THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT.

(A quasi-experimental study of tenth graders in one senior high school in

Bandung)

A RESEARCH PAPER

Submitted to English Education Department of FPBS Indonesia University of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By: Meliya Adriati Std. No. 0808470

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(A quasi-experimental study of tenth graders in one senior high school in

Bandung)

Oleh Meliya Adriati

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

© Meliya Adriati 2013 Universitas Pendidikan Indonesia

Februari 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

MELIYA ADRIATI

THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT

(A Quasi-Experimental Study of Tenth-Graders in One Senior High School in Bandung)

Approved by: First Supervisor

Dr.Wachyu Sundayana, M.A. NIP. 195802081986011001

Second Supervisor

Rojab Siti Rodliyah, S.Pd., M.Ed. NIP. 197308062002122001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

The Use of Clustering Technique in Teaching Writing Narrative Text (A Quasi-Experimental Study of Tenth-Graders in One Senior High School in

Bandung)

ABSTRACT

This study was conducted to investigate the use of clustering technique in teaching writing narrative text. Thus its specific objective was to find out: (1) whether the use of clustering technique is effective in teaching writing narrative text, and (2) the response of the students to this technique. The research method used in this study was quasi-experimental and it was conducted in one senior high school in Bandung. The data in this study were collected by using pre-test, post-test, and interview. They were then analyzed by using the independent t-test to see if there was significant

difference in the mean of both groups’ score and the dependent t-test to see if

clustering technique significantly affected students’ achievement in writing narrative

text.

The findings showed that clustering technique was effective in improving

students’ score in writing narrative text (post-test score of experimental group, M=57.57, of control group M=54.00; the result of the dependent t-test: tobt > tcrit, (-13.422 > 2.045); r = 0.621). In addition, this technique was very helpful as it

became the ‘savings’ of words which were needed in writing the narrative text, eased the plot construction, made a new alternative to writing with/without other brainstorming technique, empowered imagination, and created fun atmosphere in learning. On the other hand, the technique had three weaknesses including making the

grammatical aspects ignored, taking longer time than students’ usual writing routine,

and its tendency to occupy students’ focus so distract them from the task of writing. Finally, some suggestions are proposed in order to improve the implementation of clustering in teaching writing, such as paying the equal attention to the aspect of accuracy as to the fluency and assigning students to make journal or portfolio that contained their writing from time to time.

TABLE OF CONTENT

ABSTRACT ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLE ... vii

LIST OF FIGURE ... viii

LIST OF CHART ... ix

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of Problems ... 3

1.3 Scope of the Study ... 4

1.4 Aims of the Study ... 4

1.5 Significance of the Study ... 4

1.6 Research Methodology ... 5

1.6.1 Research Design ... 5

1.6.2 Population and Sample ... 6

1.6.3 Data Collection... 7

1.6.4 Research Procedures ... 7

1.6.5 Data Analysis ... 8

1.7 Clarification of Term ... 9

1.8 Paper Organizations ... 10

CHAPTER II THEORETICAL FOUNDATION ... 12

2.1 Writing ... 12

2.1.1 The Nature of Writing ... 12

2.1.2 Writing, Thinking and Learning ... 13

2.1.3 The Significance of Writing ... 15

2.2 Teaching Writing ... 16

2.2.1 Approaches in Teaching Writing ... 17

2.2.2 Challenges in Teaching Writing... 19

2.3 Clustering Technique ... 20

2.3.1 Origins of Clustering Technique ... 20

2.3.3 The Difference between Clustering and Mind-mapping Technique ... 22

2.3.4 Clustering Technique in Relation to the Activity of Brain ... 23

2.3.5 Procedures in Doing Clustering Technique ... 24

2.3.6 Benefits of Clustering Technique in Teaching Writing ... 26

2.4 Narrative Text Writing ... 27

2.4.1 Definition of Narrative Text... 27

2.4.2 Generic Structure of Narrative Text ... 28

2.4.3 Lexicogrammatical Features of Narrative Text ... 30

2.5 Related Studies ... 31

CHAPTER III RESEARCH METHODOLOGY ... 33

3.1 Research Design ... 33

3.2 Data Collection ... 35

3.2.1 Population and Sample ... 35

3.2.2 Research Instruments ... 36

3.2.3 Research Procedure ... 38

3.2.4 Data Analysis ... 42

CHAPTER IV FINDINGS AND DISCUSSION ... 50

4.1 Findings ... 50

4.1.1 The Result of the Pilot Test ... 50

4.1.2 The Result of the Pre-test ... 51

4.1.3 The Result of the Post-test ... 53

4.1.4 Findings from the Interview ... 56

4.2 Discussion ... 62

CHAPTER V CONCLUSION AND SUGGESTION ... 70

5.1 Conclusion ... 70

5.2 Suggestions ... 71

REFERENCES ... 73

CHAPTER I INTRODUCTION

This chapter provides background of the study, statements of the problem, aims of the study, significance of the study, research design, research hypotheses, data collection, data analysis, clarification of the key terms, and organization of the paper.

1.1Background of the Study

The low level of writing interest among Indonesians has long been unveiled. A report about number of published books which are written by Indonesians showed that Indonesians only wrote about 4,000 to 5,000 books each year in spite of the country’s large population. This number is considered very low when it is compared to that of other countries, for example the neighboring country Malaysia. With the population only one tenth of Indonesians, Malaysians can write between 6,000 to 7,000 books each year (Hardjoprakoso, 1997, as cited by Alwasilah, 2005). This finding is supposed to greatly concern all of Indonesians because it can be inferred from this fact that writing has not been a culture of Indonesian people.

In addition, this phenomenon may also be attributable to the low emphasis of the teaching and learning of writing in schools. Current situation in schools confirms this notion as teachers generally ask their students to produce a good and acceptable

piece of writing without giving them enough encouragement and appropriate techniques to develop their eagerness in writing. As a result, the assumption that writing is very horrific and frightening still exists; moreover writing in second or foreign language. It is because writing in non-native language is not painless by any means, but it needs skillful language command to be able to produce ones which meet the standard of coherence, fluency and length (Nunan, 1999).

The fact described above implies school’s responsibility to provide the students with better writing teaching and learning. Furthermore, when people learn to write they will consequently deal with series of process which embody the difficulty and also complexity (Knapp and Watkins, 2005). As a result, teaching writing requires a set of explicit teaching techniques in all learning stages and teachers should consider as good teaching technique as possible to deal with the complexity of writing.

Among various techniques which can be applied in writing, clustering emerges as one prominent instrument to optimize the input for producing the piece of writing. Initiated by Professor Gabriel Lusser Rico from San Jose State University of California, this technique deals with making a visual map of ideas. It effects the freedom for the students not to conform to the strictly linear sequence, instead it brings the chance for them to develop more creative thinking and also new associations (Kalandadze, 2007). In this technique, students begin with a topic or subject circled in the center of the page and after that they draw as many line as

ideas which have association with the topic, and it is probable that further ideas will stem from those circles.

Numerous studies about clustering technique in connection with teaching and learning writing hitherto have been undertaken and in general, it showed positive and satisfactory result. For example, the implementation of clustering technique in pre-writing activity acted as the proven catalyst for the improvement in students’ pre-writing ability, as students who were taught writing by using this technique had better writing competence than those who were not (Styati, 2010). Another study involving 32 sixth graders in one elementary school in Turkey also showed that clustering technique has changed students’ attitude to writing skill, which is from negative to positive attitude (Şahbaz and Duran, 2011).

The starting point of this present study is to investigate the use of clustering technique in teaching writing narrative text. It explores the effectiveness of this technique through an experimental design of study. In addition, it is also set to discover students’ responses to this technique during its implementation.

1.2Statement of Problems

This present study is about clustering technique in teaching writing narrative text, thus it states these following problems:

1. Is the use of clustering technique effective in teaching writing narrative text? 2. What are students’ responses to clustering technique?

1.3Scope of the Study

In spite of the wide variety of texts taught to the students in senior high school level, this study limited the investigation in the application of clustering technique in teaching writing narrative text to the tenth graders.

1.4Aims of the Study

According to the problems stated above, the aims of the study are as follows: 1. To find out whether or not clustering technique is effective in teaching writing

narrative text

2. To find out the students’ responses to clustering technique

1.5Significance of the Study

This study is expected to have implications in the effort of improving language teaching methods and techniques in EFL classroom setting, chiefly in teaching writing, either theoretically or practically. In terms of theoretical significance, this study is intended as a little contribution to the enrichment of existing literatures concerning variety of technique in teaching writing. That way, it can be a supplementary reference for teachers and education practitioners to develop better and more innovative teaching technique in classroom setting. Meanwhile, regarding its practical significance, this study can benefit the teachers as they derive relevant details about how to use clustering technique in teaching writing from it. In

addition, this study may also be useful to provide additional foundation for future investigation related to this subject.

1.6Research Methodology 1.6.1 Research Design

This study chiefly employed quantitative method, particularly in design of quasi-experimental with non-randomized or non-equivalent pre-test and post-test groups. Conforming to Lodico et al. (2006), this design was chosen for this study because it was unfeasible for the researcher to randomly assign individuals to certain groups for they had already been in intact groups i.e. their class.

The quasi-experimental design using non-equivalent control group pre-test and post-test design is described as follows:

Group Pre-test Treatment Post-test

Experimental O1 X O2

Control O3  O4

Note:

— X :the exposure of a group to an experimental variable — O :the process of observation or measurement

Dealing with the variable in this study, clustering technique became the independent variable which, as typical of experimental research, was controlled and manipulated intentionally. On the other hand, students’ narrative text writing score became the dependent variable that bore the effect of experimental manipulation.

The hypotheses of this study are as follow:

 H0 = There is no significant difference between students’ post-test scores in the experimental group and students’ post-test scores in the control group.

 HA = There is a significant difference between students’ post-test scores in the experimental group and students’ post-test scores in the control group

1.6.2 Population and Sample

Due to the purpose and design of this study, the sample was chosen by using purposive sampling that included students in one school building who were judged by the researcher to have particular key characteristics which are related to the purpose of the study (Fraenkel and Wallen, 2006). The basis for choosing the sample was similarity in number of students and average scores.

The population of this study was tenth-grade students of one senior high school in Bandung, and the chosen sample was two classes, they were class X-1 as the experimental group and X-3 as the control group.

1.6.3 Data Collection

In collecting data, this study employed several instruments comprising pre-test, post-pre-test, and interview. Administered to both experimental and control groups, the two tests differed in their administering time as pre-test was given prior to the treatment and post-test after the treatment. Besides, interview was administered to some students from experimental group only.

1.6.4 Research Procedures

The procedure in conducting this study consisted of several steps, including: 1. Organizing the teaching procedures according to each group.

2. Organizing the research instruments which include narrative text writing test and interview.

3. Pilot-testing the research instruments to check their validity and reliability. 4. Administering pre-test to both targeted groups with purpose of discovering

students’ initial ability in writing narrative text.

5. Organizing the lesson plans and conducting the teaching of writing by using clustering technique in experimental group.

6. Administering post-test to both experimental and control groups in order to unveil whether there are significant differences between both groups in their writing ability after the treatment.

7. Conducting the interview to several students from experimental group to gain deeper insight of how the implementation of the technique was.

8. Analyzing the collected data which have been obtained from the research instruments by using data analysis procedure.

1.6.5 Data Analysis

There are several major steps taken in analyzing the collected data. They were:

1. Computing and analyzing the data from the result of both pre-test and post-test by using SPSS 16.0 for Windows. In detail, those data were first analyzed by using the test of distribution normality and variances homogeneity. These two tests were conducted to discover the degree of significance of students’ ability from both experimental and control group in writing narrative text in both pre-test and post-test. Further, the scores of both experimental and control group were analyzed by using the independent t-test to find out if there was difference between both. Additionally, the pre-test and post-test scores of experimental group were compared and analyzed by using the dependent t-test to find out if the progress occurred. Finally, the calculation of effect size was conducted to find out the extent of independent variable’s influence on the dependent one.

2. Transcribing and categorizing answers from interview into analytical categories to conduct the analysis of content from the different points made.

3. Summing up the findings of the research to unveil whether or not the use of clustering technique in teaching writing narrative text is effective, and students’ responses to this technique.

1.7Clarification of Term

To refrain from misinterpretation, it was necessary to clarify some terms as follows:

1. Clustering technique, refers to one brainstorming technique which can be conducted in pre-writing stage. Created by Professor Gabriel Lusser Rico from San Jose State University of California, this technique implies making a visual map of ideas (Rico, 2000 as cited by Hasim, 2009). In this technique, initial topic is placed in the circle or ‘bubble’ in the middle of the page. Students are free to write down any ideas related to the topic in other circle or ‘bubble’ which branch out from the main circle. In this study, the implementation of this technique is accordingly begun by teacher giving a theme or topic to the students. They are told to write the theme or topic in the circle or ‘bubble’ in the center of a blank sheet, then given some time to draw as many circle as possible with topic-related ideas in each of those new circles. Finally those collected ideas would be used as a guide for themselves to composing a good narrative text (Baroudy, 2008).

2. Narrative text, is a type of text which functions to amuse, entertain, and deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution (Gerot and Wignell, 1995). In the case of this study, the narrative texts which would be used is ones which have the complexity and difficulty that conform to the level of ability of tenth graders in general.

1.8Paper Organizations

This research paper is organized in ordinal fashion and it is presented in the list below:

Chapter I: Introduction

This chapter mainly introduces the problem investigated in this paper, and it has several subchapters including background, statement of problems, scope of the research, aims of the research, significance of the research, population and sample, research methodology, clarification of terms, and organization of the paper.

Chapter II: Theoretical Foundation

This chapter presents theories and literature reviews related to problem being investigated in this paper which provide the clear directions for the researcher in conducting the study.

Chapter III: Methodology

In this chapter, the complete detail of methodology that is used in this study is elaborated. It consists of research design, data collection technique, research procedures, and data analysis technique.

Chapter IV: Findings and Discussion

This chapter reports and also explains the findings of the research according to the result of data analysis. It also presents the discussion about the findings.

Chapter V: Conclusion and Suggestion

This chapter sums up the findings and discussion of the study and proposes recommendations, be it for the future researches or its application in English teaching.

CHAPTER III

RESEARCH METHODOLOGY

Chapter three presents the methodology in conducting this study. This chapter provides four main parts of the investigation: research design, data collection technique, research procedures, and data analysis technique.

1.1 Research Design

This study chiefly employed quantitative method, particularly in design of quasi-experimental with non-randomized or non-equivalent pre-test and post-test groups. Conforming to Lodico et al. (2006), this design was chosen for this study because it was unfeasible for the researcher to randomly assign individuals to certain groups as they had already been in intact groups i.e. their class.

The quasi-experimental design using nonequivalent pre-test and post-test groups design is described as follows:

Group Pre-test Treatment Post-test

Experimental O1 X O2

Note:

— X : the exposure of a group to an experimental variable — O : the process of observation or measurement

(Adapted from Cohen et al., 2007:283)

Typically in researches which investigate relationship between object, it is very important for the researchers to figure out the variable in their study. A variable can be defined as a specific noun that represents the variation in a class of objects (Fraenkel and Wallen, 2006). Dealing with the variable in this study, clustering technique became the independent variable which, as typical of experimental research, was controlled and manipulated intentionally. On the other hand, students’ narrative text writing score became the dependent variable that bore the effect of experimental manipulation.

In addition to determining the variable, stating one or more hypothesis is also required in any experimental study. Hypothesis states a prediction of the possible results of the study (Fraenkel and Wallen, 2006) and it generally falls into two types, they are null hypothesis and alternative hypothesis. Null hypothesis states that, for example, there is no relationship between the tested variables or there is no change in participants after the treatment. On the contrary, alternative hypothesis states the opposite; that there is relationship between the tested variables or there is change in participants after the treatment (Cohen et al., 2007). In this study, the two hypotheses were stated as the followings:

 H0= There is no significant difference between students’ post-test scores in the

experimental group and students’ post-test scores in the control group.

 HA = There is a significant difference between students’ post-test scores in the

experimental group and students’ post-test scores in the control group

1.2 Data Collection

1.2.1 Population and Sample

According to Scott and Morrison (2006), population is defined as “the wider

group of individuals about which the researcher wants to make statements”, while

sample is the smaller group of individuals taken from wider population which can represent all characteristics of that population. Due to the purpose and design of this study, the sample was chosen by using purposive sampling that included students in one school building who were judged by the researcher to have particular key characteristics which are related to the purpose of the study (Fraenkel and Wallen, 2006). The basis for choosing the sample was similarity in number of students and their average scores. The difference was determined by using the independent t-test.

The population of this study was tenth grade_-students of one senior high school in Bandung, and the chosen sample was two classes, they were class X-1 as the experimental group and X-3 as the control group.

1.2.2 Research Instruments

By definition, research instrument is the device which is used by the researcher in order to collect the data (Fraenkel and Wallen, 2006). In this study, two kinds of research instrument were employed, they were test, which consisted of pre-test and post-pre-test, and interview guide.

1.2.2.1Test (Pre-test and Post-test)

Test as the first instrument was aimed at yielding the sample’s scores that will be analyzed and interpreted to find out if clustering technique is effective in teaching writing narrative text. The pre-test was administered to both experimental and control group prior to the treatment and it functioned as a measuring tool for students’ initial ability in writing narrative text. On the other hand, the post-test was administered

after the treatment in order to obtain students’ scores that are used to infer whether

there is change in students’ ability in writing narrative text.

Technically, both the pre-test and post-test were made similar in the form of

composition writing test. It is in accordance with Linse’s (2005:153) suggestion that

the way of assessing writing skill for teacher is through eliciting and examining the

sample of students’ writing. Since the focus of this study was writing narrative text,

the test contained an instruction for the students to write a simple narrative text that are developed from a predetermined theme.

In this study, the test was administered definitely after it had been proven to possess the validity. As one of the two criteria which is used to judge the quality of

the instrument, validity serves to make sure that what is measured by the instrument is truly what is supposed to be measured (Lodico et al., 2006). Especially for the pre-test and post-pre-test in this study, there were two types of validity which should be embodied in both tests; they are face and content validity. The former, face validity refers to the state of instructions in the test which should be understandable by the test-takers; the latter is achieved when the test is evidently successful in generating the data which should be generated indeed (Brown, 2001). To confirm that the item in the pre-test and post-test had embodied face and content validity, mechanism of pilot-testing the test item was conducted. It was administered to ten students from the same grade and school with those in experimental and control group. At first, they were asked to do the test according to the instruction which was found in it. If the instruction has been understandable to the students, the test is confirmed to possess the face validity. On the other hand, if the students are confused in understanding it, they should be asked about the part of the instruction which confuses them. That part is then revised until it is understood by the student; so they can start doing the test.

Next, the students’ works in the test were then examined to confirm that the test item

had reached content validity. If nearly all the students’ works reflect their ability in performing given language skill expected by the test maker – regardless of the quality of the result – then the test is proven to possess content validity; hence the test item is allowed to be conducted in the real pre-test and post-test.

1.2.2.2Interview

In this study, interview was used to provide supplementary information about how students gave their responses toward clustering technique in writing narrative text. Interview was selected because it is a tool for collecting data which is very

flexible; interviewer’s control over the order of the interview can be maintained while

spontaneity is still given the space, and the interviewers can persuade their interviewees to give response about complex and deep issues beside the complete answer (Cohen et al, 2007). The interview guide was employed in interviews which were conducted after the post-test to ten students from experimental group. It comprised four open-ended questions which sought students’ explanation of their ideas about their own ability in writing narrative text prior to and after the treatment, and their view about the use of clustering technique in writing narrative text. Later, their answer in the interview became the basis for determining students’ response toward clustering technique in writing narrative text.

1.2.3 Research Procedure

1.2.3.1Organizing Teaching Procedure

The stage of organizing teaching procedure involved two main sub-stages. The first was preparing learning materials that are appropriate for language ability level of the students. In this study, the materials used were about narrative text and they were prepared and organized in conformity to the Competence Standard and Basic Competences (SKKD) for tenth graders of Indonesian senior high school. The

second sub-stage was organizing teaching procedure for both experimental and control group. The teaching procedure in experimental group employed clustering technique, but it does not in control group.

1.2.3.2Organizing the Research Instruments

In this stage, the test item for pre-test and post-test were designed and next the questions for the interview were arranged in the form of open-ended questions.

1.2.3.3Testing the Validity of the Pre-test and Post-test through the Pilot Test

The pilot test was conducted after all of the research instruments had been well-organized, but in this occasion it only involved the pre-test and post-test. The test was examined in this stage in order to confirm that the test item had possessed face and content validity. Ten students from the same grade and school with the targeted sample were involved in this pilot test by doing the test item. To confirm the face validity, those students were at first asked to read the instruction contained in the test. When they have found it clear and understandable enough, then the test item is confirmed to have face validity. After that, the examination of validity can go on to the area of content by asking the students to do the test. The result was then examined and when they showed students’ performance in the expected language skill and area, it could be said that the test had possessed content validity.

1.2.3.4Administering Pre-test to Experimental and Control Group After the test item had been proven to pass validity and reliability examination, the pre-test was administered to both experimental and control group. This test was aimed at gaining information about students’ initial ability in writing narrative text. Also, it provided the basis for researcher to ascertain that there was no difference in average ability of writing narrative text between students in experimental group and those in control group.

1.2.3.5Conducting the Treatment

As the heart of the study, this stage deals with implementing the treatment or action which is believed to bring some effects or change to the experimental group. In this study, the treatment in the form of clustering technique was given to the experimental group. Meanwhile, in control group the teaching and learning process of writing narrative text was carried out without using this technique.

Table 3.1 Research Schedule

No. Date Material Date Material

1.

01/11/2013 Pilot test ― ―

Experimental Group Control Group

2. 01/12/2013 Pre-test 01/11/2013 Pre-test

Hunting for Smiles” Hunting for Smiles” 4. 01/15/2013 “The Hunting for

Smiles” (clustering and writing exercise)

01/15/2013 “The Hunting for Smiles” (writing exercise)

5. 01/21/2013 Narrative text “The Carnivorous Plant and the Butcher”

01/21/2013 Narrative text “The Carnivorous Plant and the Butcher”

6. 01/22/2013 “The Carnivorous Plant and the Butcher”

(clustering and writing exercise)

01/22/2013 “The Carnivorous Plant and the Butcher”

(writing exercise)

7. 01/28/2013 Post-test and Conducting the Interview

01/28/2013 Post-test

1.2.3.6Administering Post-test to Experimental and Control Group After the treatment had been applied to the experimental group, the post-test was administered to both groups. The result of this test was analyzed and interpreted to investigate the effectiveness of clustering technique in teaching writing narrative text.

1.2.3.7Conducting the Interview

Interview becomes the last stage which was conducted in this study. This was aimed at capturing students’ responses to clustering technique in helping them to write narrative text. The interview session was administered exactly after the post-test

and it featured four open-ended questions. It involved ten students from experimental group which were selected on the basis of their achievement in the post-test and performance throughout the learning process.

1.2.4 Data Analysis

1.2.4.1Scoring Rubric

To generate scores that validly represents students’ ability in writing narrative

text in both pre-test and post-test, the researcher needs to employ an appropriate scoring rubric. The scoring rubric used in this study was the one which was developed by Education Department of Western Australia. This rubric was based on the analytic scoring method, hence it uses separate scales with each of them represents a variety of aspects in writing (Cohen, 1994) including the purpose of the text, organization of the text, and content and linguistic features of the text (Emilia, 2011). The use of analytic scoring method was selected in this study because it provides two main advantages. First, it can prevent skipping certain aspect or category, and second it is more convenient and feasible for the researcher to assign

score to the students’ works since it embodies an explicit set of analytic scale (Cohen,

1.2.4.2Data Analysis on the Validity Tests of the Pre-test and Post-test

Previously in the pilot test, the test item had been proven to possess face validity based on the instruction in the test which could be understood by the test-takers. Next it was also confirmed that the test item had content validity as showed by

students’ work in pilot test. Regardless of the various levels of English ability which

were reflected in their work, the students were overall able to perform the expected language skill and area in the test.

1.2.4.3Data Analysis on the Pre-test and the Post-Test Scores

Subsequently after the pre-test had been conducted to both control and experimental group, the result of students’ works in the test underwent the scoring process. Next, the collective scores were then analyzed and tested to prove that the

students’ initial ability in both experimental and control group were sufficiently

similar. To accomplish this, the independent t-test was used since it functions as a tool for determining if the means of two different or independent groups (i.e. experimental and control group) have difference to a statistically significant degree (Kranzler and Moursund, 1999; Fraenkel and Wallen, 2006). It is very important for the researcher to be ascertained that the average score of both groups in the pre-test are similar because it is a requisite for conducting the same independent t-test to the post-test score. Besides, it validates the notion that the difference in the post-test scores between both groups is attributed only to the treatment (i.e. implementation of

clustering technique) if such thing happens. When the scores of both groups were proven to be similar and after the test had been conducted, the result from post-test underwent the same procedure as that from the pre-post-test.

Though conducting the independent t-test is relatively simple, the data which are tested are required to be distributed in normal manner and homogenous in their variance (Arikunto, 2010). Consequently, the distribution normality test and the homogeneity of variance test should be conducted prior to the independent t-test.

1.2.4.3.1 The Test of Distribution Normality

To examine the normality of distribution of the present data, the Kolmogorov-Smirnov test was employed through SPSS 16.0 for Windows. It was conducted in three consecutive steps. The first was stating the hypothesis and setting the α level (level of significance) for the computation. In this test for this study, the hypothesis is stated as the following:

 H0 = the score of the experimental and the control group are normally distributed

 HA = the score of the experimental and the control group are not normally distributed

The alpha level was set at 0.05 and it was two-tailed test. The second was computing and analyzing the data by using the formula of the Kolmogorov-Smirnov test, and the last was interpreting the output of the test. If it is lower than the set alpha

level (p < 0.05 i.e. not significant), the null hypothesis will not be retained, which means that distribution of the sample is probably not normal. On the contrary, if the output is greater than the fixed alpha level (p > 0.05 i.e. significant), the null hypothesis will be accepted, which means that the sample is distributed normally (Setyaningsih, 2010).

1.2.4.3.2 The Test of Variance Homogeneity

The test of variance homogeneity came after the distribution normality test. This test was aimed at determining whether or not the variance of the two groups are homogenous. The Levene test was used through SPSS 16.0 for Windows. Similar to the preceding test, this test was also conducted in three steps including stating the hypothesis and setting the alpha level, computing and analyzing the test, and interpreting the test output. The alpha level was set at 0.05 and the hypothesis was as follows:

 H0 = the variances of the experimental and the control group are homogenous  HA = the variances of the experimental and the control group are not

homogenous

After computing and analyzing the data, the output was then interpreted. Again, the null hypothesis will not be retained if the output is equal to or lower than the fixed alpha level (p ≤ 0.05 i.e. not significant). It can be said that the variance of both experimental and control group are not homogenous. On the contrary, the null

hypothesis will be retained if the output is greater than the set alpha level (p > 0.05 i.e. significant), so the variances of both group are homogenous (Setyaningsih, 2010).

1.2.4.3.3 The Independent t-test

The independent group t-test analyzes the causative relationship between the independent and dependent variable which is measured on both groups (Coolidge, 2000). Like the two test mentioned earlier, this test was also conducted through SPSS 16.0 for Windows. There were three steps in conducting this test which consisted of (1) stating the hypothesis, setting the alpha level and determining the tcrit, (2) computing and analyzing the scores of both groups, and (3) interpreting the output (named t value or tobt) by comparing it to the fixed alpha level. The alpha level was set at 0.05 and the hypothesis was stated as the following:

 H0 = the two samples are from the same population and there is no significant difference between both.

 HA = the two samples are from the same population but there is a significant difference between both.

In interpreting the output of this test, the same rules as in the previous test also apply. If the tobt is equal to or greater than the tcrit (p ≥ 0.05), the null hypothesis will not be retained as there is significant difference between the experimental and control group. On the other hand, if the tobt is lower than the tcrit (p < 0.05), the null

hypothesis will be retained and it can be said that the difference between both groups does not exist (Setyaningsih, 2010).

1.2.4.3.4 The Dependent t-test

To gain the evidence of the significant difference between the score of experimental group in both pre-test and post-test, the dependent t-test was conducted. In computing this test, SPSS 16.0 for Windows was used once more. Three steps were taken in conducting this test including (1) stating the hypothesis, setting the alpha level and determining the tcrit, (2) computing and analyzing the scores of both groups, and (3) interpreting the output (named t value or tobt) by comparing it to the fixed alpha level. The alpha level was set at 0.05 and the hypothesis was stated as the following:

 H0 = there is no significant difference between pre-test and post-test score of students in experimental group

 HA = there is significant difference between pre-test and post-test score of students in experimental group

To interpret the output of this test, the following rules applied. If the tobt is equal to or greater than the tcrit (p ≥ 0.05), the null hypothesis will not be retained as there is significant difference between pre-test and post-test score of students in experimental group. On the contrary, if the tobt is lower than the tcrit (p < 0.05), the null hypothesis will be retained and it can be said that there is no significant

difference between pre-test and post-test score of students in experimental group (Setyaningsih, 2010).

1.2.4.3.5 The Calculation of Effect Size

In case there is significant difference between pre-test and post-test score of students in experimental group, the calculation of effect size will be conducted to find out the extent of influence of the independent variable on the dependent one (Coolidge, 2000). The formula for the calculation is presented below:

Note:

r = effect size

t = tobt from the independent t-test df = degree of freedom (N1 + N2 - 2)

After the r value has been found out, it is then compared to the scale of effect size in order to determine if it can be classified into small, medium, or large effect category. The effect size scale is depicted in the following table.

Table 3.2

The Scale of Effect Size (Coolidge, 2000)

Effect Size r value

Small 0.100

Medium 0.243

Large 0.371

1.2.4.4Data Analysis on the Interview

The interviews which are administered to students from experimental group

are all taped. The tape is then transcribed, labeled and coded according to students’

answer. Next, the answers are classified into several categories and also analyzed until the trends are recognized. Finally they become the basis for explanation in attempt to answer the second research question. The detailed transcription of the interview is inserted in Appendix B.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter provides the conclusion which is drawn from the research findings, also the implication for future study, either theoretically and practically.

5.1Conclusion

The quest for effective teaching technique which can be applied in teaching writing has encouraged the researcher to carry out this present study. The purpose of this study was to investigate whether the implementation of clustering technique was

effective to improve students’ score in writing narrative text. In addition, this study

was also aimed to unveil students’ response to the implementation of the technique

during their learning in writing narrative text.

This study was conducted to the ten-graders in one senior high school in Bandung. Having analyzed the whole data which were obtained, it can be concluded then that the null hypothesis in this study was rejected; this means that clustering

technique is proven to be effective in elevating students’ score in writing narrative

text. Furthermore, the findings from the interview suggested students’ positive response to the implementation of clustering technique throughout their learning in writing the text.

To elaborate the two major findings above, variety of students’ ideas about

the strengths of the technique were also unveiled from the interview. First, clustering technique is considered very effective since it provides the place for the students to store many key words or vocabularies which may be used in their writing. This also draws another advantage for them; clustering enriches their vocabulary as they were compelled to write every single word in English. Second, the technique helps the students in constructing the plot line of the story. By using this technique, they were assisted to organize their ideas in determining the plot line which they wrote into narrative text. Third, the technique is very potential to be a new alternative for them to writing with or without other kind of brainstorming. Next, clustering is a potent technique which empowers their imagination and creates fun atmosphere throughout their learning writing in the classroom.

Despite the strengths which have been mentioned, there were also found some potential weaknesses of this technique. First, the technique may lead the students to ignore the grammatical aspects in their writing. Second, it can take longer time for the students to finish their writing, compared to their usual writing routine. Last, it tends

to occupy students’ focus and consequently it may distract them from writing the

narrative text which was the main goal of their learning.

5.2Suggestions

On the basis of the research findings which have been concluded earlier, it is necessary to present several suggestions regarding the use of clustering technique in

teaching writing narrative text which are addressed to English teachers also future researches.

In teaching writing by using clustering technique, be it in the form of narrative or other text type, English teachers are suggested to pay balanced attention to both fluency and accuracy side. As revealed from the study, indeed clustering gives direct

contribution to students’ fluency in writing and this is certainly good as fluency in

writing is somewhat difficult to be maintained. However, the form correctness in students’ writing is also crucial, hence teachers have to provide abundant guidance to them regarding grammatical aspects in writing. Additionally, teachers may assign the students to make journal or portfolio which contains their writing in any kinds of text by using clustering technique per week or other short to medium term. This may help

the teacher to monitor students’ real improvement in writing.

On the other hand, there are also several suggestions addressed for further studies on the use of clustering in teaching writing. First, it is suggested that the studies in the future explore all aspects of writing either to larger sample or to other schooling level of sample. Next, future studies should also allot longer time in conducting the treatment to gain more convincing findings. Finally, they can be conducted in other type of research design in order to make deeper investigation and more detailed findings.

REFERENCES

Alwasilah, A. C. (2005). Pokoknya Menulis: Cara Baru Menulis dengan Metode Kolaborasi. Bandung: Andira.

Anonymous. (2000). Handout: Pre-writing Techniques. [Online]. Available at: www.english.upenn.edu/~mulready/Handouts/Invention Handout.pdf [April 4, 2012]

Anonymous. (2003). Definitions and Examples of Prewriting Steps of Brainstorming, Clustering, and Questioning. [Online]. Available at: www.beaconlearningcenter.com/documents/1044_01.pdf [April 25, 2012] Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta:

PT.Rineka Cipta

Baroudy, I. (2008). “A Procedural Approach to Process Theory of Writing: Pre -writing Techniques”. The International Journal of Language Society and Culture, 24

Barras, R. (2005). Students Must Write: A Guide to Better Writing in Coursework and Examinations (Third edition). Oxford: Routledge

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman

Buzan, T. (2008). Buku Pintar Mind Map. Jakarta: PT.Gramedia Pustaka Utama Cohen, A. D. (1994). Assessing Language Ability in the Classroom (Second ed.).

Boston: Heinle and Heinle Publishers

Cohen, L., Manion, L., and Morrison, K. (2007). Research Methods in Education (Sixth ed.). New York: Routledge

Coolidge, F. L. (2000). Statistics: A Gentle Introduction. Britain: Cromwell

DePorter, B. & Hernacki, M. (2007). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: PT. Mizan Pustaka

Emig, J. (1977). “Writing as a Mode of Learning” in Teaching Writing: Landmarks and Horizons. Carbondale and Edwardsville: Southern Illinois University Press Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. Dissertation Paper of The University of Melbourne, Melbourne: Unpublished

________. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi Press

Folit, R. (2009). Gabriele Lusser Rico Talks about the Benefits of Journaling. [Online]. Available at: http://blog.lifejournal.com/2009/06/12/gabriele-lusser-rico-talks-about-the-benefits-of-journaling/ [Oktober 7, 2012]

Fraenkel, J.R., and Wallen N.E. (2006). How to Design and Evaluate Research in Education (Sixth edition). New York: McGraw-Hill

Gerot, L., and Wignell, P. (1995). Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprise

Halliday, M. A. K. (1989). Spoken and Written Language. Oxford: Oxford University Press

Harmer, J. (2001). The Practice of English Language Teaching (Third ed.). Essex: Pearson ESL

Hasim, H. (2009). Writing the Natural Way: Turn the Task of Writing into the Joy of Writing. [Online]. Available at: http://hampala.multiply.com/journal/item/1775 [December 12, 2012]

Kalandadze, M. (2007). English Academic Writing. Tbilisi: Center for Social Sciences

Kendall, J., and Khuon, O. (2006). Writing Sense: Integrated Reading and Writing Lessons for English Language Learners. Portland, Maine: Stenhouse Publishers

King, K.B. (2007). Writing Template Book. Michigan: The University of Michigan Press

Knapp, P., and Watkins, M. (2005). Genre, Text, Grammar: Technology for Teaching and Assessing Writing. Sydney: University of New South Wales Ltd.

Koutsoubou, M. (2004). “Deaf Ways of Writing Narratives: A Bilingual Approach”, in Effective Learning and Teaching of Writing: A Handbook of Writing in Education (Second edition). Boston: Kluwer Academic Publishers

Kranzler, G., and Moursund, J. (1999). Statistics for the Terrified (Second Edition). Upper Saddle River: Prentice Hall, Inc.

Linse, C.T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill

Lodico, M.G., Spaulding, D.T., and Voegtle, K.H. (2006). Methods in Educational Research: From Theory to Practice. San Francisco: Jossey – Bass

Machisan, M.L. and Alber, S.R. (2001). “The Write Way: Tips for Teaching the Writing Process to Resistant Writers”. Intervention in School and Clinic, 36, (154)

Marliasari, D. (2007). Using Clustering Technique to Improve the Senior High School Students’ Abilities in Generating Ideas for Writing Analytical Exposition. Research Paper of Malang State University, Malang: Unpublished

Meade, V. (2005). How to Use Clustering to Jump Start Your Writing. [Online]. Available at: http://www.meadecomm.com/clustering.html [Oktober 7, 2012] Nopiranti. (2004). The Influence of Clustering Technique on the Development of

Students’ Writing Ability. Research Paper of Indonesia University of Education, Bandung: Unpublished

Peterson, S. S. (2011). “Teaching Writing in Rural Canadian Classrooms”. Literacy Learning: The Middle Years, 19, (1)

Raimes, A. (2002). “Ten Steps in Planning a Writing Course and Training Teachers of Writing” in Methodology of Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Reppen, R. (2002). “A Genre-Based Approach to Content Writing Instruction” in Methodology of Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Richards, J.C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press

Rico, G.L. (2000). Writing the Natural Way. [Online]. Available at: http://www.amazon.com/reader/0874779618?_encoding=UTF8&page=28#rea der_0874779618 [December 16, 2012]

Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press

Şahbaz, N. K., and Duran, G. (2011). “The Efficiency of Cluster Method in Improving the Creative Writing Skill of 6th Grade Students of Primary School”. Educational Research and Reviews, 6, (11)

Scott, D., and Morrison, M. (2006). Key Ideas in Educational Research. London: Continuum

Seow, A. (2002). “The Writing Process and Process Writing” in Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Setyaningsih, N. (Ed) (2009). Pengolahan Data Statistik dengan SPSS 16.0. Jakarta: Salemba Infotek

Styati, E. W. (2010). The Effectiveness of Clustering Technique to Teach Writing Skill Viewed from Students’ Linguistic Intelligence. Thesis Paper of Sebelas Maret University Surakarta: Unpublished

Tuan, L. T. (2010). “Enhancing EFL Learners’ Writing Skill via Journal Writing”. English Language Teaching, 3, (3)

Uusen, A. (2009). “Changing Teachers’ Attitude towards Writing, Teaching Writing and Assessment of Writing”. Problems of Education in the 21th Century, 10

71

Meliya Adriati,2013

THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT

To elaborate the two major findings above, variety of students’ ideas about

the strengths of the technique were also unveiled from the interview. First, clustering technique is considered very effective since it provides the place for the students to store many key words or vocabularies which may be used in their writing. This also draws another advantage for them; clustering enriches their vocabulary as they were compelled to write every single word in English. Second, the technique helps the students in constructing the plot line of the story. By using this technique, they were assisted to organize their ideas in determining the plot line which they wrote into narrative text. Third, the technique is very potential to be a new alternative for them to writing with or without other kind of brainstorming. Next, clustering is a potent technique which empowers their imagination and creates fun atmosphere throughout their learning writing in the classroom.

Despite the strengths which have been mentioned, there were also found some potential weaknesses of this technique. First, the technique may lead the students to ignore the grammatical aspects in their writing. Second, it can take longer time for the students to finish their writing, compared to their usual writing routine. Last, it tends

to occupy students’ focus and consequently it may distract them from writing the narrative text which was the main goal of their learning.

5.2Suggestions

On the basis of the research findings which have been concluded earlier, it is necessary to present several suggestions regarding the use of clustering technique in

72

teaching writing narrative text which are addressed to English teachers also future researches.

In teaching writing by using clustering technique, be it in the form of narrative or other text type, English teachers are suggested to pay balanced attention to both fluency and accuracy side. As revealed from the study, indeed clustering gives direct

contribution to students’ fluency in writing and this is certainly good as fluency in

writing is somewhat difficult to be maintained. However, the form correctness in students’ writing is also crucial, hence teachers have to provide abundant guidance to them regarding grammatical aspects in writing. Additionally, teachers may assign the students to make journal or portfolio which contains their writing in any kinds of text by using clustering technique per week or other short to medium term. This may help

the teacher to monitor students’ real improvement in writing.

On the other hand, there are also several suggestions addressed for further studies on the use of clustering in teaching writing. First, it is suggested that the studies in the future explore all aspects of writing either to larger sample or to other schooling level of sample. Next, future studies should also allot longer time in conducting the treatment to gain more convincing findings. Finally, they can be conducted in other type of research design in order to make deeper investigation and more detailed findings.

Meliya Adriati,2013

THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT

REFERENCES

Alwasilah, A. C. (2005). Pokoknya Menulis: Cara Baru Menulis dengan Metode Kolaborasi. Bandung: Andira.

Anonymous. (2000). Handout: Pre-writing Techniques. [Online]. Available at: www.english.upenn.edu/~mulready/Handouts/Invention Handout.pdf [April 4, 2012]

Anonymous. (2003). Definitions and Examples of Prewriting Steps of Brainstorming, Clustering, and Questioning. [Online]. Available at: www.beaconlearningcenter.com/documents/1044_01.pdf [April 25, 2012] Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta:

PT.Rineka Cipta

Baroudy, I. (2008). “A Procedural Approach to Process Theory of Writing: Pre -writing Techniques”. The International Journal of Language Society and Culture, 24

Barras, R. (2005). Students Must Write: A Guide to Better Writing in Coursework and Examinations (Third edition). Oxford: Routledge

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman

Buzan, T. (2008). Buku Pintar Mind Map. Jakarta: PT.Gramedia Pustaka Utama Cohen, A. D. (1994). Assessing Language Ability in the Classroom (Second ed.).

Boston: Heinle and Heinle Publishers

Cohen, L., Manion, L., and Morrison, K. (2007). Research Methods in Education (Sixth ed.). New York: Routledge

Coolidge, F. L. (2000). Statistics: A Gentle Introduction. Britain: Cromwell

DePorter, B. & Hernacki, M. (2007). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: PT. Mizan Pustaka

Dewi, H. K (2010). Collecting and Organizing Ideas: The Use of Clustering Technique in Writing Narrative Text. Research Paper of Indonesia University of Education, Bandung: Unpublished

Emig, J. (1977). “Writing as a Mode of Learning” in Teaching Writing: Landmarks and Horizons. Carbondale and Edwardsville: Southern Illinois University Press Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. Dissertation Paper of The University of Melbourne, Melbourne: Unpublished

________. (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi Press

Folit, R. (2009). Gabriele Lusser Rico Talks about the Benefits of Journaling. [Online]. Available at: http://blog.lifejournal.com/2009/06/12/gabriele-lusser-rico-talks-about-the-benefits-of-journaling/ [Oktober 7, 2012]

Fraenkel, J.R., and Wallen N.E. (2006). How to Design and Evaluate Research in Education (Sixth edition). New York: McGraw-Hill

Gerot, L., and Wignell, P. (1995). Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprise

Halliday, M. A. K. (1989). Spoken and Written Language. Oxford: Oxford University Press

Harmer, J. (2001). The Practice of English Language Teaching (Third ed.). Essex: Pearson ESL

Hasim, H. (2009). Writing the Natural Way: Turn the Task of Writing into the Joy of Writing. [Online]. Available at: http://hampala.multiply.com/journal/item/1775 [December 12, 2012]

Kalandadze, M. (2007). English Academic Writing. Tbilisi: Center for Social Sciences

Kendall, J., and Khuon, O. (2006). Writing Sense: Integrated Reading and Writing Lessons for English Language Learners. Portland, Maine: Stenhouse Publishers

King, K.B. (2007). Writing Template Book. Michigan: The University of Michigan Press

Knapp, P., and Watkins, M. (2005). Genre, Text, Grammar: Technology for Teaching and Assessing Writing. Sydney: University of New South Wales Ltd.

Meliya Adriati,2013

THE USE OF CLUSTERING TECHNIQUE IN TEACHING WRITING NARRATIVE TEXT

Koutsoubou, M. (2004). “Deaf Ways of Writing Narratives: A Bilingual Approach”, in Effective Learning and Teaching of Writing: A Handbook of Writing in Education (Second edition). Boston: Kluwer Academic Publishers

Kranzler, G., and Moursund, J. (1999). Statistics for the Terrified (Second Edition). Upper Saddle River: Prentice Hall, Inc.

Linse, C.T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill

Lodico, M.G., Spaulding, D.T., and Voegtle, K.H. (2006). Methods in Educational Research: From Theory to Practice. San Francisco: Jossey – Bass

Machisan, M.L. and Alber, S.R. (2001). “The Write Way: Tips for Teaching the Writing Process to Resistant Writers”. Intervention in School and Clinic, 36, (154)

Marliasari, D. (2007). Using Clustering Technique to Improve the Senior High School

Students’ Abilities in Generating Ideas for Writing Analytical Exposition. Research Paper of Malang State University, Malang: Unpublished

Meade, V. (2005). How to Use Clustering to Jump Start Your Writing. [Online]. Available at: http://www.meadecomm.com/clustering.html [Oktober 7, 2012] Nopiranti. (2004). The Influence of Clustering Technique on the Development of

Students’ Writing Ability. Research Paper of Indonesia University of Education, Bandung: Unpublished

Peterson, S. S. (2011). “Teaching Writing in Rural Canadian Classrooms”. Literacy Learning: The Middle Years, 19, (1)

Raimes, A. (2002). “Ten Steps in Planning a Writing Course and Training Teachers of Writing” in Methodology of Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Reppen, R. (2002). “A Genre-Based Approach to Content Writing Instruction” in

Methodology of Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Richards, J.C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press

Rico, G.L. (2000). Writing the Natural Way. [Online]. Available at: http://www.amazon.com/reader/0874779618?_encoding=UTF8&page=28#rea der_0874779618 [December 16, 2012]

Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press

Şahbaz, N. K., and Duran, G. (2011). “The Efficiency of Cluster Method in Improving the Creative Writing Skill of 6th Grade Students of Primary School”. Educational Research and Reviews, 6, (11)

Scott, D., and Morrison, M. (2006). Key Ideas in Educational Research. London: Continuum

Seow, A. (2002). “The Writing Process and Process Writing” in Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press

Setyaningsih, N. (Ed) (2009). Pengolahan Data Statistik dengan SPSS 16.0. Jakarta: Salemba Infotek

Styati, E. W. (2010). The Effectiveness of Clustering Technique to Teach Writing

Skill Viewed from Students’ Linguistic Intelligence. Thesis Paper of Sebelas Maret University Surakarta: Unpublished

Tuan, L. T. (2010). “Enhancing EFL Learners’ Writing Skill via Journal Writing”.

English Language Teaching, 3, (3)

Uusen, A. (2009). “Changing Teachers’ Attitude towards Writing, Teaching Writing and Assessment of Writing”. Problems of Education in the 21th Century, 10