement

y : Pre- test Result

y2 : Post-test 2

The data gathering through field notes and interview is analyzed by

presenting the description of the result of field notes and interview.

Questionnaire is analyzed in the form of percentage and presented by the

description of the result of questionnaire.

y2 - y

P = ─── X 100%

y



CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

1. Findings of The Preliminary Study

a. The Result of Pre-Interview

In pre-interview, the writer used unstructured interview in

conducting preliminary study. It was held on Monday, October 11 th

2010 started at 10.00 A.M. and finished at 10.40 A.M. The writer

asked to the teacher some questions which divided into three

categories. They are the general condition in English class especially

in writing class, the difficulty faced by students in writing ability, andthe strategy used by the teacher to solve students’ difficulties in

writing ability.

The first category discussed about the general condition in

English class especially in writing class. The teacher said that every

student has a different attitude when learning English. Most of

students who did not like English class because they gained low

competence in English, and still faced obstacle in following the



29

English lesson. Moreover, the teacher stated that most of them were

hardly to pass the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM). (See item numbers 1, 2 and 3 of interview)

Second category discussed about the students’ difficulties in

writing ability. The teacher told that writing skill was one of the most

difficult faced by students in learning English. The teacher mentioned

the difficulties for some students 8-3 class in writing skill because

students are confused on generating ideas, organizing into paragraph,

and less vocabulary. Consequently, they are lazy to do the task of

writing and lack of their score in passing the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM). (See item numbers 4

and 5 of interview)

The third category is related to the teacher’s strategy in teaching

writing previously to solve the students’ difficulties in writing ability.

It was found that the teacher often took picture in teaching writing and

story telling. Up to now; the teacher had been looking for an

alternative way to teach writing and to engage students actively in

teaching learning process. At last, the writer proposed to implement

Clustering technique; it might be able to improve students’ writing

ability. (See item numbers 6, 7, 8, 9, and 10 of interview)

The conclusion of the interview in term of the students’

difficulties in writing was the students’ of 8-3 class still have

difficulties in writing in term of generating ideas, and organizing ideas

into paragraph. (The detail result of pre-interview can be seen in

appendix on page 48).

b. The Result of Pre-Questionnaire

The pre questionnaire was conducted to know about the students’

response about English lesson especially writing skill. The

questionnaire was given to the students in the second year of 8-3 class



30

on Monday, October 11th 2010. The description of the pre

questionnaire as follow:

1. The students’ response toward the English lesson.

The result showed that 56.25% of the students like English

lesson, 25.00% of the students felt fair to the English lesson

and 18.75% of the students did not like English lesson. It can

be concluded that most of the students of 8-3 class like English

lesson.

2. The students’ response toward the English skill (listening,

speaking, reading, writing).

It showed that 31.25% of the students like English skill,

46.87% of the students felt fair to the English skill, and

21.88% of the students did not like English skill. It was

indicated that most of the students of 8-3 class should be given

the innovation in studying in order to change their feeling

become interest in English skill.

3. The most difficult skill in English lesson.

65.63% of the students assumed that writing was the most

difficult skill. Meanwhile, 6.25% of the students consider that

writing was not difficult skill. It meant that most of the

students of 8-3 class still got difficulties in writing skill.

4. The students’ response toward the difficulty in writing.

The result showed that 31.25% of the students felt can be

overcome the difficulty, 25.00% of the students felt fair to the

difficulties in writing, and 43.75% of the students was not

overcome the difficulties. It was indicate that some students of

8-3 class still got difficulties in writing skill.

5. The teacher’s style when teaching writing.

The result was 28.13% of the students felt interest in the

way of the teacher teach, 40.63% of the students felt fair, and

31.25% of the students was not interest about it. It indicates



31

that some students of 8-3 class needed the innovation to

develop teaching learning strategy. (The detail result of

questionnaire can be seen in appendix on page 59).

c. The Result of Pre-Test

The pretest had done before the Classroom Action Research

(CAR). It was conducted on Monday, October 11th 2010. The

students assigned to write recount text in a single paragraph. To get

the result of pretest, firstly, the writer calculated the mean score:

n

x Mx

31

1731 Mx

85.55

Mx

After that, to get the class percentages which pass Minimum

Mastery Criterion criteria - Kriteria Ketuntasan Minimal (KKM) 70 in

75% of 31 students, the writer use the formula:

%100 x N

F

31

%1003 x

%7.9 Based on the result of the pre test, the data showed that the mean

score of pretest was 55.85. There were only three students who derived the

score above the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) meanwhile the other 28 students were below that

criterion. The lowest achievement gained score 37.5. From that analyzing,

it could be seen that almost of the 8-3 students’ writing ability was still

very low. (See appendix on page 65).



32

2. Findings of The First Cycle

a. Planning

In this phase, the writer and the teacher made a planning for the

action based upon the problems faced by students toward writing

ability. In this case, the writer determined the selected material and

exercises into a lesson plan using Clustering Technique (the lesson

plan can be seen in appendix on page 49). The writer also prepared

field notes to observe the students’ and the teacher s’ activities in

teaching learning process whether it was in line with the lesson plan

had made before or not. And the writer also prepared the post test 1 to

collect the data; to know whether there are some students’

improvement scores from pretest to posttest.

b. Acting

Action of the first cycle was done on November 2nd, and 3rd 2010.

The writer implemented the teaching learning process based on the

lesson plan had been made. In the first meeting, the teacher started to

convey what materials that would like to be learned by students and

explain the concept of Clustering Technique, she began class

presentation. The writer taught recount text through Clustering

Technique and asked the students to make clustering technique of

personal recount text based on the topic given and collected it. In the

second meeting, the students were asked to edit their draft, and collect

the final draft. The final draft was the data for the posttest 1.

c. Observing

In this phase, the observer observed the teaching learning process

through field notes; it might be about class situation, students’

response, and teacher’s performance in presented the material. Related

to the students’ response, some of students did not pay attention on

teacher explanation, therefore they just chatted with their friend when



33

teacher gave a task. Then, they gave up and lazy if they didn’t find

some words what they are going to write. The teacher had taught in

line with the lesson plan had been made, but she didn’t give clear

explanation of the material using clustering technique. Next, she

didn’t explain the material with louder voice, it could be seen the

situation of the classroom was noisy. (see appendix on page 69 for

detail result)

In the second action of the first cycle, the students seemed more

focus and so motivated to make clustering technique. Then, the

teacher could intensive guide to students in made clustering technique.

After teaching learning process finished, in this observing phase was

also carried out the posttest 1 exactly on the second action of the first

cycle to measure students’ writing ability of personal recount text that

had been studied. Based on the result of the posttest 1, the data

showed that the mean score of pretest was 55.85. There were 3

students who passed the Minimum Mastery Criterion – Kriteria

Ketuntasan Minimal (KKM) 70 (seventy). Meanwhile the other 28

students did not pass that criterion.

d. Reflecting

In this phase, the writer and the teacher discussed about the

conclusion of implementing the action. Then, they tried to modify the

action in order students’ writing ability and in order 75% of students

in the class could pass the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) because in the result of post-test 1

showed only 38.7% of students who passed the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, field

notes showed that the teaching learning activities has done well

although there were some problems that should be solved. From the

reflecting phase, there must be more efforts to improve students’



34

writing ability through Clustering Technique. It needed to be

improved again in the next cycle.

3. Findings of The second Cycle

a. Planning

The planning phase of the second cycle was implemented into a

lesson plan. In this case, the writer modified the previous lesson plan

based on the result of reflecting phase in the first cycle. The lesson

plan which was used still related to Clustering technique in learning

writing. There were not significant differences with the previous lesson

plan. The material still related to recount text but it is focus on

procedural recount text (the lesson plan can be seen in appendix on

page 69). However, there were some modifications in the second

cycle; that was the teacher needed to give interesting explanation by

using picture related to the topic to the students in class presentation

and asked students to bring dictionary. Beside of that, the writer still

also prepared field notes to note the classroom activities, and also

prepared the posttest 2 to collect the data.

b. Acting

The action of the second cycle was done on November 15th, and

22th 2010. In the first meeting, the writer introduce a new topic about

foods and drinks by using Clustering technique and asked the students

to make Clustering technique facilitated by the dictionary based on

their favorite foods and drinks and collected it. In the second meeting,

the students were asked to edit their draft, read their final draft, and

collect the final draft. The final draft was the data for the posttest 2.

c. Observing

In the second cycle, generally the class condition in learning process

was better than the previous cycle. It could be seen from the result of



35

field notes that the students who were able to focus and to pay

attention on the teacher explanation and when they followed the

writing lesson, they enjoyed doing exercises. Then, most of them were

enthusiastic to choose their favorite food and drink and made

clustering technique based on the topic given by the teacher. Related to

the teacher’s performance, she looked masters the technique and the

material she gives. She checked the students’ work by walking to their

table and giving comments. Then, her voice more loudly, it could be

seen students could understand easily because the teacher’sexplanation was not so low. Automatically, it led a good feedback

from students’ response in conveying their ideas and students were

helped by the teacher to comprehend the text. Next, students did not

give up when they found unfamiliar words because they could look up

in their dictionary as suggested their teacher. In the second action of

cycle two, the teacher was held on post-test 2 regarding students’

writing ability of procedural recount text (see appendix on page 81).Based on the result of the post-test 2, the mean score of the class in

writing test gained 73.19 in which there were 27 students who passed

the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)

70 (seventy).

d. Reflecting

The reflection of Classroom Action Research (CAR) was carriedout after getting the result of field notes and posttest 2. The writer and

the teacher felt satisfied in as much their efforts to improve the

students’ writing ability had been realized. The result of the posttest 2

showed that 87.1% of the students got the score above the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal ( KKM ). So it has met

criterion of success that 75% of the students must get the score above

the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal



36

( KKM ). Therefore, the writer and the teacher decided to stop the

Classroom Action Research (CAR) because it had already succeeded.

According to the result of the evaluation between the writer and the

teacher, it could be assumed that the implementing of Classroom

Action Research in improving students’ writing ability through

Clustering Technique was appropriate with the planning that had been

discussed by the writer and the teacher previously. In this case, every

action was planned as good as possible so that the writing activities

could be accomplished well.

4. Findings After Implementing The Action

The findings after implementing the action consisted of two parts.

Those were the result of post interview and the result of post-test. For

further descriptions as following:

a. The Result of Post-Interview

After implementing Clustering Technique, the researcher carried

out the unstructured interview with the teacher. It was conducted on

Tuesday, 23rd November 2010. It started at 10.15 A.M and finished at

10.45 A.M. First criterion talked about the general condition in

writing class during implementing the action. It was found that the

students’ condition were better rather than before carrying out the

Classroom Action Research (CAR). In this sense, they looked

enthusiast in making Clustering Technique and they felt easier to write

their draft (see items number 1 and 2 of interview on page 85).

The second category was the difficulty of the teacher in

implementing Clustering Technique during Classroom Action

Research (CAR) and its solution. It was observed that most of the

students difficult in appearing the key word of Clustering Technique

because they lack of vocabulary. The observer suggested for the



37

students to bring dictionary (see items number 4, 5, 6, 7 and 8 of

interview on page 85).

The last criterion is about the opinion of Clustering Technique

strategy. The teacher said that Clustering Technique was a good

strategy in teaching writing. It might be able to improve the students’

writing; it could be an alternative strategy and could motivate the

English teacher to use it (see items number 3, 9 and 10 of interview on

page 85).

b. The Result of Post-Questionnaire

The questionnaire was given to the students in the second year

of 8-3 class on Tuesday, November 23rd 2010. This questionnaire has

five questions. The following was the description of the result of post

questionnaire.

1. The students’ response toward teaching learning writing through

Clustering Technique

The result of the questionnaire showed that 59.38% of the

students like using Clustering Technique, 34.37% of the students

felt fair using Clustering technique, and 6.25% did not like using

Clustering Technique. It indicated that most of students like to

learn writing through Clustering Technique.

2. Clustering Technique help the students to be more creative in

finding the idea

It showed that 71.88% of the students felt helpful in learning

writing by using Clustering Technique, and 28.12% of the students

felt fair about it. This meant almost of the students agree that

Clustering Technique could help them more creative in finding the

idea.

3. The students’ response toward learning writing

62.50% of the students like writing, 28.12% of the students

felt fair toward writing, and 9.38% of the students did not like it. It



38

indicated that the students feeling toward learning writing was

better.

4. The students’ responses about teaching writing through Clustering

Technique

The result was 65.63% of the students assumed that writing

through Clustering Technique were easy, and 21.87% of the

students felt fair about it. It indicated that Clustering Technique

was easy and interesting to be applied in writing class.

5. Teacher’s style during teaching writing through Clustering Technique

The result showed that 75.00% of the students were interested

in the teacher style during the action, 18.75% of the students felt

fair about it, and 6.25% of the students were not interested in

teacher style during the action. It indicated that the teacher had

done the action well (the detail result of post-questionnaire can be

seen in appendix on page 84).

c. The Result of Post-Test

The result of posttest 1 showed that the mean score of the class

derived 66.13 in which there were 12 students who passed the

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal ( KKM ) 70

(seventy). The following were the detail results of students’ writing in

the first cycle:

The writer needs to calculate the mean score firstly, to know the

result of students’ writing. The mean score derived from the following

formula:

n

x Mx

31

2050 Mx

13.66 Mx

To get the class percentages which pass Minimum Mastery



39

Criterion criteria - Kriteria Ketuntasan Minimal (KKM) 70 (seventy),

the writer use the formula:

%100 x N

F

31

%10012 x

%7.38

The data showed that the mean score of posttest 1 was 66.13.

There were only twelve students or 38.7% of the students who got the

score above the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal ( KKM ) meanwhile the other 19 students were below that

criterion.

There was a slight improvement of students’ mean score from the

students’ writing on the preliminary study to the students’ writing on

the first cycle. The improvement percentage derived from the formula:

%1001

y

y y

P =%100

85.55

85.5513.66

P = %4.18

The data showed that the mean score of the previous score was

55.85 and the mean score of the students’ writing on the first cycle

was 66.13. That means that there was 18.4% of mean score

improvement (the detail of all students’ scores in the first cycle can be

seen in appendix on page 65).

The following were the detail results of students’ writing in the

first cycle:

The calculation of the mean of students’ score in writing posttest

2 gained 73.19. It was derived from:



40

n

x Mx

31

2269 Mx

19.73 Mx

Then, The calculation of class percentage about the students who

passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

( KKM ):

%100 x N

F

31

%10027 x

%1.87

Finally, the calculation of the improvement percentage is gained

from the following formula:

P =%100

2

y

y y

P = %10085.55

85.5519.73

P = %05.31

Based on the result of the students’ writing, there was better

improvement of students’ mean score from the students’ writing in the

preliminary study to the students’ writing in the second cycle. Themean score for the first one was 55.85 and the mean score of writing

posttest 2 in the second cycle was 73.19. It means that there was

31.05% of mean score improvement. The students who passed the

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal ( KKM )

were 27 students or 87.1% into class percentage. It indicated that the

first criterion of success has been achieved. The following was the

table of students’ writing score. (See appendix on page 79)



41

Table 4.1

The Students’ Writing Score of Pretest, Posttest 1, Posttest 2

No NameScore

Pre-test Post-test 1 Post-test 2

1 S1 56.25 62.5 75*

2 S2 43.75 56.25 62.5

3 S3 56.25 62.5 75*

4 S4 43.75 43.75 56.25

5 S5 62.5 75* 75*

6 S6 75* 75* 75*

7 S7 37.5 50 62,5

8 S8 62.5 75* 75*

9 S9 75* 75* 75*

10 S10 50 62.5 75*

11 S11 62.5 68.75 75*

12 S12 50 62.5 75*

13 S13 56.25 68.75 75*

14 S14 62.5 75* 75*

15 S15 62.5 75* 75*

16 S16 50 56.25 75*

17 S17 56.25 68.75 75*

18 S18 62.5 75* 75*

19 S19 56.25 68.75 75*

20 S20 50 62.5 75*

21 S21 56.25 75* 75*22 S22 56.25 62.5 75*

23 S23 68.75 75* 75*

24 S24 75* 75* 75*

25 S25 50 62.5 75*

26 S26 50 75* 75*

27 S27 62.5 75* 75*

28 S28 50 56.25 75*

29 S29 43.75 56.25 75*

30 S30 43.75 62.5 75*

31 S31 43.75 56.25 62.5

TOTAL 1731 2050 2269

MEAN 55.85 66.13 73.19

*: The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal KKM (70)



42

B. The Interpretation of Data

The students’ improvement in the writing ability from the preliminary

study to the second cycle was recapped in Figure below:

Figure 4.1

Students’ Improvement in Writing Score

In the preliminary study, the mean score of students on writing test

before carrying out Classroom Action Research (CAR) is 55.85. It is the

students’ writing score before they use Clustering Technique. Meanwhile,

the class percentages which pass the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) are 9.7%. It means that there are only three

students who are able to pass the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) 70 (seventy) and there are 28 students are out

of the target.

Furthermore, the mean score in the post-test of cycle 1 is 66.13. It

means that there is some students’ score improvement from the previous

test that is 18.4%. Meanwhile, the class percentages which pass the

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in post-test 1 are

38.7%. It shows there are 12 students who pass the Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) and there are 19 students whose score

still under Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).

However, it is still needed more improvement because it could not achieve

0.00

20.00

40.00

60.00

80.00

Preliminary Post-test 1 Post-test 2

55.85

66.1373.19



43

the criterion of success classroom action research (CAR), that is 75% from

the class percentage. That is why the writer and the teacher continue to the

second cycle.

Next, the mean score in the post-test of the second cycle is 73.19. It

shows the students’ improvement score 7.06 (73.19 – 66.13) from the post-

test 1 (66.13) or 31.05% students’ improvement in the score percentage

from the preliminary study. Meanwhile, the class percentages which pass

the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) are 87.1%. It

means there are 27 students whose score pass the Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) and there are 4 students are under the

target of Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). This

class percentage shows some improvements 87.1% from the preliminary

study (9.7%) or post-test 1 (38.7%) in the class percentage. The post-test

of cycle 2 has fulfilled the target of Classroom Action Research (CAR)

success, that is above 75% of the students could pass the Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM). Automatically, it can be

said that the Classroom Action Research (CAR) is success and the cycle is

stopped.



CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion

The implementation of Clustering Technique in the second year of 8-3

class of SMP Al-Hasra in academic year 2010/2011 can be concluded that

clustering technique can improve students’ writing ability. It can be proved

from the following fact. First, the improvement could be seen from the

increase of students’ mean writing score from 55.85 or 9.7% of the class

percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) in the preliminary study, and 66.13 or 38.7% of the class

percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) in the first cycle, to 73.19 or 87.1% of the class percentages

which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

(KKM) in the second cycle. Second, from the result of field notes, it showedthat the class condition during teaching learning process creates the positive

atmosphere in the classroom, and also makes students creative in finding the

ideas. Third, the result of questionnaire showed that students gave positive

responses to the implementation of clustering technique in the teaching-

learning process of writing. Moreover, Clustering Technique would be

alternative strategy in teaching writing.



45

B. Suggestion

After the writer carried out the research, the writer concludes that

clustering technique could improve students’ writing ability. Regarding to the

subject of the CAR, the writer suggests that the teacher should used various

techniques in the classroom because it can motivate their students and they

will not get boring easily especially implement the Clustering Technique as

an alternative strategy in teaching writing.



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Jakarta: PT. Indeks, 2009



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Meningkatkan Kinerja Guru dan Dosen), Bandung: Remaja Rosdakarya,

2006



APPENDICES



Interview Guidelines for the needs Analysis (Before CAR)

1. Bagaimana sikap siswa terhadap proses pembelajaran Bahasa Inggris di kelas?

2. Berapa nilai KKM untuk pelajaran Bahasa Inggris?

3. Apakah siswa-siswa sudah mencapai nilai KKM?

4. Skill apa yang dianggap paling sulit oleh siswa?

5. Apa yang menjadi penyebab kesulitan siswa dalam writing?

6. Teknik apa yang digunakan dalam mengajar writing?

7. Media apa yang digunakan dalam mengajar writing?

8. Kendala apa yang dialami saat mengajar writing?

9. Apakah ada teknik lain untuk mengatasi kesulitan siswa dalam writing?

10. Jenis teks apa yang Bapak/Ibu sarankan untuk digunakan dalam penelitian

ini?



HASIL WAWANCARA

Kepada Guru Bahasa Inggris (SMP Al-Hasra)

Pewawancara : Tita Nurul Fajriyani

Pihak yang diwawancarai : Hartika Herdiningtyas, S.Pd

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Senin, 11 Oktober 2010

Waktu : 10.00 – 10.40

Tempat : Ruang Guru Yayasan Al-Hasra

1. Tanya : Bagaimana sikap siswa Ibu terhadap proses pembelajaran

Bahasa Inggris di kelas?

Jawab : Setiap siswa memiliki sikap yang berbeda-beda saat saya mengajar Bahasa Inggris di kelas. Sebagian besar siswa dikelas cukup

perhatian dengan materi yang saya sampaikan, tetapi saya harus

tetap mengawasi keadaan siswa saat saya penyampaian materi

berlangsung agar mereka memberikan perhatiannya penuh kepada penjelasan materi. Kadang siswa yang saya ajar aktif dikelas hal

tersebut dikarenakan materi yang saya ajarkan disukai mereka,

selebihnya biasa saja tidak ada yang terlalu menonjol dalam nilaiBahasa Inggris meski sebagian dari mereka ada yang mengikuti

kursus Bahasa Inggris diluar sekolah.

2. Tanya : Berapa Nilai KKM untuk pelajaran Bahasa Inggris?



Jawab : Karena sekolah ini sedang dalam proses untuk menjadi sekolah

bertaraf nasional maka nilai KKM untuk Bahasa Inggris 70 (tujuh

puluh).

3. Tanya : Apakah siswa-siswa sudah mencapai nilai KKM?

Jawab : 75% siswa saya sudah mencapai KKM, dan 25% lainnya belum

mencapai tetapi mereka mau berusaha untuk mencapai KKM seringsaya menanyakan kesulitan yang mereka hadapi saat proses belajar

mengajar berlangsung

4. Tanya : Diantara 4 Skill (Listening, Speaking, Reading, Writing), mana

yang dianggap paling sulit oleh siswa?

Jawab : Dari ke-empat skill (listening, speaking, reading, dan writing) yang

paling sulit ya writing. Kemampuan writing mereka masih kurang,

padahal banyak jenis teks yang yang harus dipelajari sampai jenjang

Sekolah Menengah Atas (SMA).

5. Tanya : Apa yang menjadi penyebab kesulitan siswa dalam writing?

Jawab : Kurangnya pemahaman siswa terhadap tenses, sehingga tulisan

yang dihasilkan sulit dipahami tensesnya. Selain tenses, kurangnya

kosakata yang mereka kuasai serta pola pikir Bahasa Indonesiamereka yang masih terbawa saat menerjemahkan Bahasa Indonesia

ke Bahasa Inggris.

6. Tanya : Teknik apa yang digunakan dalam mengajar writing?

Jawab : Story telling.

7. Tanya : Media apa yang digunakan dalam mengajar writing?

Jawab : Papan tulis dan spidol.

8. Tanya : Kendala apa yang dialami saat mengajar writing?

Jawab : Ada beberapa kendala yang saya hadapi saat mengajar writing tapi

yang paling berat adalah kemalasan siswa jika diberi tugas baik untuk



di kelas maupun dirumah, jika tidak saya beritahu hukuman mereka

bermalas-malasan mengerjakan tugas. Padahal semakin mereka

berlatih mengerjakan tugas-tugas writing lama-lama mereka jugaakan menjadi terbiasa dan mampu mengerjakan tugas yang saya berikan.

9. Tanya : Apakah ada teknik lain dalam mengatasi kesulitan siswa dalam

writing?

Jawab : Dikarenakan siswa saya visual learner, saya sering mengajarkan

writing dengan picture. Tetapi saya pernah mendengar tentang

clustering technique atau teknik yang digunakan sebelum memulaimenulis. Clustering technique membuat ide-ide tentang topic yang

akan ditulis menjadi lebih terpikirkan tidak asal menulis.10. Tanya : Jenis teks apa yang Bapak/Ibu sarankan untuk digunakan dalam

penelitian ini?

Jawab : Recount text.

Bojongsari, 11 Oktober 2010

Interviewer Interviewee

Tita Nurul Fajriyani Hartika Herdiningtyas, S.Pd



Interview for the English Teacher after Classroom Action Research

PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT

RESPON PENGGUNAAN CLUSTERING TECHNIQUE

1. Apa pendapat ibu, setelah meilhat pembelajaran writing/ menulis dengan

menggunakan clustering technique?

2. Bagaimana kondisi siswa ibu dalam pembelajaran writing/ menulis setelahmenggunakan clustering technique?

3. Apakah Ibu merasa termotivasi setelah melihat penggunaan clustering

technique dalam pembelajaran writing/ menulis di kelas?



4. Bagaimana kemampuan pemahaman writing/ menulis siswa ibu setelah

menerapkan clustering technique sebagai salah satu metode pengajaran

writing/ menulis?5. Menurut pendapat ibu, bagaimana aktifitas belajar mengajar yang

dilaksanakan dalam pembelajaran writing /menulis dengan menggunakan

clustering technique?

6. Kendala apa yang terlihat ketika belajar writing/ menulis menggunakan


7. Menurut ibu, bagaimana cara mengatasi kendala tersebut?

8. Bagaimana partisipasi siswa ketika pembelajaran writing /menulis

menggunakan clustering technique berlangsung?

9. Apakah strategi pembelajaran clustering technique efektif diterapkan pada

pembelajaran skill writing?

10. Menurut ibu, apakah strategi pengajaran clustering technique dapat

meningkatkan kemampuan writing/ menulis siswa dalam bahasa Inggris?

HASIL WAWANCARA

Kepada Guru Bahasa Inggris (SMP Al-Hasra)

Pewawancara : Tita Nurul Fajriyani

Pihak yang diwawancarai : Hartika Herdiningtyas, S.Pd



Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Selasa, 23 November 2010

Waktu : 10.15 – 10.45

Tempat : Ruang Guru Yayasan Al-Hasra

1. Tanya : Apa pendapat ibu setelah meilhat pembelajaran

writing/ menulis dengan menggunakan clustering technique?

Jawab : Saya melihat para siswa termotivasi dan terlihat lebih bersemangat

dalam pembelajaran writing, apalagi ketika anak-anak membuat

clustering technique yang dibantu bentuk-bentuk bangun yang

menarik sehingga mereka bersemangat membuat clustering

technique hasil kerja mereka agar terlihat bagus.

2. Tanya : Bagaimana kondisi siswa ibu dalam pembelajaran

writing/ menulis setelah menggunakan clustering technique?

Jawab : Saya merasa senang melihat perkembangan kemampuan siswadalam menulis, apalagi melihat hasil dari nilai writing mereka

yang menunjukkan peningkatan.

3. Tanya : Apakah Ibu merasa termotivasi setelah melihat penggunaan

clustering technique dalam pembelajaran writing/ menulis di kelas?

Jawab : Tentunya saya merasa termotivasi untuk menggunakan metode

clustering technique dalam mengajarkan writing, karena

aktifitasnya sangat bagus. Membimbing siswa dalam menentukan

ide-ide sebelum mereka memulai menulis dengan kalimat-kalimat

yang padu atau berkaitan dengan kalimat-kalimat yang dibuatnya.



Dan pastinya siswa jadi lebih kreatif dalam mengembangkan ide

yang ada dipikirannya.

4. Tanya : Bagaimana kemampuan pemahaman writing/ menulis siswa

ibu setelah menerapkan clustering technique sebagai salah satu metode

pengajaran writing/ menulis?

Jawab : Kemampuan siswa dalam keterampilan menulis menjadi lebih

baik. Awalnya mereka terkendala dalam menentukan ide tentang

apa yang akan mereka tulis, dengan diajarkannya metode

pengajaran clustering technique siswa menjadi lebih mudah

menentukan idenya.

5. Tanya : Menurut pendapat ibu, bagaimana aktifitas belajar mengajar

yang dilaksanakan dalam pembelajaran writing /menulis dengan

menggunakan Clustering technique?

Jawab : Aktifitas belajar mengajar menggunakan clustering technique

lebih produktif karena siswa dapat dengan mudah atau terbantu

dalam membuat paragraph sehingga hasil tulisan yang dihasilkan

lebih banyak dan bervariasi. Pembelajaran writing menggunakan

clustering technique ini merupakan suatu penyegaran dalam

pembelajaran writing.

6. Tanya : Kendala apa yang terlihat ketika belajar writing/ menulis

menggunakan clustering technique?

Jawab : Kendala yang terlihat yaitu ketika siswa harus mengeluarkan ide

mereka dalam bentuk key word. Kebanyakan mereka kekurangan

vocabulary sehingga mereka kesulitan dalam menemukan

kosakata yang mereka maksud.



7. Tanya : Menurut ibu, bagaimana cara mengatasi kendala tersebut?

Jawab : Bisa dengan menggunakan kamus.

8. Tanya : Bagaimana partisipasi siswa ketika pembelajaran

writing /menulis menggunakan clustering technique berlangsung?

Jawab : Partisipasi siswa cukup baik dalam proses pembelajaran di kelas.

Walaupun pada awalnya siswa terlihat pasif namun dalam dengan

adanya kegiatan yang melibatkan siswa dalam proses

pembelajaran dan siswa dituntut untuk melaksanakan kegiatan

tersebut, sehingga siswa lama kelamaan berpartisipasi. Jadi

partisipasi siswa cukup bagus dan terkontrol.

9. Tanya : Apakah strategi pembelajaran clustering technique efektif

diterapkan pada pembelajaran skill writing?

Jawab : ya, saya melihat strategi clustering technique ini cukup efektif

dalam pembelajaran skill writing karena dapat membantu siswa

dalam mengeluarkan ide dan menyusun ide tersebut dalam sebuah

paragraph. Selain itu, clustering technique juga dapat

meningkatkan kreatifitas siswa karena dalam clustering technique

menggunakan berbagai macam bentuk bangun yang menarik.

10. Tanya : Menurut ibu, apakah strategi pengajaran clustering technique

dapat meningkatkan kemampuan writing/ menulis siswa dalam bahasa

Inggris?

Jawab : ya, saya kira clustering technique dapat meningkatkan

kemampuan menulis siswa karena dapat mempermudah siswa

dalam mengeluarkan ide dan menyusun ide tersebut hingga

tersusun menjadi paragraph. Selain itu juga dapat terlihat pada

nilai siswa yang menunjukan perbaikan dari setiap siklus.



Bojongsari, 23 November 2010Interviewer Interviewee

Tita Nurul Fajriyani Hartika Herdiningtyas, S.Pd



Questionnaire for Students in the Preliminary Study

PEDOMAN KUISIONER UNTUK SISWA

Petunjuk:

1. Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis/writing

pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya.

2. Jawaban tidak akan mempengaruhi nilai bahasa Inggris anda.

Berilah tanda √ disetiap jawaban yang anda pilih!

1. Apakah anda menyukai pelajaran bahasa Inggris?

( )Ya ( )Kadang-kadang ( )Tidak

2. Apakah anda menyukai 4 keterampilan (skill) bahasa Inggris (listening,

speaking, reading, writing) yang diajarkan?


3. Apakah menulis/writing merupakan salah satu keterampilan (skill) yang anda

anggap sulit?


4. Apakah kesulitan yang anda hadapi saat menulis/writing bisa diatasi?


5. Apakah anda memahami materi menulis/writing dengan cara pengajaran saat

ini?




RECAPITULATION OF THE QUESTIONNAIRE RESULT

IN PRELIMINARY STUDY

No Questions

Score Percentage

YaKadang-

kadangTidak Ya

Kadang-

kadangTidak

1 Apakah anda menyukai

pelajaran bahasa Inggris?

18 8 6 56,25 25,00 18,75

2

Apakah anda menyukai 4skill bahasa Inggris

(listening, speaking,

reading, writing) yang

diajarkan?

10 15 7 31,25 46,87 21,88

3 Apakah menulis/writing

merupakan salah satu skill

21 9 2 65,63 28,12 6,25



yang anda anggap sulit?

4

Apakah kesulitan yang

anda hadapi saatmenulis/writing bisa

diatasi?

10 8 14 31,25 25,00 43,75

5

Apakah anda memahami

materi menulis/writing

dengan cara pengajaran

saat ini?

9 13 10 28,13 40,62 31,25

Questionnaire for Students in the Last of Classroom Action Research



PEDOMAN KUISIONER UNTUK SISWA

Petunjuk:

Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis/writing

pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya.

Jawaban tidak akan mempengaruhi nilai bahasa Inggris anda.

Berilah tanda √ disetiap jawaban yang anda pilih!

1. Apakah anda menyukai pembelajaran menulis/writing dengan clustering

technique?


2. Apakah belajar menulis/writing dengan menggunakan clustering technique

membantu anda dalam menentukan topik dan ide-ide sebelum menyusun

paragrap?


3. Apakah anda senang terhadap pelajaran menulis/writing dalam bahasa

Inggris?


4. Apakah dengan menggunakan clustering technique membantu anda dalam

menulis/writing ?




5. Menurut anda apakah cara guru mengajar pada pelajaran menulis/writing

dalam bahasa inggris dengan menggunakan clustering technique

menyenangkan?


RECAPITULATION OF THE QUESTIONNAIRE RESULT

IN LAST CLASSROOM ACTION RESEARCH

No Questions

Score Percentage

YaKadang-

kadangTidak Ya

Kadang-

kadangTidak

1

Apakah anda menyukai

pembelajaran

menulis/writing dengan


19 11 2 59,38 34,37 6,25

2

Apakah belajar

menulis/writing dengan

menggunakan clustering

technique membantu

anda dalam menentukan

topik dan ide-ide sebelum

menyusun paragrap?

23 9 0 71,88 28,12 0,00



3

Apakah anda senang

terhadap pelajaran

menulis/writing dalambahasa Inggris?

20 9 3 62,50 28,12 9,38

4

Apakah dengan

menggunakan clustering

technique membantu

anda dalam

menulis/writing?

21 7 4 65,63 21,87 12,50

5

Menurut anda apakah

cara guru mengajar pada

pelajaran menulis/writing

dalam bahasa inggris

dengan menggunakan

clustering technique

menyenangkan?

24 6 2 75,00 18,75 6,25



Students’ Writing Scores in the Preliminary Study

No NameScore Total

MeanC O V &M G score

1 S1 2 3 3 1 9 56,25

2 S2 2 2 2 1 7 43,75

3 S3 2 3 2 2 9 56,25

4 S4 2 2 2 1 7 43,75

5 S5 3 2 3 2 10 62,5

6 S6 4 3 3 2 12 75

7 S7 2 1 2 1 6 37,5

8 S8 2 3 3 2 10 62,5

9 S9 3 4 3 2 12 75

10 S10 2 2 2 2 8 50

11 S11 3 2 3 2 10 62,5

12 S12 2 3 2 1 8 50

13 S13 2 3 2 2 9 56,25

14 S14 3 3 3 1 10 62,5

15 S15 3 2 3 2 10 62,5

16 S16 2 2 3 1 8 50

17 S17 3 2 2 2 9 56,25

18 S18 3 3 2 2 10 62,5

19 S19 3 2 2 2 9 56,25

20 S20 2 2 2 2 8 50

21 S21 2 2 3 2 9 56,25

22 S22 3 3 2 1 9 56,25

23 S23 3 3 3 2 11 68,75

24 S24 4 3 3 2 12 75

25 S25 2 3 2 1 8 50

26 S26 2 2 2 2 8 50

27 S27 3 3 2 2 10 62,5

28 S28 2 3 2 1 8 50

29 S29 2 2 2 1 7 43,75

30 S30 2 1 2 2 7 43,75

31 S31 2 2 2 1 7 43,75

TOTAL 77 76 74 50 277 1731



MEAN 2,48 2,45 2,39 1,61 8,94 55,85

MINIMUM SCORE 37,5

MAXIMUM SCORE 75

No Level Number of students percentage

1 70 ≥ 100 3 9,7

2 69 ≤ 0 28 90,3

Total 31 100.0



The Students’ Writing Score in the First Cycle

No NameScore Total


1 S1 3 2 3 2 10 62,5

2 S2 2 3 2 2 9 56,25

3 S3 2 3 3 2 10 62,5

4 S4 2 2 2 1 7 43,75

5 S5 3 4 3 2 12 75

6 S6 4 4 2 2 12 75

7 S7 2 2 2 2 8 50

8 S8 4 3 3 2 12 75

9 S9 3 3 3 3 12 75

10 S10 3 2 3 2 10 62,5

11 S11 3 3 3 2 11 68,75

12 S12 3 3 2 2 10 62,5

13 S13 3 3 3 2 11 68,75

14 S14 4 3 3 2 12 75

15 S15 3 3 3 3 12 75

16 S16 2 3 2 2 9 56,25

17 S17 3 3 3 2 11 68,75

18 S18 4 3 3 2 12 75

19 S19 3 3 3 2 11 68,75

20 S20 2 3 3 2 10 62,5

21 S21 4 3 3 2 12 75

22 S22 2 3 3 2 10 62,5

23 S23 4 4 2 2 12 75

24 S24 2 4 3 3 12 75

25 S25 3 2 3 2 10 62,5

26 S26 4 3 3 2 12 75

27 S27 3 3 3 3 12 75

28 S28 3 2 2 2 9 56,25

29 S29 2 3 2 2 9 56,25

30 S30 3 3 2 2 10 62,5

31 S31 3 2 2 2 9 56,25

TOTAL 91 90 82 65 328 2050



MEAN 2,94 2,90 2,65 2,10 10,58 66,13

MINIMUM SCORE 43,75

MAXIMUM SCORE 75

No Level Number of students Percentage

170 ≥ 100

12 38,7

2 69 ≤ 0 19 61,3

Total 31 100.0



The Students’ Writing Score in the Second Cycle

No NameScore Total


1 S1 3 4 3 2 12 75

2 S2 3 3 2 2 10 62,5

3 S3 3 3 3 3 12 75

4 S4 3 2 2 2 9 56,25

5 S5 3 4 3 2 12 75

6 S6 4 4 2 2 12 75

7 S7 3 2 3 2 10 62,5

8 S8 4 3 3 2 12 75

9 S9 3 4 3 2 12 75

10 S10 4 3 3 2 12 75

11 S11 3 3 3 3 12 75

12 S12 3 3 3 3 12 75

13 S13 3 3 3 3 12 75

14 S14 4 3 3 2 12 75

15 S15 3 4 3 2 12 75

16 S16 3 4 3 2 12 75

17 S17 4 3 3 2 12 75

18 S18 4 3 3 2 12 75

19 S19 4 3 3 2 12 75

20 S20 4 3 3 2 12 75

21 S21 4 3 3 2 12 75

22 S22 3 3 3 3 12 75

23 S23 4 4 2 2 12 75

24 S24 2 4 3 3 12 75

25 S25 3 4 3 2 12 75

26 S26 4 3 3 2 12 75

27 S27 3 3 3 3 12 75

28 S28 4 4 2 2 12 75

29 S29 3 4 3 2 12 75

30 S30 4 3 3 2 12 75

31 S31 3 3 2 2 10 62,5

TOTAL 105 102 87 69 363 2269



MEAN 3,39 3,29 2,81 2,23 11,71 73,19

MINIMUM SCORE 56,25

MAXIMUM SCORE 75

No Level Number of students percentage

170 ≥ 100

27 87,1

2 69 ≤ 0 4 12,9

Total 31 100.0



FIELD NOTES

Cycle/Meeting : I / 1 (One)

Day/Date : Tuesday/ November 2nd

, 2010

Time : 13.00 – 14.00

Theme / Sub theme : My Experience

I. Happens in the classroom

From the students’ side

Some students not pay attention on teacher’s explanation

Some of them tried to cheat with her friend when teacher give an

exercises

From the teacher’s side

The teacher chose the good method in teaching writing through clusteringtechnique

II. Things to consider


Students need clear explanation of the material using clustering technique

Students need to give interesting explanation to attract the students


Teacher should have a loud voice so that students can pay attention to the

teacher’s explanation



Observer

Hartika Herdiningtyas, S.Pd



FIELD NOTES

Cycle/Meeting : I / 2 (Two)

Day/Date : Wednesday/ November 3rd, 2010

Time : 07.15 – 09.30

Theme / Sub theme : My Experience

I. Happens in the classroom


Some students pay attention on teacher’s explanation

Students looked so motivated to make the mind mapping


The teacher gives a good activity and also good choice to get the goal of teaching. They are divided into some groups.

The teacher gave intensive guide by answering all of the questions.

II. Things to consider


Students need to explore their vocabulary hard. Some students don’t look

to try hard to find out the vocabulary they need.


Teacher should give the way how to get the vocabulary, because most of

students have lack in vocabulary field.



Observer

Hartika Herdiningtyas, S.P



FIELD NOTES

Cycle/Meeting : 2 / 1 (One)

Day/Date : Monday / November 15th

, 2010

Time : 10. 30 – 12.00

Theme / Sub theme : Science and Experience

a. Happens in the classroom


More students pay attention on a new topic and a new design of clustering

technique.

Students are cooperative to support the teacher’s teaching goal.

More students look enthusiast when choosing their favorite food and drink

and making clustering technique.


Teacher masters the technique and the material she gives.

Teacher checked the students’ work by walking to their table and givingcomments.

b. Things to consider


The class still was noisy.

Some students still asked about new design of clustering technique. From the teacher’s side

Teacher should make sure if the students are ready to listen to her

explaining. If the students are not ready yet, try to make them ready so

what she explains can be understood.

The teacher should make her voice louder.



Observer




FIELD NOTES

Cycle/Meeting : 2 / 2 (Two)

Day/Date : Monday/ November 22nd

, 2010

Time : 10. 30 – 12.00

Theme / Sub theme : Science and Experience

a. Happens in the classroom


Students had chance to ask questions as many as possible freely in

English and Indonesian.

Students wrote and revise their draft in their group cooperatively and

enthusiastically


Teacher spoke more loudly and clearly.

The teacher checked the students to make sure the entire student

understand about the instruction.

b. Things to consider


Some students had difficult to understand the instructions given


The teacher should check the students to make sure that they are

understand about the instruction.



Observer




RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

WRITING

I. IDENTITAS

Satuan Pendidikan : SMP AL-HASRA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Ganjil

Tema : My Experi ence

Aspek/Skill : Writing

Alokasi Waktu : 2 x 40 menitJenis Teks : Personal Recount

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan

lingkungan sekitar.

III. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative .

IV. INDIKATOR

Siswa mampu:

1. Menentukan cirri kebahasaan teks personal recount

2. Menyusun teks berbentuk personal recount

3. Menulis teks berbentuk personal recount



V. TUJUAN PEMBELAJARANPada akhir pembelajaran siswa dapat:

1. Menentukan cirri kebahasaan teks personal recount

2. Menyusun teks personal recount

3. Menulis teks berbentuk personal recount

VI. MATERI PEMBELAJARAN

Teks Personal Recount

Last holiday after Idul Fitri 1431 H, I went to Bali for 4 days with my

family. My father and my mother went to Bali for work 3 days before my brother and

I went there. In Bali, we went to many places.

In first day, after my brother and I arrived in Ngurah Rai airport we went to

Sanur beach, Kuta beach, and Ulluwatu for watched Kecak dance. In second day, we

went to Garuda Wisnu Kencana, tanah lot, and ate seafood in Jimbaran. Tanah lot

was very beautiful. In the third day, we went to waterbom, Kuta beach, and art market

for bought handicraft for my friends. In last day, we just stayed in hotel and went to

airport in the afternoon and arrived in Bandung in the evening.

VII. Metode Pembelajaran/Teknik: Three-phase technique

Holiday

Me and

Family

Idul Fitri 1431 H

Holiday

Bali

Places to

visit

First day

Second day

Third day

Last day



VIII. Langkah-Langkah Kegiatan:

a.

Kegiatan Pendahuluan

Memberi salam dan tegur sapa.

Tanya jawab berbagai hal terkait kondisi siswa.

Memberi motivasi kepada siswa.

Penjelasan tentang topik yang akan dibahas.

b. Kegiatan inti

Siswa diminta menyusun paragraf personal recount secara berkelompok yg terdiri dari 4 orang.

Guru membimbing siswa membahas dan mengoreksi jawaban serta

memberi nilai.

Membahas schematic structure teks berbentuk personal recount.

Membahas ciri kebahasan teks berbentuk recount.

Guru meminta siswa untuk membuat teks personal recount secara

individu.

c. Kegiatan penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama Kegiatan Belajar Mengajar.

IX. Sumber dan Media Pembelajaran

A. Sumber Belajar

a. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. “English on

Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.

b. Kurikulum Bahasa Inggris (grade VIII)

c. Syllabus SMP (grade VIII)



B. Media Pembelajaran

a.

Hand out b. Paragraph strips

X. Penilaian

a. Teknik : Tes tulis

b. Bentuk : Tertulis

c. Instrumen : Terlampir

XI. Pedoman Penilaian

a. Untuk nilai jawaban benar diberi skor = 2

b. Skor maksimal = 5 x 2 = 10

c. Rubrik Penilaian

No. Uraian Score

1. Susunan paragraf benar, schematic structure tepat 4

2. Susunan paragraf benar, schematic structure kurangtepat

3

3.Susunan paragraf kurang tepat, schematic structure

kurang tepat2

4. Semua kurang tepat 1

Mengetahui, Bojongsari, 2 November 2010

Guru Bid.Studi Peneliti

Hartika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442



Last holiday after Idul Fitri 1431 H, I went to bali for 4 days with my family. My

father and my mother went to bali for work 3 days before my brother and I went

there.

In the third day, we went to waterbom, Kuta beach, and art market for bought

handicraft for my friends.

In second day, we went to Garuda Wisnu Kencana, tanah lot, and ate seafood in

Jimbaran. Tanah lot was very beautiful.

In last day, we just stayed in hotel and went to airport in the afternoon and arrived

in bandung in the evening.

In bali, we went to many places. In first day, after my brother and I arrived in Ngurah Rai airport we went to Sanur beach, Kuta beach, and Ulluwatu for watched

Kecak dance.

Rearrange these paragraphs into a good text.

-----------------------------------------------------------------------

---------------------------------------------------------------------------------

---------------------------------------------------------------------------------

---------------------------------------------------------------------------------

---------------------------------------------------------------------------------

---------------------------------------------------------------------------------




WRITING

IX. IDENTITAS




Tema : My Experi ence


Alokasi Waktu : 2 x 40 menit

Jenis Teks : Personal Recount


X. STANDAR KOMPETENSI

Menulis



lingkungan sekitar.

XI. KOMPETENSI DASAR

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan

narrative .



XII. INDIKATOR

Siswa mampu:4. Menentukan ciri-ciri teks recount

5. Menyusun teks berbentuk recount

6. Menulis teks berbentuk recount menggunakan clustering technique

XIII. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

4. Menentukan ciri-ciri teks recount

5. Menyusun teks recount

6. Menulis teks berbentuk recount menggunakan clustering technique

XIV. MATERI PEMBELAJARAN

Teks Personal Recount

Purpose: to retell something that happened in the past and to tell a series of

past event.

Generic Structur e:

1. Orientation

2. Event(s)

3. Reorientation

Dominant Language Features:

1. Using Past Tense

2. Using action verb

3. Using adjectives

XV. Metode Pembelajaran/Teknik: Three-phase technique



XVI. Langkah-Langkah Kegiatan:

b.

Kegiatan Pendahuluan



Mengabsen siswa.

Memberi motivasi kepada siswa.


b.

Kegiatan inti Siswa diminta membuat paragraf personal recount dengan menggunakan

clustering technique secara berpasang-pasangan.

Siswa diminta mempresentasikan hasil kerjanya.

Siswa diminta mengoreksi jawaban dan memberi nilai.

Membahas ciri-ciri teks berbentuk personal recount.

Guru memberi tugas individu.

Siswa diminta untuk membuat paragraf berbentuk teks recount dengan

menggunakan clustering technique.

c. Kegiatan penutup



Menugaskan siswa membuat teks recount yang lain.


B. Sumber Belajar

a. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. “English on

Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.



b. Kurikulum Bahasa Inggris (grade VIII)



a. Hand out

b. Paragraph strips

c. Slide

X. Penilaian

d. Teknik : Tes tulis

e. Bentuk : Tertulis

f. Instrumen : Terlampir


d. Rubrik Penilaian

No. Uraian Score


2. Susunan paragraf benar, schematic structure kurang tepat 3

3. Susunan paragraf kurang tepat, schematic structure

kurang tepat

2




Hartika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442




WRITING

XVII. IDENTITAS




Tema : Science and Exper ience



Jenis Teks : Procedural Recount


XVIII. STANDAR KOMPETENSI



lingkungan sekitar.

XIX.

KOMPETENSI DASAR Mengungkapkan makna dalam bentuk teks tulis fungsional pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan

berterima untuk berinteraksi dengan lingkungan sekitar.

XX. INDIKATOR

Siswa mampu:

7. Menentukan ciri-ciri procedural recount

8. Menyusun teks berbentuk procedural recount

9. Dapat menulis teks procedural recount sesuai dengan ciri-cirinya



XXI. MATERI PEMBELAJARAN

Procedural Recount

Procedural recount is records events such as a science experiment or a

cooking experience. It presents the events chronologically.

Schematic Structure:

Orientation: It provides the purpose of the activity. It also answers the

questions: Who? When? Where? What experience?

List of Events: It tells the event chronologically. It uses conjunctions

like first, next, then, finally, and so on.

Reorientation: It describes the outcome of the activity. It can also

express people’s personal opinion regarding the events.

LINGUISTIC FEATURES

Past tense Did, started, prepared etc.

Uses connectors First, they blew up the balloon.

Action Verb Put, prepared, show etc.

Use nouns or pronouns they

Details First, then, after that, and finally.

The ending may describe the outcome of

the activity

As a result, the air in the bottle got hotter.

Details of time Few minutes later

Descriptive details The bucket that was full of hot water

XXII. Metode Pembelajaran/Teknik: Three-phase technique

XXIII. Langkah-Langkah Kegiatan:

c. Kegiatan Pendahuluan





Mengabsen siswa.


b. Kegiatan inti

Membahas schematic structure teks procedural recount

Siswa diberi kesempatan memilih 1 dari 3 tema

Siswa diminta untuk membuat teks procedural recount sesuai dengan

tema yang diberikan dengan menggunakan clustering technique

Siswa membacakan teks procedural recount yang telah dibuat

c. Kegiatan penutup




C. Sumber Belajar

a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English

in Focus”) for Grade VIII Junior High School, Pusat Perbukuan Departemen

Pendidikan Nasional, 2008, Jakarta. b. Kurikulum Bahasa Inggris (grade VIII)



a. Hand out

b. Paragraph strips

c. Slide

X. Penilaian

g. Teknik : Tes tulis

h. Bentuk : Tertulis

i. Instrumen : Terlampir


e. Rubrik Penilaian



No. Uraian Score


2. Susunan paragraf benar, schematic structure kurang tepat 33. Susunan paragraf kurang tepat, schematic structure

kurang tepat

2




Hertika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442




WRITING

XXIV. IDENTITAS




Tema : Science and Exper ience



Jenis Teks : Procedural Recount


XXV. STANDAR KOMPETENSI



lingkungan sekitar.

XXVI.

KOMPETENSI DASAR Mengungkapkan makna dalam bentuk teks tulis fungsional pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan

berterima untuk berinteraksi dengan lingkungan sekitar.

XXVII. INDIKATOR

Siswa mampu:

10. Menentukan ciri-ciri procedural recount

11. Menyusun teks berbentuk procedural recount

12. Dapat menulis teks procedural recount sesuai dengan ciri-cirinya



XXVIII. MATERI PEMBELAJARAN

Foods and Drinks

The Procedure of Making Meatballs

ingredients:

1 kilo of very fine minced meat (preferably beef)

2 eggs

300 grams of tapioca-flour

4-8 cloves of garlic

1 red onion

1 teaspoon of white pepper

2 teaspoons of salt

Steps:

First of all, mix garlic, red onion, salt, and white pepper in a mortar or mixer.

Second step, mix the spice-mixture with the eggs, the tapioca-flour and the

minced meat.

After that, use your fingers, add a cup of water, and keep on working until the

mixture feels soft and smooth.

Then, boil some water in a rather large pot, at least about 2 liters.

Next step, start rolling the mixture into small meatballs.

Finally, lower the meatballs into the boiling water. When they float up to the

surface the meatball is ready to serve.

XXIX. Metode Pembelajaran/Teknik: Three-phase technique

XXX. Langkah-Langkah Kegiatan:

d. Kegiatan Pendahuluan





Mengabsen siswa.


b. Kegiatan inti

Membahas schematic structure teks procedural recount

Siswa diminta untuk membuat teks procedural recount sesuai dengan

tema yang diberikan dengan menggunakan clustering technique

Siswa membacakan teks procedural recount yang telah dibuat

c. Kegiatan penutup


Menanyakan kesulitan siswa selama Kegiatan Belajar Mengajar. Memberi tugas rumah berkelompok untuk membuat teks procedural

yang lain dengan menggunakan clustering technique.


D. Sumber Belajar

a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English

in Focus”) for Grade VIII Junior High School, Pusat Perbukuan Departemen

Pendidikan Nasional, 2008, Jakarta.

b. Kurikulum Bahasa Inggris (grade VIII)c. Syllabus SMP (grade VIII)


a. Hand out

b. Paragraph strips

c. Slide

X. Penilaian

j. Teknik : Tes tulis

k. Bentuk : Tertulis

l. Instrumen : Terlampir


f. Rubrik Penilaian



No. Uraian Score


2. Susunan paragraf benar, schematic structure kurang tepat 33. Susunan paragraf kurang tepat, schematic structure

kurang tepat

2




Hertika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442

Thesis English Education.pdf

Documents

Transcript of Thesis English Education.pdf