THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF APPLYING CLUSTERING TECHNIQUE

ON THE STUDENTS’ ACHIEVEMENT IN WRITING

DESCRIPTIVE TEXT

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

HARNI LESTARI GULTOM

Registration Number: 2113121030

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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viii

LIST OF FIGURES

Pages

Figure2.1 The Example of Descriptive Text and Its Generic Structure ... 14

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ACKNOWLEDGEMENT

The researcher would like to thank to the Merciful Lord, Jesus Christ and Holy Mary for the love, blessing and strength so the researcher has finally completed this thesis. During the process of completing this thesis, the researcher was very grateful for the support, guidance, suggestions and comments from a great number of people around her. Therefore, the researcher would like to extend her sincere gratitude to:

1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.

3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora

Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education Study Program.

4. Prof. Dr. Busmin Gurning, M.Pd., her Thesis Consultant I and Dra.

Meisuri, M.A., her Thesis Consultant II.

5. Dra. Masitowarni Siregar, M.Ed., Prof. Dr. Berlin Sibarani, M.Pd.,

and Dr. Anni Holila Pulungan, M.Hum., her Thesis Examiners.

6. All Lecturers who have taught her in this English Department.

7. Drs. Hinsa Simatupang., the Principal and Roida Lucia Simarmata

S.Pd., the English Teacher of SMAN 3 Pematangsiantar.

8. Her beloved parents, Sabar Pangihutan Gultom and Masda Manihuruk

for giving her the greatest love, affection, prays, support and motivation in completing this thesis. Thanks a lot for being such a great parents to her. 9. Her beloved little sister and brother, Deselvia Mery Christin Gultom and

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10.Her best and beloved one, Partahanan Simbolon who always stood right in her side, cared much about her, prayed for her study and supported her to complete this thesis as well. The very big thanks to you!

11.Her Lovely L Family, It Aryadi Manuel Gultom, Broth Super L Marsinar Mahulae, Lasriana Sinurat, Nova J Naibaho and Irvan Sihombing who cared and supported her and always made her being happy and very happy with some of unforgettable jokes of you. Thanks a lot for loving her honestly and being the second family for her.

12.Her nicest friends of UK-KMK St. Martinus State University of Medan, thanks a lot for the unforgettable experiences for along four years. 13.Her best friends, The Ladies (Arnita Sembiring, Devi Sihotang, Dora Barus, Evelin Siahaan, Fytriani Siregar, Martina Silalahi and Roslinda Sidabutar) and The Boys (Dedy Pranata, Permadi Pasaribu and Roberto Tarigan), thanks a lot for giving the great support to her. 14.Her friends of struggling for thesis, Tutwuri, Jelita, Melita and for

Reguler B 2011, thanks for being such good friends who supported her. 15.Her nicest students of SMAN 3 Pematangsiantar, who had helped and

worked together with her as well during the process of the research.

16.Her PPL Team-mates, special for Frischa, Teresa, Sebaya and John. Her lovely students (X-IA3) of SMAN 2 Bandar, thanks for the togetherness.

The researcher admits that her thesis is still far from being perfect. It has some weakness and mistakes. Therefore, she would be thankful to accept any suggestions and corrections from anyone forthe better writing.

Medan, February 2016 The Researcher

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LIST OF APPENDICES

Pages

APPENDIX A. The Pre-Test and Post-Test for Experimental and Control

Group ... 43

APPENDIX B. The Score of Pre-Test and Post-Test of Experimental and Control Group ... 44

APPENDIX C. The Calculation of Reliability of the Test ... 46

APPENDIX D. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 48

APPENDIX E. The Calculation of t-table and t-observed ... 50

APPENDIX F. Percentage Point of T Distribution ... 52

APPENDIX G. Lesson Plan of Experimental and Control Group ... 54

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ABSTRACT

Gultom, Harni Lestari. 2015. 2113121030. The Effect of Applying Clustering Technique on the Students’ Achievement in Writing Descriptive Text. A Thesis.

English Department. Faculty of Languages and Arts. State University of Medan.

This research aims at investigating the effect of applying clustering technique on

the students’ achievement in writing descriptive text. It was conducted by using

experimental research design. The Population of this research was the tenth (X) grade students of SMAN 3 Pematangsiantar. There were two classes as the sample. The first class (X-6) as the experimental group consists of 20 students, while the second class (X-7) as the control group consists of 20 students. The experimental group was taught by using clustering technique while control group was taught by using lecturing method. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The analysis showed that the score of students in the experimental group by using clustering technique was higher than the score of students in the control group by using lecturing method, at the level of significance (α) 0.05 with the degree of freedom (df) 38, the t-observed was 3,003 while the t-table was 2,024. Therefore, the applying of clustering technique significantly affects the students’ achievement in writing descriptive text.

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REFERENCES

Adriati, Meliya. 2013. The Use of Clustering Technique in Teaching Writing Narrative Text. Journal of English and Education, Vol. 1 (2) 39-46.

Ary, D., Jacobs, L.C., & Razvieh, A. 2002.Introduction to Research in Education(6th edition). California: Thomson Learning.

Ary, D., Jacobs, L.C., & Sorensen, C. 2010.Introduction to Research in Education (8th edition). Toronto: Cengage Learning.

Best, J. W. & Kahn, J. V. 2006. Research in Education (10th edition). New York: Pearson Education.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practice. New York: Longman.

Brown, K & Susan Hood. 1989. Writing Skills and Strategies for Students of English. Cambridge: Cambridge University Press.

Carol, J.A, E. Wilson & G. Forlini. 2001. Writing and Grammar. New Jersey: Prentice.

Cohen, Louis., Manion, Lawrence & Morrison, Keith. Research Methods in Education (6th edition). London: Routledge.

Grenville, Kate. 2001. Writing from Start to Finish a Six-Step Guide. Sydney: Allen & Unwin.

Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education.

Heaton, J. B. 1990. Writing English Language Tests. New York: Longman.

Hughes, Arthur. 2003. Testing for Language Teachers. London: Cambridge University Press.

Hyland, Ken. 2003. Second Language Writing. New York: Cambridge University Press.

Knapp, Peter & Megan, Watkins. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: UNSW Press.

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Maulana, Ismatul. 2010. The Effectiveness of Using Clustering Technique in Teaching Writing of Narrative Text at the Tenth Grade Students of SMA PGRI 56 Ciputat. Unpublished Thesis. Department of English Education. Syarif Hidayatullah State Islamic University Jakarta.

McDonald, Christina R., & McDonald, Robert L. 2002.Teaching Writing. Virginia: The Board of Trustees.

Means, B & Lindy L. 1998.Teaching Writing in Middle School. Colorado: Greenwood Publishing Group.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: Andi Press.

Oshima, A & Ann. H. 1983. Writing Academic English. New York: Wesley Longman.

Rico, Gabriele. 2000. Writing the Natural Way. New York: Pinguin Putnam.

Travers, John P. 1970 Fundamental of Educational Psychology. Scranton, Pensyvlania: International Textbook Company.

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LIST OF TABLES

Pages

Table 1.1 The Students’ Writing Scores of Class X-7 ... 2

Table 3.1 Research Design ... 25

Table 3.2 Treatment for Experimental and Control Group ... 28

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CHAPTER I

INTRODUCTION

A.The Background of the Study

There are four main skills in English which is divided into two groups;

they are receptive skills (listening and reading) and productive skills (speaking

and writing). Writing as one of those fourth skills should be mastered by students.

Writing is used for a wide variety of purposes it is produced in many different

forms (Harmer, 2004:4). It means that writing has some purposes, there are to

entertain, to inform and to persuade. Those purposes can be applied in the parts of

writing form such as short story, news, and others.

Nowadays, the students should be able to write a text correctly. They can

get any kinds of information from internet in order to help them know how to

write a text correctly. In fact, most of the students had some difficulties to write a

text. They did not know how to begin writing. In this case, they were difficult to

express their ideas and elaborate them into such a good writing.

In accordance with the syllabus of Curriculum for Tenth Grade of Senior

High School, there were some genres should be mastered by the students:

narrative, descriptive, recount and explanation. They must be able to write a text

based on those genres. This research focused on descriptive text, particularly

describing a place. Descriptive text is kind of text which aims to describe a

particular thing, such as people, thing and place. The generic structure of

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Based on the preliminary data while doing interview with the English

teacher in SMAN 3 Pematangsiantar, the researcher found that there were some

problems faced by the students and teacher particularly in writing descriptive text.

For the very first problem, the students were having limited vocabulary. The

second problem, the students still had difficulties to express their ideas and

elaborate them into a descriptive text correctly. In addition, most of the students

often made such wrong grammar in their writing. The third problem was about the

teacher’s method in teaching descriptive text. It was about how the teacher taught

descriptive text based on her way of teaching. The teacher in that school taught

students only by giving a discourse about descriptive text. It was monotonous and

surely the students felt bored in writing activity. Those problems above affected

the students’ ability and their score in writing descriptive text.

Table 1.1 The Students’ Writing Score of Class X-7

Class Score

Students

Percentage Means

X-7 ≥70

7 students 35%

67,35

≤70 13students 65%

(Source: SMAN 3 Pematangsiantar) The table shows that the percentage of students’ writing score in

descriptive text was still low. Almost 65% students got writing score under the

Minimum Criteria Mastery or KKM (Kriteria Ketuntasan Minimal). The KKM

applied by the school was 70. It was affected by those problems that have been

explained above.

In order to solve those problems, there must be such an appropriate

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means that the technique must be creative and interesting which aim to encourage

the students for expressing their ideas into written form. There were a lot of

techniques which can help students to increase their ability in writing descriptive

text, such as Mind Mapping, Brainstorming, Clustering, Cubing, Fish bone and so

on. From those techniques, the researcher proposed Clustering Technique

because it can help students for expressing and elaborating their ideas into a

descriptive text.

Rico (2000:38) states that clustering technique is the basic technique of

natural writing that can be used to generate ideas for writing of any form: essays,

poems, short stories, business reports, song lyrics, even novels. It means that

clustering technique can help students to generate and develop their ideas into

written form. They will be attracted to write something by elaborating any ideas

which come into their mind. Thus, the students are going to be more creative in

the process of writing. Clustering is a master key to natural writing (2000:14). For

it has a good ability of doing something, particularly for creating a good writing.

According to the research that has been done by Adriati (2013) in

Bandung and Purnama (2013) in Medan proved that clustering technique is a

potent technique which empower students’ imagination. It also made students

more enjoyable and interested in learning writing narrative text. Another research

done by Yusuf (2014) found that most of the students in grade VII at MTSs Al

Abraar felt happy and enjoyed in writing descriptive paragraph. They write

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Based on the explanations above, the researcher focused on conducting a

research in order to investigate the effect of clustering technique on the students’

achievement in writing descriptive text.

B.The Problem of the Study

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

formulated as the following: “Is the students’ achievement in writing descriptive

text taught by using clustering technique higher than that taught by using lecturing

method?”

C.The Objective of the Study

The objective of the study is to investigate if the tenth grade students’

achievement of SMAN 3 Pematangsiantar in writing descriptive text by using

clustering technique higher than by using lecturing method.

D.The Scope of the Study

Based on the syllabus for tenth grade of Senior High School, there were

some genres that must be mastered by the students: narrative, descriptive, recount

and explanation. In this research, the researcher only focused to teach descriptive

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E.The Significance of the Study

The findings of this study were expected to be useful and relevant:

1. Theoretically, to develop the information about clustering technique for

teaching writing descriptive text.

2. Practically, for the teachers as a reference to use clustering technique in

teaching writing descriptive text, for the students to increase their

comprehension in writing descriptive text and for other researchers as a

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

The result of calculation t-test formula shows that the score of t-observed

(3.003) > the score of t-table (2.024). It means that clustering technique

significantly affects the students’ achievement in writing descriptive text. Through

clustering technique, the students are being able to express their ideas easily and

put them into such a good descriptive text. Thus, it can be concluded that the null

hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.

B.Suggestion

In relation to the conclusion, suggestions are stated as the following:

1. Since this research is limited to investigation of the Clustering Technique on

writing and how the Clustering Technique can be developed is not known, it

is suggested that a research should be done on writing development.

2. The English teachers are suggested to apply clustering technique to improve

the students’ ability in writing descriptive text, the students are suggested to

use clustering technique in order to increase their ability in writing

descriptive text and other researchers are suggested to apply clustering

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Appendix A

THE PRE-TEST AND POST-TEST

FOR EXPERIMENTAL AND CONTROL GROUP Instructions:

1. Write your name and class in the top left of your answer sheet.

2. You are expected to write a descriptive text about Toba Lake based on

your own knowledge and with your own words.

3. The range is about 3 paragraphs or more.

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Appendix B

4.1 The Scores of Pre-Test and Post-Test

Table 4.1.1 Experimental Group

No Students’ Initial

Name

Score

Pre–Test Post–Test

1 ASG 56 88

2 DFA 69 94

3 DWH 44 62

4 EKP 50 81

5 FD 56 75

6 GNT 62 81

7 HBG 56 75

8 ILN 62 88

9 JHS 56 69

10 KST 56 75

11 LSP 62 75

12 NAS 69 94

13 PAM 56 62

14 RW 50 75

15 RAAS 44 81

16 SYP 62 75

17 VBH 50 75

18 WH 62 81

19 YBB 56 94

20 YAS 56 75

Total 1134 1575

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Table 4.1.2 Control Group

No Students’ Initial

Name

Score

Pre – Test Post – Test

1 AM 62 81

2 AS 50 62

3 DWA 56 62

4 DJS 44 81

5 IM 44 62

6 ISS 50 62

7 JSP 56 81

8 KFG 50 56

9 LR 69 88

10 MS 62 75

11 RAS 37 44

12 RSD 50 56

13 RYP 62 69

14 SAS 62 75

15 SS 50 56

16 RP 44 75

17 TUS 56 62

18 VAP 50 56

19 WSS 44 50

20 YLT 69 94

Total 1067 1347

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Appendix C

4.2 The Calculation of Reliability of the Test

4.2.1 The Calculation of Reliability of the Test

No

From the table above, the data obtained were as following:

∑X = 1198 ∑X2 = 76774

∑Y = 1293 ∑Y2 = 87547

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To calculate the reliability of the test, it is used the Pearson’s Product

Moment Formula. The formula is as follows:

r

xy = ∑ ∑ ∑

√ ∑ ∑ ∑ ∑

r

xy =

√

r

xy =

√

r

xy

=

√

r

xy =

√

r

xy

=

r

xy =

0.90

The calculation above showed that the result of the reliability of the test

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Appendix D

4.3 The Calculation of Mean and Standard Deviation of Experimental and

Control Group

4.3.1 The Calculation of Mean and Standard Deviation of Experimental Group

No

a. Mean of Experimental Group

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4.3.2 The Calculation of Mean and Standard Deviation of Control Group

No

b. Mean of Experimental Group

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Appendix E

The Calculation of t-table and t-observed

A. The Calculation of t-table

df = (Nx + Ny) – 2

df = (20 + 20) – 2

= 40 – 2

= 38... with (α = 0.05)

From the percentage points of t-distribution with two tail probabilities, it can

be concluded that t-table = 2.024

B. The Calculation of t-observed

Based on the data above, the researcher found that:

Mx = 22.05 My = 13.7

∑dx2

= 1282.9 ∑dy2 = 1668.2

Nx = 20 Ny = 20

√[∑ ∑ ] [ ]

√[ ] [ ]

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√

Ha = t-observed > t-table

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Appendix F

PERCENTAGE POINTS OF THE T DISTRIBUTION

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40

1.303 1.684 2.021 2.423 2.704 3.307 3.551 40

42 1.302 1.682

2.018 2.418 2.698 3.296 3.538 42

44

1.301 1.680 2.015 2.414 2.692 3.286 3.526 44

46

1.300 1.679 2.013 2.410 2.687 3.277 3.515 46

48

1.299 1.677 2.011 2.407 2.682 3.269 3.505 48

50

1.299 1.676 2.009 2.403 2.678 3.261 3.496 50

55

1.297 1.673 2.004 2.396 2.668 3.245 3.476 55

60

1.296 1.671 2.000 2.390 2.660 3.232 3.460 60

65

1.295 1.669 1.997 2.385 2.654 3.220 3.447 65

70

1.294 1.667 1.994 2.381 2.648 3.211 3.435 70

80

1.292 1.664 1.990 2.374 2.639 3.195 3.416 80

100

1.290 1.660 1.984 2.364 2.626 3.174 3.390 100

150

1.287 1.655 1.976 2.351 2.609 3.145 3.357 150

200

1.286 1.653 1.972 2.345 2.601 3.131 3.340 200

Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005

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Appendix G

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMAN 3 Pematangsiantar

Subject : English

Class/Semester : X/1

Topic : Descriptive Text (Describing Place)

Skill : Writing

Time Allocation : 2 x 45 minutes

Meeting : 1

A. Standard Competence

Express the functional meaning in written text in the form of descriptive to

interact with the daily life context.

B. Basic Competence

Express the meaning and steps of rhetoric in essay by using various

written text accurately, fluently and acceptable in the context of daily life in

the form of descriptive text.

C. Indicators

1. Identify the generic structure of descriptive text.

2. Identify the grammatical features of descriptive text.

3. Write a simple descriptive text about place by applying clustering

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D. Learning Objectives

1. Students are able to identify the generic structure of descriptive text.

2. Students are able to identify the grammatical features of descriptive

text.

3. Students are able to write a simple descriptive text about a place by

applying clustering technique.

E. Learning Material

1. Descriptive text

 Definition: Descriptive text is a type of text which has the

specific function to give description about an object (human or

non human)

 Social Function: To describe a particular person, place or thing

in detail.

 Types: There are five types of descriptive text, such describing

people, process, event, thing, and place.

2. Describing Place

a. Communication purpose

In describing a place, students are supposed to recognize what the

name of place is, the location of the place (distance), the

transportation for going there, the atmosphere and scenery of the

place

b. Generic Structure

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- Description :describes parts, qualities, and characteristic.

- Conclusion : tells about speaker’s feeling or comment of

the place she/he describes.

c. Language Features

- The present tense is predominantly used, e.g: has, sings, swim,

etc.

- The used of action verbs are needed in describing a place.

- When describing feelings, mental verb are used. Adjectives,

adverb, and adverbial phrase are used most often.

d. Social Function

To describe some place.

e. Example of Describing Place

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F. Teaching Technique

Clustering Technique

G. Source and Media of Teaching

 Sources :

- Eka, Mulya Astuti. 2010. English Zone 1. Jakarta: Erlangga.

- Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing:

Metode Mengajar Writing Berbasis Genre Secara Efektif.

Yogyakarta: Andi Press.

 Media : Picture of a house

H. Teaching-Learning Process

Teacher’s activities Students’ activities

Pre teaching (10 minutes) Teacher greets the students

Teacher asks one of students randomly to lead the prayer before the class is started

Teacher checks the attendance

Students give response to the teacher Students pray before the class is started

Students give response to the teacher

While teaching (70 minutes) Teacher asks students where they live

(the location of their house) and ask them what their house looks like. Teacher begins to explain about the definition, generic structure and language features of descriptive text.

Students respond the teacher’s question

Students listen and comprehend the teacher’s explanation

Teacher gives an example about house with a cluster by creating a circle in

the whiteboard. Then, teacher

stimulates them to think about their house by using the question word

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What, Where and How.

Teacher keeps their students’ attention to mention such keywords related to their house.

Students follow the explanation

Teacher guides students to make their own cluster about their house as the teacher has explained.

Students follow teacher’s guidance

Teacher asks students to make a descriptive text based on their cluster

Teacher asks students (volunteer) to tell their cluster of their writing in front of class.

Students do what teacher asks them to do

Students tell their cluster of their writing in front of class

Post teaching (10 minutes) Teacher gives feedback to the students

about descriptive text

Teacher tells students to learn more about descriptive textat home

Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from teacher

Students listen to the teacher

Students respond the teacher

I. Instrument

Writing Test Instructions:

2. You are expected to write a descriptive text about your house with your

own words.

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J. Assessment

Rubric Assessment of Writing Descriptive Text

Criteria Score 4 Score 3 Score 2 Score 1 create a single, dominant detract from the main impression present a logical and effective creative use of figurative

language, but the comparison are appeals to the five senses; contains no error in grammar,

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LESSON PLAN

(EXPERIMENTAL GROUP)

Subject : English

Skill : Writing

Meeting : 2

C. Indicators

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text.

1. Descriptive text

non human)

in detail.

2. Describing Place

place

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62

etc.

d. Social Function

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 Sources :

 Media : Picture of siantar zoo

Teacher asks students about the previous material

Students give response to the teacher Students give response to the teacher Students respond the teacher

While teaching (70 minutes) Teacher asks students about some

famous places which is in Pematangsiantar.

Teacher begins to explain about the definition, generic structure and language features of descriptive text.

Teacher gives an example about Siantar zoo with a cluster by creating a circle in the whiteboard. Then, teacher stimulates them to think about Siantar zoo by using the question word What, Where and How.

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Teacher keeps their students’ attention to mention such keywords related to Siantar zoo.

Teacher guides students to make their own cluster about Siantar zoo as the teacher has explained.

Teacher asks students to make a descriptive text based on their cluster.

I. Instrument

2. You are expected to write a descriptive text about Siantar zoo based on

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J. Assessment

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LESSON PLAN

(EXPERIMENTAL GROUP)

Subject : English

Skill : Writing

Meeting : 3

C. Indicators

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text.

1. Descriptive text

non human)

in detail.

2. Describing Place

place

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68

etc.

d. Social Function

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 Sources :

- Pardiyono.2007. Pasti Bisa! Teaching Genre-Based Writing:

 Media : Picture of sipiso-piso waterfall

Students give response to the teacher Students give response to the teacher

While teaching (70 minutes) Teacher asks students about some

famous places which is in North Sumatera.

Teacher begins to explain about the

definition, generic structure and

language features of descriptive text.

Teacher gives an example about Sipiso-piso waterfall with a cluster by creating a circle in the whiteboard. Then, teacher stimulates them to think about Sipiso-piso waterfall by using the question word What, Where and How.

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Teacher keeps their students’ attention to mention such keywords related to Sipiso-piso waterfall.

Teacher guides students to make their own cluster about Sipiso-piso waterfall as the teacher has explained.

Teacher asks students to make a descriptive text based on their cluster.

I. Instrument

2. You are expected to write a descriptive text about Sipiso-piso waterfall

based on your own knowledge and with your own words.

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J. Assessment

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LESSON PLAN

(CONTROL GROUP)

Subject : English

Skill : Writing

Meeting : 1

Express the functional meaning in spoken text and simple short

monologue in the form of descriptive to interact with the daily life context.

Express the functional meaning in simple short monologue using variety

of spoken language accurately, fluently, and thank to interact with the daily

life context in the form of descriptive text.

C. Indicators

3. Write a simple descriptive text about place by applying lecturing

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text.

applying lecturing method.

1. Descriptive text

non human)

in detail.

2. Describing Place

place

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etc.

d. Social Function

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Lecturing Method

 Sources :

 Media : Picture of a house

Teacher asks one of students randomly to lead the prayer before the class is started Teacher checks the attendance

Students give response to the teacher Students pray before the class is started

Students give response to the teacher

While teaching (70 minutes) Teacher introduces descriptive text.

Teacher explains the generic

structure and language features of descriptive text.

Teacher gives an example of descriptive text.

Teacher asks students to translate the text.

Teacher asks students the difficult words in the text and what the text talks about.

Students listen to the teacher carefully

Students comprehend the example

Students translate the text

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Teacher asks students to write a descriptive text about their house.

Students write the descriptive text about their house

Teacher checks the students’ writing.

Teacher asks students for their understanding about their writing.

Students listen and accept the evaluation from the teacher.

Students answer the teacher’s question.

Post teaching (10 minutes) Teacher gives feedback to the

students about descriptive text Teacher closes the meeting by saying “see you”

Students get feedback about descriptive text from the teacher

I. Instrument

2. You are expected to write a descriptive text about your house with your

own words.

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J. Assessment

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LESSON PLAN

(CONTROL GROUP)

Subject : English

Skill : Writing

Meeting : 2

C. Indicators

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text.

1. Descriptive text

non human)

in detail.

2. Describing Place

place

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80

etc.

d. Social Function

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Lecturing Method

 Sources :

 Media : Picture of siantar zoo

Teacher checks the attendance Teacher asks students about the previous material

Students give response to the teacher Students give response to the teacher Students respond the teacher

While teaching (70 minutes) Teacher introduces descriptive text.

Teacher explains the generic

structure and language features of descriptive text.

Teacher gives an example of descriptive text about the flower garden.

Teacher asks students to translate the text.

Students listen to the teacher carefully

Students comprehend the example

Students translate the text

Teacher asks students the difficult words in the text and what the text talks about.

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82

Teacher asks students to write a descriptive text about Siantar zoo.

Students write the descriptive text about Siantar zoo

Teacher checks the students’

writing.

Students listen and accept the evaluation from the teacher.

Students answer the teacher’s question.

Students get feedback about descriptive text from the teacher

I. Instrument

2. You are expected to write a descriptive text about Siantar zoo based on

(63)

83

J. Assessment

(64)

84

LESSON PLAN

(CONTROL GROUP)

Subject : English

Skill : Writing

Meeting : 3

C. Indicators

(65)

85

text.

1. Descriptive text

non human)

in detail.

2. Describing Place

place

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86

etc.

d. Social Function

(67)

87

Lecturing Method

 Sources :

 Media : Picture of sipiso-piso waterfall

Students give response to the teacher Students give response to the teacher

While teaching (70 minutes) Teacher asks students to write a

descriptive text about Sipiso-piso waterfall.

Teacher checks the students’

writing.

Students write the descriptive text about Sipiso-piso waterfall

Students listen and accept the

evaluation from the teacher

Students answer the teacher’s question

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88

I. Instrument

2. You are expected to write a descriptive text about Sipiso-piso waterfall

based on your own knowledge and with your own words.

4. The time is 60 minutes.

J. Assessment

language, but the comparison are not fresh

(69)

89

Use of Language

Contains sensory language that appeals to the five senses; contains no error in grammar,

THE EFFECT OF APPLYING CLUSTERING TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.