THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT.

THE EFFECT OF APPLYING CLUSTERING TECHNIQUE

ON STUDENTS’ ACHIEVEMENT

IN WRITING

ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

MISIDA NOVA SARI DEWI MARPAUNG

Registration Number 2103321023

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

DECLARATION

I have familiarized with the university’s policy on academic integrity. Except where appropriately acknowledged. This thesis is my own work, has been

expressed in my own words, and has not previously been submitted for

assessment. I understand that this paper may be screened electronically or

otherwise for plagiarism.

Medan, January 2015 The Researcher,

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ABSTRACT

Marpaung, Misida Nova Sari Dewi. 2014. 2103321023. The Effect of Applying

Clustering Technique on Students’ Achievement in Writing Analytical Exposition Text.A Thesis.English Department.Faculty of Languages and

Arts.State University of Medan.

This study aims at investigaing the effect of applying clustering technique on students’ achievement in writing analytical exposition text. It was conducted by using experimental research design. The Population of this research was the eleventh (XI) grade students of SMAN 2Pematangsiantar. The number of the samples taken was two classes.The first class (XI PMIA 1) which consists of 30 students as the experimental group, while the second class (XI PMIA 2) which consists of 30 students as the control group. The experimental group was taught by using clustering technique. The instrument for collecting the data was writing test. To obtain the reliability of the test, the writer used the Pearsons’ Product Moment Formula, The resut of the study showed that the reliability of the test was 0,90. The data were analyzed by using t-test formula, the analysis showed that the score of students in the experimental group was higher than the score of students in the control group at the level of significance 0, 05 with the degree of freedom (df) 58; the t-observed is 4, 61 while the t-table is 2, 00. Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.

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LIST OF APPENDICES ... viii

CHAPTER I. INTRODUCTION ... 1

A. The Background of Study ... ₁

B. The Problem of Study ... 3

C. The Objective of Study ... 4

D. The Scope of Study ... 4

E. The Significance of Study ... 4

CHAPTER II. REVIEW OF LITERATURE ... 5

A. Theoretical Framework... ₅

1. Writing ... ₅

a. The Nature of Writing ... 5

b. Writing Process ... ₇

c. Objectives of Writing ... 10

d. The Components of Writing ... 11

2. Analytical Exposition ... ₁₁

a. Communicative Purpose of Analytical Exposition Text ... 12

b. Rhetorical Structure of Analytical Exposition Text ... 12

c. Grammatical Patterns ... 12

d. The Example of Analytical Exposition Text ... 13

3. Clustering Technique ... 14

a. The Nature of Clustering Technique ... 14

b. The Philosophy of Clustering Technique ... 15

c. The Steps of Clustering Technique ... 16

d. The Example of Clustering Technique ... 17

e. The Advantages and Disadvantages of Clustering Technique ... 18

f. The Differences between Clustering Technique, BrainstormingTechnique, and Mind Mapping Technique ... ₁₉

B. Relevant Studies ... 20

C. Conceptual Framework ... ₂₁

D. Hypothesis ... 23

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Research Design ... ₂₄

B. Population and Sample ... ₂₅

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a. Teaching Presentation in the Experimental Group ... 27

b. Teaching Presentation in the Control Group ... 28

3. Post-Test ... 29

CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ... 33

A. Data ... 33

CHAPTER V. CONCLUSION AND SUGGESTION ... 39

A. Conclusion ... 39

B. Suggestion ... 39

REFERENCES ... 40

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LIST OF TABLES

Pages

Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test ... 2

Table 2.1 TheDifferences between Clustering Technique, Brainstorming Technique, and Mind Mapping Technique... 19

Table 3.1 Research Design ... 24

Table 3.2 Treatment for Experimental Group ... 27

Table 3.3 Treatment for Control Group ... 28

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LIST OF FIGURES

Pages

Figure 2.1 The Writing Process Approach ... 8

Figure 2.2The Example of Analytical Exposition Text and Their Rhetorical

Structure ... 13

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LIST OF APPENDICES

Pages

Appendix A. Pre - Test for Experimental and Control Group ... 42

Appendix B. Post - Test for Experimental and Control Group ... 43

Appendix C. The Tests Score of Experimental and Control Group ... 44

Appendix D. The Calculation of Reliability of the Test ... 46

Appendix E. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 49

Appendix F. The Calculation of T-test ... 52

Appendix G. T-table Distribution ... 53

Appendix H. Lesson Plans ... 54

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CHAPTER I

INTRODUCTION

A.The Background of the Study

English is one of the formal subjects that is included in the curriculum. It

has been taught from the primary up to university level.The Department of

National Education has made English as a compulsory subject and positioned it as

the first foreign language to be taught in school based on the curriculum. In order

to be able to communicate in English, students are expected to master the four

english skills, they are the mastery of the receptive skills (reading and listening)

and the mastery of the productive skills (speaking and writing). One of the

language skills that will be focused in this study is the writing skill.

Writing is a process of discovery and organizingthe ideas, developing the

ideas, conveying them into paper, reshaping and revising them (Coffin et al,

2003:34). It means the students should be able to express their idea that they

discovered into paper in a text form that will be clear to a reader.Furthermore,

writing is a skill to express the ideas in an effective and organized way. Writing is

a skill that can be acquired through practice. It is also state by Grenville (2001:vi)

thatno one’s born knowing how to write – but it is a skill that most people can

learn, and the more you do it, the easier it becomes. Actually, most of the students

find some difficulties in learning writing. They think that writing text is a difficult

task to do. This assumption is wrong because writing is an activity that has a lot of

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Based on the researcher’s experiences during the time spent in the Field

Practice Experience (Praktek Pengalaman Lapangan : PPL) at the State Senior

High School (Sekolah Menengah Atas: SMAN) 2 Pematang Siantar, many

students had difficulties in writing. They did not give much attention and

enthusiasm on writing task because they do not have an appropriate direct means

in getting in touch with the ideas. The researcher found the data of the XI grade

students’ writing test in the first semester at 2013/2014 academic year from the

English teacher. The teacher said that many students get the score below Minimal

Completeness Criteria (Kriteria Ketuntasan Minimal) of English lesson for Senior

High School. The score of writing test from the students can be seen in table 1.1.

Table 1.1 The Eleventh Grade (XI) Students’ Score of Writing Test

Class Semesters Score Students Percentage

XI-PIA-1 1st Semester

The Minimal Completeness Criteria (KKM) applied for the eleventh grade

(XI) by school is 75. From the data above, it can be fulfilled that the students’

ability in writing in that class is still low. It can be seen from the number of

students where 30 of 84 students from two classes have score under the Minimal

Completeness Criteria. Theunderlying problem is the productivity of a student,

not the lack of the ideas but the lack of direct means of getting in touch with the

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develop and proceed the ideas into a writing product is a problem. In order to help

the students engage with the ideas, a good strategy, method, or technique should

be used.

Clustering is one of the effective techniques that is useful to help the

students to get in touch with the ideas. Rico (2000:38) states that clustering

technique is a direct means that can be used to generate ideas for writing of any

form : essays, poems, short stories, business reports, songlyrics, even novels. It

means the students will be helped to develop and proceed their ideas easily since

the reasons why the students are difficult to write are that they lack of direct

means to develop and proceed the ideas. He also state that clustering is a very

effective technique in writing because it seems to be a reflection of the way design

mind naturally works – that is, it clusters for patterns meaningful to it all the time

as it scans its universe (Rico 2000:28). It means clustering is a good way to make

students have the patterns of ideas meaningfully.

Thus, in order to make students write easily, the researcher is very

interested in conducting a study on students’ achievement in writing analytical

exposition text by applying clustering technique.

B.The Problem of the Study

Based on the background of the study, the research problem of this study is

formulated as the following: “Is there any significant effect of using clustering

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C. The Objective of the Study

Clustering is a direct means in getting in touch with the ideas. It is an

effective technique to make students develop and proceed their ideas easily and

meaningfully. By using this technique, students become creative to think and

write naturally. Related to the problem of the study, the objective of this study is

to discover whether there is a significant effect of applying clustering technique

on students’ achievement in writing analytical exposition text.

D.The Scope of the Study

Based on the background above, this study will be limited to the

effectiveness using Clustering Technique in teaching writing on grade XI at

SMAN 2 Pematang Siantar.

E. The Significance of the Study

As this study concerns with the use of clustering technique to affect the

students’ achievement in writing, the findings of this study are expected to be

useful as,

1. Theoretically for the teachers to improve the quality of students’ writing and

for the researchers to use this study as reference for next researches.

2. Practically to improve the students’ writing skill and widen their horizon

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The mean of control and experimental group in the post-test score are 67, 93

and 78, 96. The number of the students for each groups is 30. It means that the

mean score of experimental group is higher than those of control group.

The result of calculation t-test shows that the score of t-observe (4, 61) < the

score of t-table (2, 000). It means that the null hypothesis (Ho) is rejected and the

alternative hypothesis (Ha) is accepted. So, from the calculation of the data, it can

be concluded that clustering technique significantly affects the students’

achievement in writing analytical exposition text.

B. Suggestions

As the result of the study, it is suggested that:

1. The English teachers should apply clustering technique in improving

students’ ability in writing analytical exposition text by emphasizing the

exercises to enable students to have meaningful ideas to write.

2. The students should use clustering technique because this technique allows

students to explore their mind to generate ideas which are reflected to get

meaningful ideas in order to improve their ability in writing.

3. Since this study is only focused on students’ achievement in writing

analytical exposition text, it is suggested for other researcher to apply

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