THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT.
THE EFFECT OF APPLYING CLUSTERING TECHNIQUE
ON STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MISIDA NOVA SARI DEWI MARPAUNG
Registration Number 2103321023
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged. This thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, January 2015
The Researcher,
Misida Nova Sari Dewi Marpaung
Reg. Number. 2103321023
ABSTRACT
Marpaung, Misida Nova Sari Dewi. 2014. 2103321023. The Effect of Applying
Clustering Technique on Students’ Achievement in Writing Analytical
Exposition Text.A Thesis.English Department.Faculty of Languages and
Arts.State University of Medan.
This study aims at investigaing the effect of applying clustering technique on
students’ achievement in writing analytical exposition text. It was conducted by
using experimental research design. The Population of this research was the
eleventh (XI) grade students of SMAN 2Pematangsiantar. The number of the
samples taken was two classes.The first class (XI PMIA 1) which consists of 30
students as the experimental group, while the second class (XI PMIA 2) which
consists of 30 students as the control group. The experimental group was taught
by using clustering technique. The instrument for collecting the data was writing
test. To obtain the reliability of the test, the writer used the Pearsons’ Product
Moment Formula, The resut of the study showed that the reliability of the test was
0,90. The data were analyzed by using t-test formula, the analysis showed that the
score of students in the experimental group was higher than the score of students
in the control group at the level of significance 0, 05 with the degree of freedom
(df) 58; the t-observed is 4, 61 while the t-table is 2, 00. Therefore, the null
hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
Keywords: Clustering Technique, Writing Analytical Exposition
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENTS .................................................................................. ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of Study ............................................................................. 1
B. The Problem of Study ..............................................................................3
C. The Objective of Study ............................................................................4
D. The Scope of Study .................................................................................4
E. The Significance of Study .......................................................................4
CHAPTER II. REVIEW OF LITERATURE .....................................................5
A. Theoretical Framework.................................................................................. 5
1. Writing......................................................................................................... 5
a. The Nature of Writing ....................................................................5
b. Writing Process ................................................................................... 7
c. Objectives of Writing ...................................................................10
d. The Components of Writing ........................................................11
2. Analytical Exposition ............................................................................. 11
a. Communicative Purpose of Analytical Exposition Text..............12
b. Rhetorical Structure of Analytical Exposition Text .....................12
c. Grammatical Patterns ...................................................................12
d. The Example of Analytical Exposition Text................................13
3. Clustering Technique ........................................................................14
a. The Nature of Clustering Technique ............................................14
b. The Philosophy of Clustering Technique .....................................15
c. The Steps of Clustering Technique ..............................................16
d. The Example of Clustering Technique ........................................17
e. The Advantages and Disadvantages of Clustering Technique .....18
f. The Differences between Clustering Technique,
BrainstormingTechnique, and Mind Mapping Technique ................. 19
B. Relevant Studies ...................................................................................20
C. Conceptual Framework .............................................................................. 21
D. Hypothesis .............................................................................................23
CHAPTER III. RESEARCH METHODOLOGY ...........................................24
A. Research Design ........................................................................................... 24
B. Population and Sample ................................................................................ 25
1. Population .........................................................................................25
i
2. Sample ...................................................................................................... 25
C. The Source of Data and The Data .............................................................. 26
D. The Instruments for Collecting Data .......................................................... 26
E. The Procedure of Collecting Data ..........................................................26
1. Pre-Test .............................................................................................27
2. Treatment ..........................................................................................27
a. Teaching Presentation in the Experimental Group .......................27
b. Teaching Presentation in the Control Group ................................28
3. Post-Test ..........................................................................................29
F. Scoring the Test ............................................................................................ 29
G. The Validity and Reliability of the Test ................................................30
1. The Validity of the Test ....................................................................30
2. The Reliability of the Test ..................................................................... 31
H. The Technique for Analyzing Data .......................................................32
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ...............33
A. Data ........................................................................................................33
B. The Data Analysis ..................................................................................34
1. Reliability of the Test ......................................................................34
2. Data Analysis by Using t-Test Formula ..........................................35
C. Testing Hypothesis .................................................................................36
D. Research Findings ..................................................................................37
E. Discussion ...............................................................................................37
CHAPTER V. CONCLUSION AND SUGGESTION ......................................39
A. Conclusion .............................................................................................39
B. Suggestion ..............................................................................................39
REFERENCES .....................................................................................................40
APPENDICES ......................................................................................................42
ii
LIST OF TABLES
Pages
Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test ......................2
Table 2.1 TheDifferences between Clustering Technique, Brainstorming
Technique, and Mind Mapping Technique............................................19
Table 3.1 Research Design .....................................................................................24
Table 3.2 Treatment for Experimental Group ........................................................27
Table 3.3 Treatment for Control Group .................................................................28
Table 3.4 The Scoring in Writing Skill ..................................................................29
i
ii
LIST OF FIGURES
Pages
Figure 2.1 The Writing Process Approach ...............................................................8
Figure 2.2The Example of Analytical Exposition Text and Their Rhetorical
Structure ..............................................................................................13
Figure 2.3The Example of the Using Clustering Technique.................................18
i
LIST OF APPENDICES
Pages
Appendix A. Pre - Test for Experimental and Control Group ...............................42
Appendix B. Post - Test for Experimental and Control Group ..............................43
Appendix C. The Tests Score of Experimental and Control Group ......................44
Appendix D. The Calculation of Reliability of the Test ........................................46
Appendix E. The Calculation of Mean and Standard Deviation of Experimental
and Control Group ............................................................................49
Appendix F. The Calculation of T-test ..................................................................52
Appendix G. T-table Distribution ..........................................................................53
Appendix H. Lesson Plans .....................................................................................54
Appendix I. The Students’ Worksheet .................................................................101
i
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is one of the formal subjects that is included in the curriculum. It
has been taught from the primary up to university level.The Department of
National Education has made English as a compulsory subject and positioned it as
the first foreign language to be taught in school based on the curriculum. In order
to be able to communicate in English, students are expected to master the four
english skills, they are the mastery of the receptive skills (reading and listening)
and the mastery of the productive skills (speaking and writing). One of the
language skills that will be focused in this study is the writing skill.
Writing is a process of discovery and organizingthe ideas, developing the
ideas, conveying them into paper, reshaping and revising them (Coffin et al,
2003:34). It means the students should be able to express their idea that they
discovered into paper in a text form that will be clear to a reader.Furthermore,
writing is a skill to express the ideas in an effective and organized way. Writing is
a skill that can be acquired through practice. It is also state by Grenville (2001:vi)
thatno one’s born knowing how to write – but it is a skill that most people can
learn, and the more you do it, the easier it becomes. Actually, most of the students
find some difficulties in learning writing. They think that writing text is a difficult
task to do. This assumption is wrong because writing is an activity that has a lot of
fun and makes the students more creative.
1
2
Based on the researcher’s experiences during the time spent in the Field
Practice Experience (Praktek Pengalaman Lapangan : PPL) at the State Senior
High School (Sekolah Menengah Atas: SMAN) 2 Pematang Siantar, many
students had difficulties in writing. They did not give much attention and
enthusiasm on writing task because they do not have an appropriate direct means
in getting in touch with the ideas. The researcher found the data of the XI grade
students’ writing test in the first semester at 2013/2014 academic year from the
English teacher. The teacher said that many students get the score below Minimal
Completeness Criteria (Kriteria Ketuntasan Minimal) of English lesson for Senior
High School. The score of writing test from the students can be seen in table 1.1.
Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test
Class
Semesters
XI-PIA-1
1st Semester
2012/2013
1st Semester
2012/2013
XI-PIA-2
Score
Students
Percentage
ON STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MISIDA NOVA SARI DEWI MARPAUNG
Registration Number 2103321023
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged. This thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
assessment. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, January 2015
The Researcher,
Misida Nova Sari Dewi Marpaung
Reg. Number. 2103321023
ABSTRACT
Marpaung, Misida Nova Sari Dewi. 2014. 2103321023. The Effect of Applying
Clustering Technique on Students’ Achievement in Writing Analytical
Exposition Text.A Thesis.English Department.Faculty of Languages and
Arts.State University of Medan.
This study aims at investigaing the effect of applying clustering technique on
students’ achievement in writing analytical exposition text. It was conducted by
using experimental research design. The Population of this research was the
eleventh (XI) grade students of SMAN 2Pematangsiantar. The number of the
samples taken was two classes.The first class (XI PMIA 1) which consists of 30
students as the experimental group, while the second class (XI PMIA 2) which
consists of 30 students as the control group. The experimental group was taught
by using clustering technique. The instrument for collecting the data was writing
test. To obtain the reliability of the test, the writer used the Pearsons’ Product
Moment Formula, The resut of the study showed that the reliability of the test was
0,90. The data were analyzed by using t-test formula, the analysis showed that the
score of students in the experimental group was higher than the score of students
in the control group at the level of significance 0, 05 with the degree of freedom
(df) 58; the t-observed is 4, 61 while the t-table is 2, 00. Therefore, the null
hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.
Keywords: Clustering Technique, Writing Analytical Exposition
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENTS .................................................................................. ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES ............................................................................................... vi
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDICES ................................................................................... viii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of Study ............................................................................. 1
B. The Problem of Study ..............................................................................3
C. The Objective of Study ............................................................................4
D. The Scope of Study .................................................................................4
E. The Significance of Study .......................................................................4
CHAPTER II. REVIEW OF LITERATURE .....................................................5
A. Theoretical Framework.................................................................................. 5
1. Writing......................................................................................................... 5
a. The Nature of Writing ....................................................................5
b. Writing Process ................................................................................... 7
c. Objectives of Writing ...................................................................10
d. The Components of Writing ........................................................11
2. Analytical Exposition ............................................................................. 11
a. Communicative Purpose of Analytical Exposition Text..............12
b. Rhetorical Structure of Analytical Exposition Text .....................12
c. Grammatical Patterns ...................................................................12
d. The Example of Analytical Exposition Text................................13
3. Clustering Technique ........................................................................14
a. The Nature of Clustering Technique ............................................14
b. The Philosophy of Clustering Technique .....................................15
c. The Steps of Clustering Technique ..............................................16
d. The Example of Clustering Technique ........................................17
e. The Advantages and Disadvantages of Clustering Technique .....18
f. The Differences between Clustering Technique,
BrainstormingTechnique, and Mind Mapping Technique ................. 19
B. Relevant Studies ...................................................................................20
C. Conceptual Framework .............................................................................. 21
D. Hypothesis .............................................................................................23
CHAPTER III. RESEARCH METHODOLOGY ...........................................24
A. Research Design ........................................................................................... 24
B. Population and Sample ................................................................................ 25
1. Population .........................................................................................25
i
2. Sample ...................................................................................................... 25
C. The Source of Data and The Data .............................................................. 26
D. The Instruments for Collecting Data .......................................................... 26
E. The Procedure of Collecting Data ..........................................................26
1. Pre-Test .............................................................................................27
2. Treatment ..........................................................................................27
a. Teaching Presentation in the Experimental Group .......................27
b. Teaching Presentation in the Control Group ................................28
3. Post-Test ..........................................................................................29
F. Scoring the Test ............................................................................................ 29
G. The Validity and Reliability of the Test ................................................30
1. The Validity of the Test ....................................................................30
2. The Reliability of the Test ..................................................................... 31
H. The Technique for Analyzing Data .......................................................32
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ...............33
A. Data ........................................................................................................33
B. The Data Analysis ..................................................................................34
1. Reliability of the Test ......................................................................34
2. Data Analysis by Using t-Test Formula ..........................................35
C. Testing Hypothesis .................................................................................36
D. Research Findings ..................................................................................37
E. Discussion ...............................................................................................37
CHAPTER V. CONCLUSION AND SUGGESTION ......................................39
A. Conclusion .............................................................................................39
B. Suggestion ..............................................................................................39
REFERENCES .....................................................................................................40
APPENDICES ......................................................................................................42
ii
LIST OF TABLES
Pages
Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test ......................2
Table 2.1 TheDifferences between Clustering Technique, Brainstorming
Technique, and Mind Mapping Technique............................................19
Table 3.1 Research Design .....................................................................................24
Table 3.2 Treatment for Experimental Group ........................................................27
Table 3.3 Treatment for Control Group .................................................................28
Table 3.4 The Scoring in Writing Skill ..................................................................29
i
ii
LIST OF FIGURES
Pages
Figure 2.1 The Writing Process Approach ...............................................................8
Figure 2.2The Example of Analytical Exposition Text and Their Rhetorical
Structure ..............................................................................................13
Figure 2.3The Example of the Using Clustering Technique.................................18
i
LIST OF APPENDICES
Pages
Appendix A. Pre - Test for Experimental and Control Group ...............................42
Appendix B. Post - Test for Experimental and Control Group ..............................43
Appendix C. The Tests Score of Experimental and Control Group ......................44
Appendix D. The Calculation of Reliability of the Test ........................................46
Appendix E. The Calculation of Mean and Standard Deviation of Experimental
and Control Group ............................................................................49
Appendix F. The Calculation of T-test ..................................................................52
Appendix G. T-table Distribution ..........................................................................53
Appendix H. Lesson Plans .....................................................................................54
Appendix I. The Students’ Worksheet .................................................................101
i
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is one of the formal subjects that is included in the curriculum. It
has been taught from the primary up to university level.The Department of
National Education has made English as a compulsory subject and positioned it as
the first foreign language to be taught in school based on the curriculum. In order
to be able to communicate in English, students are expected to master the four
english skills, they are the mastery of the receptive skills (reading and listening)
and the mastery of the productive skills (speaking and writing). One of the
language skills that will be focused in this study is the writing skill.
Writing is a process of discovery and organizingthe ideas, developing the
ideas, conveying them into paper, reshaping and revising them (Coffin et al,
2003:34). It means the students should be able to express their idea that they
discovered into paper in a text form that will be clear to a reader.Furthermore,
writing is a skill to express the ideas in an effective and organized way. Writing is
a skill that can be acquired through practice. It is also state by Grenville (2001:vi)
thatno one’s born knowing how to write – but it is a skill that most people can
learn, and the more you do it, the easier it becomes. Actually, most of the students
find some difficulties in learning writing. They think that writing text is a difficult
task to do. This assumption is wrong because writing is an activity that has a lot of
fun and makes the students more creative.
1
2
Based on the researcher’s experiences during the time spent in the Field
Practice Experience (Praktek Pengalaman Lapangan : PPL) at the State Senior
High School (Sekolah Menengah Atas: SMAN) 2 Pematang Siantar, many
students had difficulties in writing. They did not give much attention and
enthusiasm on writing task because they do not have an appropriate direct means
in getting in touch with the ideas. The researcher found the data of the XI grade
students’ writing test in the first semester at 2013/2014 academic year from the
English teacher. The teacher said that many students get the score below Minimal
Completeness Criteria (Kriteria Ketuntasan Minimal) of English lesson for Senior
High School. The score of writing test from the students can be seen in table 1.1.
Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test
Class
Semesters
XI-PIA-1
1st Semester
2012/2013
1st Semester
2012/2013
XI-PIA-2
Score
Students
Percentage