49
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, the researcher concluded that the result of t-test formula to test the hypothesis of the research is supported the
effectiveness of clustering technique for students to learn writing recount text. The researcher found mean score at post-test in experimental class 66.00 is higher
than post- test in controlled class 58.35. Students’ post-test score in experimental
class is ∑X = 1320 higher than in controlled class ∑X = 1167. After calculated the whole formula, the researcher got the result that t
o
= 2.92 and t
table
from the significance 5 and 1 are 2.02 and 2.71. It means that is 2.02 2.92 2.71.
The researcher can concluded that Null Hypothesis is rejected because t
o
t
table
.. It means that the answer of research problem was proven. There was a significant
difference in students’ achievement in writing recount text which was taught using
clustering technique. From the previous description finally the researcher concluded that using
clustering technique is effective for the first grade students at SMA Al-Hasra Depok to learn writing recount text. It can be seen from the research findings that
the students show their improvement significantly in writing recount text.
B. Suggestion
Based on the conclusion above, the researcher suggests that the teacher should be more creative in teaching recount writing to the students. One of the ways is by
using clustering technique. It should be done because the students can be more interested and have more courage in pouring their ideas into writing. Moreover, in
clustering technique there is no right or wrong; the students only need to write all their ideas that related to the topic, then they could omit their ideas if it not
appropriate. The teacher also should be more creative in providing the topic which can make the students interested in writing activity.
The students also have to memorize more about irregular and regular verbs
because there were quite much the past forms that were used unsuitable from the result of their recount writing. On the other hand, the students need more practice
outside the classroom to make them more creative in expanding their ideas using clustering technique.
51
BIBLIOGRAPHY
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Axelrod, Rise B and Charles R. Cooper. The ST. Martin’s Guide to Writing. Ninth
Edition. New York: St. Martin’s Inc, 2001.
Badan Standar Nasional Pendidikan, Standar Kompetensi dan Kompetensi Dasar SMAMA. Jakarta, 2006.
Barwick, John. Targeting Text: Recount, Procedure, Exposition; Upper Level. Sydney: Blake Education, 1999.
Buscemi, Santi V. A Reader for Developing Writers. Fifth Edition. New York: McGraw Hill, 2002.
Buscemi, Santi and Donald Phar. Writing Today: contexts and options for the real world-Brief Edition. New York: McGraw Hill, 2005.
Clouse, Barbara Fine. A Troubleshooting Guide for Writers. Fourth Edition. New York: McGraw Hill, 2005.
Dietsh, Betty Mattix. Reasoning and Writing Well. New York: McGraw Hill, 2006.
Government of South Australia. “Engaging in and Exploring Recount Writing”,
http:greatbind.comdetailxdQengaging-in-and-exploring-recount- writing.html, 2012.
Hyland, Ken. Second Language Writing. Cambridge: Cambridge University Press, 2003.
Hyland, Maureen. Writing Text Types: A Practical Journal. Western Australia: R.I.C. Publications, 2009.
Irmscher, William F. Ways of Writing. United States of America: McGraw-Hill: 1969.
Knap, Peter and Megan Walkins. Genre, Text, Grammar Technologies for teaching and assessing writing. Sydney: University of South Wales, 2005.
Langan, John. College Writing Skills. Sixth Edition. New York: McGraw Hill Higher Education, 2003.
. English Skills. Seventh Edition. New York: McGraw-Hill, 2001. May, Claire and George Braine. Writing from Sources: A Guide for ESL Students.
California: Mayfield Publishing Company, 1995. McMillan, James H., and Sally Schumacher. Research in Education Evidence-
Based Inquiry. Sixth Edition. Boston: Allyn and Bacon, 2006. Miller, Robert Keith. Motives for Writing. Fifth Edition. New York: McGraw Hill,
2006. Nunan, David. Language Teaching Methodology. New York: Prentice Hall,
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Company, 1980. Richards, Jack C. and Theodore S. Rodgers. Approach and Methods in Language
Teaching. New York: Cambridge University Press, 1986. Richards, Jack C. Language Teaching Matrix. New York: Cambridge University
Press, 1990.
Stubbs, Sue. Targeting Text: Recount, Information Report, Explanation. Sydney: Blake Education, 2000.
Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2008.
Weigle, Sara Cushing. Assessing Writing. Cambridge: Cambridge University Press, 2002.
Wyrick, Jean. Steps to Writing Well with Additional Readings, Eight Edition. Boston: Wadsworth, 2011.
Maula, Ismatul. The Importance of Clustering Technique in Teaching Writing of Narrative Text at the Tenth Grade of SMA PGRI 56 Ciputat. Skripsi SI
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Jakarta, 2009. Unpulbished.
Sahbaz, Namik Kemal and Gozden Duran in The Efficiency of Cluster Method in Improving the Creative Writing Skill of 6
th
Grade Students of Primary School. Educational Research and Reviews. Vol. 6, p.702-709, Academic
Journals: 2011. Nur’aini, Sari. The Effectiveness of Using Clustering Technique towards Students’
Descriptive Writing A Quasi-Experimental Study of the Second Grade Studnts at MTs. Nurul Hidayah for Academic Year 2013-2014. Skripsi SI
Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Jakarta, 2014. Unpulbished.
54
APPENDIX 1
T able of the students’ scores in Experimental class X
Students Posttest
Pretest Gained
1 62
52 10
2 65
46 19
3 78
64 14
4 80
42 38
5 43
35 8
6 70
41 29
7 65
50 15
8 43
38 5
9 69
52 17
10 60
40 20
11 61
42 19
12 78
51 27
13 70
40 30
14 61
49 12
15 78
65 13
16 80
73 7
17 80
71 9
18 54
40 14
19 66
56 10
20 57
48 9
∑
1320 995
325
Mean 66
49.75 16.25
In pre-test, the highest score was 73 obtained only by one student and the lowest score in pre-test was 35 obtained by one student. The mean score of the
pretest was 49.75. In post-test, the mean score of post-test was improved and it was 66.
Moreover, the mean gained score was 16.25. The highest score of post-test was 80 obtained by two students and the lowest score in post-test was 43 obtained only by
one student.
55
APPENDIX 2
Table of t he students’ scores in controlled class Y
Students Post-test Pre-test
Gained
1 60
56 4
2 55
50 5
3 62
54 8
4 68
52 16
5 50
43 7
6 68
58 10
7 64
57 7
8 62
54 8
9 38
41 -3
10 38
40 -2
11 38
38 12
52 40
12 13
76 60
16 14
50 38
12 15
45 38
7 16
72 65
7 17
63 58
5 18
79 65
14 19
64 50
14 20
63 42
21
∑
1167 999
168
Mean
58.35 49.95
8.4
In pre-test score, the highest score was 65 obtained by two students and the lowest score was 38 obtained by three students. The mean score of pre-test was
49.95. In post-test, the mean score of post-test was improved and it was 58.35 and the
mean gained score was 8.4. The highest score of post-test was 79 obtained only by one student and the lowest score in post-test was 38 obtained by three students.
56
APPENDIX 3
SILABUS PEMBELAJARAN SMA
Mata Pelajaran
: Bahasa Inggris Kelas Semester
: X Sepuluh Semester
: 1 Satu Standar Kompetensi
: Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran Indikator
Pencapaian Kompetensi
Penilaian Alokasi
Waktu Sumber
Belajar Teknik
Bentuk Instrumen
Contoh Instrumen
Mengungkapkan makna dan
langkah-langkah retorika
secara akurat, lancar dan
berterima dengan menggunakan
ragam bahasa tulis dalam
konteks kehidupan
sehari-hari dalam teks berbentuk:
recount, narrative, dan
procedure 1. Teks Essai
berbentuk Recount
2. Ciri kebahasaan
Teks Essai berbentuk
Recount
3. Tujuan komunikatif
teks Recount
4. Langkah retorika
Recount 1. Mendengarkan dan
memperhatikan penjelasan guru
tentang teks recount
2. Mengidentifikasi generic structure dari
teks recount 3. Menyebutkan
language features yang ada didalam
recount text
4. Memberikan contoh recount text
Menjelaskan definisi dari teks
Recount
Mengidentifikasi tujuan
komunikatif teks recount
Menyebutkan langkah retorika
dan ciri kebahasaan teks
recount
Tes Tulis
Essay Complete the
story Write a
story based on the
gopic given
2 x 45
menit
1. Buku paket
yang relevan
2. Cerita Recount
dalam bahasa
Inggris
3. Internet
57
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran Indikator
Pencapaian Kompetensi
Penilaian Alokasi
Waktu Sumber
Belajar Teknik
Bentuk Instrumen
Contoh Instrumen
5. Membuat draft teks recount dengan
melakukan chain writing
6. Siswa menulis sebuah teks recount
sederhana berdasarkan draft
yang sudah dibuat.
7. Memberikan tugas individu tentang
recount text dengan topic yang berbeda
Membangun pemahaman
siswa tentang teks Recount sehngga
mereka mampu memproduksi
sebuah teks sederhana yang
berbentuk Recount
APPENDIX 4
RENCANA PELAKSANAAN PEMBELAJARAN RPP Nama Sekolah
: SMA Al-Hasra Depok
Mata Pelajaran : Bahasa Inggris
KelasSemester : X 1 Kelas Eksperimen
Alokasi Waktu : 2 x 45 menit 1x pertemuan
Topik Pembelajaran :
Recount Pertemuan Ke
: 1 Satu
A. Standar Kompetensi
Kategori