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determine the intrinsic grouping a set of unlabeled data. It can be shown that
aim of the clustering. Consequently, it is used to supply this criterion, in such way that the result of the clustering will suit their needs.
Figure 2.1. Clustering Technique Form
2. Classroom Application of Clustering
One of the techniques for stimulating ideas and finding a direction
taps into the right brain. The right brain is where fresh ideas and original
tamed
HABITAT
Africa
Grassy plains Rough mountains
DESCRIPTION
LIFE STYLE
horse like
mane 4,5 ft. high
long ear striped
parallel black or brown
whitish background Exact design
grazing small
uses killed
meat hides
thick short
stallion leads
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insight are generated. The left brain, in contrast, is more logical and orderly. Both are essential to good reading, but the left brain is too dominant when
starting reading, it inhabits the free flow of though. Newbacher 2012 in his article mentions that there are some procedures to do clustering technique:
1. The teachers write the topic of informational reading selection in heavy
outlined circle on the whiteboard. For example : recycling 2.
circles that include subtopic that students may be familiar with. Example: Kind of material, how to recycle, benefit of recycling
3. Next step is the teachers ask the student volunteer to name details that
relate to each subtopic, and for each one named draw a spoke from the subtopic and atta
glass. 4.
various topics and subtopics with students, and how they relate to each
recycle and home, depending on their answer, why or why not. By
can gain a deeper understanding of what they are about to read. 5.
The teachers explain the students that they now in about to read about recycling. Encourage them to keep in mind what they have discussed on
the whiteboard as they read. Cahyono 2009: 88 states that the teaching and learning process
is conducted through the following procedure: 1.
Pre-reading a.
Writing the theme on the whiteboard.
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b. The teachers draw a sample of cluster and ask the students to
competitively complete to provide cluster. c.
Giving the example of description phrase on cluster. d.
The students are asked to make a cluster on their own. This activity as a tool to preview the chapter or text and asking students
to make prediction about the text based on the cluster. Therefore, in the pre-reading, the activities are
background or prior knowledge through questioning and some cluster. 2.
During-reading a.
The students are asked to read the text. The students find the important information as they read the text and
confirming and or mod stage, the activities focused on extracting the topic, explicit and
implicit information. 3.
Post-reading a.
The students are asked if clustering is helping them in reading the text.
In conclusion, the procedure comprehension in pre-, whiles, and post reading stages. Thus, the teacher
should teach and provide a model of clustering procedures to students. As a result, the students are able to find the gist of the text and supporting details
in a text.
3. Advantage and disadvantage of clustering
