Improving students' writing ability through clustering technique (A classroom action research in the second year of SMP al-hasra Bojongsari- Depok)

IMPROVING STUDENTS’ WRITING ABILITY
THROUGH CLUSTERING TECHNIQUE
(A Classroom Action Research in the Second Year of SMP Al-Hasra Bojongsari-Depok)

By:

Tita Nurul Fajriyani
106014000442

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011

ABSTRACT

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through
Clustering Technique (A Classroom Action Research in the Second
Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Students’ Writing Ability, Clustering Technique
This study was carried out to improve the students’ writing ability through
Clustering Technique in the second year of SMP Al-Hasra academic year 20102011. The subjects of this study were consisted of 31 students.
The method used in this study was Classroom Action Research (CAR).
The classroom action research design applied in this study was a collaborative
classroom action research. It meant that the writer collaborated with the English
teacher of SMP Al-Hasra as an observer and collaborator. This study was
conducted following Kurt Lewin model with the following procedures of the
action research: planning, acting, observing, and reflecting. The study was carried
out in two cycles. Each cycle consisted of two meetings. The data were gathered
in this study through interview, field notes, questionnaire, and test.
The result of the study showed that there was improvement of students’
writing ability. Most of the students gradually gained good scores at the end of
each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) of English lesson was 70 (seventy). The students’ mean score in
preliminary study was 55.85. The mean score in the first cycle was 66.13. The
mean score in the second cycle was 73.19. In addition, there was a positive
response from the English teacher about implementing the action. In conclusion

Clustering Technique could improve students’ writing ability.

i

ABSTRAK

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through
Clustering Technique (A Classroom Action Research in the Second
Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam negeri Syarif Hidayatullah Jakarta.
Pembimbing: Dr. Fahriyani, M.Pd
Key Words: Kemampuan Menulis Siswa, Teknik Clustering
Penelitian ini dilaksanakan untuk memperbaiki kemampuan menulis siswa
dengan menggunakan Teknik Clustering di kelas (8-3) SMP Al-Hasra tahun
ajaran 2010/2011. Subyek penelitian ini berjumlah 31 siswa.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian
ini yaitu penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru
bahasa Inggris dari SMP Al-Hasra sebagai pengamat dan kolaborator. Penelitian

ini dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian
tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini
dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan.
Teknik pengumpulan data dalam penelitian ini menggunakan instrument:
wawancara, catatan lapangan, angket, dan tes.
Hasil dari penelitian dengan menggunakan Teknik Clustering ini
menunjukkan bahwa ada perbaikan dari kemampuan menulis siswa. Siswa
mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria
Ketuntasan Minimal (KKM) adalah 70 (tujuh puluh). Nilai rata-rata siswa pada tes
awal adalah 55.85. Nilai rata-rata siswa pada siklus pertama yaitu 66.13. Nilai
rata-rata siswa pada siklus kedua yaitu 73.19. Selain itu, ada tanggapan yang
positif dari siswa dan guru bahasa Inggris terkait penggunaan Teknik Clustering.
Kesimpulannya, Teknik Clustering dapat meningkatkan kemampuan menulis
siswa.

ii

ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious, the Most Merciful

Praised be to Allah, Lord of the world, who has given the writer His
Mercies, Blesses and permission to accomplish this “Skripsi”. Peace and
salutation be upon to the prophet Muhammad, his family, his companion, and his
followers.
The great expression of her gratitude is addressed to her beloved parents
(Bpk. H. Deny Sumitra and Ibu Hj. Siti Nursyamsiah), her beloved parents in law
(Bpk. Drs. H. Abd. Razak Bachtiar, SH, MH and Ibu Hj. Neneng Mus’idah), her
beloved husband, Faisal Luthfi, SE,Ak, her sister, Irma Rahmawati, SE, her
brother Rahadian Habiby, SEI for their love, kindness, and support that makes the
writer motivated in completing this “Skripsi” which will be presented to the
Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the
requirements for the degree of S.Pd in English Language Education.
Then, the writer would like to express her great appreciation to Dr.
Fahriany, M.Pd, her advisor, for her valuable guidance, motivation, and advice
throughout the “Skripsi” writing process.
The writer would also like to express her gratitude to:
1.

Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of
Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic

University Jakarta.

2.

Drs. Syauki, M.Pd, as the head of English Education Department.

3.

Neneng Sunengsih, M.Pd, as the Secretary of English Education
Department.

4.

All lecturers in English Education Department who have taught the
writer useful knowledge and skills.

iii

5.


Andi Suhandi, S.Pd as the headmaster of SMP Al-Hasra BojongsariDepok.

6.

Hartika Herdiningtyas, S.Pd as the English Teacher of SMP AlHasra who has given guiding, advice, and support during conducting
the research.

7.

All friends in English Department 2006 especially in C-class and her
close friends, Ridhatul Dewifartina, Rosdiana, and Nia Mariana for
sharing, helps, cheerfulness, and support.

The writer realizes that this “Skripsi” is far from being perfect.
Therefore, the writer expects some suggestions and critiques for this “Skripsi”. At
last, the writer hopes that this “Skripsi” will give adventages for all.

Jakarta, April 2011

The Writer


iv

TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................ iii
TABLE OF CONTENTS ................................................................................ v
LIST OF TABLES .......................................................................................... viii
LIST OF FIGURES ........................................................................................ ix
LIST OF APPENDICES ................................................................................. x

CHAPTER I

INTRODUCTION
A. The Background of The Study ………………………..1
B. The Objectives of the Study …………………………..4
C. The Limitation and Formulation of the Problem ……..4
D. The Significance of The Study ………………………..5
E. The Organization of the Writing ……………………...5


CHAPTER II

THEORITICAL FRAMEWORK
A. Writing
1. The General Concept of Writing ………………...6
2. The Purposes of Writing …………………………8
3. The Process of Writing …………………………..9
4. The Problems of Writing ……………………….10
B. Clustering Technique
1. The Definition of Technique …………………...11
2. The Definition of Clustering Technique ……….12
3. The Step of Using Clustering …………………..14
4. Teaching Writing Using Clustering Technique ..15

v

CHAPTER III

RESEARCH METHODOLOGY

A. The Design of The Study ……………………………17
B. The Setting and Subject of the Study ……………….18
C. The Procedure of the Study ………………………….19
1.

Planning Phase ………………………………….21

2.

Acting Phase ……………………………………22

3.

Observing Phase ………………………………..23

4.

Reflecting Phase ………………………………..23

D. The Technique of Collecting Data …………………..23

E. The Technique of Data Analysis …………………….24
CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data ……………………………28
1.

Findings of The Preliminary Study …………...28
a. The Result of Pre-Interview ……………….28
b. The result of Pre-Questionnaire …………....29
c. The Result of Pre-Test ……………………..31

2.

Findings of The First Cycle …………………...32
a. Planning ……………………………………32
b. Acting ……………………………………...32
c. Observing ………………………………….32
d. Reflecting ………………………………….33


3.

Findings of The Second Cycle ………………..34
a. Planning ……………………………………34
b. Acting ……………………………………...34
c. Observing ………………………………….34
d. Reflecting ………………………………….35

4.

Findings After Implementing The Action ……36
a. The Result of Post-Interview ……………...36
b. The Result of Post-Questionnaire …………37
c. The result of Post-Test …………………….38

B. The Interpretation of Data ………………………….42
vi

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion …………………………………………...44
B. Suggestion …………………………………………...45

BIBLIOGRAPHY ……………………………………………………...46
APPENDICES …………………………………………………………48

vii

LIST OF TABLES

Page
Table 3.1 The Schedule of the Classroom Action Research .............................. 22
Table 3.2 Analytical Scoring rubric ................................................................... 24
Table 4.1 The Students’ Writing Score of Pretest, Posttest 1, and Posttest 2 ..... 36

viii

LIST OF FIGURE

Page
Figure 2.1 Example of Clustering Technique .................................................... 15
Figure 3.1 Kurt Lewin’s Action Research Design ............................................. 19
Figure 3.2 Researchers’ Design ......................................................................... 20
Figure 4.1 Students’ Improvement in Writing Score .......................................... 41

ix

LIST OF APPENDICES

Page
Appendix 1 Interview for the English Teacher in the Preliminary Study ......... 47
Appendix 2 The result of Interview in the Preliminary Study .......................... 48
Appendix 3 Interview for the English Teacher in the last Classroom
Action Research ................................................................................................... 51
Appendix 4 The result of interview after Classroom Action Research ............. 52
Appendix 5 Questionnaire for students in the Preliminary Study ..................... 56
Appendix 6 The result of Questionnaire in the Preliminary Study ................... 57
Appendix 7 Questionnaire for students in the Last Classroom
Action Research ................................................................................................... 58
Appendix 8 The result of Questionnaire for students in the Last Classroom
Action Research ................................................................................................... 59
Appendix 9 Students’ Writing Scores in the Preliminary Study ...................... 60
Appendix 10 The Sample of Students’ Writing Paragraph in the
Preliminary Study ................................................................................................ 62
Appendix 11 The Students’ Writing Score in the First Cycle .......................... 63
Appendix 12 The Sample of Students’ Writing Paragraph in the First Cycle .. 65
Appendix 13 The Students’ Writing Score in the Second Cycle ....................... 66
Appendix 14 The Sample of Students’ Writing Paragraph in the
Second Cycle ........................................................................................................ 68
Appendix 15 Field Notes in the First Cycle ...................................................... 69
Appendix 16 Field Notes in the Second Cycle ................................................. 71
Appendix 17 Lesson Plan of the First Cycle ..................................................... 73
Appendix 18 Lesson Plan in the Second Cycle ................................................ 83

x

CHAPTER 1
INTRODUCTION

A.

Background of the Study
Language is an important tool to communicate. To communicate
means to understand, to express many ideas, and also to develop culture
between speakers and listeners or writers and readers. Language is more than
just communication tool; it is the primary method by which we do things
together by share meaning of common ground. People need to communicate
in doing daily activities and making an interaction to other people in their life.
One of the popular languages used is English.
English is an international language that is used to communicate
among people all over the world. English is so widely spoken; it has often
referred to as a world language, the lingua franca of modern era, and while is

1

2

not an official language in most countries, it is currently the language most
often taught as a foreign language.1
Studying English as a foreign language is gradually getting more
important. In Indonesia government, English is considered as a first foreign
language and compulsory subject to be taught in secondary schools.2 Based
on the decision above, it considers as optional subject or local content
materials to be taught in elementary schools and as a requirement subject to
pass National Examination.
English is one of a compulsory subject in Indonesia.3 One of the aims
of teaching English is developing the ability to communicate. The ability
involves the four skills: listening, speaking, reading and writing. The writer is
mainly focused on writing skill, because writing is considered the most
difficult and complicated language skill to be learned. Writing needs hard
thinking to produce idea, words, sentences, paragraph, and composition.
Writing is one of the important skills to be mastered by the students.
They use it to communicate to each other, as means of ideas and emotional
expression, because when they write their ideas and emotion creatively, they
are communicating on paper in their very best way and purposes.
Based on Competency Standard- Standar Kompetensi (SK) and Basic
Competency- Kompetensi Dasar (KD), the second year students are expected
to be able to express meaningful ideas in term of functional text and simple
short essay in the form of descriptive and recount to interact with people in
their nearest environment.4 The work of writing is presented in the form of
1

http://en.wikipedia.org/wiki/English_language
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11.
3
Departemen Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/U/1967 tentang
Pengajaran Bahasa Inggris di Indonesia
4
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi
Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)
2

3

text types, usually known as genres, which are closely related to the purpose
of each type. There must be a convergence between English teaching and
learning. Therefore, efforts to develop students writing skills in English, is not
only one of the important objectives of English teaching, but also to adapt to
the needs of examination.
Based on the writer’s experience, the most difficult skill to be learned
is writing. The writer has observed during Praktik Profesi Keguruan Terpadu
(PPKT) activity at SMP Al-Hasra Bojongsari-Depok, there are some
difficulties faced by students of 8-3 class at the first semester 2010/2011
academic year in writing class, there are: first is they do not have idea to
write. Second, they still confused in organizing the writing. Third, they often
do some mistakes with the lack of knowledge in vocabularies.
These problems can be influenced by some factors. The writer
assumed based on the writer’s experience during during Praktik Profesi
Keguruan Terpadu (PPKT) activity, these problems appear caused by method
or technique in teaching writing, because some teachers taught writing just
gave explanation and exercises. It makes students less comprehended, less
interest in writing, and makes students bored. These problems are important to
be solved, therefore students get more comprehension in material of writing,
students think that writing is an interesting skill, and can continue English
material in the next semester.
To help students’ solved these problems, it needs another technique
more interesting in teaching writing. There are a lot of techniques in teaching
writing. The writer would like to propose a technique which is “Clustering
Technique”.
Clustering is uncensored brainstorming combined with doodling.5
Clustering produces an overview of a subject, suggests specific topics, and
5

Betty Mattix Dietsch. Reasoning & WritingWell. (Ohio: McGraw-Hill., 2003), p. 26.

4

yields related details.6 Based on definition above, the writer summarize that
clustering is making visual map to produce a topic related to each other.
Clustering technique will stimulus students’ ideas, also they can make a good
paragraph in every types of writing.
Based on the problems discussed previously, the writer takes a title of
this “Skripsi” “Improving Student’s writing Ability through Clustering
Technique” (A Classroom Action Research in the Second Year of SMP AlHasra Bojongsari-Depok).
B.

Objectives of the Study
According to background of the study above, the objectives of the
study are as follow: to improve student’s writing ability through clustering
technique and to know how clustering can improve student’s writing ability.

C.

The Limitation and Formulation of the Problem
1.

The Limitation of the Problem
To make it deeper the problems will be limited in the
implementation of using clustering technique in teaching writing through
Clustering technique in the second year of 8-3 class of SMP Al-Hasra
Bojongsari-Depok, and the student’s improvement in learning writing
through clustering technique.

2.

The Formulation of the Problem
In line with the background of the study, the writer formulates the
research question as follows: “Can clustering technique improve student’s
writing ability in second year of 8-3 class of SMP Al-Hasra BojongsariDepok?”

6

Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.

5

D. Significance of the Study
The results of this study are expected to provide useful information for: First,
for students, will give an input to the students, so they can improve their writing
ability. Second, for English Teachers, it gives the alternative solution in teaching
writing skill. Third, for institution of SMP Al-Hasra, it can be beneficial regarding to
improve the education quality.

E. Organization of the Writing
This “Skripsi” consists of five chapters. Beginning from Chapter One is about
Introduction of the problem which consists of background of the study, scope and
limitation of the problem, method of the study, objectives of the study, significance of
the study, and the organization of writing.
Chapter two is about Theoretical Framework which consists of three subs; the
first is writing, consist of the definition of writing, the writing process, kinds of
writing, and purposes of writing. The second is clustering technique; consist of
definition of clustering, definition of technique, and the application of technique. The
third is relevant previous study.
Chapter three is about Research Methodology which consists of research
design, place and time of the research, research instrument, data and sources of data,
technique of collecting data, and technique of data analysis.
Chapter four is about Research Findings which consists of description of data,
analysis of data, and interpretation of data.
Chapter five is about Conclusion and Suggestion. It’s about the writer’s
summarizing about these problems, and information for the readers.

CHAPTER II
THEORITICAL FRAMEWORK

A. Writing
1. The General Concept of Writing
Writing is one of the most significant cultural accomplishments of
human being. It allows us to record and convey information and stories
beyond the immediate moment.1 Writing allows us to communicate at a
distance, either at a distant place or at distant time.
There are a lot of definitions stated by experts; Raymond states one
of them, he defined that writing is more than a medium of
communication.2 It means that writing is not just the way to communicate
to each other but also as means of ideas and emotional expression. Writing
makes word permanent, and thus expands the collective memory of human

1

Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell
Publishing: 2005), p. 1
2
James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing
Company: 1980), p. 2

6

7

beings from the relatively small store that we can remember and pass on
orally to the infinite capacity of a modern library.3
Writing is also a way of finding out what people know and what
people need to learn.4 Spoken words disappear as soon as they are spoken,
but writing freezes their thoughts, makes them visible and permanent so
people can examine and test their quality.5 It can be seen that writing is a
way of remembering because it makes word permanent and writing also is
a good way to communicate because when writing, the writer really thinks
about what he or she want to be communicated by writing it. That is a way
of keeping themselves honest because writing is a way of arguing with
them.6
Writing is a process of discovering and shaping meaning.7
Experienced writers rarely gather and understand immediately all the
information they need.8 From the definitions above, writing needs a
process which must be surpassed by the writer. And writing is tools of
human beings to share information or stories to others because someone
can read it by several times.
Writing is not only just talking about the post, but also the process
of writing that would make a lot of writing that makes people interested.
The essential writing will need a long process from the planning, drafting,
writing, and revising.9 This process can be done by anyone, especially
students. The stages of writing process is to help students in learning
writing, so if they have already followed the writing process they will be
able to acquire this skill easily and be able to make a good writing.

3

James C Raymond. Writing is Unnatural Act ..., p. 2.
James C Raymond. Writing is Unnatural Act ..., p. 2.
5
James C Raymond. Writing is Unnatural Act …, p. 2.
6
James C Raymond. Writing is Unnatural Act …, p. 2.
7
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York: St.
Martin’s Press, Inc., 1983), p. 4.
8
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing …, p. 4.
9
John Langan, English Skill: Eight Edition, (New York: McGraw Hill Higher Education,
2006), p.20.
4

8

2. The Purposes of Writing
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, based on Competency StandardStandar Kompetensi (SK) and Basic Competency- Kompetensi Dasar
(KD), the second year students are expected to be able to express
meaningful ideas in term of functional text and simple short essay in the
form of descriptive and recount to interact with people in their nearest
environment.10
According to Braine and May defined four common purposes in
writing, there are; writing to inform, writing to explain, writing to
persuade, and writing to amuse others.11 First, writing to inform purposed
to educate the readers about a topic of which we have some knowledge. 12
Writing that provides interesting details and facts to hold an audience’s
attention. It means that writers share interest knowledge to readers knows.
Second, writing to explain is to describe the topic which was not clearly
becomes more understandable, by using examples or other facts.13 In other
words, a writer takes what is unclear and makes it clear. Then, writing to
persuade is more demanding and more ambitious than many other types of
writing.14 It means that writers convince the readers to accept the ideas.
The last, writing to amuse other means someone who uses language and
established forms well to express his or her point of view.15 It is writing to
entertain and give the reader something to enjoy.

10

Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar
Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)
11
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 141.
12
George Braine and Claire May, Writing from Sources …, p. 141
13
George Braine and Claire May, Writing from Sources …, p. 141
14
George Braine and Claire May, Writing from Sources …, p. 141
15
George Braine and Claire May, Writing from Sources …, p. 141

9

When people are going to write may think that the purpose of
writing a paper is to complete the assignment or to get a good grade.16
However, these purposes don’t tell someone what to do in their paper.
They might try asking themselves brief questions to increase the flow of
purposes: What do I want to tell the readers? Why am I writing this? What
do I hope to accomplish? Who will read this?17

3. The Process of Writing
Writing process is learning how to write by writing. This current
emphasis in writing instruction focuses on the process of creating writing
rather than the end product. The basic premise of process writing is that all
children, regardless of age, can write. The initial focus is on creating
quality content and learning the genres of writing. Langan stated that
writing is a process that involves the following steps:
1. Discovering a point-often through prewriting
2. Developing solid support for the point-often through more
prewriting
3. Organizing the supporting material and writing it out in a first
draft
4. Revising and then editing carefully to ensure an effective, errorfree paper.
Learning this sequence will give you confidence when the
time comes to write. You will know that you can use prewriting as
a way to think on paper and to gradually discover just what ideas
you want to develop. You will understand that there are four clearcut goals-unity, support, organization, and error-free sentences to
aim for in your writing. You will realize that you can use revision
to rework a paper until it is a strong and effective piece of writing.
And you will be able to edit a paper so that your sentences are clear
and error-free.18

16

George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield Publishing Company, 1996), p.23.
17
George Braine and Claire May, Writing from Sources: A Guide for ESL Students …,
p.23.
18
John Langan, English Skill: Eight Edition …, p.20.

10

Prewriting is the first stage of the writing process, is a time of
discover you unearth ideas.19 In other words, prewriting is any activity
designed to help students generate or organize their ideas before writing.
The prewriting methods discussed thus far are designed to get you started:
to generate ideas, to recall facts and anecdotes, to realize patterns.20
However, these activities are preliminary before write a draft; need to
establish a structure for an essay. It also help writer to generate ideas and
allows the writer to see the connections among those ideas. Second step is
drafting. Drafting is making draft of the goal to state main idea clearly and
develop the content with plenty of specific details.21 In addition, an essay
gets stronger as the drafting process continues. As the essay evolves and
develops, the writer also gets more and more invested in the process and
its outcome.22 No one is able to write a perfect first draft, even people who
tend to write very strong first draft essays realize the need for revision and
redrafting. Then, revising is rewriting a paper, building upon what has
already been done, in order to make it stronger.23 The last step is editing.
Editing is the stage where the students are engaged in tidying up their texts
as they prepare the final draft for evaluation by checking a paper for
mistakes in grammar, punctuation, usage, and spelling.24

4. The Problems of Writing
Writing is not easy. An experienced writer will often labor over a
single paragraph for more than an hour-not counting the thought and

19

Betty Mattix Dietsch, Reasoning & Writing Well, (Ohio: McGraw Hill, 2003), p.25.
Donald Pharr and Santi Buscemi, Writing Today: contexts and options for the real
world-Brief Edition, (New York, McGraw Hill companies, Inc, 2005), p.40.
21
Donald Pharr and Santi Buscemi, Writing Today …, p. 43.
22
Donald Pharr and Santi Buscemi, Writing Today …, p. 43.
23
John Langan, English Skill: Eight Edition …, p.29.
24
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching (An
Anthology of Current Practice), (Cambridge: Cambridge University Press, 2002), p. 319.
20

11

research that went on before the actual writing.25 Therefore, many
problems faced by teachers and students.
The first problem is “the less proficient writer” problem.26 Less
proficient writers jump the process of writing by skip the prewriting
strategies to generate ideas. Students might take much time to write down
their ideas. The suggestion for this problem is teacher should teach less
proficient writers the writing process. Teachers also need to give full
attention to them, to show them how to plan a piece of writing through
prewriting activities.27 The second problem is “I can’t write English”
problem.28 Students usually give up toward writing and believe that they
cannot write. The solution is teachers should apply the writing process to
the students. Teachers can lead students through prewriting, drafting, and
revising activities. By doing this, students can see that writing is indeed a
process of development that takes time and effort.29 The last problem is
“teacher response” problem. Writing teachers often spend many hours
reading and marking students’ papers.30 The suggestion for this problem is
teachers can work with students on developing their written work through
student-to-student conferences.31
B. Clustering Technique
1. Definition of Technique
The term technique is commonly used in teaching learning
process.32 It is often misunderstood with two others term, they are
approach and method. Therefore, it is important to give clear description
of those terms to avoid misunderstanding.
25

James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing
Company: 1980), p. 7.
26
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2 nd Edition),
(United State of America: The University of Michigan, 2006), p. 223.
27
Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 224.
28
Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 225.
29
Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 225.
30
Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 226.
31
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2nd Edition)…,
p. 226
32
Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching, (New York: Cambridge Univrsity Press, 1986), p. 15

12

There are three levels of conceptualization and organization;
approach, method, and technique.33 An approach is a set of correlative
assumptions dealing with the nature of language teaching and learning. 34 It
can be seen that an approach is the basic concept behind the method of
representing teaching and learning of language with certain theoretical.
While method is an overall plan for the orderly presentation of language
materials, no part of which contradicts, and all of which is based upon the
selected approach.35 It means that method is a procedure or steps and the
way that will be used by teachers in the achievement of learning
objectives. Technique is method of doing something expertly or needs
skill.36 In addition, a technique is implementation that which actually takes
place in a classroom.37 Referring to the idea above, clustering is one of
techniques in teaching writing because it is a teacher’s strategy which is
applied in the classroom.

2. The Definition of Clustering Technique
When people are going to write rely heavily to find out what they
know about a topic. The first stage of writing process is prewriting.
Prewriting can helps to generate a topic. One of strategies which can be
used in teaching writing in the classroom is clustering technique.

33

Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching …, p. 15
34
Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching …, p. 15
35
Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching …, p. 15
36
A. S. Hornby, Oxford Advanced Learners’ Dictionary of Current English, (New York:
Oxford University Press, 1995), p. 425
37
Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching …, p. 15

13

Cooper and Axelrod viewed that clustering is an invention activity
which reveals possible relations among facts and ideas.38 It means that
clustering is a creative activity, because when creating a clustering people
tries to find things related to the topic. Clustering requires a brief period of
initial planning.39 Based on that definition, clustering is activity before
writing a text by making a note in advance about the ideas that are owned
and relevance of the fact that the text will be written.
Clustering is another effective method you could use to narrow a
subject. To cluster, write the subject in the middle of a blank sheet of paper
and draw a circle around it.40 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 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.
As Langan said that clustering also known as diagramming or
mapping, is another strategy that can be used to generate material for a
paper.41 This method is helpful for people to think in a visual way.42 In
addition clustering is another strategy that can be used to generate material
for a paper.
Clustering is uncensored brainstorming combined with doodling.43
Clustering produces an overview of a subject, suggests specific topics, and
yields related details.44 The writer summarizes that clustering is making a
visual map or new associations that allows thinking more creatively and to
Charles R. Cooper., and Rise B. Axelrod, Guide To Writing, (New York: St. Martin’s
Inc, 1985), p. 461.
39
Charles R. Cooper., and Rise B. Axelrod, Guide To Writing …, p. 461.
40
George Braine., and Claire May, Writing from Sources, (Mountain view: Mayfield
Publishing Company, 1996), p. 21.
41
John Langan, English Skills Seventh Edition, (New York: McGraw-Hill Companies,
Inc, 2001), p. 22.
42
John Langan, English Skills Seventh Edition …, p. 22.
43
Betty Mattix Dietsch. Reasoning & WritingWell. (Ohio: McGraw-Hill., 2003), p. 26.
44
Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.
38

14

begin without clear ideas. Clustering can be useful for any kind of writing.
Writers use it in the early stages of planning an essay in order to find
subtopic in a topic of to organize information. They may try and discard
several clusters before finding one that is promising. Writers also use
clustering to plan brief sections of an essay as they are drafting.

3. The Step of Using Clustering

Clustering can be useful for any kind of writing. Writers use it in
the early stages of planning an essay in order to find subtopics in a topic or
to organize information. They may try and discard several clusters before
finding one that is promising. Clustering works as follows:
1. In a word or phrase, write your topic in the center of a piece of
paper. Circle it.
2. Also in a word or phrase, write down the main parts or central ideas
of your topic. Circle these, and connect them to the topic in the
center.
3. The next step is to generate facts, details, examples, or ideas related
in any way to these main parts of the topic. Cluster these around the
main parts.45

Rise B. Axelord and Charles Cooper, Guide to Writing, (New York: St. Martin’s Press.
inc, 1985), p. 461.
45

15

Figure 2.1
Example of Clustering Technique46
Fact

Detail

Detail

Fact

Example

Example

Sub Topic
TOPIC

Example
Sub Topic

Example

Detail

Example

Fact

Detail

Fact

4. Teaching Writing Using Clustering Technique
The followings are steps in teaching writing using clustering
technique:
Step 1: Introduce the concept of clustering technique to students.
Tell them that clustering technique would help them in generate ideas
when they started to write.
46

Rise B. Axelord and Charles Cooper, Guide to Writing …, p. 462.

16

Step 2: Leading students to generate ideas in form clustering
technique on the whiteboard as a model. Put the topic in the center by
using box or other shapes to make it more interesting, and put keywords
related to the topic by using lines or arrows. Students don’t have to worry
in generating ideas; it is free for them to organize their ideas as long as
related to the topic given.
Step 3: Ask students to write the first draft based on the design of
clustering technique samples that have been made on the whiteboard to
know that students have easy when started to write by using clustering
technique.
Step 4: After students are able to use clustering technique, ask
them through selected topic to make a procedural recount text referred to
their own experience. Give students an evaluation to check their ability in
writing and to know their problems in writing.

CHAPTER III
RESEARCH METHODOLOGY

A.

The Design of The Study
The design used in this study is Classroom Action Research
(CAR). Action research is any systematic inquiry conducted by teacher
researchers, principals, school counselors, or other stakeholders in the
teaching/learning environment to gather information about how their
particular schools operate, how they teach, and how well their students
learn.1 It means that CAR is aimed to overcome problems in teachinglearning process in order to improve educational practice.
According to Kember who stated that action research has several
major characteristics; (1) action research is concerned with social practice
which it involves direct interaction of teacher and group of students (2)
action research is aimed towards improvement (3) action research is a
cyclical process which involves some phases of planning, acting, observing,
and reflecting (4) action research is pursued by systematic inquiry (5) action
1

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio:
Merrill Prentice Hall, 2003), p.5

17

18

research is participative.2 From those statements, Classroom Action
Research is a problem-based research which its aims are to solve the
problems that arise in the class and to make an improvement in teaching
learning activity through cyclical process which involves some phases of
planning, acting, observing, and reflecting. In addition, action research is
portrayed as a cyclical process involving steps of planning, acting,
observing and reflecting, it is normal for a project to go through two or more
cycles in an iterative process.3
The research design of CAR in this study is a collaborative classroom
action research. It means the researcher collaborates with the English
teacher of SMP Al-Hasra. In carried out the study, the researcher’s role is as
an English teacher who teachs writing through clustering technique to the
students. While, the real English teacher’s role is as an observer, who is
observe teaching learning activities during the writing learning process. The
real English teacher not only as an observer but also as an collaborator who
help the researcher designing lesson plan, giving assessment, and analyzed
data.

B.

Setting and Subject of the Study
This study is conducted at SMP Al-Hasra. The school is located at Jl.
Raya Ciputat Parung No. 24 Bojongsari, district of Depok – Jawa Barat
Province. This school is chosen as the field of the study based on the writer

has teaching learning experience during teaching practice- Praktek Profesi
Keguruaan Terpadu (PPKT) for 4 months, therefore she knows the
condition of this school, and she can identify the problems faced by students
in learning writing. After identifying the problems, she suggests to apply
suitable technique to improve students’ ability in writing for better quality
of the school as well qualified students. The writer selects the second year of

2

David Kember, Action Learning and Action Research, (London: Kogan Page Ltd, 2000),

pp. 24-28
3

David Kember, Action Learning and Action Research,…. p.25

19

8-3 Class which consists of 31 students in the 2010-2011 academic years as
the subjects of the study.

C.

The Procedure of the Study
The writer uses the classroom action research procedure based on Kurt
Lewin’s design. It consists of two cycle in which each cycle contains four
phases; planning, acting, observing, and reflecting.

Observing

Acting

CYCLE 1

Planning

Reflecting

Acting

Planning

CYCLE 2
Observing

Reflecting

Figure 3.1
Kurt Lewin’s Action Research Design4

4

Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
PT. Indeks, 2009), p. 44.

20

The Classroom Action Research using Lewin’s design consists of four
phases; planning, acting, observing, and reflecting within one cycle. 5 If the
first cycle finished but still found any problem, it is necessary to continue to
the second cycle with the same concept of the first cycle. Those are planning,
acting, observing, and reflecting. In addition, before entering the cycle of
classroom action research, the writer conducts the preliminary study.
According to Mills preliminary information gathering is taking time to reflect
on your own beliefs and to understand the nature and context of your general
idea.6 It is aimed to gain data about problems faced by teacher and students in
teaching-learning activities and needed to be solved. The researcher observed
the class; it was conducted on October 10-11, 2010 to the students in second
year of 8-3 Class. Beside, the researcher conducted interview to the English
teacher in terms of the techniques and activities employed in teaching writing
and giving questionnaire to the students in terms of learning English.
Preliminary Study
Interviewing the English teacher, giving
questionnaire and pretest to the students, in the
second year of SMP Al-Hasra.

Planning
1. Designing lesson plan.
2. Preparing the model of
Clustering technique
3. Preparing the materials and
media.
4. Setting the criteria of success.
Reflecting
1. Analyzing the collected data
2. There must be more efforts to
improve students’ writing ability
through Clustering Technique
3. Continue to the next cycle

Acting

CYCLE 1

Conducting the
lesson plan

Observing
Observing the
teaching learning
condition

Continue to the next page
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas …, p. 44.
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd ed),
(New Jersey: Merril Prentice Hall, 2003), p. 26.
5

6

21

Planning
1. Designing lesson plan based on
the result of reflecting phase in
the first cycle
2. Preparing the model of Clustering
technique
3. Preparing the materials and
media.

Acting
Conducting the lesson
plan

CYCLE 2

Reflecting
1. Analyzing the collected data
2. Every action in cycle 2 was
accomplished well.
3. The Classroom Action Research
is success and the cycle is
stopped.

Observing
Observing the teaching
learning condition

Figure 3.2:
Researchers’ Design
The Classroom Action Research Procedure Adapted from Kurt Lewin

After the preliminary study was conducted, the researcher begins the
research covering some phases: planning, acting, observing, and reflecting.
1. Planning Phase
In this phase, the writer and the collaborator make some planning
based on the finding of preliminary study. The following activities in this
action planning are designing lesson plan, preparing the model of
Clustering technique, preparing materials and media, and determining
criteria of success.
The organized planning will be formed into lesson planning based
on the current used syllabus. Lesson plan provide the teacher with the
guideline of teaching and learning activities. It mentions the following
items: specific instructional objectives, the instructional materials and
media, procedure of presentation, and procedure of assessment.
Then, preparing the model of Clustering Technique; the writer and
collaborator are using shapes and branches as a model of clustering

22

technique. It is an activity to generate the ideas on the shapes. It is
conducted by students based on the topic given to them and then they put
their ideas into Clustering Technique. The students write the topic in the
center of a piece of paper, also write down the main parts or central ideas
of topic, next step is to generate facts, details, examples, or ideas related in
any way to these main parts of the topic.
Next step is preparation of materials and media. Based on results
teacher interviewed before classroom action research and the current used
syllabus, the writer used recount text as material. Including personal
recount, and procedural recount, taken from English text books for the
eighth grade students of junior high school, English on Sky written by the
English Team, published in 2004 by Erlangga, and English in Focus
written by Artono Wardiman dkk, published in 2008 by Pusat Perbukuan
DEPDIKNAS. The media that used in the action are several pictures of
foods and drinks, the colored marker for making Clustering Technique.
The last step is the writer and the teacher discussed to determine
the criteria of the action success. The criteria of success are emphasized on
the process and the product of teaching-learning activities. This study is
called successful if (1) 75% of students achieve the score equal or greater
than 70 as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) or above. If the study hasn’t meets the criteria, it’s called not
successful and need improvement to meet the targets.

2. Acting Phase
In this phase, the writer carries out acting phase based on lesson
plan prepared in planning phase. The writer acts as the English teacher
who taught writing trough Clustering Technique, and collaborator acts as
the observer. The implementation of the action involved two meetings in
each cycle. The time table of the implementation of the action can be seen
in the following table:

23

Table 3.1:
The Schedule of the Classroom Action Research

Meetings

Cycle 2

Theme/Sub Theme

October, 11th 2010

Preliminary study
Cycle 1

Date

1

November, 2

nd

2010

rd

2010

2

November, 3

1

November, 15th 2010

2

November, 22nd 2010

My Experience
My Experience
Science and
Experience

3. Observing Phase
In this phase, the writer observed all the activities that happen in
the class. The aspects in observation are sources of data, the instrument
used in collecting the data, and the technique for data collection. So, this
phase discusses about the process of recording and gathering all relevant
data occurred during the implementation of the action. The writer uses
field note or unstructured observation sheet as a guideline while observing.

4. Reflecting Phase
Reflecting phase is aimed to reflect the data that have been
collected to determine whether the action is successful or not.

It is

necessary for evaluation to hold next cycle needs to be accomplished. This
phase carried out collaboratively with the teacher to discuss some
problems in the classroom that occurred during action phase.

D.

The Technique of Collecting Data
Technique of collecting data in this study is both qualitative data and
quantitative data. The writer uses qualitative data consist of interview,
field notes, and questionnaire sheet. While quantitative data consists of

24

students’ final writing as a pre-test and post-test. The completely
explanation as follows:
1. Interview
Interview is particularly useful for getting data behind the English
teacher’s experiences before classroom action research. It used to know
students’ difficulties in writing ability, and the technique used by
teacher when writing activity. The interview also will be carried out
after classroom action research to know the teacher’s response toward
the idea of Clustering technique.
2. Field Notes
The writer and observer used field notes to record activities during the
teaching and learning of writing

Dokumen yang terkait

Improving student's ability in writing reconunt text through picture sequences: a classroom action research at X grade MA Darul Ma'arif Cipete

0 3 121

Improving Students’ English Vocabulary Through Cluster Technique ( A Classroom Action Research At The Second Grade Of Smp Al-Kautsar Bkui Jakarta)

2 9 62

Applying mind mapping strategy to improve students writing ability in descriptive text: a classroom action research at the second grade of SMP Al-Mizan Pandeglang-Banten

0 17 132

IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH CHART AT THE SECOND YEAR OF SMKN 3 BANDAR LAMPUNG (CLASSROOM ACTION RESEARCH)

0 4 167

IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH CHART AT THE SECOND YEAR OF SMKN 3 BANDAR LAMPUNG (CLASSROOM ACTION RESEARCH)

2 6 47

IMPROVING STUDENTS’ ENGLISH SKILL THROUGH NUMBERED HEADS TECHNIQUE (A CLASSROOM ACTION RESEARCH AT THE SECOND YEAR STUDENTS OF SMP 8 MUHAMMADIYAH SURAKARTA IN 2009 / 2010 ACADEMIC YEAR).

0 0 8

IMPROVING WRITING ABILITY BY USING GUIDED COMPOSITION AT THE SECOND YEAR OF SMP AL-ISLAM 1 SURAKARTA IMPROVING WRITING ABILITY BY USING GUIDED COMPOSITION AT THE SECOND YEAR OF SMP AL-ISLAM 1 SURAKARTA (CLASSROOM ACTION RESEARCH).

0 0 14

INTRODUCTION IMPROVING WRITING ABILITY BY USING GUIDED COMPOSITION AT THE SECOND YEAR OF SMP AL-ISLAM 1 SURAKARTA (CLASSROOM ACTION RESEARCH).

0 0 6

The Implementation of Clustering Technique to Improve Students Writing Skill of Recount Text (A Classroom Action Research of the Second Year Students of Mts Al UswahBergas in Academic Year 2015/2016) - Test Repository

0 1 171

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH TASK- BASED LEARNING (A Classroom Action Research on the Second Grade Students of SMK Wiworotomo Purwokerto in Academic Year of 20132014)

0 0 12