Technique of Collecting Data

c. Observing

 Observing the writer activity when teaching and learning process.  The writer evaluates the response of the students by using the questionnaire which is completed by the students.  The writer evaluates his activity by using questionnaire for teacher.

d. Reflecting

 On the third cycle, they had made significance.  The accuracy of making descriptive text was very good.

5. Technique of Collecting Data

The type of this research is Quantitative and Qualitative Research as well. The technique of collecting data of this research is as follows:

a. Test

The writer uses test to get data result about process of learning writing skill. The tests are pre-test and post-test. The pre-test is completed before implementing clustering technique . It is to evaluate students‟ writing ability of descriptive text at first. On the other hand, the post-test is implemented after using clustering technique. The test is held on the action of each cycle. It is to get learning outcomes data. It is taken by giving test to the students after teaching and learning process. This data is the achievement of students. The writer uses criteria of scoring writing skill in each cycle as mentioned on the table 4.3 below: Table 4.2 Scoring in Writing Skill Score Level Criteria Conte n t - 30 – 27 - Excellent to very good: Knowledgeable, substantive, thorough development of thesis, relevant to assigned topic. - 26 – 22 - Good to average: some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail. - 21 – 17 - Fair to poor: limited knowledge of subject, little substance, inadequate development of topic. - 16 – 13 - Very poor: does not show knowledge of subject, non – substantive, not pertinent, OR not enough to evaluate. Organi zat ion - 20 – 18 - Excellent to very good: fluent expression, ideas clearly stated supported, well- organized, logical sequencing, cohesive. - 17 – 14 - Good to average: somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. - 13 – 10 - Fair to poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development. - 9 – 7 - Very poor: does not communicate, no organization, OR not enough to evaluate. Voc ab u l ar y - 20 – 18 - Excellent to very good: sophisticated range, effective word idiom choice and usage, word form mastery, appropriate register. - 17 – 14 - Good to average: adequate range, occasional error of word idiom form, choice, usage but meaning not obscured. - 13 – 10 - Fair to poor: limited range; frequent errors of word idiom form, choice, usage; meaning confused or obscured. - 9 – 7 - Very poor: essentially translation; little knowledge of English vocabulary, idioms, word form; OR not enough to evaluate. L an gu age u se - 25 – 22 - Excellent to very good: effective complex constructions; few errors of agreement, tense, number, word order function, articles, pronouns, prepositions. - 21 – 18 - Good to average: effective but simple constructions; minor problem in complex constructions; several errors of agreement, tense, number, word order function, articles, pronouns, prepositions but meaning seldom obscured. - 17 – 11 - Fair to poor: major problem in simple complex construction; frequent errors of negation, agreement, tense, number, word order function, articles, pronouns, prepositions and or fragments, run-ons, deletions; meaning confused or obscured. - 10 – 5 - Very poor: virtually no mastery of sentence constructions rules; dominated by errors; does not communicate; OR not enough to evaluate. M ec h an ics - 5 - Excellent to very good: demonstrates mastery of conventions; few errors of spelling, punctuation, capitalization, paragraphing. - 4 - Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured. - 3 - Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing; poor handwriting; meaning confused or obscured. - 2 - Very poor: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing; hand writing illegible; OR not enough to evaluate. Scoring profile by Jacobs et al.’s 1981 42

b. Observation

In this case, the writer by himself and helped by the English teacher of SMPN 38 Bekasi observe the students directly in the classroom and gets the description about students‟ activity and participation in learning writing process of descriptive text. It is to get implementation of learning data. This data are obtained from the result of the writer and the teacher observation which was taken in each cycle.

c. Questionnaire

The writer uses questionnaire to get students and teacher reflection data. It is taken by giving questionnaire to the students and teacher in each cycle.

d. Interview

The writer interviews the teacher before and after applying classroom action research. It is to know general description about process of learning writing skill, students‟ situation in writing activity, and the method or any strategies usually implemented by the teacher in teaching writing. The 42 Arthur Hughes, Testing for Language Teachers Second Edition, New York: Cambridge University Press, 1989. P. 104 writer also interviews the teacher to know his response toward the suggestion of clustering technique after classroom action research.

6. Technique of the Data Analysis