2 The most difficult skill in English skill
The result showed that 50 of students assumed that writing was the most difficult skill; meanwhile 33.3 of the
students consider speaking was difficult skill to learn. It shows that writing was the most difficult skill to be learnt by some
students.
3 The feeling toward teaching learning process of writing
The result showed that 50 of students felt fair to writing skill, and 33.3 of the students like writing skill. From
the data presented above it was indicated that some students should be given the motivation and innovation in studying in
order to change their feeling become interest in writing class.
4 The feeling if the students write using English
It showed that 83.3 of the students got difficulties in writing skill; Meanwhile 16.6 of the students felt fair dealing
with writing.
5 The teacher’s style when teaching writing
The result was 50 of the students felt interested in the way of the teacher teach, 36.6 of the students felt fair about
it.
The conclusion in term of writing problems was their class still got difficult in writing skill and need improvement to reach the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal KKM. see appendix 3a
c. The result of pre-test
The pretest was conducted on Saturday, November 13
th
2010. In pretest, the students assigned to write descriptive paragraph consisting of five sentences. To get the result of the pre
test, firstly, the writer calculated the mean score such following:
n x
Mx
30 5
. 1487
Mx
6 .
49
Mx Next, to know the class percentage that’s passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM using the following formula:
100 x
N F
30 100
6x
20
Based on the result of the pre test, the data showed that the
mean score of pretest was 49.6. There were only six students or 20 of the students who got the score above the Minimum
Mastery Criterion-
Kriteria Ketuntasan
Minimal KKM
meanwhile the other 24 students were below that criterion. See appendix 5b. From that analyzing, it could be seen that almost of
the eighth grade students’ of MTs. Darul Ma’arif writing descriptive paragraph was still very low.
After analyzing the result of preliminary study, it could be concludes that most of the students at the eighth year of MTs.
Darul Ma’arif Jakarta had difficulty in writing skill. So, it needs to find out the solution to overcome this problem. The writer used
Clustering Technique in teaching writing as an innovation in teaching learning process.
The action needed to improve students’ ability in writing skill. The action research conducted in two
cycles. Every cycle followed the procedures of action research
involving planning, acting, observing, and reflecting. Every cycle was conducted in three meetings. The following was the
explanation of the action research results.
Table 4.1 The result of pre-
test students’ writing score
No Students Number
Pre-Test 1
S1
87.5
2
S2
50
3
S3
62.5
4 S4
37.5
5 S5
31.25
6 S6
68.8
7
S7
56.25
8
S8
50
9 S9
50
10 S10
25
11 S11
25
12
S12
50
13
S13
31.25
14 S14
31.25
15 S15
87.5
16 S16
37.5
17
S17
56.25
18 S18
37.5
19 S19
87.5
20 S20
43.75
21 S21
31.25
22
S22
56.25
23 S23
50
24 S24
50
25 S25
31.25
26 S26
31.25
27
S27
43.75
28
S28
56.25
29 S29
56.25
30 S30
62.5
MEAN 49.6
Note: students who passed the Minimum Mastery Criterion KKM eighty 60
2. Findings of First Cycle
