(A Quasi-Experimental Study of the First Grade Students at
SMA Al-Hasra Depok)
By
Miryanti
NIM. 1111014000028
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
v
Grade Students at SMA Al-Hasra Depok in Academic Year of 2015/2016. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Key words: Clustering Technique, Recount Text, SMA Al-Hasra Depok.
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Satu SMA Al-Hasra Depok Tahun Ajaran 2015/2016. Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Kata Kunci: Teknik Clustering, Teks Recount, SMA Al-Hasra.
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In the name of Allah the Beneficent, the Merciful
All praise be to Allah who gives the researcher guidance and everything. Peace and blessing be upon the Prophet Muhammad, his families, his relatives, and his followers, may we always be in straight way until the end of the world.
In this opportunity the researcher would like to thank Allah, for the strength in completing this “Skripsi” entitled The Effectiveness of Clustering
Technique On Students’ Writing Recount Text (A Quasi-Experimental Study of the First Grade Students at SMA Al-Hasra Depok) as one of the requirements in fulfilling the Requirements for the Degree of S.Pd. (S-I) in English Language Education. This “Skripsi” cannot be completed without the help and prayers from others especially from her beloved parents; Bapak Miskam and Ibu Seniwati, who always gave supports, prayers, guidance, spirit, motivation to finish her study in writing this “Skripsi”.
The researcher also would like to address her great honor and attitude to her advisors, Drs. Sunardi Kartowisastro, Dipl. Ed. and Neneng Sunengsih, M. Pd., for all of the help, valuable advice, suggestion and guidence in giving consultations to finish this ”Skripsi”.
Concerning the process of writing this ”Skripsi”, the researcher is also grateful to every person who participates and gives motivatation and support. Her deepest gratitude also goes to those who have helped her in finishing this ”Skripsi”, they are:
1. All inspiring lecturers especially those of Department of English Education who have taught the researcher useful knowledge and skills.
2. Dr. Alek, M.Pd., the Head of English Education Departement and Zahril Anasy, M.Hum., as the secretary of English Education Department.
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6. Her best friends; Suci Romadhona, Rismalia Nur Febriani, Nurul Fatmawati, Rosya Kurniati, Utul Azkiya, Fawzia Firdausya, Eka Fitriani, Imam Achmad. D, and all her friends at Islamic State University os Syarif Hidayatullah Jakarta especially other A class members for sharing their knowledge, happiness, care, time, help, support, and friendship.
7. Everyone whose name cannnot be mentioned one by one for the contribution to the researcher in finishing this ”Skripsi”.
May Allah, the Almighty bless them all, so be it.
Finally, the researcher realizes that this ”Skripsi” is still far from being perfect. She welcomes all suggestions and critiques from the reader for this ”Skripsi” to make it better.
Wassalamu’alaikum Wr. Wb
Jakarta, October 5th 2015
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PAGE OF APPROVAL ... ii
THE ENDORSEMENT SHEET ... iii
SERTIFICATE OF ORIGINALITY ... iv
ABSTARCT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I : INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of Problem ... 4
C. Limitation of Problem ... 4
D. Formulation of Problem ... 4
E. Purpose of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK ... 6
A. Writing ... 6
1. The Definition of Writing ... 6
2. The Purpose of Writing ... 7
x
B. Recount Text ... 11
1. Definition of Recount Text ... 11
2. The Purpose of Recount Text ... 12
3. Types of Recount Text ... 13
a. Personal Recount ... 13
b. Procedural Recount ... 13
c. Factual Recount ... 14
d. Biographical Recount ... 14
4. The Structure of Recount Text ... 14
a. Orientation... 15
b. Series of Events ... 15
c. Reorientation ... 15
5. The Language Features of Recount Text ... 16
a. Proper Nouns ... 16
b. Descriptive Words ... 17
c. The Use of Past Tense ... 17
d. Sequence Maker ... 17
C. Clustering Technique ... 17
1. Definition of Technique ... 17
2. Definition of Clustering ... 18
3. Steps of Using Clustering ... 20
4. Teaching Recount Text Using Clustering Technique ... 23
D. Previous Study ... 24
E. Thinking Framework ... 25
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... 27
1. Research Population ... 27
2. Sampling Technique... 28
D. Instrument of the Research... 28
E. Technique of Data Collecting ... 32
F. Technique of Data Analysis ... 33
1. Normality Test ... 33
2. Homogeneity Test ... 33
3. Hypothesis Test ... 34
G. Statistical Hypothesis ... 36
CHAPTER IV: FINDING AND DISCUSSION ... 37
A. Data Description... 37
1. The Score of Experimental Class’ Pre-test and Post-test ... 37
2. The Score of Controlled Class’ Pre-test and Post-test ... 38
B. Data Analysis ... 38
1. Results of Pre-test of Experimental and Controlled Class ... 38
2. Results of Post-test of Experimental and Controlled Class ... 40
3. Normality Test ... 41
4. Homogeneity Test ... 43
5. Hypothesis Test ... 44
C. Data Interpretation ... 48
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xiii
Table 3.2 : The Example of Normality Test in SPSS 22 ... 33 Table 3.3 : The Example of Homogeneity Test in SPSS 22 ... 34 Table 4.1 : Table of Data Description of Pre-test Results of Experimental
Class ... 39 Table 4.2 : Table of Data Description of Pre-test Results of Controlled Class
... 39 Table 4.3 : Table of Data Description of Post-test Results of Experimental
Class ... 40 Table 4.4 : Table of Data Description of Post-test Results of Controlled
Class ... 41 Table 4.5 : Normality Pre-test Results between Experimental and Controlled
Class ... 42 Table 4.6 : Normality Post-test Results between Experimental and
Controlled Class ... 42 Table 4.7 : Homogeneity Pre-test Results between Experimental and
Controlled Class ... 43 Table 4.8 : Homogeneity Post-test Results between Experimental and
Controlled Class ... 43 Table 4.9 : The Comparison Score between Students in Experimental Class
xiv
[image:14.595.117.506.147.606.2]xv
Appendix 3 : Syllabus ... 56
Appendix 4 : Lesson Plans ... 58
Appendix 5 : The Students’ works ... 81
Appendix 6 : Surat Permohonan Izin Penelitian ... 91
Appendix 7 : Surat Keterangan Pelaksanaan Penelitian ... 92
1
A. Background of the Study
Learning English is not as easy as it seems, because there are four skills that should be learned such as listening, reading, speaking, and writing. Not only should those skills be learned, but also the structure of sentence or grammar. Those four skills cannot be gained easily; students must practice it regularly, especially in learning writing because writing is the most difficult skill from those skills; the students should know about range of vocabulary, the use of it, grammatical structure, and so on. In other words teaching writing is important because it could train students to explore their mind and ability in English from which they have learned with their teacher.
Writing is a productive skill because when writing something it means they have made a language product from their mind to be expressed or poured in paper. In writing, although the students only need to express their ideas into a paper, it is not easy to make a good writing because it needs many requirements. From the explanation above, it could be concluded that writing is a process of pouring an idea, thought, concept for producing a text based on what the people want to write.
Writing is one of the important skills to be mastered by the students, because it can express their ideas, feeling and emotional. In Indonesia, English becomes one of the languages that should be learned in Primary, Secondary, and Tertiary education. The example from Secondary is senior high school. Moreover, English also becomes a foreign language tested in UN, National Examination. As stated in school based on curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), students of secondary schools are expected to develop their English in all language skills; they are listening, speaking, reading and writing. It means that writing becomes one of skills that also should be learned, such ason Competency Standard- Standard Kompetensi (SK) and Basic Competency- Kompetensi Dasar
(KD), the first year students of Senior High School are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of recount, narrative, and procedure to interact with people in their nearest environment.1 It means the senior high students need to learn how to produce good recount writing. Here, there should be a good relation in English teaching and learning to develop students’ skill in writing English.
Based on the researcher’s experience especially for students who are in senior high school; it seems so difficult for some of them to express their idea on paper. Their difficulties in writing are how to generate and organize their ideas into writing; they are confused to start writing.
But again based on the researcher’s experience as a teacher during doing (Integrated Teaching Practice Program) PPKT in SMA AL-HASRA Depok, some of the first year students think that writing is a boring and difficult lesson because sometimes the students do not know how to write good sentences, and it makes them unenthusiastic in writing especially in writing recount text. Moreover, in writing recount text, changing present form into past form is one of the difficult things to do. Also they are unable to make good writing because they are sometimes confused about how to make well-structured writing. A recount text usually retells the past events and the students must use tenses that have the
1
function to tell story in past form in their writing. They have to choose the correct tenses and they also should know range of vocabulary. Here, the English teacher also seldom gives writing exercise to the students, because the English teacher pays more attention in reading. So, the students do not get enough exercise for writing. In addition, the researcher chose recount text because it is usually presented in senior high school, it also includes in the purpose of English learning in senior high school.
Beside those things, basic freedom “freedom to say what they think and feel, freedom to choose and err, freedom from interruption, and freedom from fear”2 is a thing that the students should have because writing is not as easy as it seems to be. Based on the researcher’s experience by interviewing her students during (Integrated Teaching Practice Program) PPKT, they are seldom given writing recount text exercise by their teacher in school. Even though they are asked to write something, the teacher does not use any technique that can help them write easily.
Here, the researcher uses clustering technique to make the students easier in making draft for their writing. Because in clustering technique, students could organize their idea by using lines, boxes, arrows and so on to show the relation of their ideas and details of a writing topic.3 By organizing their ideas into an interesting shape it is hoped that students could be more interested in writing recount text. Moreover, there is no right or wrong in clustering technique, because it only shows how ideas and details relate to one another that to be expressed into the paper. Through clustering exercise, it is hoped that it can help students to have more courage and confidence in writing.
Based on the introduction above, the researcher is interested in observing the effectiveness of clustering technique on students’ skill in recount writing, because clustering technique does not need too many requirements in writing, it also gives a clear picture to the students about a topic related to each other, and it is hoped can be applied quite easily especially for the first year students in senior high in
2
William F. Irmscher, Ways of Writing, (United States of America: McGraw-Hill: 1969), p. 2
3
writing recount text; they just need to share their words about their past experience that related to the topic into some shapes. For that reasons, the researcher chooses “The Effectiveness of Clustering Technique on Students’ Writing Recount Text of the First Grade at SMA AL-HASRA Depok” as the title of this “Skripsi”.
B.
Identification of the Problem
Some reasons that can be identified from the background of the study above and in relation to the students’ difficulties in writing are:
a. Students confuse how to start writing, students difficult in generating and organizing their idea into writing.
b. Students feel bored in learning writing for its difficulties.
c. Students less of vocabulary whether in writing recount text, they have to remember and change the verbs into the past form.
d. Teachers did not give more writing exercise to the students moreover using technique in teaching writing.
e. Students lack of confidence in writing recount text.
C. Limitation of the Study
Based on the identification of the problems that have been mentioned, the limitation of the problem is the researcher only focuses on using of clustering technique on students’ writing recount text.
D. Formulation of the Problem
E.
Purpose of the Study
The purpose of the study is giving empirical evidence that clustering technique is effective for the first grade students’ writing recount text of SMA Al-Hasra Depok.
F.
Significance of the Study
The result of this study is expected to be useful for: 1. The students
For the students, this study will be able to develop their understanding more about recount text. Also the students can be more enthusiastic, confident and creative in writing their ideas, thought, and concept about recount text by using clustering technique exercise.
2. The English teachers
For the English teachers, it is hoped that he/she will get a successful teaching learning process in writing recount text and enrich their knowledge and creativity in teaching writing, especially in teaching recount text by using clustering technique. Hopefully teachers can apply it into their teaching technique in writing effectively.
3. The researcher
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CHAPTER II
THEORETICAL FRAMEWORK
This part talks about the topic-related matters which focus on writing skill. There are some parts in this chapter, they are: the definitions of writing, the purpose of writing, the process of writing, definition of recount text, the purpose of recount text, types of recount text, the structure of recount text, the language features of recount text, the definition of technique, the definition of clustering, steps of using clustering, and teaching recount text by using clustering technique.
A. Writing
1.
The Definition of Writing
In learning English language, writing becomes one of the important skills beside listening, reading, and speaking. But from those skills, writing is the most difficult skill in the language skill.1 It also can be said that writing is the most difficult skill because in writing, the students should know more on the language itself, the vocabulary, the grammatical structure, and the characteristics of good writing. Moreover, they should use appropriate language to make the readers understand about what they write about. In other words, the students should study harder in learning how to write well.
As explained before, learning to write is not as easy as learning the other skills; reading, listening, and speaking. Writing is a productive skill that only can be mastered by the students who have good knowledge in learning the language. Therefore, before students make a good writing, they should have courage and idea to write them down. Even they are still as Senior High Schools’ students that do not have much experience in writing, it does not mean they could not write anything at all. Writing is not a simple skill in English Language, therefore the students must learn it in order to accomplish their learning goals as written in the
1
Competency Standard- Standard Kompetensi (SK) and Basic Competency-
Kompetensi Dasar (KD). Richards said that only few people can master writing either in a first or second language because learning to write is the most difficult tasks.2 His opinion could support the argument above that writing is the most difficult skill in the language skills.
Raymond defined that writing is more than a medium of communication.3 It means that writing is not only the media to communicate to each other but also as a means of ideas and emotional expression. In writing, the students also could deliver all of their feeling to the readers, sharing many things or tell about anything to make the readers feel it without seeing each others. Here the students must construct their own views on a topic that will be shared to the readers.
Writing is also a way of finding out what people know and what people need to learn.4 It means that writing could be one of the media in sharing information to each other. Writing also could be a message for giving more details about something.
From the definitions above it can be concluded that writing is a way to communicate without seeing each other directly from facial expressions or body language. But other people could know what information that wanted to be shared by the students. Here, the students can build up a relation to the readers by delivering a massage into a written form which comes during writing process. It means that the students try to engage their writing to the readers.
2.
The Purpose of Writing
There are many readers who have different knowledge from the students. Here, the students’ reason is important in writing, because it can determine the purpose of writing. When the students write, they should think about the purpose of the writing itself because their writing is not only read by the students themselves but also other readers to know what actually for the writing is
2
Ibid.
3
James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing Company, 1980), p. 2.
4
composed. According to Miller, to make the written keep on the track and clear to whom it is written, writing should have some purposes5:
a.
To Inform
In writing, the students not only pour their ideas into writing, but they must also have clear message to inform it to the reader. The students usually have more knowledge about a thing that they want to share to readers. Here the writing is not based on the students’ experience but published sources which usually do in most frequently in university courses.6
One of the purposes in writing is to inform the readers about events or anything that occurs and exists surrounding people and to give the evidence about its fact. The information which is given should be accurate, clear, concise, and objective. The students can give the information through kind form, such as newspapers, nonfiction books, text books; guidebooks, etc.7
b.
To Explain
Writing does not only give the information to the readers but also how to deliver or explain it well to make the readers understand about the writing. Moreover, not all the readers understand easily or have same knowledge about what the students write.8 Here, the students need to build a bridge in developing the readers understanding by explaining the content of their writing.
In addition, the students also have to ensure that the readers can figure out about the complex topic they made. So, explanation in writing is important to make sure that the readers probably understand or not about the writing, then the students can engage it in meaningful communication in their writing.
5
Robert Keith Miller, Motives for Writing, fifth edition, (New York: McGraw Hill, 2006), p. 5.
6
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield Publishing Company, 1995), p. 141.
7
David Nunan, Language Teaching Methodology, (New York: Prentice Hall, 1991), p. 84.
8
c.
To Persuade
Persuasion is fundamental to everyday life, because it can attempt to get someone to do something what the people want.9 Through writing, the students can accuse or defend and affect the reader’s minds, because writing persuades the readers to engage with their thoughts or actions. The examples of persuasive writing are recipes, maps, instructions on food and tools, telephone directories; ballot papers, etc.10
d.
To Amuse
In this world, there must be a joke in daily lives. Some people make a joke to amuse other people with their joking because everyone needs entertainment to release their stress. Same as writing, the students may give an entertainment to refresh reader’s mind by using humor so the written is appealing the readers to read.
Here, the students’ primary object is to make the readers enjoy themselves by trying to laugh with rather than at, for instance making a joke. But, the students also need being good-humored in joking for not making the readers become offended.11 In making a joke, the students should not write satirical things such as gender, religion, ethnicity, racial identity, social class, etc. that can make the readers offended.
It can be concluded that writing has several purposes to make the reader interested in it. Writing can inform the readers about something that contains the factual information yet the information that they needed, explain the information itself to make the information more understandable, persuade readers to affect the reader’s minds and the last amuse the readers by using humor.
3.
The Process of Writing
Mostly, every successful person passes their lives through difficult process to be the best. Same as that thing, to make a good writing, there are many processes
9
Miller, op. cit., p. 451.
10
Nunan, loc. Cit.
11
to make it the best according to the students. Sometimes, the students are worried about using the wrong words or sentences in writing. But, from that worry the students reread the paragraph to make sure that the readers could understand about what they want to deliver. Langan stated that writing has some steps, they are discovering a point by using prewriting, developing solid support for the point by also using prewriting, organizing the material and making a first draft, the last is revising and then editing carefully.12
In composing any kinds of writing, the students must follow every stage of writing process to produce the idea clearly and effectively. The first stage is prewriting, means the first step that the students should take before writing their first draft.13 In prewriting stage, the students can arrange their ideas for the writing. Not only do students arrange the ideas, but they can also choose their topics to be written. The prewriting methods are designed to get started in generating ideas, recalling facts and anecdotes and realizing patterns.14 It means that in prewriting stage, the students start their first writing process to gather the ideas before beginning to compose a paragraph.
The second step is drafting, a stage of discovery and exploration.15 Here, the students need to organize their prewriting become a good structure of writing. When the students write the first draft, they are ready to give the details and additional thoughts that did not exist since in prewriting stage.16 Beside organizing their prewriting, the students also need to add more information about their writing for making a good coherence. In drafting stage, the students write a framework of ideas they have generated to make their writing is constructed coherently.
12
John Langan. English Skills, seventh edition, (New York: McGraw Hill, 2001), p.17
13
Donald Pharr and Santi Buscemin, Writing Today: contexts and options for the real world-Brief Edition, (New York: McGraw Hill, 2005), p.25
14
Ibid, p. 40.
15
Betty Mattix Dietsh, Reasoning and Writing Well, (New York: McGraw Hill, 2006), p.11
16
The third stage is revising. This stage helps the students to build upon what has already been done, in order to make it stronger.17 They need to recheck what they have already written in the draft. Then the last stage after revising is editing. This final stage means checking the writing for mistakes in grammar, punctuation, usage, and spelling.18 In this stage the students have to refine some mistakes that they have made.
B.
Recount Text
1.
Definition of Recount Text
Recount text is one of subjects that should be taught in Senior High School, especially in first grade. That requirement is found in Competency Standard-
Standard Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD). From its name, recount text is a kind of some genres in writing. There are some experts who define recount text, two of them are the Andersons who in their book said that “A recount is a piece of text that retells past events, usually in the order in which they occurred.” It means that a recount text tells about something that has happened in the past chronologically. Chronologically means that recount text should contain of what happened, who was involved, when the events happened, where the events took place and why and how the events could have happened.
In recount text, the students may write all past events not only retell about factual or historical events but based on their personal experience.19 It means that writing about past event; personal experience, factual or historical events, that has happened is called by recount text. The students must have their own past stories about their lives, such as their holiday, terrible moment, and happy moment. They could write them all into paper called recount. As mentioned above, recount text is
17
Ibid, p. 26.
18
Ibid, p. 30.
19
used to retell about an event that has occurred in the past. Therefore, recount is always written in the past form or past tense.20
Recount is one of the written text types which consist of grammar of speech.21 In writing a recount, the students should be aware about some crucial things such as, the grammatical structure; past tenses, that should be used. The students also need to be concerned about the sequence of events, common action verb and connections in the recount.
From some definitions above, it can be concluded that recount is a kind of text type which retell about past events chronologically. Those past events can be about factual events or historical events or the students’ or personal experience that is usually learned in senior high school in Indonesia. Recount text uses past tense to retell the events, so the students also need to pay more attention to its crucial things; grammatical structure, e.g. mastering the forms of regular and irregular verbs and language for not making misunderstanding and miscommunication to the readers.
2.
The Purpose of Recount Text
Basically, a recount is written to retell past events to the readers. Here, the readers are expected to know the description of the past events chronologically. According to Andersons, the purpose of recount text is to give detail explanation; what and when, about the past events to the readers.22 It means that, the purpose of recount text is not only retelling the past events to the readers but it is also describing the past events chronologically that has happened to the readers.
Recounts also has purpose to inform, entertain, or reflect the readers about the past events.23 It is in line with Hyland where the purpose of recount text is “to
20
Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 104.
21
Peter Knap & Megan Walkins, Genre, Text, Grammar Technologies for teaching and assessing writing, (Sydney: University of South Wales, 2005), p. 228.
22
Mark and Kathy Andersons, Text Types in English 3, (South Yarra: Macmilan, 1998), p. 24.
23
reconstruct past experiences by retelling events in original sequence.”24
From that purpose, recount is not only retelling about the past events, but it is also informing the readers about some information that happened and included in the story. It usually can be found in the factual or historical events such as the news about criminals that happened like in the newspaper or magazine. Here, recount also can entertain the readers by amusing them through the text that has written. The students could help the readers in imagining an experience by using descriptive words and phrases to bring the readers into the story with the students.
3.
Types of Recount text
Recount text has four types according to Stubbs in her book Targeting Text. Those types are personal recount, procedural recount, factual recount, and biographical recount. Here is the explanation of those four types of recount text:25
a.
Personal Recount
A personal recount retells an activity that the students have experienced. The forms of this recount are letters, diary entries, journals, anecdotes and postcards. Facts and information are important, but personal responses and comments are also appropriate, particularly in the re-orientation part. The sequence of events should be selected to add or omit interest and humor. Personal recount is usually written in the first person (I, we), and often aim to entertain as well as inform.
b.
Procedural Recount
A procedural recount records the steps taken in completing a task or procedure. This recount can be found in information books, television, and books that explain how things were made. The use of technical terms, an accurate time sequence and first person (I or we) give credibility to the information provided.
24
Hyland, op. cit., p. 20.
25
c.
Factual Recount
A factual recount is concerned with recalling events accurately and evaluated their significance. In factual recount, the text could be represented as everyday task such as a school accident report to a formal, science experiment, traffic report, sport report. Factual recount emphasizes on the using of language that is accurate, factual and detailed, so the readers could gain a complete picture of the events, experience or achievement. This recount is usually written in third person using pronouns he, she and they. It may be written in the passive voice.
d.
Biographical Recount
A biographical recount tells the story of a person’s life using a third person narrator (he, she, and they). First person narration (I, we) could be used in autobiography. In this recount, it is usually factually accurate and records specific names, times, places, and events.
4.
The Structure of Recount Text
In writing, the students do not only pour their idea that they wanted but they have to think about the content of their writing. The content should be clear written in order to make the readers easy to understand about the plot of story and information that the students wanted to give. To make the writing become easily understood for the readers, there must be structure of the writing.
In writing good recount text, there are also some schematic structures to make the text coherence to each paragraph. It is not easy to make each paragraph have coherences to each other because in every schematic structure there should have a main idea. The schematic structure of recount text consists of three parts. Those parts are orientation, sequence of event and re-orientation or conclusion. Here, are the further explanations about schematic structure in recount text:26
26
a.
Orientation
Orientation provides the setting and introduces the participants with 5 W formula (who, what, when, where, and why) about the text. It told the reader who was involved, what happened, where this event took place, and when it happened to make sense of the text. For example an orientation for a recount of a climb of Mount Everest, the students should tell the reasons for the climb and an explanation of the climatic conditions.27
b.
Series of Events
The readers understanding of the topic is the most important thing, because it means the readers could get what the students write about. In recount text, events should be added carefully to add the readers understanding of the topic. Series of events tell what happened in sequence. It gives more information about the story and give the specific details of what, who, where, and when. This part also tells how the characters of the story react to the complication. The events can be told to use conjunctions or connectives; first, next, then, finally, and so on.
c.
Reorientation
Reorientation is a conclusion of the events. It usually summaries the result and offers personal opinion or comment of the recount text, but it is just optional. Reorientation generally refers to some of the information in the orientation paragraph.28
The following text is the example of Schematic structure of personal recount text:29
27
John Barwick, Targeting Text: Recount, Procedure, Exposition; Upper Level, (Sydney: Blake Education, 1999), p. 5.
28
Ibid, p. 6.
29
Table 2.1
The Example of Recount Text
Orientation We are having a great holiday here on the Gold Coast. Yesterday we went to Movie World.
Sequence of Events
When we got up in the morning it looked like rain. After a while the clouds disappeared and it became a sunny day. We then decided to go to Movie World.
The first ride I went on was Lethal Weapon. Next I saw the Police Academy show. After that I had lunch as I was really hungry. Meanwhile, Mum and Kelly queued for the Batman ride. About one o’clock we got a light shower of rain but it cleared up soon after. We then went on all the other rides followed by the studio tour. Reorientation It was a top day. See you when we get back.
Love Sam
5.
The Language Features of Recount Text
A recount text usually has three main sections or schematic structures. As mentioned before, those parts consist of orientation, series of events and reorientation. Besides schematic structures of recount text, the students also should know about the language features that used in recount text. The language features that used in recount text are:30
a.
Proper Nouns
Proper nouns are used to identify the characters who involved in the recount text.
30
b.
Descriptive Words
Descriptive words are used to give detail about who, what, when, where and how in the recount text. So, those words could help the readers imagining the past events.
c.
The use of Past Tense
As mentioned before, recount text is a text that retells the past events; someone experience. So, the students must use the past tense in writing the events. The tenses consist of simple past tense, past continuous tense, past perfect tense, and perfect continuous tense.
d.
Sequence Maker
Sequence maker means words that show the order of the events (for example, first, next, then). Those words are used to link separate events or paragraph into a cohesive whole text.
C. Clustering Technique
1.
Definition of Technique
In teaching learning process, the term technique is commonly used. The implementation of technique usually takes place in a classroom. Furthermore, technique must be consistent with a method, and therefore in harmony with an approach as well.31 But sometimes, it is often misunderstood with two other terms; approach and method. Therefore, it is important to the students to know the differences of those terms.
Edward Anthony in 1963 identified those three levels of conceptualization and organization, which he termed approach, method, and technique.32 An approach is a set of correlative assumptions dealing with the nature of language teaching and learning.33 It describes the nature of the subject matter to be taught. It can be seen that approach is the basic concept behind the method of representing teaching and
31
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching, in Edward Anthony, (New York: Cambridge University Press, 1986), p. 19.
32
ibid.
33
learning of language with certain theoretical. While method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach.34 It means that method is a procedure or steps and the way that will be used by teachers in the achievement of learning objectives.
As mentioned before, a technique is implementation-that which classroom procedures are described because it actually takes place in a classroom. It is a particular tricks, stratagem, or contrivance used to accomplish an immediate objective.35 So, it can be concluded that, clustering is one of techniques in teaching writing because clustering technique is a teachers’ strategy which is applied in the classroom.
2.
Definition of Clustering
Before starting to write, the students should prepare it first such as, have a picture and structure in his/her mind that will be poured into the writing. But sometimes, it is quite difficult to make them run well as Miller stated, “When we write, we loop back and forth over our own mental tracks, rethinking, rearranging, restarting, and researching”.36
Finding a topic should be done before write something, but again it is not easy because we must decide a subject that will be included in the story or not. Moreover, inspiration does not always occur enough for the students to depend on it. To make inspiration come to the students’ minds; they should develop other ways to get idea. It is better to do prewriting first before writing because for many students, getting started is the hardest part.37 As mentioned before, prewriting is the first step in writing process.
One of the techniques that can be used in prewriting process is clustering technique. Based on the three basic approaches to learning; aural, verbal or visual,
34
Ibid.
35
Ibid.
36
Miller, op. cit., p. 7.
37
clustering includes in visual learners.38 It means that the students are easier in processing language and information by seeing the information in graphic form.
As Langan said that clustering also known as diagramming or mapping, is another strategy that can be used to generate material for a paper.39 Diagramming or mapping means that clustering technique can be used to generate material for paper. Clustering also called “Mapping and webbing, it is an effective way to gather the information for an essay”.40 It is said an effective way because in clustering, the students make some words related to their writing topic and it could be gathered one to another that would make good ideas in their writing.
Cooper and Axelrod viewed that clustering is a strategy in connecting and showing possible relationship among facts and ideas.41 It means that the students could write all their ideas which have connection one to others.
According to Clouse “Clustering lets the writers see at a glance how ideas relate to one another”.42 It means that clustering technique helps the students to have a visual view of their ideas that related to the topic. Langan also said that in clustering, the students could use lines, boxes, arrows, and circles to show relationship among the ideas and details that occur to them.43 From those definitions, clustering is also called creative writing, because the students could pour all their idea about one topic that will be written into some related words to the topic using a visual scheme or chart. From those charts, it might help the students in understanding the relationship among the parts of broad topic and developing subtopics.
From the definitions above, it can be said that clustering technique is one of ways in prewriting to help the students in expressing many ideas by making some
38
Donald Pharr and Santi Buscemin, Writing Today: contexts and options for the real world-Brief Edition, (New York: McGraw Hill, 2005), p. 30.
39
John Langan, College Writing Skills, sixth edition, (New York: McGraw Hill Higer Education, 2003), p. 27.
40
Santi V. Buscemi, A Reader for Developing Writers, fifth edition, (New York: McGraw Hill, 2002), p. 14.
41
Charles R. Cooper., and Rise B. Axelrod, Guide to Writing, ninth edition, (New York: St. Martin’s Inc, 2001), p. 563.
42
Barbara Fine Clouse, A Troubleshooting Guide for Writers, fourth edition, (New York: McGraw Hill,2005), p. 24.
43
boxes in writing some related subjects. Clustering also should be done before starting an overall written. By doing clustering technique, the students do not have to be worried about the grammar or the other rules such as punctuation and etc., because they only have to write some subjects related to the topic. After that, the students may try and omit several clusters before making it into the writing.
[image:35.595.118.495.220.566.2]It can be concluded, by using clustering technique the students are hoped can easily start writing in generating their ideas that have written. The figure below is the example of clustering:
Figure 2.1 Example of Clustering44
3.
Steps of Using Clustering
As mentioned before, clustering technique is helpful for the students who like to do their thinking in a visual way. In this technique, the students could use lines, boxes, arrows, and circles to show relationships among the ideas and details to occur to them. Here are the steps of clustering:45
a. Take a sheet of paper and write the main topic in the middle of a page and draw a circle around it.
44
Langan, op. cit., p. 28.
45
Campus life
Figure 2.2 the Circle of Main Topic (beginning stage)46
[image:36.595.114.514.214.594.2]b. Write ideas relating to that topic around, circle them, and connect them to the central circle.
Figure 2.3 Grouping Ideas (Second stage)47
c. Write down facts, details, examples, or ideas related in any way to the main parts of the topic and circle it.
d. Continue and repeat writing ideas and joining them to circle that seem connected.
46
Ibid.
47
Figure 2.4 Circles the ideas (third stage)48
e. Keep writing until the ideas run out. Then, see if one particular circle is enough to begin a draft, make cluster again to expand the branches or to omit the irrelevant words with the topic. After that, the students can begin a first draft in writing.
48
Figure 2.5 Finishing the Clustering (last stage)49
4.
Teaching Recount Text Using Clustering Technique
The followings are some steps in teaching recount text using clustering technique:
Step 1: The teacher explain about recount text, the kinds, schematic structures, and linguistic features of recount text to students.
Step 2: Introduce the concept of clustering technique to the students. Tell them what the definition of clustering technique is; the purposes, how it can work, and it would help them in generate ideas before they start to write.
Step 3: The teacher gives an example to generate ideas by using clustering technique on the whiteboard as a model. Put the topic in the center by using box or other shapes and put keywords that related to the topic by using lines or arrows. In this step, the teacher tells the students to not worry in generating ideas because
49
it is free for them to write or organize all their ideas as long as it is related to the topic.
Step 4: Ask the 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.
Step 5: After the students are able to use clustering technique, give them a topic about personal recount text that referred to their own experience. Then ask them to make their own clustering and leads the students to make the clustering of the topic given. Last, give the students an evaluation to check their ability in writing recount text and to know their problem in writing.
D. Previous Study
Clustering technique has been tried and adopted in a wide spectrum of educational contexts. The first previous study is taken from a journal research which is conducted by Namik Kemal Sahbaz and Gozden Duran in The Efficiency of Cluster Method in Improving the Creative Writing Skill of 6th Grade Students of Primary School. Their finding suggests that clustering method in creative writing studies, experiment group, was more successful than in control group. They used test; pre-test and post-test, and compared according to the number of the words in written text, actual and figurative usage words, the usage of proverb-idiom, slip in spelling and the relation with the context.50
The second previous study is done by Ismatul Maula, a student in State Islamic University of Syarif Hidayatullah Jakarta. Her study is about The Importance of Clustering Technique in Teaching Writing of Narrative Text at the Tenth Grade of SMA PGRI 56 Ciputat. The focus in her study is to find out the implementation of the clustering technique, the teaching preparation made by the English teacher, and the instructional material used in writing of narrative text. This study is categorized as an experimental research, because it is intended to
50
know the effectiveness of clustering technique at tenth grade of SMA PGRI 56
Ciputat. This research is also included in quantitative research because the researcher used some numerical data which analyzed statistically. Her finding shows that most of students who learned writing through clustering technique got higher score than the students who learned without it.51
The third previous study is done by Sari Nur’aini a student in State Islamic University of Syarif Hidayatullah Jakarta. In her study The Effectiveness of Using
Clustering Technique towards Students’ Descriptive Writing, she used quasi-experimental research which gave pre-test and post-test to the students in order to know the significance results of the experimental and controlled class. The result of this study is the use of clustering technique gives the positive effect to students’ descriptive writing.52
E.
Thinking Framework
Based on the theoretical framework above, especially the previous study, although their researches are different from the researcher’s – that will help students in their writing recount text – but clustering technique still can be one of the effective techniques in teaching writing. Based on the researcher’s experience, clustering technique is not a new technique in teaching writing, but it has never been taught during English class in junior and senior high schools. Clustering technique can helps the students to make their first draft for the easy steps and no much material to teach recount text.
Clustering technique can help the students for not being afraid to express all their ideas into writing, because in clustering technique there is no right or wrong, the thing that they have to do is just write. Then if their ideas are not related to the topic, they might be omitted. In addition, sometimes students are afraid to write
51
Ismatul Maula, The Effectiveness of Clustering Technique in Teaching Writing of Narrative at Tenth Grade of SMA PGRI 56 Ciputat, (Skripsi SI Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Jakarta, 2009), p. Ixiii–Ixiv, Unpublished.
52 Sari Nur’aini, The Effectiveness of Using Clustering Technique Towards Students’
what comes into their mind because they are afraid of making mistakes and it can affect their scores in writing recount text. It can be concluded that the researcher chooses clustering technique to help them have more courage and confidence in writing recount text.
F.
Theoretical Hypothesis
The researcher needs to propose hypothesis of the research. There are two kinds of hypothesis, they are:
1)
Null Hypothesis (H0):The null hypothesis stated that there is no significant difference between students’ achievement in writing recount text using clustering technique and without using clustering technique. It means that clustering technique is not effective to be used in teaching writing recount text if the null hypothesis is accepted.
2)
Alternative Hypothesis (H1):27
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research used quantitative method. It called quantitative method because it is related to the calculation and analysis of numerical data. The researcher used quasi-experimental research design to identify the effectiveness of using clustering technique on students’ writing recount text. Here, the researcher gave pre-test and post-test in two classes; experimental and controlled class. Pre-test was used to get the beginning score from the experimental and controlled class before treatment. Post-test was used to measure the score after treatment. Then the result was compared after and before the treatment to get the effectiveness of clustering technique.
There was a different treatment between experimental and controlled class. In experimental class, the researcher gave a treatment by using clustering technique for training students in writing recount text, whereas the students in controlled class were taught without using clustering technique.
B.
Place and Time of the Research
This research was conducted in the first grade of the first semester at SMA Al-Hasra Depok which is located on Jl. Raya Parung km 24, Bojongsari, Depok. This research was carried out only for a month in August 2015. This research was held in six meetings each class; pre-test, treatment in four times, and post-test.
C. The Population and Sampling Technique of the Research
1.
Research Population
The population of the study consisted of all Tenth Grade students of the first year in SMA Al-Hasra Depok. There were four classes, X.1, X.2, X.3, and X.4 in
2.
Sampling Technique
The samples of this research were; class X.1 as the experimental class and X.2 as the controlled class. In this study, the researcher used Purposive Sampling. According to McMillan, “purposeful sampling (sometimes called purposive, judgment, or judgmental sampling), the researcher selects particular elements from the population that will be informative about the topic of interest”.1It means that the researcher took the sample from the judgment that was representative of the population or includes subjects with needed characteristics. In this study, the researcher took the sample by interviewing the English teacher in order to know which classes that have the same ability in English lesson, had same facilities, on the same level and by asking permission to her to conduct the research in two different classes.
D. Instrument of the Research
The instrument that the researcher used was test; pre-test and post-test. The pre-test was given before the treatment and the post-test was given after the treatment. Here, the researcher gave the instruction of the tests based on Basic Competency-Kompetensi Dasar (KD) that the first year students of Senior High School are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of recount, narrative, and procedure to interact with people in their nearest environment.
The given topic was about recount story, such as “My holiday”. The students were asked to write their personal experience about their holiday in three short paragraphs. Then for the scoring, the researcher used analytic score that was created by Jacobs, et al.’s to make the scoring of students’ writing becomes more reliable.2
1
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th Edition, (Boston: Allyn and Bacon, 2006), p.126.
2
Table 3.1
Analytic Score in Writing
Scoring
Element Scale Quality Description
Content
30-27 Excellent to very good
Knowledgeable – substantive – thorough – development of thesis – relevant to assigned topic
26-22 Good to average
Some knowledge of subject – adequate range – limited development of thesis – mostly relevant to topic, but lacks detail 21-17 Fair to poor Limited knowledge of subject –
little substance – inadequate development of topic
16-13 Very poor Does not show knowledge of subject – non-substantive – not pertinent – or not enough to evaluate
Organization
20-18 Excellent to very good
Fluent expression – ideas clearly stated/supported – succinct – well-organized – logical sequencing – cohesive
17-14 Good to average
Somewhat choppy – loosely organized but main idea stand out – limited support – logical but incomplete sequencing
organization – or not enough to evaluate
Vocabulary
20-18 Excellent to very good
Sophisticated range – effective word/idiom choice and usage – word form mastery – appropriate register
17-14 Good to average
Adequate range – frequent errors of word/idiom form, choice, usage but meaning not obscured
13-10 Fair to poor Limited range – frequent errors of word/idiom form, choice, usage – meaning confused or obscured 9-7 Very poor Essentially translation – little
knowledge of English vocabulary, idioms, word form – or not enough to evaluate
Language use
25-22 Excellent to very good
Effective complex constructions – few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions 21-18 Good to
average
Effective but simple constructions – minor problems in complex constructions – several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured
number, word order/function, articles, pronouns, prepositions, and/or fragments, run-ons, deletions – meaning confused or obscured
10-5 Very poor Virtually no mastery of sentence construction rules – dominated by errors – does not communicate – or not enough to evaluate
Mechanics
5 Excellent to very good
Demonstrates mastery of conventions – few errors of
spelling, punctuation,
capitalization, paragraphing
4 Good to
average
Occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured
3 Fair to poor Frequent errors of spelling, punctuation, capitalization, paragraphing – poor handwriting – meaning confused or obscured 2 Very poor No mastery conventions –
dominant by errors of spelling, punctuation, capitalization, paragraphing – handwriting illegible – or not enough to evaluate
TOTAL SCORE = Content + Organization + Vocabulary + Language Use + Mechanics
E.
Technique of Data Collecting
To collect the data, the researcher used a written test as the primary instrument. There are two types of tests; pretest and posttest. The pre-test was given in experimental and control class to know how far the students’ recount writing ability before receiving treatment. The post-test was given to know their writing ability after the treatment. The pre-test and post-test included in these processes:
1. The study conducted on August 3rd 2015. The researcher asked the information from the English teacher to know the circumstances of learning English and teaching recount writing.
2. The researcher gave pre-test in control class on August 5th and in experiment class on August 7th 2015.
3. On August 10th until26th 2015, the researcher conducted the certain treatment in the experimental class by giving the explanation about clustering technique, the characteristics of recount text, and by asking them to write recount text by using clustering technique; whereas in the control class did not use clustering technique.
4. The researcher administered post-test in control class On August 28th 2015, and in experimental class on August 31st 2015. The researcher asked the students to write a recount text with the same topic in pre-test, ‘Holiday’. 5. After getting the whole data, the researcher calculated the result of the
students’ score in pre-test and post-test by using the some formulations.
F.
Technique of Data Analysis
In analyzing the data, the researcher used ttest formula through SPSS (Special Package of the Social Sciences) version 22 software. The t-test is one of a number of hypothesis tests. Before calculated t-test, the researcher did normality and homogeneity tests first.
1.
Normality Test
Normality test is performed to show whether the data from the sample is normal or not, the sample is taken from experimental and controlled group, both post-test and pre-test group. If the normality of the data is more than the level of significance a (0.05), scores are normally distributed. The normality test is performed using Kolmogrov Smirnov and Shapiro-Wilk.
[image:48.595.118.515.239.597.2]This is the example of the data using SPSS:
Table 3.2
The example of Normality Test in SPSS 22
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
Pretest Experiment .170 20 .134 .907 20 .055
Control .174 20 .115 .908 20 .059
a. Lilliefors Significance Correction
2.
Homogeneity Test
Table 3.3
The example of Homogeneity Test in SPSS 22
3.
Hypothesis Test
After getting the data from pre-test and post-test from experimental and control class, the researcher needs to find out the differences score using Clustering technique. Here, the two classes are compared to the independent variable, the experimental class is X variable and the controlled class is Y variable. The researcher used statistical calculation of the t-test with significant degree 5% and 1%. The formula of ttest is expressed as follows:3
Where:
Mx = mean of variable X My = mean of variable Y SE = standard error
But before calculate the data using t-test formula; the researcher analyzed the students’ writing recount text score by using several processes as follows:
1. Determining Mean of Variable X:
∑
3
Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: PT. Raja Grafindo Persada, 2008), p.324.
Test of Homogeneity of Variances
Pretest
Levene Statistic df1 df2 Sig.
2. Determining Mean of Variable Y:
∑
3. Determining Standard of Deviation Score of Variable X:
√∑
4. Determining Standard of Deviation Score of Variable Y:
√∑
5. Determining Standard Error of Mean of Variable X:
√
6. Determining Standard Error of Mean of Variable Y:
√
7. Determining Standard Error of Difference of Mean of Variable X and Y: √
The last procedure is determining df (degree of freedom) with formula:
( )
Where:
M = the average of students score SD = standard deviation
SE = standard errors X = experimental class Y = control class
Ny = number of students of Control class Df = degree of freedom
G. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
to > tt, Ho is rejected and H1 is accepted
to < tt, Ho is accepted and H1 is rejected And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of the mean score of the experimental group are higher than the controlled group. The using of clustering technique is effective on students’ writing recount text.
37
This chapter presents the data description which consists of the score of pre-test and post-pre-test from the experimental class and the control class. Moreover, the discussion of the research finding is also explained here.
A. Data Description
The research was conducted in SMA Al-Hasra Depok on August 2015. The researcher took two classes that consist of experimental and controlled class. Those classes were from the first grade and each class consisted of 20 students, so there were 40 students. The material that was taught is recount text. The researcher gave pre-test in the first meeting and post-test in the last meeting to both classes (experimental and controlled classes) to know the students’ achievement after the using of clustering technique on their writing recount text and without using clustering technique.
1.
The Score of Experimental Class’ Pre
-test and Post-test
The data of experimental class were collected from the result of the students’ score of pre-test and post-test in class X.2. For the complete score, it can be seen in the APPENDIX 1.
Based on the result of pre-test in experimental class, the highest score and the lowest score in the experimental class those consist of 20 students. In pre-test, the highest score was 73 obtained only by one student and the lowest score in pre-test was 35 obtained by one student. The mean score of the pretest was 49.75. From that data, it could be seen that most of the experimental students’ writing ability in writing recount text was still very low.
2.
The Score of Controlled Class’ Pre
-test and Post-test
The data of controlled class were collected from the result of the students’ score of pre-test and post-test in class X.1. For the complete score, it can be seen in the APPENDIX 2.
Based on the result of pre-test in controlled class, it can be showed that the highest score and the lowest score in the controlled class which consisted of 20 students. In pre-test score, the highest score was 65 obtained by two students and the lowest score was 38 obtained by three students. The mean score of pre-test was 49.95. From that data, it could be seen that most of the controlled students’ writing ability in writing recount text was also still very low.
In post-test, the mean score of post-test was improved and it was 58.35 and the mean of gained score was 8.4. The highest score of post-test was 79 obtained only by one student and the lowest score in post-test was 38 obtained by three students. Moreover, there were two students whom the pre-test score is higher than post-test score. From the data description above, it could be concluded that there was still positive improvement of the students’ achievement in learning writing recount text although was not taught using clustering technique.
B.
Data Analysis
1.
Results of Pre-test of Experimental and Controlled Class
Table 4.1
Table of Data Description of Pre-test Result of Experimental Class
The table above shows that the total students of experimental class, X.2, consisted of 20 students. Mean score (49.75) of pretest in experimental class was gained from the total or sum score (995) divided with the number of the students (20). Median score was 48.50. Mode score from the table was 40. The mode is defined as the element that appears most frequently in a given set of elements. Range score was 38. The highest score of the pre-test in experimental class was 73 and the lowest was 35.
The results of pre-test score in controlled class of this research are presented in the table 4.2:
Table 4.2
The table above shows the pre-test data of class X.1 as the controlled class was 20 with sum 999. Mean score was 49.95. Median and mode scores from the data were 51.00 and 38. The highest score was 65 and the lowest score was 38.
2.
Results of Post-test of Experimental and Controlled Class
[image:55.595.119.497.229.599.2]The results of post-test of experimental and controlled class based on SPSS 22 were gained from the steps: Analyze > Description Statistic >
