A STUDY ON CLUSTERING TECHNIQUE IN WRITING ANALYTICAL EXPOSITION TEXT OF THE ELEVENTH GRADE STUDENTS AT MA SUNAN GIRI PASURUAN

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A STUDY ON CLUSTERING TECHNIQUE IN WRITING ANALYTICAL

EXPOSITION TEXT OF THE ELEVENTH GRADE STUDENTS

AT MA SUNAN GIRI PASURUAN

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

THESIS

Written by

TYAS DWI ANGGRAENI NIM. 06360095

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

▸ Baca selengkapnya: soal essay tentang analytical exposition text

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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on August 2nd, 2012

Approved by :

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Dr. M. Syaifuddin, M. M.

Examiners : Signatures :

1. Drs. Hartono, M. Pd. 1……….. 2. RahmawatiKhadijahMaro, S. Pd, M. PEd 2……… 3. RinaWahyuSetyaningrum, M, Ed 3………

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This thesis is written by TyasDwiAnggraeni was approved on August 2nd, 2012

By:

Advisor II Advisor I

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MOTTO AND DEDICATION

Dan janganlahkamumemalingkanmukamudarimanusia (karenasombong),

danjanganlahkamuberjalan di mukabumidenganangkuh. Sesungguhnya

Allah tidakmenyukai orang yang sombonglagimembanggakandiri

( QS 31:18 )

Tanamkandalamhatimu Allah lagi, Allah lagi, Allah terus, karenasesungguhnya Allah

tidakakanpernahmeninggalkanhambaNya yangsenantiasamengingatNya.(Tyas )

DEDICATION

I dedicated this thesis to :

My beloved parents, “they are my spirit”

All of my family, “thank for the prayers”

My husband and sweet Fakhry, “ thank to be my love”

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ACKNOWLEDGMENT

Bismillahirrohmanirrohim

Alhamdulillah, all praise is to Allah, the Merciful and Charitable. Becauseof His guidance, blessing and affection, the writer can finish this thesis.

The writer would like to express her great appreciation to many personswho had been involved in finishing this thesis. The writer thanks to her first advisor,RinaWahyuSetyaningrum, M. Ed, and her second advisor, Drs. Jarum, M. Ed, for their guidance,suggestion, correction and comment on this thesis without real understanding andstrong motivation, this thesis would have never found its completion.

Her thank also goes to her beloved father andmother, who always give their love to the writer. Her little family, sweet fakhry and her beloved husband, who always give her strong motivation, prayers, and support in finishing this thesis. Her thank also goes to the headmaster of MA SunanGiriPasuruan, Mr. ChatiebYazied M. Si, M. Pd, the English teacher in MA SunanGiriPasuruan, Mr. Erik Wahyudi, S. Pd, all of students in eleventh grade of MA SunanGiri, Mr. Tommy Wahyudi, M. Pd, and her close friend Endah.Her special thank also goes to the head of English Department, Mrs. FardiniSabillah, M. Pd, for giving her advices. Finally, her sincere gratitude goes to everybody that cannot be mentioned one by one who helped her in finishing this thesis.

Eventually, may Allah SWT always keep them in safe and peace condition and give them the appropriate rewards.

The Writer,

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CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The nature of writing……… 7

2.2 Genres……….……….. 9

2.3 Analytical exposition for eleventh grade ………. 11

2.4 Generating Ideas ………. 12

2.4.1 Clustering ………...………….. 13

2.5 Minimum Completeness Score for Senior High School (KKM)………. 14

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ………. 16

3.2 Research Subject ……… 17

3.3 Research Instrument ……….. 17

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3.5 Data Analysis ………. 20

CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Findings ………. 23

4.1.1 The clustering technique used by eleventh grade students at MA Sunan Giri Pasuruan in writing analytical expositiontext……… 23

4.1.2 The result of clustering technique on eleventh grade students‟ writing scores ………... 28

4.2 Discussion ……….. 29

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusions ………. 31

5.2 Suggestions ………. 32

5.2.1 For the English Teachers ……… 32

5.2.2 For the Students ……….. 32

5.2.3 For the Further Researcher ………. 33 REFFERENCES

REFFERENCES

Arikunto, S. 2006. Prosedur Penelitian : Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. Ary, Donald. 2002. Introduction to Research in Education : Sixth Edition. Stamford. :

Wardsworth Group.

Brown, D.H. 2007. Teaching by Principles: An Interactive Approach to English Pedagogy : Third Edition. New York : Pearson Education, Inc.

Cook, M. 2004. A Fun Way to Generate Ideas For Coparison Paragraphs. The Internet TESL Journal, Vol.X, No.7, Juli 2004.

(http://iteslj.org/Techniques/Cook-ComparisonParagraphs.html, Accessed on April 20th, 2011)

Depdikanas. 2004. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris

Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta : Departemen Pendidikan

Nasional

Depdikanas. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris

Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta : Departemen Pendidikan

Nasional .

Halvorsen, A. 2005. Incorporating Critical Thinking Akills Development Into ESL/EFL Courses.

The Internet TESL Journal, Vol. XI, No 3, March 2005. (http://teslj.org/Techniques/Halvorsen.Critical Thinking.html, Accessed on May 10th, 2011)

Hedge, T. 2000. Teaching and Learning in the Language Classroom. New York : Oxford University Press.

Martin, D. 2009. How to be an Effective EFL Writing Teacher. (http://tefl-brazil.blogspot.com/2009/05/article-how-to-be-effective-efl teacher.html, accessed on May 10th, 2011).

Massi, M. P. 2001. Interactive Writing in the EFL Class: A Repertoire of Tasks. The Internet TESL Journal, Vol. VII, No.6, June 2001, (http://iteslj.org/Techniques/Massi-Writing Tasks.html, accessed on May 25th, 2011).

Poopy, A. E. 2008. A Study on The Fourth Semester Students’ Ability In Using Simple Present

Tense in Writing Descriptive Paragraph of English Department at The University of

Muhammadiyah Malang. Unpublished S1 Thesis. Malang: University Of

Muhammadiyah Malang.

Rubdy, R. 2000. Academic and Scientific Writing.

(http://courses.nus.edu.sg/course/elltankw/El 1102-wk6.html, Accessed on May 8th, 2011. Tang, R. 2006. Helping Students to See “Genres” as More Than “Text Types”. The Internet TESL Journal, Vol. XII, No. 8, August 2006, (http://iteslj.org/Techniques/Tang-Genres/, Accessed on May 12th, 2011).

ACKNOWLEDMENTS

Bismillahirrohmanirrohim

Alhamdulillah, all prays is only for Allah SWT, the Merciful and Charitable, because of His guidance, blessing, and affection, the researcher can finish this thesis.

The researcher would like to express her great appreciation to many persons who had been involved in finishing the thesis. The Researcher would like to thank to her first advisor, Mrs. Rina Wahyu, M. Ed, and her second advisor, Drs. Jarum, M, Ed, for their guidance, suggestion, correction, and comment on this thesis. Without real understanding and strong motivation, this thesis would have never found its completion.

Her thanks goes to her beloved parents, who always give their spirit and prayers to the researcher. My little family, sweet Fahkry and my husband Kusnianto, who always give me strong motivation, prayers, and support in finishing this thesis. Her thanks also goes to the teachers of MA Sunan Giri Pasuruan, especially the headmaster Drs. H. Chatieb Yazied, M. Si., M, Pd, Mr. Erik Wahyudi, S. Pd, all of Students in Second Grade at MA Sunan Giri Pasuruan, Mr. Tommy Wahyudi, M. Pd and my close friend Endah. Finally, her sincere gratitude goes to everybody that cannot be mentioned one by one who helped her in finishing this thesis.

Eventually, may Allah SWT always keep them in safe and peace condition and give them the appropriate rewards.

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CHAPTER I INTRODUCTION

This section discusses the background of the study, the statement of the problem, the purpose of the study, the significance of the study, the scope and limitation, and the definition of key words.

1.1Background of the Study

There are four skills in English, such as, listening, speaking, reading, and writing which are of the equal importance of their function in communication. Communication may be conducted in spoken form, which involves speaking and listening, or in the written form, which involves the activity of writing and reading. Writing is commonly considered as the most difficult skill to master among the four language skills. Writing is defined as skill or power to express ideas, thoughts, and feeling to other people in written symbols to make other people or readers understand the ideas conveyed. Cook (2004:1) says that “one of the most challenging aspects of writing is finding something to write about”. Brown (2007:391) defines writing as

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Concerning the definition of writing, Ploeger (in Poppy, 2008) states :

“Writing is one of those skills that many people especially students, feel should be done easily and quickly, without extended thought or effort to write well, however, can be difficult, even for professionals who write everyday. Learning to write, communicate your idea clearly and fully, in an interesting and grammatically correct way-takes time,

effort, and concentration!”

In spite of the fact that writing is usually considered difficult, people cannot argue that the work of writing is very important, especially the English writing. Some importance of the work of writing has been proposed by Menning and Welkinson (in Marliasari, 2009) that writing is important because it (1) overcomes the distance between the writer and the reader, (2) overcomes the problem of time differences, (3) enables someone to participate in the development of science and technology, and (4) can be a means to judge the ability and skills of its writer.

Weigle (2002:1) has ensured that writing has also become more important as tenets of communicative language teaching - that is, teaching language as a system of communication rather than as an object of study – in both second and foreign language settings. In EFL, learning to write involves learning a specialized version of a language already known by the students. Hedge (2000:300) states that methodology for teaching of writing in ELT classrooms made dramatic departures from traditional approaches. In practice, it is difficult to assess the extent to which teachers, set about by pressures of time and assessment, have been able to incorporate recent ideas into their pedagogy, but the ideas are available. Hegde (2000:301), further explains

“…..as a result of various pressures of time and the need to cover the syllabus, writing is often relegated to homework and takes place in unsupported conditions of learning. The danger in these circumstances is that poorer writers struggle alone and the experience confirm them in their

perception of themselves as failing writers”.

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“Increasingly writing is becoming the major International language of printed information. A great deal of the world‟s scientific, commercial, economic, and technological knowledge is written in English, through the writer maybe Chinese, Swedes, or Italian. Publication in English ensures the widest possible readership for new

finding and ideas”.

The work of writing is presented in the form of text. There is a distinction of the text types usually known as genre, which is related to the purpose of each type. Since the present study involves Senior High School students, the researcher will refer to the text types proposed in the 2006 National Standard of Competencies for Senior High School. The text types are analytical exposition, descriptive, discussion, explanation, hortatory exposition, narrative, news item, procedure, recount, report, and review. The distribution of the teaching of the texts is elaborated as follows;

4 hortatory exposition. The purpose of analytical exposition is to expose and persuade audience (reader/listener) that there is a case need to be concerned (Depdiknas, 2004 : 62). Meanwhile, the purpose of hortatory exposition is to expose and persuade the audience (reader/listener) that something should or should not be the case (Depdiknas, 2004, 64). The difference of the two types of exposition is that recommendation is attached to the later on. This study focuses on the writing of analytical exposition.

There are some techniques in writing such as free writing, clustering, making list, and cubing. One particular technique implemented to the study is clustering. Clustering is used to help student generating their ideas spontaneously and avoid sudden jump.

Based on the background, this study focuses on a study of clustering technique used by the eleventh grade students in writing analytical exposition text at MA Sunan Giri Pasuruan.

1.2Statement of the Problems

In accordance to the background, the presents study attempts to find out the answer to the questions:

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2. How is the result of clustering technique on student‟s writing scores?

1.3Purpose of the Study

Based on the statement problem above, the purpose of the study are as follows :

1. To know how the eleventh grade students use clustering technique in writing analytical exposition text.

2. To know the result of clustering technique in students‟ writing scores.

1.4Significance of the Study

The result of this study is expected to give some contributions to:

1. The students: The result of this study is expected to provide them with the forms of clustering technique that can attract and motivate them in order to compose a paragraph. 2. The teachers: This thesis can give a new insight to the English teachers in which this can be

used as a reference to increase the quality of learning technique.

1.5Scope and Limitation

The scope of this study is the using of clustering technique to the eleventh grade students in MA Sunan Giri Pasuruan and limited on the first semester students of grade XI academic year 2010/2011 at MA Sunan Giri Pasuruan.

1.6Definition of The Key Terms

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1. Clustering Technique

Clustering is writing the topic in the middle of a page. Then, the writer let his/her mind move out from the central topic (Marliasari:2009:22).

2. Writing

Writing is a way of communicating a message to a reader for a purpose. The purposes of

writing are to express one‟s self, to provide information for readers, to persuade the readers,

and to create a literary work (Troyka, 2007). 3. Analytical Exposition Text