IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQUE (A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan)
By: RIFQA MUMTAZATI 109014000180
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY JAKARTA 2014 IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQUE
(A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan)
A Skripsi Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education
By: RIFQA MUMTAZATI 109014000180
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY JAKARTA 2014
KEMENTERIAN AGAMA UIN JAKARTA
FORM (FR)
FITK Jl. h. H. Juanda No 95 Citutat
t 5.1 t
No.
Dokumen
Tgl.
Terbit
: FITK-FR-AKD-08, : I Maret 2010
) lildoncsid
qqRAT PERNYATAAN KARYA SBNDIRI Saya yang bertanda tangan di bawah ini,
Nama
Rifqa Mumtazati
NIM
I
Jurusan/Prodi
Pendidikan Bahasa Inggris
Alamat
Griya Arafah. Jl. Keang Risin
090 r 4000 I 80
Il, No.
lg2, Rt. 002/Rw. 0l
Legoso. Kel. Pisangan. Kec. Ciputat Timur, Kab. Tangerang Selatan. Prov. Banten.
Judul Skripsi
: Improving Students, Skill in Writing
Descriptive Text Through clustering Technique (A pre-Experintent Research at the Second Grade of MTs. Khazanah Kebajikan Tangerang Selatan)
Dosen
Pembimbing
L 2.
Dengan
:
Nama Pembimbing I
Drs. Syauki, M.Pd.
NIP
19641212 199103
Nama Pembimbing tl
Isrnalianing Eviyul iwati, M.Hum.
NIP
1g740723 200003 2 001
ini menyatakan bahrva skripsi yang
I
002
saya buat benar-benar hasil karya sendiri
dan saya bertanggung jarvab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakafta, December 26th, 201 4
Mahasiswa Yb6.
'2ll -./
autM -niro/
if'r*Juruti
109014000180
ENDORESEMENT SHEET The "skripsi" (Scientific Paper) entitle "IMPROVING STUDENTS'
SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQIJE" (A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan), written by RIFQA MUMTAZATI students registration number 109014000180 was examined
session
of
Faculty
of
in the examination
tarbiyah and Teachers' Training, Syarif Hidayatullah
Jakarta on December 241h,2014. The Skripsi has been accepted and declared to have
fulfilled one of the requirements for the degree of "S.Pd." (Bachelor of Arts)
in English Language Education at the English Education Department. J
akarta, December 24th, 20I 4
EXAMINATION COMMITT CHAIRMAN : Drs. Syauki. M.Pd. NIP. 19641212 199103 I
SECRETARY:@ NIP. 19761007 200710 EXAMINERS I: Dr. Atiq Susilo. M.A. NIP. 19491122 197803
I
002
002
I 00t
EXAMINERS II: Dr. Alek. M.Pd. NIP. 19690912 200901 1 008 ACKNOWLEDGED BY Dean of Tarbiyah and Teachers'
t: Dra. N NIP. 19591020 198603 2 001
llt
IMPROVING STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQUE (A pre-Experintent Research at the Second Grade of MTs Khazanah Kebaiikan Tangerang Selatan)
A Skripsi Presented to the Faculty of Tarbiyah and Teachers' Training in a Partial
Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education
Sy:
RIFQA IUUMTAZATI 109014000180
Approveti by:
Advisor
NIP. 19641
199103
I
liIP.
002
19740723 200003 2 001
DEPARTEMONT OF ENGLISH EDUCATTON
FACULTY OF TARBIYAI{ AND TEACHERS' TRATNING SYARIF' HIDAYAT UL LAH STATE ISLAMIC UNIVERSITY
,
JAKARTA 28L4
1V
ABSTRACT Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In Writing Descriptive Text Through Clustering Technique: A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan. Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatulah Jakarta, 2014. The advisors are Drs. Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum. Keywords: Writing, Descriptive Text, Clustering Technique. This research is conducted to find out wether clustering technique can improve student’s writing skill in writing descriptive text at the second grade of MTs. Khazanah Kebajikan Tangerang Selatan in academic year 2013/2014. The subject of this research is class VIII-BP Junior High School, which consists of 23 students. By using action research methodology, the writer applied the method for student of class VIII-BP Junior High School. In collecting the data, the writer used two research instruments. There are observation and test. In the observation phase, the observer observed the teaching learning process through field notes; it might be about class situation, students' response, and teacher's performance in presented the material. In the test phase, the writer gave three kinds of test: pre-test, formative test and post-test. The pretest was given before the treatment of method, while the formative test and post test was given after the treatment of method. In the formative test the students’ scores mean that was 67.17 and in the post test increased to 73.04. Therefore, it proved that clustering technique can improve students’ skill in writing in descriptive text. It could be concluded that the clustering teaching technique gave the positive influence toward students’ skill in writing descriptive text.
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ABSTRAK Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In Writing Descriptive Text Through Clustering Technique: A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan. Skripsi S1. Fakultas Ilmu tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Pembimbing (1) Drs. Syauki, M. Pd dan pembimbing (2) Ismalianing Eviyuliwati, M.Hum. Kata Kunci: Writing, Descriptive Text, Clustering Technique. Penelitian ini bertujuan untuk mengetahui dan menjelaskan secara empiris tentang penggunaan teknik clustering dapat meningkatkan kemampuan menulis siswa dalam menulis teks deskriptif di kelas II MTs. Khazanah Kebajikan Tangerang Selatan pada tahun akademik 2013/2014. Penulis menggunakan penelitian pre-experiment. Subjek penelitian ini adalah kelas VIII-BP SMP terdiri dari 23 siswa. Dengan menggunakan metodologi penelitian pre-experiment, penulis menerapkan metode untuk siswa kelas VIII-BP SMP. Dalam pengumpulan data, penulis menggunakan dua instrumen penelitian, yaitu observasi dan tes. Pada tahap observasi, pengamat mengamati proses belajar mengajar melalui field notes; mengamati tentang situasi kelas, respon siswa, dan kinerja guru dalam penyampaian materi. Pada tahap test, penulis memberikan tiga jenis test: pre-test, formative test, dan post-test. Pre-test diberikan sebelum penerapan metode, sementara formative test dan post test diberikan setelah penerapan metode. Oleh karena itu, data penelitian ini menunjukkan bahwa hasil test menulis cukup memuaskan. Pada formative test, nilai rata-rata siswa adalah 67,17 dan pada post test meningkat menjadi 73.04. Oleh karena itu, metode clustering dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif. Dapat disimpulkan bahwa metode pembelajaran clustering dapat memberi pengaruh positif terhadap kemampuan siswa dalam menulis teks deskriptif.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful
All praises be to Allah, Lord of the world, for the health and the strength that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. Firstly, the writer also would thank to her beloved parents, Dr. H. Hasan Basri, M.A and Zuriati, S.H who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her beloved brothers, Rikza Muntazari and Ramza Munfajari, who always give support and motivation to her. Secondly, the writer would like to address her thank and great gratitude to Drs. Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum, as the writer‟s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better. Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to: 1. Nurlena Rifa‟i, M.A., Ph.D,, as the Dean of Faculty of Tarbiyah and Teachers Training. 2. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences. 3. Drs. Syauki, M.Pd., as the Head of English Education Department. 4. Zaharil Anasy, M.Hum., as the Secretary of English Education Department. 5. Dr. Atiq Susilo, M.A. and Dr. Alek, M.Pd., as the writer‟s examiners, who help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better.
vii
6. Suardin, S.Sos.I, as the Headmaster of MTs. Khazanah Kebajikan Tangerang Selatan for giving permission to the writer to conduct the research. 7. Eneng Sumarni, S.S, as the English teacher at MTs. Khazanah Kebajikan Tangerang Selatan, for all sincere help, time, and guidance. 8. The students of second grade of MTs. Khazanah Kebajikan Tangerang Selatan for being participants in this research. 9. Her beloved best friends; Fakhrul Radhi, Eka Fitriana, Vesi Sarwenda, Ipit Charunnisa, Erni Darwati and all of her friends in English Education Department 2009 academic year, especially E class, who have always been in the writer side in facing all laughter and tears during her study. 10. All of her friends in IMAPA (Ikatan Mahasiswa dan Pemuda Aceh) Jakarta. 11. To all of people whose name can not be mentioned for their contribution to the writer during finishing her skripsi. Finally, the writer admits that her writing is still far from being perfect. Therefore she hopes some suggestions and criticism from the reader for this paper. Hopefully this „skripsi‟ will have some values for her and the reader.
Jakarta, December 26th, 2014 The Writer
Rifqa Mumtazati NIM. 109014000180
viii
TABLE OF CONTENTS
TITLE ............................................................................................................. i SURAT PERNYATAAN KARYA SENDIRI .............................................. ii ENDORESEMENT SHEET ......................................................................... iii APPROVAL ................................................................................................... iv ABSTRACT .................................................................................................... v ABSTRAK ...................................................................................................... vi ACKNOWLEDGMENTS ............................................................................. vii TABLE OF CONTENTS ............................................................................... ix LIST OF TABLES ......................................................................................... xi LIST OF FIGURE ......................................................................................... xii LIST OF APPENDICES ............................................................................... xiii CHAPTER I : INTRODUCTION ................................................................ 1 A. Background of the Study................................................... 1 B. Identification of the Problem ............................................ 3 C. Limitation of the Study ...................................................... 4 D. Formulation of the Problem ............................................... 4 E. Objective of the Study........................................................ 4 F. Significance of the Study ................................................... 4 CHAPTER II : THEORETICAL FRAMEWORK .................................... 6 A. Meaning of Writing ........................................................... 6 1. Definition of Writing.................................................... 6 2. The Purpose of Writing ................................................ 9 3. The Process of Writing................................................. 10 B. Descriptive Text ................................................................. 13 1. Definition of Descriptive Text ..................................... 13 2. Purpose of Descriptive Text ......................................... 15
ix
C. Clustering Technique ......................................................... 15 1. Definition of Clustering Technique ............................. 15 2. The Steps of Using Clustering Technique ................... 17 3. Teaching Writing Using Clustering Technique ........... 20 D. Previous Study .................................................................. 21 CHAPTER III : RESEARCH METHODOLOGY ..................................... 24 A. Place and Time of the Research ....................................... 24 B. Research Design ................................................................. 25 C. Population and Sample....................................................... 24 D.The Research Method ........................................................ 25 E. The Subject of the Research ............................................... 26 F. The technique of Collecting Data ...................................... 26 G.The Technique of Data Analysis ........................................ 27 CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION ... 31 A. Research Finding ............................................................... 31 1. Finding of the Preliminary Study ................................. 31 a. Test Result of Interview ......................................... 31 b. The Result of Pre-action Test ................................. 32 2. Finding of the Action .................................................... 34 3. Finding After Implementing The Action ...................... 36 a. The Result of Post-Interview ................................. 37 b. The Result of Formative-Test ................................ 37 c. The Result of Post-Test .......................................... 39 B. The Interpretation of Data .................................................. 43 CHAPTER V : CONCLUSION AND SUGGESTION ............................... 45 A. Conclusion ......................................................................... 45 B. Suggestion ......................................................................... 45 REFERENCES ............................................................................................... 47 APPENDICES ................................................................................................ 48 x
LIST OF TABLE
Table 3.1
The Process of Pre-Experiment Research
Table 3.2
The Analytical scoring rubric
Table 4.1
The Students’ Writing Score of Pretest
Table 4.2
The Students’ Writing Score of Posttest 1
Table 4.3
The Students’ Writing Score of Posttest 2
Table 4.4 The Students’ Writing Score of Pretest, Posttest 1, Posttest 2
xi
LIST OF FIGURES
Figure 2.1 Sample of Clustering 1 Figure 2.2 Sample of Clustering 2 Figure 3.1 Cyclical AR model based on Kemmis and McTaggart (1988) Figure 4.1 Students’ Improvement in Writing Score
xii
LIST OF APPENDICES
Appendix 1
Interview for English Teacher Before Implementation of Clustering Technique.
Appendix 2
Lesson Plan of the First and Second Meeting
Appendix 3
The Sample of Students’ Writing Paragraph in the Preliminary Study
Appendix 4
Students’ Writing Scores in the Preliminary Study
Appendix 5 The Sample of Students’ Writing Paragraph After Implementation of Clustering Technique (Formative Test) Appendix 6
Students’ Writing Scores in the Formative test
Appendix 7
Field Notes in the First Meeting
Appendix 8
Field Notes in the Second Meeting
Appendix 9
Lesson Plan of the Third and Fourth Meeting
Appendix 10 The Sample of Students’ Writing Paragraph After Implementation of Clustering Technique (Post Test) Appendix 11 Students’ Writing Scores in Post Test Appendix 12 Field Notes in the Third Meeting Appendix 13 Field Notes in the Fourth Meeting Appendix 14 Interview for English Teacher after Implementation of Clustering Technique Appendix 15 Documentation of the research Appendix 16 Surat Bimbingan Skripsi Appendix 17 Surat Permohonan Izin Penelitian Appendix 18 Surat Keterangan Penelitian
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CHAPTER 1 INTRODUCTION
This chapter depicts and discusses the background of study, identification of problems, limitation of the problem, formulation of the problem, objective of the study, and significance of the study. A. The Background of the Study English is an international language which has very significant role in communication among people in almost entire world. As a lingua franca, people surely tend to master it for competition in this globalization era. Because of this importance, English as one of compulsory subjects must be taught from junior high level to the next, senior high school. In English subject, students will learn the four skills of language, those are listening, speaking, reading, and writing. An important tenet of structural linguistics was that the primary medium of language is oral: speech is language. Since many language not have a written form, the learners learn to speak before learn to read or write, it was argued that language is “primarily what is spoken and only secondarily what is written”.1 Because of that, the language skills are taught in order of listening, speaking, reading, and writing.2 Writing is considered as the last skill which will be learned after the previous three, it is based on the assumption that language mastery starts from oral to written skill. Students practice to produce their language actively in speaking before they are going to learn their language into a piece of writing. Therefore, writing is the complicated one. Actually, writing is one of important skills to be mastered by the students. Learning to write involves being able to communicate and convey ideas
1
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching: Second Edition, (New York: Cambridge University Press, 1992), p. 49. 2 Ibid., p.53
1
2
meaningfully.3 Students use it to communicate to each other, as a means of ideas and emotional expression, because when they write their ideas and emotion creatively, they are communicating on paper in their very way and purposes. But in practice, there are some problems that may arise during the learning process, especially in terms of writing. Based on the result of the test before the writer applying clustering technique, she found some problems faced by students second grade in MTs. Khazanah Kebajikan when they were writing, especially in writing of descriptive text. There are some problems that make writing is being one of difficulties skill faced by Junior High School students at second year. These problems can be influenced by some factors. The factors cause low skill of the students in writing descriptive text among other things are; first, lack knowledge of method or technique in teaching writing, because some teachers taught writing just by giving explanation and exercises. It makes students less comprehended, less interest in writing, and makes students bored. Second, they are not capable to make a good descriptive writing; students are having problems in organizing ideas what they are going to explain. Third, they are also confused to transform the ideas from their minds into descriptive writing. So they need much time just to think what they are going to write. In addition to that, they are also having poor vocabulary and lack knowledge of grammatical rules. Therefore, English teacher should find solutions to cope with those problems. These problems are important to be solved, therefore, students get more comprehension in learning of writing, also can make students think that writing is an interesting learning. To help students’ solved these problems, it needs another technique more interesting in teaching writing. There are a lot of technique in teaching writing. The writer would like to propose a technique which is “Clustering Technique” in teaching writing of descriptive text.
3
Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The Content Areas, (Alexandria, Virginia: ASCD, 2010), p. 91.
3
Clustering,
Based
on
Gabriele
Rico’s
statement
is
uncensored
brainstorming combined with doodling. To begin, take a fresh sheet of paper and write a general subject in the center. Then circle the word. As each new thought bursts forth, jot it near the word that prompted it. Circle the new word. Next, draw a line between the two. Repeat the procedure.4 Based on the definition, it can be summarized that clustering is making visual map to produce a topc related to each other. Based on the Gabriele Rico’s statements, the writer sum up the strenght of clustering technique in teaching writing will make student easy to discover his/her ideas and widen horizon in creating and beginning writing, compared to other methods, clustering teaching method will be easier applied by student in expressing his/her main ideas and making the writing design or frame before structuring and composing a paragraph. Clustering technique will stimulus students’ ideas, also they can make a good pharagraph in every types of writing. Therefore, the writer will do the research about Applying Clustering technique to improve student’s skill in writing of descriptive texts. To find the answer, the writer will do a research at the second grade students of MTs Khazanah Kebajikan. B. Identification of Problems Based on the background the problems, It can be identified that students deal with some problems when they are writing, especially in writing descriptive text, the problems as follows: 1. Students were not capable to make a good writing. The reason they could not make it because they have difficulties in organizing idea of what they were going to write, and then transform it from their minds into a piece of writing. 2. Furthermore, Based on the result test and teacher’s report, students were also having poor vocabulary and lack knowledge of grammatical rules. 4
Betty Matix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill: 2006), p. 40.
4
C. Limitation of the Problem To make it deeper, the problems will be limited in the implementation of clustering technique in teaching descriptive writing in the second year of MTs. Khazanah Kebajikan (Islamic Junior High School) Tangerang Selatan, and the student’s improvement in learning writing of descriptive text through clustering technique. D. Formulation of the problem Based on the limitation of the problem above about the using of clustering technique in teaching writing of descriptive text in the second year student of MTs. Khazanah Kebajikan Tangerang Selatan. The problem of this research as follows: can clustering technique improve student’s skill in writing descriptive text?
E. Objective of the Study The objective of the study is to find out whether clustering technique can improve students’ writing skill in writing descriptive text.
F. Significance of the Study The results of this study provide useful information for: 1. English teachers. The result of the study can be useful information about implementing clustering technique in teaching writing of descriptive text and get clear description how it is applied in the classroom. Moreover, they can bring and apply the technique into their classrooms. 2. Students. It can be useful for students who have similar problems above, they can easily apply and practice the technique by following the ways. It will help them to solve their problem in writing and to improve their writing’ results.
5
3. School principals. This research will be a feedback for them to improve and develop qualities of the students. They can ask English teachers to elaborate some writing techniques to make various learning in the classroom in order to make a good learning process. If the students’ learning process is better, the quality of students will be higher. 4. Next researchers. This research will be a source for those who want to raise the similar case. From this research, they can obtain some basic information about clustering technique, writing and descriptive text. They can also get brief description how the technique is applied in the classroom. Therefore, it will be a guidance for them to describe and explain some procedures of the research part by part. 5. The writer She gets many experiences in doing the research and helping the English teacher to solve the students’ problems in writing by proposing a technique, clustering technique.
CHAPTER II THEORETICAL FRAMEWORK
In order to have a very clear description of the discussion, this chapter will refer to some significant theories of writing. To make it more constructive notion, it is very essential to discuss and explain theoretically about writing, descriptive text and clustering technique.
A. Meaning of Writing 1. Definition of Writing Writing is one of the most significant cultural accomplishments of human being, writing allows us to communicate at a distance, either at a distant place or at distant time. Writing is a progressive activity, this means when someone first writes something down, he/she has already been thinking about what he/she is going to say and how he/she is going to say it. Then after he/she finishes writing, he/she reads over what he/she has written and makes changes corrections. Anyhow, writing capability is very important in studying English. This can motivate students to elaborate ideas and information so that other people can understand very well. Besides, the writing can be said as a tool to express the ideas to the public community; and even it can be referred by those who are eager to practise their English in the field of life. In this context, Dietsch states that “writing is a process of discovery. As you write, you will discover thoughts and ideas that lie beneath the surface of your mind. You will become more aware of your own beliefs and values, what is important to you.”1 There are a lot of definitions stated by the experts. One of them, for instance, is the definition stated by Gelb. According to Gelb, “writing is clearly a system of human intercommunication by means of conventional visible marks.”2 It means that writing is the way to communicate to each other for expressing their 1
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill, 2006), p. 5. 2 I.J.Gelb, A Study of Writing: Revised Edition, (Chicago: The University of Chivago Press, 1963), p. 12.
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7
thinking and feeling. In addition to this, writing is the skill to express ideas and information to worlwide. Without writing, it is difficult to grasp any information emerging inf daily life; and no one can understand any issue of current event. Furthermore, according to Henry Roger, writing can be defined as the use of graphic marks to represent specific linguistic utterances. 3 Another definition proposed by Barnet and Stubbs. In a view of them, writing is a physical act, it requires material and energy, and like most physical act, to be performed skillfully, to bring pleasure to both performer and audience, it requires practice.4 It can be mentioned that writing is not simply a way to express ideas, but a way to acquire them. In reality, every vital message is delivered through writing. So many people can easily read any written information and speak out of what they have read. By reading written information, people are able to enrich and broaden horizon of knowledge. Of course, this is rather ideal for a student, but he can upgrade himself through learning by doing, because he proceeds a progress step to higher level of writing skill. This skill can be said as an achievement of study. In the classroom, for instance, students can discuss together by reading the text material to make a broad sight to see the world. In addition, they can also try to write what they listen and understand; then convey it to others through descriptive text and clustering technique. By doing so, they are accustom to sharing ideas and experience academically and explicitly; thus they can step by step construct their own knowledge. When students try to construct the descriptive writing through clustering technique, at the same time they actually study collaboratively. This learning method is regarded as an effective approach in learning process; and even will enhance and enrich understanding of English, specifically writing skill. As far as Hedge is concerned, writing is more like a „recursive‟, even messy, activity, where we move around among the different stages and carry out 3
Henry Rogers, Writing Systems: A Linguistic Approach, (Oxford: Blackwell Publishing, 2005), p. 2. 4 Sylvan Barnet and Marcia Stubbs, Practical Guide to Writing, (Boston: Little, Brown & Company, 1983), p. 3.
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each stage several times, with great personal variation.5 In this case, when a student, for example, wants to express his ideas he actually performs any activities and shows at once that he still exists in this world. He also will be glad when other people read his ideas and responds them. If this situation happens, the goal of writing as a skill of expression of ideas has achieved. In this connection, the students will find himself as part of the intellectual or academic environment and they are able to contribute ideas to the perfection of knowledge and experience. The term “nobody is perfect”, in this context, can be interpreted as “trial and error” so that they are brave to express ideas to society. The another expert, Alaistair Fowler says that the writing someone invents will largely derive from previous reading and thinking, some of it imperfectly remembered.6 This can be understood that something new of writing comes from previous study both from the books and the result of reasearch. The more someone reads, the more information can be delivered. So many people in the world are searching information every day. They even will find out the important point of view through reading and writing. In short, writing will enrich knowledge and experience of what happens and what is solution. That is why writing is not only expressing ideas but also discovering a new solution of any emerging problem of life. In social context, writing can invite people to do something good and benefit. From the many definitions given, it can concluded that writing is not only a collection of sentences which have no connection between each other, but it should be an expression of ideas or feeling in a consecutive way in the form of a connected series of sentences which are grammatical and logically, writing should be seen as at the way to express ideas freely from knowledge and resource without copying else, certainly without forgetting the linguistic rule, so the writing will be full meaning. This is a proof that writing can drive the students to construct their knowledge and understanding deeply. 5
Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (Oxford: Blackwell Publishers, 1993), p. 186. 6 Alastair Fowler, How To Write, (New York: Oxford University Press, 2006), p. 12.
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2. The Purpose of Writing Successful writers do not plan their writing in a vacuum. Instead, they consider the context in which their writing occurs. 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, according to Dietsch, writing has four general purposes; to inform, to persuade, to express, or to certain. First, writing to inform purposed to educate the readers about a topic of which we have some knowledge, it means that writers share interest knowledge to readers knows. Second, writing to persuade, it means that writers convinoe the readers to accept the ideas. Third, writing to express,it means that writer can express her/his feelings, opinion, and also experience. And the last is writing to certain, it means that is writer can make readers certain about her/his argument to explain ideas to readers. When ideas are organized very well, they will be pleasant to read and even to enjoy. 7 Whether they are writing a love letter or a term paper, they write to inform, to persuade, to express, and to certain. Beside general purposes, writing also has the specific purpose, according to Bernstein‟s, specific purpose of writing is to inform readers of the guiding editorial philosophy of something.8 In short, when the writer is going to write something, the writer should make his writing to provide information to the reader, so that his writing be useful for others. If writing can benefit students to be more active and creative, it can promote their skill in writing perfectly. However, practising this skill is not easy. Moreover, some of students do not comprehend all informations they read. If so, they should master adequate English vocabolary completely. As far as I am concerned, writing is so different from reading. Writing
has special requirements and has heavy responsibility, like moral
accountability, due to the level of difficulty. While reading has no so difficulty to do because everyone can easily read; but difficult to write. This can be formulated that “reading is easier than writing.” 7
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw Hill, 2006), p. 7. 8 Ibid., p. 8.
10
When people are going to write they may think that the purpose of writing a paper is to complete the assignment or to get a good grade. However, these purposes don‟t tell someone what to do in their paper. They might try asking themselves brief questions to increase the purposes: To whom am I writing? Why will they read this piece of writing? How might they feel about the subject? How will they react to my point of view? How much do they need or want to know? 9 Because of that, the writer must have a concept of writing, the concept should be designed before writing, because the initial concept of writing greatly affect the contents of the writing, writing not only fill the paper with graffiti without meaning, but how to make the writing has the meaning and benefits to readers, so that, writing makes the reader enjoy reading and get something from the text. 3. The Process of Writing It cannot be denied that writing has its certain process. The process of writing will allow students to do something different from one to another. For example, when some students focus their concern to read the text book,, the active students can do more than reading. This because they are accustom to writing so that they have no difficulty to make a complete composition in academic writing. If students want to be an experienced writer, they may want to experiment with the order and details of some smaller steps of this process. This process will continue along with comprehending the notion of text and context. In this connection, the students are trained to create their abilitites and capabilities in practice. As far as instructional approach is concerned, this type of effort can be considered as an ultimate goal of learning activity. The process of writing sees it as thinking, as discovery. Writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making
9
Ibid., p. 9
11
a draft, reading and reviewing it, then revising and editing.10 In other words, the writing process determines a writer who has the ability in writing by showing ideas and creativity in making an essay. According to Calkins, there are four distinct phases of the writing process: prewriting, writing, editing, and revising.11 According to Barbara, there are four distinct phase of the writing process: prewriting, composing/drafting, revising and editing.12 It means that writing is not just a collection of words or sentences but also conceptualized well, with writing concept through the writing process as prewriting, composing/drafting, revising and editing, then writing will give clearer meaning to the readers. This is also mentioned as a design of writing. By designing it the writer will take a way to be safe in preparing composition accurately. This effort can be proceeded thorugh, at least,
five
steps:
observing,
questioning,
exploring,
discussing,
and
communicating. Observing is the first step to have information and problem of thing that can drive someone to seek an answer. This activity compries seeing, feeling, and experiencing after observing the object. Afterwards, the observer asks the questions as the second step; these questions can lead him to search and gain the answer in relevant to the problem. The next step is exploring. This step means making an effort to seek and have answer of the question through researching and experimenting. To do this activity needs skill how to formulate sense of curiosity and knowledge simultaneously in order to have a complete and deep understanding. After gaining the answer through exploring, the further step will be discussing. The purpose of discussion is to verify whether the findings of research are accurate or not; this is so important to make sure that readers have no doubt to read. In the context of learning process, the students can apply their writing proficiency to expose and describe the result of study. The final step if
10
Tricia Hedge, Teaching and Learning in the Language Classroom, (New York: Oxford University Press, 2000), p. 302. 11 Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The Content Areas, (Alexandria, Virgina: ASCD, 2010), p. 93. 12 Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New York: McGraw-Hill, 2005), p. 4.
12
communicating. This step is a realization and socialization of knowledge and experience. In this case, the students try to communicate their knowledge and findings to others. If this step can be implemented perfectly, they will be successful to share and spread information and ideas to society and public environment. Furthermore, theoretically, prewriting is the first stage of writing is simply setting forth ideas in whatevet shape or form that is handy for fragments, lists, sentences, or cluster. The purpose of prewriting is to capture and preserve ideas. 13 In composition classrooms, teacher also focused on the initial stages of writing, often called pre-writing, they began to teach pre-writing strategies that allowed their students to generate ideas and to arrange those ideas successfully. 14 Learning this sequence will give students confidence when the time comes to write. They will know that they can use prewriting as a way to think on paper and to gradually discover just what ideas they want to develop. In other words, prewriting is any activity designed to help students generate or organize their ideas before writing. Connected to the step of observing as above mentioned, prewriting is preparation to write carefully and accurately. Certainly, it needs a senses of curiosity and notion of designing. The students are trained to design the writing scientifically and can produce creativity in writing text. This as if making a dialogue with the text how to communicate to the raders. This step very much depends on the ability of students in combining knowledge and skill. The second stage of writing is drafting. Drafting is primarily a stage of discovery and exploration. While drafting, writer transform ideas into sentences in a semiorganized manner. Here the purpose is to let the ideas develop, expand, and form connections. Drafting is primarily a stage of discovery and exploration.15 No one is able to write a perfect first draft, even people who tend to write very strong first draft, even people who tend to write very strong first draft essays realize the need for revision and redrafting. 13
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGrawHill, 2006), p. 11. 14 Joy M.Reid, Teaching ESL Writing, (New Jersey: Regents/Prentice Hall, 1993), p. 5. 15 Loc.cit., p. 11.
13
Drafting is also very vital in constructing ability to understand descriptive text in clustering technique. The students will create a great contribution of high quality of writing if they are accustom to composing good sentence and structure of the language both gramatically and communicatively. That is why in learning process students are taught how to read critically, take notes, interpreted and write papers to react and respond the situation and make a solution of the problem. And then is revising, revising is reading over a draft and fixing spelling and punctuation.16 In this stage, the writer should be rechecking and correcting writing letters or less exact spelling so that the writing are made easy to understand and really conveyed the intent of the text to the reader. Moreover, the writer can revising by making the best points stand out, by adding needed information and by eliminating irrelevant information. The last step is editing, editing is check for and correct errors in grammar, punctuation, and spelling.17 In this stage, the writer recheck and ensure the perfection sentences of writing, correct spelling sentences (includes checking grammar, punctuation and capitalization) or less precise and fine-tune the overall writing. B. Descriptive Text 1.
The Definition of Descriptive Text Description has been defined by philosophers as “a mode of perception,” a
means of knowing. It is a way to impose order upon the confusing complexity of the real world and to understand it, at least partially.18 Description is a powerful strategy, one that allows the writer to exercise a great deal of control over the reader‟s perceptions.19 It means, by writing a description, the author can describe
16
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New York: McGraw Hill, 2005), p. 5. 17
John Langan, College Writing Skills: Sixth Edition, (New York: McGraw-Hill, 2005), p.
34. 18
Betty Mattix Dietsch, Reasoning and Writing Well: Third Editon, (New York: McGrawHill, 2003), p. 138.
14
something to the reader and invites the reader has read the same picture of something that is described by the writer in accordance with the writer desired. Effective description evokes the sights, sounds, smells, tastes, and textures that inform experience. Carefully chosen sensory details are the tool writers use to re-create experiences for their readers.20 By considering these organizing, the description becomes the major writing strategy. Description is a recording of concrete details that you see, hear, smell, taste, or touch. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind.21 In sum up, descriptive text is a text which can tell the characteristic of something or someone living or no living for the purpose that the reader could interpret it well. Descriptive tells how something looks, feels, smells, tastes, and/or sounds. When description is the chief writing strategy, it delivers a paramount impression, a mood that remains throughout the piece for a purpose. Then description reinforces the notion by supporting factual details provide support for the major idea. In scientific writing, much description is based on unbiased and objective observation. Its aim is to reproduce for the reader exactly what the writer observed without reference to writer‟s feelings about the subject. The aim of subjective description is to share feelings and ideas with the readers. Sharing ideas and information with the readers will become a great inspiration and motivation. It reflects the essential meaning of understanding of the writer‟s ideas.
19
Donald Pharr and Santi V. Buscemi, Writing Today: Context and Option for the Real World, (New York: McGraw-Hill Companies, 2005), p. 136. 20 William Stong and Mark Lester, Writer’s Choice Grammar and Composition: Teacher’s Wraparound Edition, (New York: Glencoe, McGraw-Hill, 1996), p. 120. 21 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson Longman, 2007), p. 61.
15
2.
The Purpose of Descriptive Text Every writing form has its purposes. Descriptive has its own purpose as
well. According to Andrew and James the purpose of descriptive text is to present a measured and verified. Most objective description in descriptive text are aimed at relatively narrow audiences and people who will design, produce, or use whatever is being described.22 According to Dietsch, there are three general purposes: First, to create imagery, a mood, or an aura of a place. Second, to stimulate understanding and convince, and Third, to urge the listener to action.23 It means that the purpose of descriptive text is to guide the emotional responses of readers by describing details and imagine within story that readers read. C. Clustering Technique 1.
The Definition of Clustering Technique When people are going to write rely heavily to find out what they know
about topic. One of strategies which can be used in teaching writing in the classroom is clustering technique. Clustering is an invention activity which reveals possible relations among facts and ideas. Unlike listing (the next mapping strategy), clustering requires a brief period of initial planning.24 Clustering is also known as diagramming or mapping, is another strategy that can be used to generate material for a paper and expressing ideas or concept in writing. This method is helpful for students who like to do their thinking in a visual way. Moreover, clustering can make the process of writing is easier because it will help the writers to construct their ideas or notion to sistematic and then they are able to develop them into a paragraph. By applying this method they can create the concrete thought into sequent details of concept. Afterwards, they can connect one paragraph to another sistematically and continuously. Their ideas 22
Andrew W.Hart and James A. Reinking, Writing for Career Education Students: Third Edition, (New York: St. Martin‟s Press, 1986), p. 124. 23
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: Mc Graw Hill, 2006), p. 140. 24
Rise B.Axelrod and Charles R. Cooper, Guide to Writing, New York: St.Martin‟s Press, Inc., 1985), p. 461.
16
will flow smoothly by following the clustering technique. Shortly, in this context, clustering technique will guide writers to construct and arrange strategy to be easier in writing. In clustering, the writer uses lines, boxes, arrows, and circles to show relationships among the ideas and details that occur to the writer.25 Based on the above definition of clustering technique, it can be said that this technique becomes a strategy to understand the lesson sharply in general and to comprehend the writing technique in particular. The prosedure should be taken is planning, diagramming, mapping, and listing the certain keywords. When these keywords are understood, the students are able to perceive the use of them in practice to continue writing and seeking the relevant case of the topic. By understanding the way to make planning, for example, the students will be able to focus on what they want to write. Then they try to map a list of words to guide them to enrich the ideas in completing the writing. After that they also create other clues to make easy to bridge one sentence to another; and one paragraph to another until they have a complete construction of notion and idea. In this case, they can use keywords stipulated in the map or diagram to gain a continuity of writing. In short, by using this technique they will have no difficulty to write any idea they have; then this will be as a skill after training themselves by practising the cluster technique. In doing so, the teacher should motivate the students to master this technique so that they are accustom to writing and using it in writing the articles academically and scientifically. Mapping or clustering is a way of visually analyzing the parts of a subject.26 According to Julia and Marjorie, they stated that clustering technique is another strategy that can help the reader generate ideas on a subject.27 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 25
John Langan, College Writing Skills with Readings: Fifth Edition, New York: McGrawHill Company, 2001), p. 29. 26 Robert Keith Miller, Motives for Writing: Fifth Edition, (New York, McGraw-Hill Companies, 2006), p. 11. 27 Julia Dietrich and Marjorie M.Kaiser, Writing: Self Expression and Communication, (New York: Harcourt Brace Jovanovich, 1986), p. 127.
17
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. Clustering can be useful for any kind of writing. Writers use it in the early stages of planning 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. 2.
The Steps of Using Clustering Clustering, also known as diagramming or mapping is another strategy
that can be used to generate material for a paper. This method is helpful for people who like to do their thinking in a visual way. In clustering, the readers can use lines, boxes, arrows, and circle to show relationships among the ideas and details that occur to the readers. Begin by stating your subject in a few words in the center of blank sheet of paper. Then, as ideas and details come to the readers, the readers can put them (ideas) in boxes or circles around the subject and draw lines to connect them to each other and to the subject. Then, the readers can put minor ideas or details in smaller boxes or circles and use connecting lines to show how they relate as well. Keep in mind that there is no right or wrong way of clustering or diagramming. It is way to think on paper about how various ideas and details relate to one another:28 In Clustering, the readers can write the topic in the center of a piece of paper, then write ideas suggested by the topic around it, connecting these to the topics with lines. Follow the same procedure with subtopics.29 To make it simple, clustering work as follows: first, In a word or phase, write the topic in the center of a piece of paper, circle it. Second, 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. Third, the next step is to generate facts, details, examples, or
28
John Langan, College Writing Skills: Sixth Edition, (New York: Mc Graw Hill, 2005),
p. 27.
29
Donald Pharr and Santi V. Buscemi, Writing Today: Context and Option for the Real World, (New York: McGraw-Hill Companies, 2005), p. 135.
18
ideas related in any way to these main parts of the topic. Cluster these around the main parts. Bellow is an example of clustering technique:30
Detail Detail
Detail
Detail
Detail Detail
Fact
Fact Detail
Detail
Fact
Detail Example
Example
Example
Main Part or Idea Main Part or Idea
Example
Topic Main Part or Idea
Example
Example Fact
Detail
Example Fact
Detail Detail
Detail Detail
Detail
Figure 2.1 CLUSTERING TECHNIQUE 1
30
Rise B. Axelrod and Charles R. Cooper, Loc. cit., p. 462.
19
The other way to apply clustering technique in descriptive writing, as follow: first, to begin, take a fresh sheet of paper and write a general subject in the center. Then circle the word. As each new thought bursts forth, jot it near the word that prompted it. Circle the new word. Next, draw a line between the two. Repeat the procedure. The sample cluster began with the subject of birds. That central idea branched out, leading to the specific topic of birdwatching. Day Land birds
Game birds
Night
Season
Songbirds
Time
Pets
Perching
Birds
Birds of prey
How attract birds
Birdwatching
9000 species
Dull clothes Weather
Water
Binoculars Equipment Food
Houses
Nesting materials
Camera
Logbookk
Hiking shoes
Pencil Hat
Figure 2.2
Guide book
CLUSTERING TECHNIQUE 231
31
Betty Mattix Dietsch, Reasoning and Writing Well: Third Edition, (New York: McGraw-Hill, 2003), p. 27.
20
3.
Teaching Writing Using Clustering Technique According to Barbara, the followings steps in teaching writing using
clustering technique: a. 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. b. 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, elips, rectangle 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. c. 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. d. Step 4: After sudents are able to use clustering technique, ask them through selected topic to make a procedural descriptive text. Give students an evaluation to check their ability in writing and to know their problems in writing.32
Based on the above mentioned elucidation, it can be concluded that clustering technique is easy to be implemented in teaching writing to the students. By using clustering technique in writing descriptive text, it will facilitate the students to construct their ideas before they organize and compose sentences into a paragraph.
32
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Fourth Edition, (New York: McGraw Hill, 2005), p. 26.
21
D.
Previous Study The first previous study is taken from Rini Khomariah‟s study, about the
improvement of students writing skill in descriptive text by using communication game as written on her article “Improving Students Writing Skill In Descriptive Text Through Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the Academic year of 2012/2013”.33 The researcher conducted the research by using action research design in two cycles, She used four research instruments, they are; test, questionnaire, observation check list, and field note. She applied the strategy for the eight grade students of class VIIIB that consisted of 33 students at SMP Negeri 1 Babadan Ponorogo. She found that Communication Game improve the students writing skill in descriptive text at SMPN 1 Babadan Ponorogo as in the post test mean score (72.50) of students was higher than the pre-test mean score (66.00) at the 6.50 level of significance. Moreover, students were being active in teaching and learning process and the students interested in writing descriptive text using communication game through rank order strategy. The study above has differences and similarity with the writer‟s. The differences are on the place, population and sample, technique of collecting data, technique (method) of the study, and research design. The similarity with the writer‟s study is on the use of descriptive text as material. The second related study is “Using Bits And Pieces Game To Improve Students’ Writing Skill On Descriptive Texts (A Classroom Action Research at the Seventh Grade of MTs Darul Mujahadah Prupuk-Margasari-Tegal in the Academic Year of 2010/2011)” by Nurkhayatun.34 The objectives of this study are; firstly, to describe the implementation of Bits and Pieces game to 33
Rini Khomariah, Improving Students Writing Skill in Descriptive Text through Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the academic year of 2012/2013, Skripsi, October 20th, 2012, Faculty of Teacher Training and Education Muhammadiyah University of Ponorogo. 34 Nurkhayatun, Using Bits And Pieces Game To Improve Students‟ Writing Skill On Descriptive Texts (A Classroom Action Research at the Seventh Grade of MTs Darul Mujahadah Prupuk-Margasari-Tegal in the Academic Year of 2010/2011), Skripsi, 2011, Tarbiyah Faculty, Walisongo State Institue For Islamic Studies Semarang.
22
improvestudents‟ writing skill on descriptive texts. Secondly, to identify the improvement of students‟ writing skill on descriptive texts after being taught using Bits and Pieces game. This research in this study is Classroom Action Research as an research design. It was done through three cycles. The researcher used observation checklist, documentation and test to collect the data. Then, the researcher used descriptive quantitative to analyze the data. Result of the study shows that by using Bits and Pieces game can improve students‟ writing skill on descriptive texts at the seventh grades of MTs Darul Mujahadah in the academic year of 20102011. It can be seen from the post test average score in third cycle (65.48) is higher
than second cycle (63.83), first cycle (51.41) and pre cycle (46.71). Finally the result of this study showed that students‟ writing on descriptive texts improved in each cycle after they were taught by using Bits and Pieces game. It was singed by their improvements of each test result.
The study above has more differences than similarity with the writer‟s study. The differences are numbers of cycles as procedure of the research, place of the research, population and sample, technique of collecting data, and technique (method) of the study. The similarity with the writer‟s study is on the use of descriptive text as material. The last related study is “Improving Students’Ability in Writing Descriptive Text Through Wholesome Scattering Game (A Classroom Action Research with the 8th Grade Students of MTs. Sunan Ampel Patean Kendal in the Academic Year of 2010/2011)” by Widodo Hami.35 The objective of this study is to find out the improvement of the students‟ writing ability after being taught through using wholesome scattering game. This research is action research study and was done in two cycles. The researcher used written test and observation for collecting data. The result of the research shows that the students improve their ability in writing descriptive text through wholesome scattering game with the
35
Widodo Hami, Improving Students‟Ability in Writing Descriptive Text Through Wholesome Scattering Game (A Classroom Action Research with the 8th Grade Students of MTs. Sunan Ampel Patean Kendal in the Academic Year of 2010/2011), Skripsi, May, 2011 Education Faculty, Walisongo State Institute For Islamic Studies Semarang.
23
mean of the second cycle score (67.6) is higher than first cycle score (50.7). The students are better in writing and arranging the words than in pre-test. The study above has more differences than similarity. The similarity are the objective of the study and on the use of descriptive text as material. While the differences are on the place, the technique of collecting data, and technique (method) of the study.
CHAPTER III RESEARCH METHODOLOGY
In this chapter, it will be described methodological activities to examine the teaching of writing descriptive text through clustering technique. This chapter concerns with Place and Time of the Research, Research Design, Population and Sample, The procedure of the Research, The Subject of the Research, The Technique of Collecting Data, and The Technique of Data Analysis.
A. Place and Time of the Research This research was conducted at second grade of MTs. Khazanah Kebajikan Tangerang Selatan which located in Jl. Talas I Rt 001/010 Kelurahan Pondok Cabe Ilir . It was done for about a month, March 2014 to April 2014.
B. Research Design In this research, the writer uses a quantitative research, because the writer wants to know the effectiveness of clustering technique to improve students’ writing ability. This study was held in pre-experiment study. In this study involved one class of the eighth grade (VIII-BP) in MTs. Khazanah Kebajikan. The test were given to the students in VIII-BP class were pretest, formative test and post test. Pretest was given before implementation of clustering technique. Formative test and Posttest were given after implementation of clustering technique. The process of the research can be presented as in the table below: Table 3.1 The Process of Pre-Experiment Research The Process of Pre-Experiment Research Class Experiment Class
Pretest
Treatment
Formative test
Post test
Y
X
Y1
Y2
(VIII-BP) 24
25
Explanation: Y
: The Pre-test before implementation of clustering technique
X
: Treatment (Implementation of clustering technique)
Y1
: The Formative test after implementation of clustering technique
Y2
: The Post test, the final test after implementation of clustering technique
C. Population and Sample 1. Population The population in this research are the students of MTs Khazanah Kebajikan Tangerang Selatan in the second grade academic year 2013/2014. 2. Sample Sample of this research were taken throught purposive sample from the VIII-BP class MTs Khazanah Kebajikan Tangerang Selatan. The purposive sample were taken because the number of students in VIII-BP class were 23 students. Based on the number of students, sample in this research were involved all of students in the VIII-BP class.
D. The Research Method Before implementation of clustering technique, the writer conducts the preliminary study before entering the stages of activity. It is aims to gain data about problems faced by teacher and students in teaching-learning activities and needed to be solved. Beside, the researcher conducted interview to the English teacher in terms of the techniques and activites employed in teaching writing. After the preliminary study was conducted, the researcher begins the research. The writer started the research with Preliminary study, in the preliminary study, The writer was interviewing the English teacher and giving pretest to the students, in the second year of Mts. Khazanah Kebajikan. Then, the writer and the English teacher make some planning based on the finding of preliminary study. The following activities in this action are designing lesson plan, preparing the
26
model of Clustering technique, preparing material and media. The next phase is the writer taught writing based on lesson plan prepared in planning phase. The writer acts as the English teacher who taught writing through Clustering technique and English teacher acts as observer. During the teaching and learning activity, the writer observed all of activities that happen in the class. The aspect in observation are source of data, the instrument used in collecting the data, and technique for data collection. So, this phase discusses about the process of recording and gathering all relevant data occured during the implementation of the clustering technique. The writer use field note or unstructured observation sheet as a guideline while observing. And the last activity is reflect the data that have been collected to determine whether the implementation of clustering technique is successful or not. It is necessary for evaluating to hold implementation on the next meeting be accomplished. This phase carried out collaboratively with the teacher to discuss some problems in the classroom that occured during teaching writing descriptive text through clustering technique. E. The Subject of the Research The subject of this research was the second grade students of MTs Khazanah Kebajikan, which the total number of students were 23 students. F. The Technique of Collecting Data Technique of collecting data in this study is quantitative data (numberbased). The writer uses interview to English teacher during the preliminary study proccess and field notes to record activities during the teaching and learning of writing through clustering technique in the classroom. While quantitative data consists of students’ final writing as a pre-test (this test do before implementing clustering technique) and post test (this test is implemented after using clustering technique). The completely explanation as follows: 1. Interview Interview is particularly useful for getting data behind the English teacher’s experiences. It is used to know students’ difficulties in writing ability and
27
technique used by teacher wether writing activity. The interview also to know the teacher’s response toward the idea of clustering technique. Before implementing the clustering technique, the writer asks the teacher to know students’ difficulties in writing skill, students’ condition involving in writing activity, and the method or kinds of strategies usually adopted by the teacher in teaching writing. The interview also will be carried out after implementing the clustering technique to know the teacher’s response toward the idea of Clustering Technique in teaching writing. 2. Field Notes The writer used field notes to record activities during the teaching and learning of writing through Clustering technique in the classroom. Including description of classroom, class situation as writing activity, atmosphere and students’ attitude during study activity, and students’ respons concerning the use of clustering technique. In general, all of the need aspects that should be noticed is to make sure whether the teacher learning process in line with the lesson plan or not. 3. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing Clustering technique. Meanwhile, post-test is implemented after using Clustering technique. The test is used to measure students’ writing ability and to know the effectiveness of clustering technique to improve students’ writing ability.
G. The Technique of Data Analysis According to Weigle there are five components presented in the analiyical scoring rubric for writing, i.e: content, organization, vocabulary, language use, and mechanics.1 The writer uses analytical scoring rubric to analyze the data 1
p. 116.
Sara Chusing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002),
28
related to the students’ paragraph writing test of writing ability. The analytical scoring rubric using as follows: Table 3.2 The Analytical Scoring Rubric Components of Writing
Scores
Indicators
Content
4
Relevant to the topic and easy to understand
3
Rather relevant to the topic and easy to understand.
2
Relevant to the topic but is not quite easy to understand
1
Quite relevant to the topic but is not quite easy to understand
Organization
Vocabulary
4
Most of the sentences are related to the main idea
3
Some sentences are related to the main idea
2
Few sentences related to the main idea
1
The sentences are unrelated to each other
4
A few errors in choice of words, spelling and punctuation
3
Some errors in choice of words, spelling and punctuation
2
Occasional errors in choice of words, spelling and punctuation
1
Frequent errors in choice of words, spelling and punctuation
Grammar
4
A few grammatical inaccuracies
3
Some grammatical inaccuracies
2
Numerous grammatical inaccuracies
1
Frequent grammatical inaccuracies
29
Mechanic
4
Few errors of spelling and capitalization.
3
Occasional errors of spelling, punctuation, and capitalization. (meaning not obscurred)
2
Frequent errors of spelling, punctuation, and capitalization. (meaning confused or obscurred).
1
Dominate by errors of spelling, punctuation, capitalization, handwriting illegible or not enough to evaluate.
To get the mean of students’ wrting score uses the formula:2
Mx : Mean X
: Total of Individual Score
N
: Number of Cases (students)
To get the class percentage which passes the minimum mastery criteria: 70 (seventy), the writer uses the formula: 3
P
: The class percentage
F
: Total of frequence percentage score
N
: Number of Cases (students)
In analyzing students’ score of writing from pre-test up to post-test score in cycle 1 and cycle 2, the writer uses formula: 4
2
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2006),
p. 81. 3
Ibid., p. 43.
30
P : Percentage of Students’ Improvement y : Pre-test Result y1 : Formative test
P : Percentage of Students’ Improvement y : Pre-test Result y2 : Post-test
4
Steven C. Chapra, Applied Numerical Methods With MATLAB for Engineers and Scientists: International Edition, ( New York: McGraw-Hill, 2006), p. 61-62.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION
In this chapter, the researcher describes the data that have been obtained in the implementation of clustering technique process. A. Research Finding 1. Findings of the Preliminary Study a. The Result of Interview. In pre-interview, the writer used unstructured interview in conducting preliminary study. It was held on Friday, March 14, 2014 started at 10.00 A.M. and finished at 10.40 A.M. The writer asked to the teacher some questions which divided into three categories. They are the general condition in English class especially in writing class, the difficulty faced by students in writing ability, and the strategy used by the teacher to solve students’ difficulties in writing ability. The first category, the writer discussed about the general condition in English class especially in writing class. The teacher said that every student has a different attitude when learning English. Most of students who did not like English class because they gained low competence in English, and still faced obstacle in following the English lesson. Moreover, the teacher stated that most of them were nardly to pass the Minimum Mastery Criterion. Second category, the writer discussed about the students' difficulties in writing ability. The teacher told that writing skill was one of the most difficult faced by students in learning English. The teacher mentioned the difficulties for some students VIII-BP class in writing skill because students are confused on generating ideas, organizing into paragraph, and less vocabulary. Consequently, they are lazy to do the task of writing and lack of their score in passing the Minimum Mastery Criterion (KKM). The third category is related to the teacher's strategy in teaching writing previously to solve the students' difficulties in writing ability. It was found that the teacher often took picture in teaching writing and story telling. Up to now; the 31
32
teacher had been looking for an alternative-way to teach writing and to engage students actively in teaching learning process. At last, the writer proposed to implement Clustering technique; it might be able to improve students' writing ability. The conclusion of the interview in term of the students' difficulties in writing was the students' of VIII-BP class still have difficulties in writing in term of generating ideas, and organizing ideas into paragraph. b. The Result of Pre-action Test The pretest had done before implementation of clustering technique. It was conducted on Thursday, March 20th, 2014. The students assigned to write descriptive text in a single paragraph. To get the result of pretest, firstly, the writer calculated the mean score:
After that, to get the class percentages which pass Minimum Mastery Criterion criteria 70 in 75% of 23 student, the writer use the formula:
Based on the result of the pre test, the data showed that the mean score of pretest was 55.86 There were only four students who derived the score above the Minimum Mastery Criterion meanwhile the other 19 students were below that criterion. The lowest achievement gained score 35.00. From that analyzing, it could be seen that almost of the VIII-BP students’ writing ability was still very low.
33
Table 4.1 The Students’ Writing Score of Pretest No.
NAME OF STUDENT
SCORE
1.
Student 1
70
2.
Student 2
75
3.
Student 3
65
4.
Student 4
70
5.
Student 5
50
6.
Student 6
55
7.
Student 7
35
8.
Student 8
55
9.
Student 9
60
10.
Student 10
60
11.
Student 11
65
12.
Student 12
50
13.
Student 13
55
14.
Student 14
70
15.
Student 15
50
16.
Student 16
65
17.
Student 17
60
18.
Student 18
50
19.
Student 19
50
20.
Student 20
55
21.
Student 21
50
22.
Student 22
70
23.
Student 23
70
Total
1285
Mean
55.86
34
2. Findings of the Action In this phase, the writer and the teacher made a planning for the action based upon the problems faced by students toward writing ability. In this case, the writer determined the selected material and exercises into a lesson plan using Clustering Technique. The writer also prepared field notes to observe the students' and the teachers' activities in teaching learning process whether it was in line with the lesson plan had made before or not. And the writer also prepared the formative test to collect the data; to know whether there are some students' improvement scores from pretest to posttest. The writer implemented the teaching learning process based on the lesson plan had been made. In the first meeting, the teacher started to convey what materials that would like to be learned by students and explain the concept of Clustering Technique, she began class presentation. The' writer taught descriptive text through Clustering Technique and asked the students to make clustering technique of descriptive text based on the topic given and collected it. In the second meeting, the students were asked to edit their draft, and collect the final draft. The final draft was the data for the formative test. During teaching and learning process, the observer observed the teaching learning process through field notes; it might be about class situation, students' response, and teacher's performance in presented the material. Related to the students' response, some of students did not pay attention on teacher explanation, therefore they just chatted with their friends when teacher gave a task. Then, they gave up and are lazy if they are not find some words or vocabulary to write. The teacher had taught in line with the lesson plan had been made, but she didn't give clear explanation of the material using clustering technique. Next, she didn't explain the material with louder voice, it could be seen the situation of the classroom was noisy. In the next meeting, the students seemed more focus and so motivated to make clustering technique because the teacher is more intensive guide the students in made clustering technique. After teaching learning process finished, the teacher carried out the formative test to measure students' writing ability of
35
descriptive text that had been studied. Based on the result of formative test, the data showed that the mean score of formative test was 67.17. There were 14 students who passed the Minimum Mastery Criterion 70 (seventy). Meanwhile the other 9 students did not pass the test score criterion. After that, the writer and the teacher discussed about the conclusion of implementing the action. Then, they tried to modify the action in order students' writing ability and in order 75% of students in the class could pass the Minimum Mastery Criterion because in the result of formative test showed only 60.86% of students who passed the Minimum Mastery Criterion. Meanwhile, field notes showed that the teaching learning activities has done well although there were some problems that should be solved. Before giving the post test to the students, the writer modified the previous lesson plan based on the result of the formative test. The lesson plan which was used still related to clustering technique in learning writing. There were not significant differences with the previous lesson plan. The material still related to descriptive text but it is focus on procedural descriptive text. However, there were some modifications from the previous lesson plan; that was the teacher needed to give interesting explanation by using picture related to the topic to the students in class presentation and asked students to bring dictionary. Beside of that, the writer still also prepared field notes to note the classroom activities, and also prepared the posttest to collect the data. The action implementation of clustering technique to prepare post test is on April 14 and 17, 2014. In the first meeting, the writer introduce a new topic about describing people by using Clustering technique and asked the students to make Clustering technique facilitated by the dictionary. In the second meeting, the students were asked to edit their draft, read their final draft, and collect the final draft. The final draft was the data for the posttest. During the implementation of clustering technique running, generally the class condition in learning process was better than the previous meeting. It could be seen from the result of field notes that the students who were able to focus and to pay attention on the teacher explanation and when they followed the writing
36
lesson, they enjoyed doing exercises. Then, most of them were enthusiastic to choose their favorite person and made clustering technique based on the topic given by the teacher. Related to the teacher's performance, she looked masters the technique and the material she gives. She checked the students' work by walking to their table and giving comments. Then, her voice more loudly, it could be seen students could understand easily because the teacher's explanation was not so low. Automatically, it led a good feedback from students' response in conveying their ideas and students were helped by the teacher to comprehend the text. Next, students did not give up when they found unfamiliar words because they could look up in their dictionary as suggested their teacher. In the last meeting, the teacher, was held on post-test regarding students' writing ability of descriptive text. Based on the result of the post-test, the mean score of the class in writing test gained 73.04 in which there were 20 students who passed the Minimum Mastery Criterion (KKM) 70 (seventy). After getting the result of field notes and posttest. The writer and the teacher felt satisfied in as much their efforts to improve the students' writing ability had been realized. The result of the posttest showed that 86.95% of the students got the score above the Minimum Mastery Criterion (KKM). So it has met criterion of success that 75% of the students get the score above the Minimum Mastery Criterion KKM). According to the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Clustering Technique to improving students' writing ability was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so that the writing activities could be accomplished well.
3. Findings After Implementing the Action The findings after implementing the action consisted of two parts. Those were the result of post interview and the result of post-test. For further descriptions as following:
37
a. The Result of Post-Interview After.implementing Clustering Technique, the researcher carried out the unstructured interview with the teacher. It was conducted on Friday, April 18th, 2014. It started at 10.15 A.M and finished at 10.45 A.M. First-criterion, the writer talked about the general condition in writing class during implementing the clustering technique. It was found that the students' condition were better rather than before carrying out the Clustering Technique. In this sense, students looked enthusiast in making Clustering Technique and students felt easier to write their draft. The second category was the difficulty of the teacher in implementing Clustering Technique and its solution. It was observed that most of the students difficult in appearing the key word of Clustering Technique because they lack of vocabulary. The observer suggested for the students to bring dictionary. The last criterion is about the opinion of Clustering Technique strategy. The teacher said that Clustering Technique was a good strategy in teaching writing. It might be able to improve the students' writing; it could be an alternative strategy and could motivate the English teacher to use it.
b. The Result of Formative Test The result of formative test showed that the mean score of the class derived 67.17 in which there were 14 students who passed the Minimum Mastery Criterion 70 (seventy). The following were the detail results of students' writing in the formative test: To obtain the formative test result and to know the result of students' writing score. The mean score derived from the following formula:
=
= 67.17
Next, to know students scores of formative test for the need of knowing the level of Minimum Criterion criteria (KKM) 70 (seventy), it used the formula as seen below:
38
The data showed that the mean score of formative test was 67.17 There were only 14 students or 60.86% of the students who got the score above the Minimum Mastery Criterion meanwhile the other 9 students were below that criterion. There was a slight improvement of students' mean score from the students' writing on the preliminary study to the students' writing on the formative test. The improvement percentage derived from the formula:
The data showed that the mean score of the previous score was 55.86 and the mean score of the students' writing on the formative test was 67.17. That means that there was 20.24% of mean score improvement. The following was the table of students’ writing score of formative test:
Table 4.2 The Students’ Writing Score of Formative Test
No.
NAME OF STUDENT
SCORE
1.
Student 1
75
2.
Student 2
75
3.
Student 3
65
4.
Student 4
75
5.
Student 5
75
6.
Student 6
75
7.
Student 7
55
8.
Student 8
70
9.
Student 9
60
39
10.
Student 10
80
11.
Student 11
75
12.
Student 12
60
13.
Student 13
80
14.
Student 14
75
15.
Student 15
65
16.
Student 16
70
17.
Student 17
80
18.
Student 18
60
19.
Student 19
60
20.
Student 20
65
21.
Student 21
70
22.
Student 22
80
23.
Student 23
70
Total
1545
Mean
67.17
c. The Result of Post-Test The following were the detail results of students' writing in the post-test: The calculation of the mean of students' score in writing posttest gained 73.04 It was derived from:
Then, The calculation of class percentage about the students who passed the Minimum Mastery Criterion:
40
Finally, the calculation of the improvement percentage is gained from the following formula:
Based on the result of the students' writing, there was better improvement of students' mean score from the students' writing in the preliminary study to the students' writing in the post-test. The mean score for the first one was 55.86 and the mean score of writing posttest was 73.04 It means that there was 30.75% of mean score improvement. The students who passed the Minimum Mastery Criterion (KKM) were 20 students or 86.95% into class percentage. It indicated that the first criterion of success has been achieved. The following was the table of students’ writing score of Post-test:
Table 4.3 The Students’ Writing Score of Posttest No.
NAME OF STUDENT
SCORE
1.
Student 1
75
2.
Student 2
75
3.
Student 3
75
4.
Student 4
80
5.
Student 5
75
6.
Student 6
85
7.
Student 7
55
8.
Student 8
85
9.
Student 9
75
10.
Student 10
80
41
11.
Student 11
75
12.
Student 12
65
13.
Student 13
85
14.
Student 14
75
15.
Student 15
80
16.
Student 16
75
17.
Student 17
85
18.
Student 18
75
19.
Student 19
75
20.
Student 20
75
21.
Student 21
75
22.
Student 22
80
23.
Student 23
70
Total
1680
Mean
73.04
This is the following table of students’ writing score of Pretest, Formative test, and Posttest:
Table 4.4 The Students’ Writing Score of Pretest, Formative Test, Posttest
No.
Name
Score Pre-test
Formative
Post-test
Test 1.
Student 1
70
75
75
2.
Student 2
75
75
75
3.
Student 3
65
65
75
4.
Student 4
70
75
80
5.
Student 5
50
75
75
42
6.
Student 6
55
75
85
7.
Student 7
35
55
55
8.
Student 8
55
70
85
9.
Student 9
60
60
75
10.
Student 10
60
80
80
11.
Student 11
65
75
75
12.
Student 12
50
60
65
13.
Student 13
55
80
85
14.
Student 14
70
75
75
15.
Student 15
50
65
80
16.
Student 16
65
70
75
17.
Student 17
60
80
85
18.
Student 18
50
60
75
19.
Student 19
50
60
75
20
Student 20
55
65
75
21.
Student 21
50
70
75
22.
Student 22
70
80
80
23.
Student 23
70
75
75
Total
1285
1545
1680
Mean
55.86
67,17
73.04
43
B. The Interpretation of Data The students' improvement in the writing ability from the preliminary study to the second cycle was displayed in Figure 4.1 below:
Figure 4.1 Students’ Improvement in Writing Score
80
60 Pre-Test Post-Test 1
40
Post-Test 2
20 0
Pre-Test
Post-Test 1
Post-Test 2
In the preliminary study, the mean score of students on writing test before using Clustering Technique is 55.86. Meanwhile, the class percentages which pass the Minimum Mastery Criterion (KKM) are 17.39%. It means that there are only four students who are able to pass the Minimum Mastery Criterion (KKM) 70 (seventy) and there are 19 students are out of the target. Furthermore, the mean score in the formative test is 67.17. It means that there is some students' score improvement from the previous test that is 20,24%. Meanwhile, the class percentages which pass the Mastery Criterion (KKM) in post-test 1 are 60.86%. It shows there are 14 students who pass the Mastery Criterion (KKM) and there are 9 students whose score still under Mastery Criterion (KKM). Next, the mean score in the post-test is 73.04. It shows the students' improvement score 5.87 (73.04 – 67.17) from the formative test (67.17) or 60.86% students' improvement in the score percentage from the preliminary study. Meanwhile, the class percentages which pass the Mastery Criterion (KKM) are
44
86.95%. It means there are 20 students whose score pass the Mastery Criterion (KKM) and there are 3 students are under the target of Mastery Criterion (KKM). This class percentage shows some improvements 86,95% from the preliminary study (17.39%) or formative test (60.86%) in the class percentage. The result of the research is from the 23 students as research sample, 75% of the students could pass the Mastery Criterion (KKM). In short, clustering technique can improve the students’ skill in writing descriptive text. As a comparison of the result of this research, especially concerning the improvement of students writing skill in descriptive text, the writer uses the previous study conducted by Rini Khomariah under the title “Improving Students Writing Skill In Descriptive Text Through Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the Academic year of 2012/2013”.1 In her study, Khomariah concluded that communication game could improve the students writing skill in descriptive text at SMPN 1 Babadan Ponorogo as in the post test mean score (72.50) of students was higher than the pre-test mean score (66.00) at the 6.50 level of significance. Moreover, students were being active in teaching and learning process and the students interested in writing descriptive text using communication game through rank order strategy. The result of Khomariah’s study above has differences and similarity with the writer’s. The differences are on the place, population and sample, technique of collecting data, technique (method) of the study and Classroom action research as the research design. While the similarity with the writer’s study is on the use of descriptive text as the subject material of discussion. For further information of the comparasion between the the writer’s finding and the other researchers’ can be referred to the previous study in the chapter two.
1
Rini Khomariah, Improving Students Writing Skill in Descriptive Text through Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the academic year of 2012/2013, Skripsi, October 20th, 2012, Faculty of Teacher Training and Education Muhammadiyah University of Ponorogo.
CHAPTER V CONCLUSION AND SUGGESTION
After presenting the research findings and discussions in the previous chapter, the writer draw the conclusion and offer some suggestions based on the research that was done at the second grade students of MTs. Khazanah Kebajikan.
A. Conclusion This study is categorized pre-experiment research method, the objective in this study is to find out whether clustering technique can improve students’ writing skill in writing descriptive text. Therefore, this study is using quantitative research. The result of data analysis can be described as follows: First, the improvement could be seen from the increase of students' mean writing score from 55.86 or 17.39% of the class percentages which pass the Minimum Mastery Criterion (KKM) in the preliminary study, and 67.17 or 60.86% of the class percentages which pass the Minimum Mastery Criterion (KKM) in the formative test, to 73.04 or 86.95% of the class percentages which pass the Minimum Mastery Criterion (KKM) in the post test. Second, from the result of field notes, it showed that the class condition during teaching learning process creates the positive atmosphere in the classroom, and also makes students creative in finding the ideas. In short, the result of research is the implementation of Clustering Technique in the second semester of VIII-BP class of MTs. Khazanah Kebajikan in academic year 2013/2014 can be concluded that clustering technique can improve the students' skill in writing descriptive text
B. Suggestion Based on the conclusion, it can be carried out the research, the writer concludes that clustering technique could improve students' skill in writing descriptive text. Regarding to the subject of the research, the writer suggests that the teacher should be used various techniques in the classroom because it can motivate their students and they will not get boring easily especially implement the Clustering Technique as an alternative strategy in teaching writing. For
45
46
students, they can easily apply and practice the clustering technique by following the ways. It will help them to solve their problem in writing and to improve their writing’ results. To the school principals, this research will be a feedback for them to improve and develop qualities of the students. They can ask English teachers to elaborate some writing techniques to make various learning in the classroom in order to make a good learning process. If the students’ learning process is better, the quality of students will be higher. To the next researchers, the writer hope this research will be a source for those who want to raise the similar case. From this research, they can obtain some basic information about clustering technique, writing and descriptive text. They can also get brief description how the technique is applied in the classroom. Therefore, it will be a guidance for them to describe and explain some procedures of the research part by part. And the last is for the writer, the writer got many experiences in doing the research and helping the English teacher to solve the students’ problems in writing by proposing a technique, clustering technique.
REFERENCES Axelrod, Rise B. and Cooper, Charles R., Guide to Writing, New York: St.Martin’s Press, Inc., 1985. Barnet, Sylvan and Stubbs, Marcia, Practical Guide to Writing, Boston: Little, Brown & Company, 1983. Burns, Anne, Doing Action Research in English Language Teaching, New York: Routledge Taylor&Francis Group, 2010. Chapra, Steven C., Applied Numerical Methods With MATLAB for Engineers and Scientists: International Edition, New York: McGraw-Hill, 2006. Clouse, Barbara Fine, A Troubleshooting Guide for Writers: Strategies and Process, New York: McGraw Hill, 2005. Dietrich, Julia and Kaiser, Marjorie M., Writing: Self Expression and Communication, New York: Harcourt Brace Jovanovich, 1986. Dietsch, Betty Mattix, Reasoning and Writing Well: Third Edition, New York: McGraw-Hill, 2003. Dietsch, Betty Matix, Reasoning and Writing Well: Fourth Edition, New York: McGraw-Hill: 2006. Fowler, Alastair, How To Write, New York: Oxford University Press, 2006. Gelb, I.J., A Study of Writing: Revised Edition, Chicago: The University of Chivago Press, 1963. Hart, Andrew W. and Reinking, James A., Writing for Career Education Students: Third Edition, New York: St. Martin’s Press, 1986. Haynes, Judie and Zacarian, Debbie, Teaching English Language Learners: Across The Content Areas, Alexandria, Virgina: ASCD, 2010. Hedge, Tricia, Teaching and Learning in the Language Classroom, New York: Oxford University Press, 2000. Khomariah, Rini, Improving Students Writing Skill In Descriptive Text Through Communication Game At The Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the academic year of 2012/2013, Skripsi, Faculty of Teacher Training and Education Muhammadiyah University of Ponorogo, 2012. Langan, John, College Writing Skills with Readings: Fifth Edition, New York: McGraw-Hill Company, 2001.
Langan, John, College Writing Skills: Sixth Edition, New York: McGraw Hill, 2005. Miller, Robert Keith, Motives for Writing: Fifth Edition, New York, McGraw-Hill Companies, 2006. McDonough, Jo and Shaw, Christopher, Materials and Methods in ELT, Oxford: Blackwell Publishers, 1993. Nurkhayatun, Using Bits And Pieces Game To Improve Students’ Writing Skill On Descriptive Texts (A Classroom Action Research at the Seventh Grade of MTs Darul Mujahadah Prupuk-Margasari-Tegal in the Academic Year of 2010/2011), Skripsi, Tarbiyah Faculty, Walisongo State Institue For Islamic Studies Semarang, 2011. Oshima, Alice and Hogue, Ann, Introduction to Academic Writing, New York: Pearson Longman, 2007. Pharr, Donald and Buscemi, Santi V., Writing Today: Context and Option for the Real World, New York: McGraw-Hill Companies, 2005. Reid, Joy M., Teaching ESL Writing, New Jersey: Regents/Prentice Hall, 1993. Richards, Jack C. and Rodgers, Theodore S., Approach and Methods in Language Teaching: Second Edition, New York: Cambridge University Press, 1992 Rogers, Henry, Writing Systems: A Linguistic Approach, Oxford: Blackwell Publishing, 2005. Stong, William, and Lester, Mark, Writer’s Choice Grammar and Composition: Teacher’s Wraparound Edition, New York: Glencoe, McGraw-Hill Companies, 1996. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2006. Wallace, Michael J., Action Research for Language Teachers, Cambridge: Cambridge University Press, 1998. Weigle, Sara Chusing, Assessing Writing, Cambridge: Cambridge University Press, 2002. Widodo Hami, Improving Students’Ability in Writing Descriptive Text Through Wholesome Scattering Game (A Classroom Action Research with the 8th Grade Students of MTs. Sunan Ampel Patean Kendal in the Academic Year of 2010/2011), Skripsi, Education Faculty, Walisongo State Institute For Islamic Studies Semarang, 2011.
APPENDICES
INTERVIEW GUIDELINESS HASIL WAWANCARA SEBELUM PENELITIAN Kepada Guru Bahasa Inggris MTs. Khazanah Kebajikan
Pewawancara
: Rifqa Mumtazati
Pihak yang diwawancarai
: Eneng Sumarni, S.S
Jabatan
: Guru Bahasa Inggris
Hari/Tanggal
: Jumat, 14 Maret 2014
Waktu
: 10.00 – 10.40
Tempat
: Ruang Guru Yayasan Khazanah Kebajikan
1.
Tanya: Bagaimana sikap siswa terhadap proses pembelajaran Bahasa Inggris di kelas? Jawab: Setiap siswa memiliki sikap yang berbeda-beda saat saya mengajar bahasa Inggris di kelas. Sebagian besar siswa dikelas cukup perhatian dengan materi yang saya sampaikan, tetapi saya harus tetap mengawasi keadaan siswa saat saya menyampaikan materi agar mereka memberikan perhatiannya penuh kepada penjelasan materi. Kadang siswa yang saya ajar aktif dikelas hal tersebut dikarenakan materi yang saya ajarkan disukai oleh para siswa, selebihnya biasa saja tidak ada yang terlalu menonjol dalam nilai Bahasa Inggris meski sebagian besar dari mereka ada yang mengikuti kursus Bahasa Inggris di luar sekolah.
2.
Tanya: Berapa nilai KKM untuk pelajaran Bahasa Inggris? Jawab: Nilai KKM untuk pelajaran bahasa Inggris dikelas VIII adalah 70 (Tujuh Puluh)
3.
Apakah siswa-siswa sudah mencapai nilai KKM? Jawab: 75% siswa saya sudah mencapai KKM, dan 25% lainnya belum mencapai, tetapi mereka mau berusaha untuk mencapai KKM, saya sebagai guru juga sering menanyakan tentang kesulitan yang mereka hadapi saat proses
pembelajaran
berlangsung
untuk
memantau
sejauh
mana
perkembangan dan kesiapan mereka untuk menerima dan memahami pelajaran dan materi yang saya sampaikan.
4.
Tanya: Diantara 4 Skill (Listening, Speaking, Reading dan Writing), mana yang dianggap paling sulit oleh siswa? Jawab: Dari ke-empat skill (Listening, Speaking, Reading dan Writing), yang paling sulit ya writing. Kemampuan writing mereka masih kurang, padahal banyak jenis teks yang harus dipelajari oleh para siswa. Selain itu para siswa juga tidak terlalu antusias saat diminta untuk mengerjakan tugas writing, karena mereka sulit untuk menumpahkan ide mereka ke dalam tulisan, apalagi tulisan tersebut berbahasa Inggris.
5.
Tanya: Apa yang menjadi penyebab kesulitan siswa dalam writing? Jawab: Kurangnya pemahaman siswa terhadap tenses, sehingga tulisan yang dihasilkan sulit untuk dipahami, selain tenses, kurangnya kosakata yang mereka kuasai membuat mereka mengalami kesulitan saat akan membuat tulisan dalam bahasa Inggris.
6.
Tanya: Tekhnik apa yang ibu gunakan dalam mengajar writing? Jawab: Explanation dan Demonstration, saya menjelaskan tentang materi pelajaran, kemudian saya memberikan
contoh, lalu saya meminta siswa
untuk menulis sesuai konsep contoh yang saya berikan.
7.
Tanya: Media apa yang ibu gunakan dalam mengajar writing? Jawab: Papan tulis dan spidol, terkadang saya juga menggunakan LCD.
8.
Tanya: Kendala apa yang ibu alami saat mengajar writing? Jawab: Ada beberapa kendala yang saya hadapi saat mengajar writing tapi yang paling berat adalah kemalasan siswa jika diberi tugas baik untuk dikelas maupun dirumah, oleh karena itu saya harus bertindak tegas untuk memberikan hukuman kepada mereka bagi siswa yang tidak mengerjakan tugasnya. Padahal semakin mereka berlatih mengerjakan tugas-tugas writing, lama-lama mereka juga akan menjadi terbiasa dan mampu mengerjakan tugas yang saya berikan.
9.
Tanya: Menurut ibu, apakah ada tekhnik lain untuk mengatasi kesulitan siswa dalam writing? Jawab: Dikarenakan siswa saya yang visual learner, saya sering mengajarkan writing menggunakan picture. Melalui picture itu saya menjelaskan hal-hal yang dipelajari. Tetapi saya pernah mendengar tentang clustering technique atau tekhnik-tekhnik yang digunakan sebelum memulai menulis. Clustering technique membuat ide-ide tentang topic yang akan ditulis, sehingga tulisan lebih terkonsep, para siswa tidak asal menulis dan membantu mereka menemukan ide-ide dan tidak membuat mereka bingung saat menulis.
10. Tanya: Jenis teks apa yang ibu sarankan untuk digunakan dalam penelitian ini? Jawab: Descriptive text, karena descriptive text sesuai dengan materi yang dipelajari di semester ini. Jakarta, 14 Maret 2014
Interviewer Rifqa Mumtazati
English Teacher Eneng Sumarni, S.S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Indikator
Aspek/Skill Alokasi Waktu
: Madrasah Tsanawiyah Khazanah Kebajikan : Bahasa Inggris : VIII (Delapan) / 2 : 4. Menulis Mengungkapkan makna dalam teks tulis fungsional dan teks monolog/esai tulis sangat sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan terdekat : 4.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk descriptive (describing place). :1. Mengidentifikasikan makna dalam teks descriptive (describing place) 2. Mengidentifikasikan langkah-langkah retorika dalam teks descriptive (describing place). 3. Menulis teks berbentuk descriptive. 4. Menunjukkan motivasi untuk mengembangkan kemampuan menulis dalam bahasa Inggris terutama dalam membuat tulisan descriptive. 5. Berpegang pada ajaran Islam tentang adab dalam membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive. : Menulis (Writing) : 4 x 40 menit (2 x Pertemuan)
1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: Siswa dapat mengidentifikasikan makna dalam teks descriptive yang dapat digunakan untuk mendeskripsikan suatu tempat dalam bentuk tulisan descriptive. Siswa dapat mengidentifikasikan langkah-langkah retorika dalam teks descriptive (describing place) Siswa dapat menulis teks berbentuk descriptive. Siswa mampu menunjukkan motivasi untuk mengembangkan kemampuan menulis dalam bahasa Inggris, terutama dalam membuat tulisan descriptive.
Siswa mampu berpedoman pada ajaran agama Islam tentang adab dalam membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) 2. Materi Pembelajaran: Teks tulis monolog/esei sederhana berbentuk descriptive, yaitu describing place: My Home My home is located in Granita Street. It is near the school. My home is not too big, My home consists of 4 rooms; living room, bedroom, bathroom and kitchen. The living room is the most favorite room, because I often do my activities in the living room, like studying and watching television. That’s all about my home.
Make descriptive writing about describing place using clustering. Look the example above ! 3. Metode Pembelajaran: Discussion and Demonstration (Clustering (Mapping) Word). 4. Langkah-Langkah Kegiatan Pertemuan pertama dan kedua. A.Kegiatan Pendahuluan Apersepsi : Siswa menjawab salam dari guru dengan antusias, hormat, serta santun. (nilai yang ditanamkan: Rasa hormat dan perhatian). Siswa di cek kehadirannya oleh guru. (nilai yang ditanamkan: tekun dan rajin). Siswa mengaitkan materi yang akan dipelajari tentang descriptive text dengan karakter di bawah bimbingan guru.
Siswa memahami butir karakter yang perlu mereka kembangkan yang berkaitan dengan materi yang disampaikan guru dengan merujuk pada silabus, RPP, dan bahan ajar. Siswa memberikan respon yang baik terhadap kegiatan ice breaking yang diberikan oleh guru.
Motivasi : Siswa diberikan motivasi dengan penjelasan pentingnya materi yang akan dipelari dan kaitannya terhadap kehidupan berikut kompetensi yang harus dikuasi siswa B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi: Siswa dilibatkan untuk mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari oleh siswa yaitu dalam mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Siswa mendengarkan penjelasan introduction tentang materi dalam mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Siswa memahami dan merespon secara lisan penjelasan kosakata dan tatabahasa tentang topik materi yang dipelajari yaitu materi tentang mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Elaborasi Dalam kegiatan elaborasi: Siswa mengindentifikasikan tempat yang akan di deskripsikan dalam bentuk tulisan descriptive. Siswa diberi penjelasan mengenai tekhnik yang dipakai dalam penulisan descriptive menggunakan clustering. Siswa berdiskusi mengenai langkah-langkah membuat tulisan descriptive. Siswa mendemonstrasikan penggunaan clustering technique dalam mendeskripsikan sebuah. Siswa mengerjakan latihan soal secara individual, yaitu membuat paragraf descriptive yang mendeskripsikan sebuah tempat menggunakan clustering sesuai yang dicontohkan oleh guru.
My Home Small
4 Rooms
Clean
Living Room
Near from school
Bedroom Bathroom
Kitchen
Konfirmasi Dalam kegiatan konfirmasi: Siswa yang telah mampu menyelesaikan tugasnya dengan baik menerima umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik. Siswa menerima konfirmasi terhadap hasil pekerjaan yang sudah dikerjakannya dengan penuh tanggung jawab.
Siswa melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan. Siswa difasilitasi oleh guru untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar. Siswa yang kurang dan belum bisa mengikuti materi tentang mendeskripsikan sebuah tempat akan diberikan bimbingan lebih lanjut.
C. Kegiatan Penutup Dalam kegiatan penutup: Siswa bersama-sama dengan guru membuat rangkuman/simpulan pelajaran. Siswa diberikan penilaian dan refleksi terhadap kegiatan pembelajaran yang sudah dilaksanakan secara terprogram. Siswa diberikan umpan balik oleh guru terhadap proses dan hasil pembelajaran. Siswa diberitahukan tentang rencana pembelajaran pada pertemuan berikutnya agar siswa dapat mempersiapkan diri untuk mempelajari pelajaran lanjutan di pertemuan selanjutnya. 5. Sumber dan Media Pembelajaran. Hand Out berkaitan dengan materi pembelajaran, yaitu tentang descriptive text. White Board and Marker. Alat peraga berupa karton. 6. Penilaian. Indikator, Tekhnik, Bentuk, dan Contoh No. 1.
Indikator Tekhnik Mengident Tes Tulis ifikasikan langkahlangkah dalam membuat tulisan descriptive mengguna kan clustering technique
Bentuk Mengidentifikasik an penggunaan clustering dengan membuat contoh bagan clustering dan melengkapinya.
Contoh My Home
Small 4 Rooms Clean .......... .....
(describin g place). 2.
Menulis Tes Tulis penggamb aran/ pendeskrip sian suatu tempat dalam bentuk tulisan descriptive mengguna kan clustering technique.
Mempraktekkan My Home tekhnik clustering My home is located in dalam membuat Granita Street. It is near the tulisan descriptive school. My home is not too big, My home consists of 4 rooms; living room, bedroom, bathroom and kitchen. The living room is the most favorite room, because I often do my activities in the living room, like studying and watching television. That’s all about my home.
Instrumen: Make descriptive writing about describing place using clustering.
7. Pedoman Penilaian: a. Nilai maksimum: 100 b. Nilai Siswa = Skor Perolehan x 5 8. Rubrik Penilaian: Components of Writing Content
Scores
Indicators
4
Relevant to the topic and easy to understand
3
Rather relevant to the topic and easy to understand.
2
Relevant to the topic but is not quite easy to understand
1
Quite relevant to the topic but is not quite easy to understand
Organization
4
Most of the sentences are related to the main idea
3
Some sentences are related to the main idea
Vocabulary
2
Few sentences related to the main idea
1
The sentences are unrelated to each other
4
A few errors in choice of words, spelling and punctuation
3
Some errors in choice of words, spelling and punctuation
2
Occasional errors in choice of words, spelling and punctuation
1
Frequent errors in choice of words, spelling and punctuation
Grammar
Mechanic
4
A few grammatical inaccuracies
3
Some grammatical inaccuracies
2
Numerous grammatical inaccuracies
1
Frequent grammatical inaccuracies
4
Few errors of spelling and capitalization.
3
Occasional errors of spelling, punctuation, and capitalization. (meaning not obscurred)
2
Frequent errors of spelling, punctuation, and capitalization. (meaning confused or obscurred).
1
Dominate by errors of spelling, punctuation, capitalization, handwriting illegible or not enough to evaluate.
Mengetahui, Guru Bidang Study, Mrs. Eneng Sumarni, S.S
Researcher Rifqa Mumtazati
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Students’ Writing Scores in the Preliminary Study No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 20. 21. 22. 23. Total Mean
NAME OF STUDENT Adiba Nabila Harun Aldi Pascagama Annisa Hani Tata Annisa Firda Risanti Aulia Ananda Annisa Nurul Hafifah Bramastya Adhi Nugraha Devani Aulia Putri Fadhil Fadhillah Fanji Fiqrianda Meka Elfitri M. Rayhan Nabillah.D Naila.F. N.A.Akbar.M. Putwi.N. Raissa.M. Revhi.A. Siti.F. Syarifa.S. Vira.A. Novianti Noor
SCORE 70 75 65 70 50 55 35 55 60 60 65 50 55 70 50 65 60 50 50 55 50 70 1285 55.86
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No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 20. 21. 22. 23. Total Mean
NAME OF STUDENT Adiba Nabila Harun Aldi Pascagama Annisa Hani Tata Annisa Firda Risanti Aulia Ananda Annisa Nurul Hafifah Bramastya Adhi Nugraha Devani Aulia Putri Fadhil Fadhillah Fanji Fiqrianda Meka Elfitri M. Rayhan Nabillah.D Naila.F. N.A.Akbar.M. Putwi.N. Raissa.M. Revhi.A. Siti.F. Syarifa.S. Vira.A. Novianti Noor
SCORE 75 75 65 75 75 75 55 70 60 80 75 60 80 75 65 70 80 60 60 65 70 80 1545 67.17
FIELD NOTES
I.
Meeting
: 1 (One)
Day/Date
: Thursday/April 3rd, 2014
Time
: 13.00-14.00
Theme/Sub theme
: Describing Place (Kawasan wisata)
Happens in the classroom From the students’ side
Some students not pay attention on teacher’s explanation.
Some students tried to cheat with her/his friend when teacher give an exercises
From the teacher’s side
The teacher chose the good method in teaching writing through clustering technique
II. Things to consider From the students’ side
Students need clear explanation of the material using clustering technique.
Students need to give interesting explanation to attract the students.
From the teacher’s side
Teacher should have a loud voice so that students can pay attention to the teacher’s explanation.
Observer Eneng Sumarni, S.S
FIELD NOTES
I.
Meeting
: 2 (Two)
Day/Date
: Monday/April 7th, 2014
Time
: 13.00-14.00
Theme/Sub theme
: Describing Place (Kawasan wisata)
Happens in the classroom From the students’ side
Some students pay attention on teacher’s explanation.
Students looked so motivated to make the clustering technique.
From the teacher’s side
The teacher gives a good activity and also good choice to get the goal of teaching.
The teacher gave intensive guide by answering all of questions.
II. Things to consider From the students’ side
Students need to explore their vocabulary hard. Some students don’t look to try hard to find out the vocabulary they need.
From the teacher’s side
Teacher should give the way how to get the vocabulary, because most of students have lack in vocabulary field.
Observer Eneng Sumarni, S.S
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Indikator
Aspek/Skill Alokasi Waktu
: Madrasah Tsanawiyah Khazanah Kebajikan : Bahasa Inggris : VIII (Delapan) / 2 : 4. Menulis Mengungkapkan makna dalam teks tulis fungsional dan teks monolog/esai tulis sangat sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan dan orang terdekat : 4.2 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk descriptive (describing people). :1. Mengidentifikasikan makna dalam teks descriptive (describing people) 2. Mengidentifikasikan langkah-langkah retorika dalam teks descriptive (describing people). 3. Menulis teks berbentuk descriptive. 4. Menunjukkan motivasi untuk mengembangkan kemampuan menulis dalam bahasa Inggris terutama dalam membuat tulisan descriptive. 5. Berpegang pada ajaran Islam tentang adab dalam membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive. : Menulis (Writing) : 4 x 40 menit (2 x Pertemuan)
1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: Siswa dapat mengidentifikasikan makna dalam teks descriptive yang dapat digunakan untuk mendeskripsikan suatu tempat dalam bentuk tulisan descriptive. Siswa dapat mengidentifikasikan langkah-langkah retorika dalam teks descriptive (describing people) Siswa dapat menulis teks berbentuk descriptive. Siswa mampu menunjukkan motivasi untuk mengembangkan kemampuan menulis dalam bahasa Inggris, terutama dalam membuat tulisan descriptive.
Siswa mampu berpedoman pada ajaran agama Islam tentang adab dalam membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) 2. Materi Pembelajaran: Teks tulis monolog/esei sederhana berbentuk descriptive, yaitu describing people: My Friend I have a best friend, her name is Francisca, she is very beautiful and smart, she has wavy and long hair, her eyes color is brown eyes, she looks beautiful. Her body is thin and tall, she also very kind and friendly. I proud to be her friend, I love her, she is my best friend.
Make descriptive writing about describing people using clustering. Look the example above ! 3. Metode Pembelajaran: Discussion and Demonstration (Clustering (Mapping) Word). 4. Langkah-Langkah Kegiatan Pertemuan pertama dan kedua. A.Kegiatan Pendahuluan Apersepsi : Siswa menjawab salam dari guru dengan antusias, hormat, serta santun. (nilai yang ditanamkan: Rasa hormat dan perhatian). Siswa di cek kehadirannya oleh guru. (nilai yang ditanamkan: tekun dan rajin). Siswa mengaitkan materi yang akan dipelajari tentang descriptive text dengan karakter di bawah bimbingan guru.
Siswa memahami butir karakter yang perlu mereka kembangkan yang berkaitan dengan materi yang disampaikan guru dengan merujuk pada silabus, RPP, dan bahan ajar. Siswa memberikan respon yang baik terhadap kegiatan ice breaking yang diberikan oleh guru.
Motivasi : Siswa diberikan motivasi dengan penjelasan pentingnya materi yang akan dipelari dan kaitannya terhadap kehidupan berikut kompetensi yang harus dikuasi siswa B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi: Siswa dilibatkan untuk mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari oleh siswa yaitu dalam mendeskripsikan seseorang dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Siswa mendengarkan penjelasan introduction tentang materi dalam mendeskripsikan seseorang dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Siswa memahami dan merespon secara lisan penjelasan kosakata dan tatabahasa tentang topik materi yang dipelajari yaitu materi tentang mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode clustering (pengelompokkan kata). Elaborasi Dalam kegiatan elaborasi: Siswa mengindentifikasikan tempat yang akan di deskripsikan dalam bentuk tulisan descriptive. Siswa diberi penjelasan mengenai tekhnik yang dipakai dalam penulisan descriptive menggunakan clustering. Siswa berdiskusi mengenai langkah-langkah membuat tulisan descriptive. Siswa mendemonstrasikan penggunaan clustering technique dalam mendeskripsikan seseorang. Siswa mengerjakan latihan soal secara individual, yaitu membuat paragraf descriptive yang mendeskripsikan seseorang menggunakan clustering sesuai yang dicontohkan oleh guru.
My Friend Beautiful
Hair
Smart
Thin
eyes
Long hair Brown eyes
Black
Wavy Hair
Konfirmasi Dalam kegiatan konfirmasi: Siswa yang telah mampu menyelesaikan tugasnya dengan baik menerima umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik. Siswa menerima konfirmasi terhadap hasil pekerjaan yang sudah dikerjakannya dengan penuh tanggung jawab.
Siswa melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan. Siswa difasilitasi oleh guru untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar. Siswa yang kurang dan belum bisa mengikuti materi tentang mendeskripsikan sebuah tempat akan diberikan bimbingan lebih lanjut.
C. Kegiatan Penutup Dalam kegiatan penutup: Siswa bersama-sama dengan guru membuat rangkuman/simpulan pelajaran. Siswa diberikan penilaian dan refleksi terhadap kegiatan pembelajaran yang sudah dilaksanakan secara terprogram. Siswa diberikan umpan balik oleh guru terhadap proses dan hasil pembelajaran. Siswa diberitahukan tentang rencana pembelajaran pada pertemuan berikutnya agar siswa dapat mempersiapkan diri untuk mempelajari pelajaran lanjutan di pertemuan selanjutnya. 5. Sumber dan Media Pembelajaran. Hand Out berkaitan dengan materi pembelajaran, yaitu tentang descriptive text. White Board and Marker. Alat peraga berupa karton. 6. Penilaian. Indikator, Tekhnik, Bentuk, dan Contoh No. 1.
Indikator Tekhnik Mengident Tes Tulis ifikasikan langkahlangkah dalam membuat tulisan descriptive mengguna kan clustering technique
Bentuk Contoh Mengidentifikasik My Friend an penggunaan clustering dengan membuat contoh bagan clustering Beautiful Body dan melengkapinya. Thin
Tall
(describin g people). 2.
Menulis Tes Tulis penggamb aran/ pendeskrip sian seseorang dalam bentuk tulisan descriptive mengguna kan clustering technique.
My Friend Mempraktekkan tekhnik clustering I have a best friend, dalam membuat tulisan descriptive her name is Francisca, she is very beautiful and smart, she has wavy and long hair, her eyes color is brown eyes, she looks beautiful. Her body is thin and tall, she also very kind and friendly. I proud to be her friend, I love her, she is my best friend.
Instrumen: Make descriptive writing about describing place using clustering.
7. Pedoman Penilaian: a. Nilai maksimum: 100 b. Nilai Siswa = Skor Perolehan x 5 8. Rubrik Penilaian: Components of Writing
Scores
Content
4
Relevant to the topic and easy to understand
3
Rather relevant to the topic and easy to understand.
2
Relevant to the topic but is not quite easy to
Indicators
understand 1
Quite relevant to the topic but is not quite easy to understand
Organization
4
Most of the sentences are related to the main idea
3
Some sentences are related to the main idea
2
Few sentences related to the main idea
Vocabulary
1
The sentences are unrelated to each other
4
A few errors in choice of words, spelling and punctuation
3
Some errors in choice of words, spelling and punctuation
2
Occasional errors in choice of words, spelling and punctuation
1
Frequent errors in choice of words, spelling and punctuation
Grammar
Mechanic
4
A few grammatical inaccuracies
3
Some grammatical inaccuracies
2
Numerous grammatical inaccuracies
1
Frequent grammatical inaccuracies
4
Few errors of spelling and capitalization.
3
Occasional errors of spelling, punctuation, and capitalization. (meaning not obscurred)
2
Frequent errors of spelling, punctuation, and capitalization. (meaning confused or obscurred).
1
Dominate by errors of spelling, punctuation, capitalization, handwriting illegible or not enough to evaluate.
Mengetahui, Guru Bidang Study, Mrs. Eneng Sumarni, S.S
Researcher Rifqa Mumtazati
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Students’ Writing Scores in the Post-Test 2 No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 20. 21. 22. 23. Total Mean
NAME OF STUDENT Adiba Nabila Harun Aldi Pascagama Annisa Hani Tata Annisa Firda Risanti Aulia Ananda Annisa Nurul Hafifah Bramastya Adhi Nugraha Devani Aulia Putri Fadhil Fadhillah Fanji Fiqrianda Meka Elfitri M. Rayhan Nabillah.D Naila.F. N.A.Akbar.M. Putwi.N. Raissa.M. Revhi.A. Siti.F. Syarifa.S. Vira.A. Novianti Noor
SCORE 75 75 75 80 75 85 55 85 75 80 75 65 85 75 80 75 85 75 75 75 75 80 1680 73.04
FIELD NOTES Meeting
: 3 (Three)
Day/Date
: Monday/April 14th, 2014
Time
: 13.00-14.00
Theme/Sub theme
:
Describing Person (Favorite character/person/friend)
I.
Happens in the classroom From the students’ side
More students pay attention on a new topic and new concept of clustering technique.
Students are cooperative to support the teacher’s teaching goal.
More students look enthusiast when choosing their favorite character/person/friend and making clustering technique.
From the teacher’s side
The teacher masters the technique and the material she gives.
Teacher checked the students’ work by walking to their table and giving comments.
II. Things to consider From the students’ side
Some students still asked about new concept of clustering technique.
From the teacher’s side
Teacher should make sure if the students are ready to listen to her explaining. If the students are not ready yet, try to make them ready so what she explaining can be understood.
Observer Eneng Sumarni, S.S
FIELD NOTES Meeting
: 4 (Four)
Day/Date
: Thursday/April 17th, 2014
Time
: 13.00-14.00
Theme/Sub theme
:
Describing Person (Favorite character/person/friend)
I.
Happens in the classroom From the students’ side
Students wrote and revise their draft enthusiastically.
From the teacher’s side
Teacher spoke more loudly and clearly
Teacher checked the students’ to make sure the entire student understand about the instruction.
II. Things to consider From the students’ side
Some students had difficult to understand the instructions given.
From the teacher’s side
The teacher should check the students to make sure that they are understand about the instruction.
Observer Eneng Sumarni, S.S
INTERVIEW GUIDELINESS HASIL WAWANCARA SETELAH PENELITIAN Kepada Guru Bahasa Inggris MTs. Khazanah Kebajikan
Pewawancara
: Rifqa Mumtazati
Pihak yang diwawancarai
: Eneng Sumarni, S.S
Jabatan
: Guru Bahasa Inggris
Hari/Tanggal
: Jumat, 18 April 2014
Waktu
: 10.15 – 10.45
Tempat
: Ruang Guru Yayasan Khazanah Kebajikan
1.
Tanya: Apa pendapat ibu, setelah melihat pembelajaran writing dengan menggunakan clustering technique? Jawab: Saya melihat para siswa termotivasi dan terlihat lebih bersemangat dalam pembelajaran writing, apalagi ketika para siswa membuat clustering yang berbentuk bangun menarik, sehingga mereka bersemangat membuat clustering yang membuat hasil kerja mereka terlihat lebih bagus dan terkonsep.
2.
Tanya: Bagaimana menurut ibu, kondisi siswa dalam pembelajaran writing setelah menggunakan clustering technique? Jawab: Saya merasa senang melihat perkembangan kemampuan siswa dalam menulis, apalagi melihat hasil dari nilai writing mereka yang menunjukkan peningkatan.
3.
Tanya: Apakah ibu merasa termotivasi setelah melihat penggunaan clustering technique dalam pembelajaran writing di kelas? Jawab: Tentunya saya merasa termotivasi untuk menggunakan metode clustering dalam pembelajaran writing, karena aktifitasnya sangat bagus. Membimbing siswa dalam menentukan ide-ide sebelum mereka memulai menulis dengan kalimat-kalimat yang padu atau berkaitan dengan kalimatkalimat yang dibuatnya. Dan pastinya siswa jadi lebih kreatif dalam mengembangkan ide yang ada dalam fikirannya.
4.
Tanya: Bagaimana kemampuan pamahaman writing
siswa setelah
penerapan clustering technique sebagai salah satu metode pengajaran writing? Jawab: Kemampuan siswa dalam keterampilan menulis menjadi lebih baik. Awalnya mereka terkendala dalam menentukan ide tentang apa yang akan mereka tulis, dengan diajarkannya metode pengajaran clustering technique siswa menjadi lebih mudah dalam menentukan idenya.
5.
Tanya: Menurut pendapat ibu, bagaimana aktifitas belajar mengajar yang dilaksanakan dalam pembelajaran writing dengan menggunakan clustering technique? Jawab: Aktifitas belajar mengajar menggunakan clustering technique lebih produktif karena siswa dapat dengan mudah atau terbantu dalam membuat paragraph sehingga hasil
tulisan yang dihasilkan lebih bervariasi.
Pembelajaran writing menggunakan clustering technique ini merupakan suatu penyegaran dalam pembelajaran writing.
6.
Tanya: Kendala apa yang terlihat ketika belajar writing menggunakan clustering technique? Jawab: Tidak ada kendala yang berarti, hanya saja kurangnya vocabulary pada siswa membuat mereka kesulitan saat membuat tulisan dalam bahasa
Inggris, tapi untuk mengkonsepkan ide mereka menjadi sebuah tulisan, metode clustering sangat membantu para siswa.
7.
Tanya: Menurut ibu, bagaimana mengatasi kendala tersebut? Jawab: Kendala tersebut dapat diatasi dengan pemberian vocabulary kepada siswa secara berkala dan meminta para siswa untuk menghafalnya, agar siswa tidak ‘miskin’ vocabulary.
8.
Tanya: Bagaimana partisipasi siswa ketika pembelajaran writing menggunakan clustering technique? Jawab: Siswa cukup aktif dan antusias untuk mengetahui tentang clustering technique, selain memudahkan mereka dalam pembelajaran writing, clustering technique juga cukup menyenangkan.
9.
Tanya: Apakah strategi pembelajaran clustering technique efektif diterapkan pada pembelajaran writing? Jawab: Cukup efektif, karena membantu siswa mengkonsepkan ide sebelum mereka memulai membuat sebuah paragraf, dan saya juga terpacu untuk mencoba metode clustering pada jenis teks lainnya.
10. Tanya: Menurut ibu, apakah strategi pengajaran clustering technique dapat meningkatkan kemampuan writing siswa dalam bahasa Inggris? Jawab: Iya, sesuai dengan hasil yang terlihat, kemampuan siswa dalam pembelajaran
writing mulai
meningkat
selama penggunaan strategi
pengajaran clustering technique, meskipun ada beberapa siswa yang tidak mengalami peningkatan, tapi itu hanya sebagian kecil dari seluruh siswa. Jakarta, 18 April 2014 Interviewer Rifqa Mumtazati
English Teacher Eneng Sumarni, S.S
DOCUMENTATION OF THE RESEARCH
KffiI UIN JAKARTA FITK
FORM (FR)
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1 Maret 2010
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SURAT BIMBINGAN SKRIPSI Nomor : Un.O 1/F. 1/KM.01.3 /...........1201 4 Lamp. : Hal : Bimbingan Skripsi
Jakarta, I 0 Januari 20 14
Kepada Yth.
1/orr.Syauki, M.Pd Ismalianing Eviyuliwati, M.Hum Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. As s alamu' al aikum wr.w b.
Dengan
ini
diharapkan kesediaan Saudara untuk menjadi pembimbin
(materi/teknis) penulisan skripsi mahasiswa: Nama
Rifqa Mumtazati
NIM
109014000180
Jurusan
Pendidikan Bahasa Inggris
Semester
X (Sepuluh)
Improving Students' Skill
Judul Skripsi
in Writing
Descriptive Text
th rough Clustering Technique Judul tersebut telah disetujui olehjurusan yang bersangkutan padatanggal 9 Januari Z0l4 , abstraksr/outline terlampir. Saudara d apat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.
Bimbingan skripsi
ini
diharapkan selesai dalam waktu
6
(enam) bulan, dan dapat
diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudar4 kami ucapkan terima kasih. Was s al amu' alaikum w r.w b.
a.n,
ikan Bahasa Inggris
Drs.
S
M.Pd
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KEMENTERIAN AGAMA UIN JAKARTA FITK
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Tgl.
FORM (FR)
: 1 Maret 2010 -l : 01
rl
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SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.0'1/F. 1/KM.01 .31........1201 4 Lamp.'. Outline/Proposal Hal : Permohonan lzin Penelitian
I
Jakada, 24 Januari2014
Kepada Yth. Kepala Sekolah Mts. Khazanah Kebajikan di
Tempat Assal am u' al ai ku m wr. wb.
Dengan hormat kami sampaikan bahwa, Nama
: RIFQA MUMTAZATI
NIM
: 1 09014000'1 B0
Jurusan
: Pendidikan Bahasa lnggris
Semester
: X (Sepuluh)
Tahun
Akademik
Judul Skripsi
.201412015
:
lmproving Students' Skill
in Writing
Descriptive Texl
through Clustering Technique adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset)
di
instansilsekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat mengizinkan
mahasiswa tersebut
melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassal am
u' al ai ku
m wr.wb.
idikan Bahasa Inggris
Tembusan. 1 Dekan FITK
2 3
Pembantu Dekan Bidang Akademik Mahasiswa yang bersangkutan
*;!;)4)>--i,
YAYASAN KIIAZANAH KEBA.]IKAN MADRASAH TSANAWIYAH KIIAZANAH KEBA.JIKAN TERAKREDITASI A NO. AKREDITASI : 28.00.SMP/MTs.552.11 NSM. 212.28.04.17.138 Bank BRI Rek. No. 0919.01.019236.53.0 Jl. Talas 1 Rt. 01/010 Pondok Cabe llir, Pamulang, Tangerang, Banten 15418 Telp. (O21)74707253 Fax. (021)7495254 Website : www.khazanahkebajikan.org
SURAT KETEMNGAN NO : MTs.5.28.04.07 l0 1.09/PP.00.5t069t2014 Yang bertanda tangan dibawah ini Kepala Madrasah Tsanawiyah Khazanah Keba.iikan menerangkan bahwa : Nama Jenis kelamin
Perempuan
NIM
I 090 I 4000 I 80
Fakultas / Jurusan Semester
Tarbiyah / Pendidikan Bahasa Inggris X (Sepuluh)
RIFQA MUMTAZATI
Bahwa nama tersebut diatas telah melaksanakan riset/penelitian pada bulan Maret April 2014 di sekolah MTs Khazanah Kebajikan sehubungan dengan tugas penyelesaian skripsi yang berjudul :
"Improving Students' Skill
Demikianlah surat keterangan berkepentingan maklum.
In
Writing Descriptive Text Through Clusrering Tecltnique,,
ini
dibuat dengan sebenamya, agar pihak
langerang, 23 April 2014 Kepala MTs.'Khazanah Kebaj i kan ' a.'1".,-
",
yang
