Improving students’ skill in writing descriptive text through clustering technique: a pre-experiment research at the second grade of MTs Khazanah Kebajikan Tangerang Selatan

IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT
THROUGH CLUSTERING TECHNIQUE
(A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan
Tangerang Selatan)

By:
RIFQA MUMTAZATI
109014000180

DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014
IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT
THROUGH CLUSTERING TECHNIQUE

(A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan
Tangerang Selatan)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment
of the Requirements for the Degree of Strata I (Bachelor of Art) in English
Language Education

By:
RIFQA MUMTAZATI
109014000180

DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014

KEMENTERIAN AGAMA
UIN JAKARTA

FORM (FR)

FITK

Jl. h. H. Juanda No 95 Citutat

t 5.1 t

Dokumen

No.
Tgl.

Terbit

: FITK-FR-AKD-08,
: I Maret 2010

) lildoncsid

qqRAT PERNYATAAN KARYA SBNDIRI
Saya yang bertanda tangan di bawah ini,

Nama

Rifqa Mumtazati

NIM

I

Jurusan/Prodi

Pendidikan Bahasa Inggris

Alamat

Griya Arafah. Jl. Keang Risin

090 r 4000 I 80

Il, No.

lg2, Rt. 002/Rw. 0l

Legoso. Kel. Pisangan. Kec. Ciputat Timur, Kab. Tangerang
Selatan. Prov. Banten.

Judul Skripsi

: Improving Students, Skill in Writing

Descriptive Text
Through clustering Technique (A pre-Experintent Research
at the Second Grade of MTs. Khazanah Kebajikan Tangerang
Selatan)

Dosen

Pembimbing

L
2.

Dengan

:

Nama Pembimbing I

Drs. Syauki, M.Pd.

NIP

19641212 199103

Nama Pembimbing tl

Isrnalianing Eviyul iwati, M.Hum.

NIP

1g740723 200003 2 001

ini menyatakan bahrva skripsi yang

I

002

saya buat benar-benar hasil karya sendiri

dan saya bertanggung jarvab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakafta, December 26th, 201 4

'2ll -./

Mahasiswa Yb6.

autM
-niro/

if'r*Juruti

109014000180

ENDORESEMENT SHEET
The "skripsi" (Scientific Paper) entitle "IMPROVING STUDENTS'

SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING
TECHNIQIJE" (A Pre-Experiment Research at the Second Grade of MTs
Khazanah Kebajikan Tangerang Selatan), written by RIFQA MUMTAZATI
students registration number 109014000180 was examined

session

of

Faculty

of

in the examination

tarbiyah and Teachers' Training, Syarif Hidayatullah

Jakarta on December 241h,2014. The Skripsi has been accepted and declared to
have

fulfilled one of the requirements for the degree of "S.Pd." (Bachelor of Arts)

in English Language Education at the English Education Department.
J

akarta, December 24th, 20I 4

EXAMINATION COMMITT
CHAIRMAN : Drs. Syauki. M.Pd.
NIP. 19641212 199103 I

SECRETARY:@
NIP. 19761007 200710

EXAMINERS I: Dr. Atiq Susilo. M.A.
NIP. 19491122 197803

I

002

002

I 00t

EXAMINERS II: Dr. Alek. M.Pd.
NIP. 19690912 200901 1 008
ACKNOWLEDGED BY
Dean of Tarbiyah and Teachers'

t:
Dra. N
NIP. 19591020 198603 2 001

llt

IMPROVING STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXT
THROUGH CLUSTERING TECHNIQUE
(A pre-Experintent Research at the Second Grade of MTs Khazanah Kebaiikan
Tangerang Selatan)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers' Training in a Partial

Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in
English Language Education

Sy:

RIFQA IUUMTAZATI
109014000180

Approveti by:

Advisor

NIP. 19641

199103

I

liIP.

002

19740723 200003 2 001

DEPARTEMONT OF ENGLISH EDUCATTON

FACULTY OF TARBIYAI{ AND TEACHERS' TRATNING
SYARIF' HIDAYAT UL LAH STATE ISLAMIC UNIVERSITY

,

JAKARTA
28L4

1V

ABSTRACT
Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In
Writing Descriptive Text Through Clustering Technique: A Pre-Experiment
Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan.
Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of
State Islamic University Syarif Hidayatulah Jakarta, 2014. The advisors are Drs.
Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum.
Keywords: Writing, Descriptive Text, Clustering Technique.
This research is conducted to find out wether clustering technique can
improve student’s writing skill in writing descriptive text at the second grade of
MTs. Khazanah Kebajikan Tangerang Selatan in academic year 2013/2014. The
subject of this research is class VIII-BP Junior High School, which consists of 23
students. By using action research methodology, the writer applied the method for
student of class VIII-BP Junior High School.
In collecting the data, the writer used two research instruments. There are
observation and test. In the observation 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. In the test phase,
the writer gave three kinds of test: pre-test, formative test and post-test. The pretest was given before the treatment of method, while the formative test and post
test was given after the treatment of method. In the formative test the students’
scores mean that was 67.17 and in the post test increased to 73.04. Therefore, it
proved that clustering technique can improve students’ skill in writing in
descriptive text. It could be concluded that the clustering teaching technique gave
the positive influence toward students’ skill in writing descriptive text.

vi

ABSTRAK
Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In Writing
Descriptive Text Through Clustering Technique: A Pre-Experiment Research at
the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan. Skripsi S1.
Fakultas Ilmu tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2014. Pembimbing (1) Drs. Syauki, M. Pd dan pembimbing
(2) Ismalianing Eviyuliwati, M.Hum.
Kata Kunci: Writing, Descriptive Text, Clustering Technique.
Penelitian ini bertujuan untuk mengetahui dan menjelaskan secara empiris
tentang penggunaan teknik clustering dapat meningkatkan kemampuan menulis
siswa dalam menulis teks deskriptif di kelas II MTs. Khazanah Kebajikan
Tangerang Selatan pada tahun akademik 2013/2014. Penulis menggunakan
penelitian pre-experiment. Subjek penelitian ini adalah kelas VIII-BP SMP terdiri
dari 23 siswa. Dengan menggunakan metodologi penelitian pre-experiment,
penulis menerapkan metode untuk siswa kelas VIII-BP SMP.
Dalam pengumpulan data, penulis menggunakan dua instrumen penelitian,
yaitu observasi dan tes. Pada tahap observasi, pengamat mengamati proses belajar
mengajar melalui field notes; mengamati tentang situasi kelas, respon siswa, dan
kinerja guru dalam penyampaian materi. Pada tahap test, penulis memberikan tiga
jenis test: pre-test, formative test, dan post-test. Pre-test diberikan sebelum
penerapan metode, sementara formative test dan post test diberikan setelah
penerapan metode. Oleh karena itu, data penelitian ini menunjukkan bahwa hasil
test menulis cukup memuaskan. Pada formative test, nilai rata-rata siswa adalah
67,17 dan pada post test meningkat menjadi 73.04. Oleh karena itu, metode
clustering dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif.
Dapat disimpulkan bahwa metode pembelajaran clustering dapat memberi
pengaruh positif terhadap kemampuan siswa dalam menulis teks deskriptif.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, Lord of the world, for the health and the strength
that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be
upon the prophet Muhammad, his family, his companions as well as his followers.
Firstly, the writer also would thank to her beloved parents, Dr. H. Hasan
Basri, M.A and Zuriati, S.H who always never stop teaching their precious
meaning of life, giving their knowledge, giving their time and who always pray
her every time; her beloved brothers, Rikza Muntazari and Ramza Munfajari, who
always give support and motivation to her.
Secondly, the writer would like to address her thank and great gratitude to
Drs. Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum, as the writer‟s advisors,
who give consultation with full of patience, help and guidance as valuable advice
during developing this “Skripsi” and completing her work, may Allah SWT
respond to their kindness much better.
Thirdly, the writer thought that she would never finish this skripsi fluently
without their supports and their helps. Her gratitude also goes to:
1. Nurlena Rifa‟i, M.A., Ph.D,, as the Dean of Faculty of Tarbiyah and Teachers
Training.
2. All lecturers of English Education Department for teaching precious
knowledge, sharing philosophy of life and giving wonderful experiences.
3. Drs. Syauki, M.Pd., as the Head of English Education Department.
4. Zaharil Anasy, M.Hum., as the Secretary of English Education Department.
5. Dr. Atiq Susilo, M.A. and Dr. Alek, M.Pd., as the writer‟s examiners, who help
and guidance as valuable advice during developing this “Skripsi” and
completing her work, may Allah SWT respond to their kindness much better.

vii

6. Suardin, S.Sos.I, as the Headmaster of MTs. Khazanah Kebajikan Tangerang
Selatan for giving permission to the writer to conduct the research.
7. Eneng Sumarni, S.S, as the English teacher at MTs. Khazanah Kebajikan
Tangerang Selatan, for all sincere help, time, and guidance.
8. The students of second grade of MTs. Khazanah Kebajikan Tangerang Selatan
for being participants in this research.
9. Her beloved best friends; Fakhrul Radhi, Eka Fitriana, Vesi Sarwenda, Ipit
Charunnisa, Erni Darwati and all of her friends in English Education
Department 2009 academic year, especially E class, who have always been in
the writer side in facing all laughter and tears during her study.
10. All of her friends in IMAPA (Ikatan Mahasiswa dan Pemuda Aceh) Jakarta.
11. To all of people whose name can not be mentioned for their contribution to
the writer during finishing her skripsi.
Finally, the writer admits that her writing is still far from being perfect.
Therefore she hopes some suggestions and criticism from the reader for this
paper. Hopefully this „skripsi‟ will have some values for her and the reader.
Jakarta, December 26th, 2014
The Writer

Rifqa Mumtazati
NIM. 109014000180

viii

TABLE OF CONTENTS

TITLE ............................................................................................................. i
SURAT PERNYATAAN KARYA SENDIRI .............................................. ii
ENDORESEMENT SHEET ......................................................................... iii
APPROVAL ................................................................................................... iv
ABSTRACT .................................................................................................... v
ABSTRAK ...................................................................................................... vi
ACKNOWLEDGMENTS ............................................................................. vii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES ......................................................................................... xi
LIST OF FIGURE ......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I : INTRODUCTION ................................................................ 1
A. Background of the Study................................................... 1
B. Identification of the Problem ............................................ 3
C. Limitation of the Study ...................................................... 4
D.Formulation of the Problem ............................................... 4
E. Objective of the Study........................................................ 4
F. Significance of the Study ................................................... 4
CHAPTER II : THEORETICAL FRAMEWORK .................................... 6
A. Meaning of Writing ........................................................... 6
1. Definition of Writing.................................................... 6
2. The Purpose of Writing ................................................ 9
3. The Process of Writing................................................. 10
B. Descriptive Text ................................................................. 13
1. Definition of Descriptive Text ..................................... 13
2. Purpose of Descriptive Text ......................................... 15

ix

C. Clustering Technique ......................................................... 15
1. Definition of Clustering Technique ............................. 15
2. The Steps of Using Clustering Technique ................... 17
3. Teaching Writing Using Clustering Technique ........... 20
D. Previous Study .................................................................. 21
CHAPTER III : RESEARCH METHODOLOGY ..................................... 24
A. Place and Time of the Research ....................................... 24
B. Research Design ................................................................. 25
C. Population and Sample....................................................... 24
D.The Research Method ........................................................ 25
E. The Subject of the Research ............................................... 26
F. The technique of Collecting Data ...................................... 26
G.The Technique of Data Analysis ........................................ 27
CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION ... 31
A. Research Finding ............................................................... 31
1. Finding of the Preliminary Study ................................. 31
a. Test Result of Interview ......................................... 31
b. The Result of Pre-action Test ................................. 32
2. Finding of the Action .................................................... 34
3. Finding After Implementing The Action ...................... 36
a. The Result of Post-Interview ................................. 37
b. The Result of Formative-Test ................................ 37
c. The Result of Post-Test .......................................... 39
B. The Interpretation of Data .................................................. 43
CHAPTER V : CONCLUSION AND SUGGESTION ............................... 45
A. Conclusion ......................................................................... 45
B. Suggestion ......................................................................... 45
REFERENCES ............................................................................................... 47
APPENDICES ................................................................................................ 48
x

LIST OF TABLE

Table 3.1

The Process of Pre-Experiment Research

Table 3.2

The Analytical scoring rubric

Table 4.1

The Students’ Writing Score of Pretest

Table 4.2

The Students’ Writing Score of Posttest 1

Table 4.3

The Students’ Writing Score of Posttest 2

Table 4.4 The Students’ Writing Score of Pretest, Posttest 1, Posttest 2

xi

LIST OF FIGURES

Figure 2.1 Sample of Clustering 1
Figure 2.2 Sample of Clustering 2
Figure 3.1 Cyclical AR model based on Kemmis and McTaggart (1988)
Figure 4.1 Students’ Improvement in Writing Score

xii

LIST OF APPENDICES

Appendix 1

Interview for English Teacher Before Implementation of
Clustering Technique.

Appendix 2

Lesson Plan of the First and Second Meeting

Appendix 3

The Sample of Students’ Writing Paragraph in the Preliminary
Study

Appendix 4

Students’ Writing Scores in the Preliminary Study

Appendix 5 The Sample of Students’ Writing Paragraph After Implementation
of Clustering Technique (Formative Test)
Appendix 6

Students’ Writing Scores in the Formative test

Appendix 7

Field Notes in the First Meeting

Appendix 8

Field Notes in the Second Meeting

Appendix 9

Lesson Plan of the Third and Fourth Meeting

Appendix 10 The Sample of Students’ Writing Paragraph After Implementation
of Clustering Technique (Post Test)
Appendix 11 Students’ Writing Scores in Post Test
Appendix 12 Field Notes in the Third Meeting
Appendix 13 Field Notes in the Fourth Meeting
Appendix 14 Interview for English Teacher after Implementation of Clustering
Technique
Appendix 15 Documentation of the research
Appendix 16 Surat Bimbingan Skripsi
Appendix 17 Surat Permohonan Izin Penelitian
Appendix 18 Surat Keterangan Penelitian

xiii

CHAPTER 1
INTRODUCTION

This chapter depicts and discusses the background of study, identification
of problems, limitation of the problem, formulation of the problem, objective of
the study, and significance of the study.
A. The Background of the Study
English is an international language which has very significant role in
communication among people in almost entire world. As a lingua franca, people
surely tend to master it for competition in this globalization era. Because of this
importance, English as one of compulsory subjects must be taught from junior
high level to the next, senior high school.
In English subject, students will learn the four skills of language, those are
listening, speaking, reading, and writing. An important tenet of structural
linguistics was that the primary medium of language is oral: speech is language.
Since many language not have a written form, the learners learn to speak before
learn to read or write, it was argued that language is “primarily what is spoken and
only secondarily what is written”.1 Because of that, the language skills are taught
in order of listening, speaking, reading, and writing.2
Writing is considered as the last skill which will be learned after the
previous three, it is based on the assumption that language mastery starts from
oral to written skill. Students practice to produce their language actively in
speaking before they are going to learn their language into a piece of writing.
Therefore, writing is the complicated one.
Actually, writing is one of important skills to be mastered by the students.
Learning to write involves being able to communicate and convey ideas

1

Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching:
Second Edition, (New York: Cambridge University Press, 1992), p. 49.
2
Ibid., p.53

1

2

meaningfully.3 Students use it to communicate to each other, as a means of ideas
and emotional expression, because when they write their ideas and emotion
creatively, they are communicating on paper in their very way and purposes. But
in practice, there are some problems that may arise during the learning process,
especially in terms of writing.
Based on the result of the test before the writer applying clustering
technique, she found some problems faced by students second grade in MTs.
Khazanah Kebajikan when they were writing, especially in writing of descriptive
text. There are some problems that make writing is being one of difficulties skill
faced by Junior High School students at second year. These problems can be
influenced by some factors. The factors cause low skill of the students in writing
descriptive text among other things are; first, lack knowledge of method or
technique in teaching writing, because some teachers taught writing just by giving
explanation and exercises. It makes students less comprehended, less interest in
writing, and makes students bored. Second, they are not capable to make a good
descriptive writing; students are having problems in organizing ideas what they
are going to explain. Third, they are also confused to transform the ideas from
their minds into descriptive writing. So they need much time just to think what
they are going to write. In addition to that, they are also having poor vocabulary
and lack knowledge of grammatical rules. Therefore, English teacher should find
solutions to cope with those problems.
These problems are important to be solved, therefore, students get more
comprehension in learning of writing, also can make students think that writing is
an interesting learning. To help students‟ solved these problems, it needs another
technique more interesting in teaching writing. There are a lot of technique in
teaching writing. The writer would like to propose a technique which is
“Clustering Technique” in teaching writing of descriptive text.

3

Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The
Content Areas, (Alexandria, Virginia: ASCD, 2010), p. 91.

3

Clustering,

Based

on

Gabriele

Rico‟s

statement

is

uncensored

brainstorming combined with doodling. To begin, take a fresh sheet of paper and
write a general subject in the center. Then circle the word. As each new thought
bursts forth, jot it near the word that prompted it. Circle the new word. Next, draw
a line between the two. Repeat the procedure.4 Based on the definition, it can be
summarized that clustering is making visual map to produce a topc related to each
other.
Based on the Gabriele Rico‟s statements, the writer sum up the strenght of
clustering technique in teaching writing will make student easy to discover his/her
ideas and widen horizon in creating and beginning writing, compared to other
methods, clustering teaching method will be easier applied by student in
expressing his/her main ideas and making the writing design or frame before
structuring and composing a paragraph. Clustering technique will stimulus
students‟ ideas, also they can make a good pharagraph in every types of writing.
Therefore, the writer will do the research about Applying Clustering
technique to improve student‟s skill in writing of descriptive texts. To find the
answer, the writer will do a research at the second grade students of MTs
Khazanah Kebajikan.
B. Identification of Problems
Based on the background the problems, It can be identified that students
deal with some problems when they are writing, especially in writing descriptive
text, the problems as follows:
1. Students were not capable to make a good writing. The reason they could
not make it because they have difficulties in organizing idea of what they
were going to write, and then transform it from their minds into a piece of
writing.
2. Furthermore, Based on the result test and teacher‟s report, students were
also having poor vocabulary and lack knowledge of grammatical rules.
4

Betty Matix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill: 2006), p. 40.

4

C. Limitation of the Problem
To make it deeper, the problems will be limited in the implementation of
clustering technique in teaching descriptive writing in the second year of MTs.
Khazanah Kebajikan (Islamic Junior High School) Tangerang Selatan, and the
student‟s improvement in learning writing of descriptive text through clustering
technique.
D. Formulation of the problem
Based on the limitation of the problem above about the using of clustering
technique in teaching writing of descriptive text in the second year student of
MTs. Khazanah Kebajikan Tangerang Selatan. The problem of this research as
follows: can clustering technique improve student‟s skill in writing descriptive
text?

E. Objective of the Study
The objective of the study is to find out whether clustering technique can
improve students‟ writing skill in writing descriptive text.
F. Significance of the Study
The results of this study provide useful information for:
1. English teachers.
The result of the study can be useful information about implementing
clustering technique in teaching writing of descriptive text and get clear
description how it is applied in the classroom. Moreover, they can bring
and apply the technique into their classrooms.
2. Students.
It can be useful for students who have similar problems above, they can
easily apply and practice the technique by following the ways. It will help
them to solve their problem in writing and to improve their writing‟
results.

5

3. School principals.
This research will be a feedback for them to improve and develop
qualities of the students. They can ask English teachers to elaborate some
writing techniques to make various learning in the classroom in order to
make a good learning process. If the students‟ learning process is better,
the quality of students will be higher.
4. Next researchers.
This research will be a source for those who want to raise the similar case.
From this research, they can obtain some basic information about
clustering technique, writing and descriptive text. They can also get brief
description how the technique is applied in the classroom. Therefore, it
will be a guidance for them to describe and explain some procedures of
the research part by part.
5. The writer
She gets many experiences in doing the research and helping the English
teacher to solve the students‟ problems in writing by proposing a
technique, clustering technique.

CHAPTER II
THEORETICAL FRAMEWORK

In order to have a very clear description of the discussion, this chapter will
refer to some significant theories of writing. To make it more constructive notion,
it is very essential to discuss and explain theoretically about writing, descriptive
text and clustering technique.

A. Meaning of Writing
1. Definition of Writing
Writing is one of the most significant cultural accomplishments of human
being, writing allows us to communicate at a distance, either at a distant place or
at distant time. Writing is a progressive activity, this means when someone first
writes something down, he/she has already been thinking about what he/she is
going to say and how he/she is going to say it. Then after he/she finishes writing,
he/she reads over what he/she has written and makes changes corrections.
Anyhow, writing capability is very important in studying English. This can
motivate students to elaborate ideas and information so that other people can
understand very well. Besides, the writing can be said as a tool to express the
ideas to the public community; and even it can be referred by those who are eager
to practise their English in the field of life. In this context, Dietsch states that
“writing is a process of discovery. As you write, you will discover thoughts and
ideas that lie beneath the surface of your mind. You will become more aware of
your own beliefs and values, what is important to you.”1
There are a lot of definitions stated by the experts. One of them, for
instance, is the definition stated by Gelb. According to Gelb, “writing is clearly a
system of human intercommunication by means of conventional visible marks.”2
It means that writing is the way to communicate to each other for expressing their
1

Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill, 2006), p. 5.
2
I.J.Gelb, A Study of Writing: Revised Edition, (Chicago: The University of Chivago Press,
1963), p. 12.

6

7

thinking and feeling. In addition to this, writing is the skill to express ideas and
information to worlwide. Without writing, it is difficult to grasp any information
emerging inf daily life; and no one can understand any issue of current event.
Furthermore, according to Henry Roger, writing can be defined as the use
of graphic marks to represent specific linguistic utterances. 3 Another definition
proposed by Barnet and Stubbs. In a view of them, writing is a physical act, it
requires material and energy, and like most physical act, to be performed
skillfully, to bring pleasure to both performer and audience, it requires practice.4 It
can be mentioned that writing is not simply a way to express ideas, but a way to
acquire them.
In reality, every vital message is delivered through writing. So many
people can easily read any written information and speak out of what they have
read. By reading written information, people are able to enrich and broaden
horizon of knowledge. Of course, this is rather ideal for a student, but he can
upgrade himself through learning by doing, because he proceeds a progress step to
higher level of writing skill. This skill can be said as an achievement of study. In
the classroom, for instance, students can discuss together by reading the text
material to make a broad sight to see the world. In addition, they can also try to
write what they listen and understand; then convey it to others through descriptive
text and clustering technique. By doing so, they are accustom to sharing ideas and
experience academically and explicitly; thus they can step by step construct their
own knowledge.
When students try to construct the descriptive writing through clustering
technique, at the same time they actually study collaboratively. This learning
method is regarded as an effective approach in learning process; and even will
enhance and enrich understanding of English, specifically writing skill.
As far as Hedge is concerned, writing is more like a „recursive‟, even
messy, activity, where we move around among the different stages and carry out
3

Henry Rogers, Writing Systems: A Linguistic Approach, (Oxford: Blackwell Publishing,
2005), p. 2.
4
Sylvan Barnet and Marcia Stubbs, Practical Guide to Writing, (Boston: Little, Brown &
Company, 1983), p. 3.

8

each stage several times, with great personal variation.5 In this case, when a
student, for example, wants to express his ideas he actually performs any activities
and shows at once that he still exists in this world. He also will be glad when other
people read his ideas and responds them. If this situation happens, the goal of
writing as a skill of expression of ideas has achieved. In this connection, the
students will find himself as part of the intellectual or academic environment and
they are able to contribute ideas to the perfection of knowledge and experience.
The term “nobody is perfect”, in this context, can be interpreted as “trial and
error” so that they are brave to express ideas to society.
The another expert, Alaistair Fowler says that the writing someone invents
will largely derive from previous reading and thinking, some of it imperfectly
remembered.6 This can be understood that something new of writing comes from
previous study both from the books and the result of reasearch. The more
someone reads, the more information can be delivered. So many people in the
world are searching information every day. They even will find out the important
point of view through reading and writing. In short, writing will enrich knowledge
and experience of what happens and what is solution. That is why writing is not
only expressing ideas but also discovering a new solution of any emerging
problem of life. In social context, writing can invite people to do something good
and benefit.
From the many definitions given, it can concluded that writing is not only
a collection of sentences which have no connection between each other, but it
should be an expression of ideas or feeling in a consecutive way in the form of a
connected series of sentences which are grammatical and logically, writing should
be seen as at the way to express ideas freely from knowledge and resource without
copying else, certainly without forgetting the linguistic rule, so the writing will be
full meaning. This is a proof that writing can drive the students to construct their
knowledge and understanding deeply.
5

Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (Oxford: Blackwell
Publishers, 1993), p. 186.
6
Alastair Fowler, How To Write, (New York: Oxford University Press, 2006), p. 12.

9

2. The Purpose of Writing
Successful writers do not plan their writing in a vacuum. Instead, they
consider the context in which their writing occurs. 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, according to
Dietsch, writing has four general purposes; to inform, to persuade, to express, or
to certain. First, writing to inform purposed to educate the readers about a topic of
which we have some knowledge, it means that writers share interest knowledge to
readers knows. Second, writing to persuade, it means that writers convinoe the
readers to accept the ideas. Third, writing to express,it means that writer can
express her/his feelings, opinion, and also experience. And the last is writing to
certain, it means that is writer can make readers certain about her/his argument to
explain ideas to readers. When ideas are organized very well, they will be pleasant
to read and even to enjoy. 7 Whether they are writing a love letter or a term paper,
they write to inform, to persuade, to express, and to certain.
Beside general purposes, writing also has the specific purpose, according
to Bernstein‟s, specific purpose of writing is to inform readers of the guiding
editorial philosophy of something.8 In short, when the writer is going to write
something, the writer should make his writing to provide information to the
reader, so that his writing be useful for others. If writing can benefit students to be
more active and creative, it can promote their skill in writing perfectly. However,
practising this skill is not easy. Moreover, some of students do not comprehend all
informations they read. If so, they should master adequate English vocabolary
completely. As far as I am concerned, writing is so different from reading.
Writing

has special requirements and has heavy responsibility, like moral

accountability, due to the level of difficulty. While reading has no so difficulty to
do because everyone can easily read; but difficult to write. This can be formulated
that “reading is easier than writing.”
7

Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw
Hill, 2006), p. 7.
8
Ibid., p. 8.

10

When people are going to write they may think that the purpose of writing
a paper is to complete the assignment or to get a good grade. However, these
purposes don‟t tell someone what to do in their paper. They might try asking
themselves brief questions to increase the purposes: To whom am I writing? Why
will they read this piece of writing? How might they feel about the subject? How
will they react to my point of view? How much do they need or want to know? 9
Because of that, the writer must have a concept of writing, the concept should be
designed before writing, because the initial concept of writing greatly affect the
contents of the writing, writing not only fill the paper with graffiti without
meaning, but how to make the writing has the meaning and benefits to readers, so
that, writing makes the reader enjoy reading and get something from the text.
3. The Process of Writing
It cannot be denied that writing has its certain process. The process of
writing will allow students to do something different from one to another. For
example, when some students focus their concern to read the text book,, the active
students can do more than reading. This because they are accustom to writing so
that they have no difficulty to make a complete composition in academic writing.
If students want to be an experienced writer, they may want to experiment with
the order and details of some smaller steps of this process. This process will
continue along with comprehending the notion of text and context. In this
connection, the students are trained to create their abilitites and capabilities in
practice. As far as instructional approach is concerned, this type of effort can be
considered as an ultimate goal of learning activity.
The process of writing sees it as thinking, as discovery. Writing is the
result of employing strategies to manage the composing process, which is one of
gradually developing a text. It involves a number of activities: setting goals,
generating ideas, organizing information, selecting appropriate language, making

9

Ibid., p. 9

11

a draft, reading and reviewing it, then revising and editing.10 In other words, the
writing process determines a writer who has the ability in writing by showing
ideas and creativity in making an essay. According to Calkins, there are four
distinct phases of the writing process: prewriting, writing, editing, and revising.11
According to Barbara, there are four distinct phase of the writing process:
prewriting, composing/drafting, revising and editing.12 It means that writing is not
just a collection of words or sentences but also conceptualized well, with writing
concept through the writing process as prewriting, composing/drafting, revising
and editing, then writing will give clearer meaning to the readers. This is also
mentioned as a design of writing. By designing it the writer will take a way to be
safe in preparing composition accurately. This effort can be proceeded thorugh, at
least,

five

steps:

observing,

questioning,

exploring,

discussing,

and

communicating.
Observing is the first step to have information and problem of thing that can
drive someone to seek an answer. This activity compries seeing, feeling, and
experiencing after observing the object. Afterwards, the observer asks the
questions as the second step; these questions can lead him to search and gain the
answer in relevant to the problem. The next step is exploring. This step means
making an effort to seek and have answer of the question through researching and
experimenting. To do this activity needs skill how to formulate sense of curiosity
and knowledge simultaneously in order to have a complete and deep
understanding. After gaining the answer through exploring, the further step will
be discussing. The purpose of discussion is to verify whether the findings of
research are accurate or not; this is so important to make sure that readers have no
doubt to read. In the context of learning process, the students can apply their
writing proficiency to expose and describe the result of study. The final step if

10

Tricia Hedge, Teaching and Learning in the Language Classroom, (New York: Oxford
University Press, 2000), p. 302.
11
Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The
Content Areas, (Alexandria, Virgina: ASCD, 2010), p. 93.
12
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New
York: McGraw-Hill, 2005), p. 4.

12

communicating. This step is a realization and socialization of knowledge and
experience. In this case, the students try to communicate their knowledge and
findings to others. If this step can be implemented perfectly, they will be
successful to share and spread information and ideas to society and public
environment.
Furthermore, theoretically, prewriting is the first stage of writing is simply
setting forth ideas in whatevet shape or form that is handy for fragments, lists,
sentences, or cluster. The purpose of prewriting is to capture and preserve ideas. 13
In composition classrooms, teacher also focused on the initial stages of writing,
often called pre-writing, they began to teach pre-writing strategies that allowed
their students to generate ideas and to arrange those ideas successfully. 14 Learning
this sequence will give students confidence when the time comes to write. They
will know that they can use prewriting as a way to think on paper and to gradually
discover just what ideas they want to develop. In other words, prewriting is any
activity designed to help students generate or organize their ideas before writing.
Connected to the step of observing as above mentioned, prewriting is
preparation to write carefully and accurately. Certainly, it needs a senses of
curiosity and notion of designing. The students are trained to design the writing
scientifically and can produce creativity in writing text. This as if making a
dialogue with the text how to communicate to the raders. This step very much
depends on the ability of students in combining knowledge and skill.
The second stage of writing is drafting. Drafting is primarily a stage of
discovery and exploration. While drafting, writer transform ideas into sentences in
a semiorganized manner. Here the purpose is to let the ideas develop, expand, and
form connections. Drafting is primarily a stage of discovery and exploration.15 No
one is able to write a perfect first draft, even people who tend to write very strong
first draft, even people who tend to write very strong first draft essays realize the
need for revision and redrafting.
13

Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill, 2006), p. 11.
14
Joy M.Reid, Teaching ESL Writing, (New Jersey: Regents/Prentice Hall, 1993), p. 5.
15
Loc.cit., p. 11.

13

Drafting is also very vital in constructing ability to understand descriptive
text in clustering technique. The students will create a great contribution of high
quality of writing if they are accustom to composing good sentence and structure
of the language both gramatically and communicatively. That is why in learning
process students are taught how to read critically, take notes, interpreted and write
papers to react and respond the situation and make a solution of the problem.
And then is revising, revising is reading over a draft and fixing spelling
and punctuation.16 In this stage, the writer should be rechecking and correcting
writing letters or less exact spelling so that the writing are made easy to
understand and really conveyed the intent of the text to the reader. Moreover, the
writer can revising by making the best points stand out, by adding needed
information and by eliminating irrelevant information.
The last step is editing, editing is check for and correct errors in grammar,
punctuation, and spelling.17 In this stage, the writer recheck and ensure the
perfection sentences of writing, correct spelling sentences (includes checking
grammar, punctuation and capitalization) or less precise and fine-tune the overall
writing.
B. Descriptive Text
1.

The Definition of Descriptive Text
Description has been defined by philosophers as “a mode of perception,” a

means of knowing. It is a way to impose order upon the confusing complexity of
the real world and to understand it, at least partially.18 Description is a powerful
strategy, one that allows the writer to exercise a great deal of control over the
reader‟s perceptions.19 It means, by writing a description, the author can describe

16

Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New
York: McGraw Hill, 2005), p. 5.
17

John Langan, College Writing Skills: Sixth Edition, (New York: McGraw-Hill, 2005), p.

34.
18

Betty Mattix Dietsch, Reasoning and Writing Well: Third Editon, (New York: McGrawHill, 2003), p. 138.

14

something to the reader and invites the reader has read the same picture of
something that is described by the writer in accordance with the writer desired.
Effective description evokes the sights, sounds, smells, tastes, and textures
that inform experience. Carefully chosen sensory details are the tool writers use to
re-create experiences for their readers.20 By considering these organizing, the
description becomes the major writing strategy.
Description is a recording of concrete details that you see, hear, smell,
taste, or touch. A good description is a word picture; the reader can imagine the
object, place, or person in his or her mind.21 In sum up, descriptive text is a text
which can tell the characteristic of something or someone living or no living for
the purpose that the reader could interpret it well. Descriptive tells how something
looks, feels, smells, tastes, and/or sounds.
When description is the chief writing strategy, it delivers a paramount
impression, a mood that remains throughout the piece for a purpose. Then
description reinforces the notion by supporting factual details provide support for
the major idea. In scientific writing, much description is based on unbiased and
objective observation. Its aim is to reproduce for the reader exactly what the
writer observed without reference to writer‟s feelings about the subject. The aim
of subjective description is to share feelings and ideas with the readers. Sharing
ideas and information with the readers will become a great inspiration and
motivation. It reflects the essential meaning of understanding of the writer‟s ideas.

19

Donald Pharr and Santi V. Buscemi, Writing Today: Context and Option for the Real
World, (New York: McGraw-Hill Companies, 2005), p. 136.
20
William Stong and Mark Lester, Writer’s Choice Grammar and Composition: Teacher’s
Wraparound Edition, (New York: Glencoe, McGraw-Hill, 1996), p. 120.
21
Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson
Longman, 2007), p. 61.

15

2.

The Purpose of Descriptive Text
Every writing form has its purposes. Descriptive has its own purpose as

well. According to Andrew and James the purpose of descriptive text is to present
a measured and verified. Most objective description in descriptive text are aimed
at relatively narrow audiences and people who will design, produce, or use
whatever is being described.22 According to Dietsch, there are three general
purposes: First, to create imagery, a mood, or an aura of a place. Second, to
stimulate understanding and convince, and Third, to urge the listener to action.23 It
means that the purpose of descriptive text is to guide the emotional responses of
readers by describing details and imagine within story that readers read.
C. Clustering Technique
1.

The Definition of Clustering Technique
When people are going to write rely heavily to find out what they know

about topic. One of strategies which can be used in teaching writing in the
classroom is clustering technique. Clustering is an invention activity which
reveals possible relations among facts and ideas. Unlike listing (the next mapping
strategy), clustering requires a brief period of initial planning.24
Clustering is also known as diagramming or mapping, is another strategy
that can be used to generate material for a paper and expressing ideas or concept
in writing. This method is helpful for students who like to do their thinking in a
visual way. Moreover, clustering can make the process of writing is easier
because it will help the writers to construct their ideas or notion to sistematic and
then they are able to develop them into a paragraph. By applying this method they
can create the concrete thought into sequent details of concept. Afterwards, they
can connect one paragraph to another sistematically and continuously. Their ideas
22

Andrew W.Hart and James A. Reinking, Writing for Career Education Students: Third
Edition, (New York: St. Martin‟s Press, 1986), p. 124.
23

Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: Mc Graw
Hill, 2006), p. 140.
Rise B.Axelrod and Charles R. Cooper, Guide to Writing, New York: St.Martin‟s Press,
Inc., 1985), p. 461.
24

16

will flow smoothly by following the clustering technique. Shortly, in this context,
clustering technique will guide writers to construct and arrange strategy to be
easier in writing.
In clustering, the writer uses lines, boxes, arrows, and circles to show
relationships among the ideas and details that occur to the writer.25 Based on the
above definition of clustering technique, it can be said that this technique becomes
a strategy to understand the lesson sharply in general and to comprehend the
writing technique in particular. The prosedure should be taken is planning,
diagramming, mapping, and listing the certain keywords. When these keywords
are understood, the students are able to perceive the use of them in practice to
continue writing and seeking the relevant case of the topic.
By understanding the way to make planning, for example, the students will
be able to focus on what they want to write. Then they try to map a list of words
to guide them to enrich the ideas in completing the writing. After that they also
create other clues to make easy to bridge one sentence to another; and one
paragraph to another until they have a complete construction of notion and idea.
In this case, they can use keywords stipulated in the map or diagram to gain a
continuity of writing. In short, by using this technique they will have no difficulty
to write any idea they have; then this will be as a skill after training themselves
by practising the cluster technique. In doing so, the teacher should motivate the
students to master this technique so that they are accustom to writing and using it
in writing the articles academically and scientifically.
Mapping or clustering is a way of visually analyzing the parts of a
subject.26 According to Julia and Marjorie, they stated that clustering technique is
another strategy that can help the reader generate ideas on a subject.27 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
25

John Langan, College Writing Skills with Readings: Fifth Edition, New York: McGrawHill Company, 2001), p. 29.
26
Robert Keith Miller, Motives for Writing: Fifth Edition, (New York, McGraw-Hill
Companies, 2006), p. 11.
27
Julia Dietrich and Marjorie M.Kaiser, Writing: Self Expression and Communication, (New
York: Harcourt Brace Jovanovich, 1986), p. 127.

17

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. Clustering
can be useful for any kind of writing. Writers use it in the early stages o