COMPUTER NETWORK ENGINEERING MAJOR OF STATE VOCATIONALHIGH SCHOOL 1
LEMBAH MELINTANG
BY
DAHLIANA SARI SIN. 11810420580
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
COMPUTER NETWORK ENGINEERING MAJOR OF STATE VOCATIONALHIGH SCHOOL 1
LEMBAH MELINTANG
By
DAHLIANA SARI SIN. 11810420580
Thesis
Submitted as Partial Fulfillment of the Requirements for Bachelor Degree of English Education
(S.Pd.)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
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In the name of Allah, the most gracious and the most merciful, praise belongs to Allah the Almighty, the Lord of Universe. Through His guidance and blessing, the researcher has completed an important academic requirement for the award of Bachelor degree in English Education Department at the Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. In conducting the research and finishing this project paper, the researcher got suggestions, encouragements, motivation, and supports from many people.
Therefore, in this opportunity, the researcher would like to express the great thanks and gratitude to those who have given the researcher a lot of things that researcher is able to finalize and publish this research.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Dr. Hj. Helmiati, M.Ag., as Vice Rector I, Dr. H.
Mas’ud Zein, M.Pd., as Vice Rector II, Edi Erwan, S.Pt., M.Sc., Ph.D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
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Zarkasih, iii M.Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as the Vice Dean II, Dr. Amirah Diniaty, M.Pd., Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, S.S., M.Hum the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis and Dr. Nur Aisyah Zulkifli, M.Pd., the Secretary of Department of English Education, for her guidance to the students.
4. Muhammad Taufik Ihsan, S.Pd.,S.Kom.,M.Pd., the researcher’s Academic Supervisor for his guidance to the students and as the researcher's supervisor who has given correction, support, guidance, critics, advice, encouragement, and motivation to the researcher from the beginning of writing the thesis until the completion of it.
5. The researcher’s beloved parents, the heroes of my life, M. Yunus (Alm).
and Rosipa. I am grateful for their never ending great love, advice, support, motivation and prayer. They have given the researcher more than they have. Thank you so much mom and dad. I love you so much.
6. All lecturers of English Education Department of State Islamic University of Sultan Syarif Kasim Riau, who have given knowledge and information of this thesis through the meeting in the class or virtually
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8. The researcher’s beloved brother, M. Uda Partaonan. Thank you for being the researcher’s partner.
9. The researcher’s all beloved family.Thank you for always praying, listening and helping the researcher whatever the condition is.
10. The researcher’s best friends, the special gratitude for Hamida Putri, Islah Alvia, Nuria Maulani, Nur Ilmiah. Thank you for the unforgettable memory. Wish you all the best. Love you girls.
11. For all people who have given the researcher great support in carrying out and finishing this thesis. It cannot be written one by one. Thank you very much.
Finally, the researcher realizes that there are many shortcomings in this thesis. Therefore, constructive critiques and suggestions are needed in order to improve this thesis. May Allah Almighty, the Lord of universe bless you all. Aamiin.
Pekanbaru November 1 st, 2022 The researcher,
Dahliana Sari
SIN. 111810420580
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Toward Students’ Writing Ability at First Grade Computer Network Engineering Major of State Vocational High School 1 Lembah Melintang The research was conducted based on the preliminary study at first grade TKJ students of SMK N 1 Lembah Melintang which showed some writing problems faced by the students such as the confusion in writing, the difficulty to start the writing process and the difficulty to organize the ideas. From that situation, the researcher used Clustering Technique to improving students’s writing ability. The objectives of this research were to determine the significant difference of students’ ability in writing descriptive text before and after being taught by using Clustering Technique and to find out the effect size of using Clustering Technique.This research was a pre-experimental design in the form of one group pre-test and posttest design on quantitative approach. The sample of this research was all the population of the research the students of the first grade TKJ at SMK N 1 Lembah Melintang consisting of one class (34 students) by having purposive sampling.To collect the data, the researcher used writing test.
The data were analyzed by non-parametric test since the assumption of normally distributed data was not markedly violated. However, the data were interpreted by using Wilcoxon on the SPSS version 23.0 program. The result of the data analyzed showed the mean score of the students after being taught by using Clustering Technique (81.5) was higher before being taught by using Clustering Technique (52.35). In conclusion, using Clustering Technique shows a significant difference on the students’ ability in writing descriptive text at X TKJ of SMK N 1 Lembah Melintang.
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pada Kelas Pertama Teknik Komputer Jaringan di SMK N 1 Lembah Melintang.
Penelitian ini dilakukan berdasarkan studi pendahuluan pada siswa kelas X TKJ SMK N 1 Lembah Melintang yang menunjukkan beberapa masalah menulis yang dihadapi siswa seperti kebingungan dalam menulis, kesulitan memulai proses awal menulis, dan kesulitan menyusun gagasan. Dari situasi tersebut, peneliti menggunakan teknik Clustering untuk membantu siswa dalam proses menulis. Adapun tujuan dari penelitian ini adalah untuk menentukan apakah adanya pengaruh yang signifikan pada kemampuan siswa dalam menulis teks deskripsi sebelum dan sesudah di ajari dengan menggunakan teknik Clustering serta untuk menemukan seberapa besar efekdari penggunaan teknik Clustering pada kemampuan siswa menulis teks dekripsi. Penelitian ini menggunakan desain pre-experimental berupa satu kelompok pre-test dan post-test dengan pendekatan kuantatif. Sampel dari penelitian ini adalah seluruh populasi dari penelitian yaitu siswa kelas X TKJ di SMK N 1 Lembah Melintang yang terdiri atas satu kelas (34 siswa) dengan menggunakan Purposive sampel. Untuk mengumpulkan data, peneliti menggunakan tes menulis untuk mengetahui kemampuan siswa dalam menulis teks deskripsi. Analisis data dilakukan dengan uji non parametrik karena data berdistribusi tidak normal. Namun, data diinterpretasikan dengan menggunakan Wilcoxon pada program SPSS versi 23.0. Hasil dari analisis data menunjukkan bahwa nilai rata-rata siswa setelah diajar menggunakan teknik Clustering (81.5) lebih tinggi dibandingkan sebelum diajar menggunakan teknik Clustering (52.35). Kesimpulannya, penggunaan teknik Clustering menunjukkan pengaruh yang signifikan terhadap kemampuan siswa dalam menulis teks deskripsi pada kelas X TKJ SMK N 1 Lembah Melintang.
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( ،يراس ناايلهد ٢٢٢٢
:) صنلا ةباتك ىلع ذيملاتلا تاردق ىلع عيمجتلا ةينقت يرثتأ
مسقل رشاعلا لصفلا في يفصولا ةسدنه
تاكبش بوسالحا
ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا ١
جناتنيليم هابميل
مسقل رشاعلا لصفلا ذيملاتل ةيديهمتلا ةساردلا ىلع ءانب ثحبلا اذى ءارجإ تم
ةسدنه تاكبش
بوسالحا ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا
١ ىلع تلد تيلا جناتنيليم هابميل
لاو ةباتكلا في كابترلاا لثمك ذيملاتلا اههجاو ةيباتك لكاشم كانى نأ ةيلمع ءدب في ةبوعص
لولأا ةباتكلا ةي
لاو راكفلأا ميظنت في ةبوعص عيمجتلا ةينقت ةثحابلا تمدختسا ،كلذ ىلع ءانب .
ماى يرثتأ كانى ناك اذإ ام ةفرعم وى ثحبلا اذى نم فدلهاو .ةباتكلا ةيلمع في متهدعاسلم عيمجتلا ةينقت مادختسبا اوملعي نأ لبق امنيب يفصولا صنلا ةباتك ىلع ذيملاتلا تاردق ىلع م ةفرعمو ،هدعبو ةعوممج كانى نأ يأ ةبرتج وبش ميمصت مدختسي ثحبلا اذىو .يرثأتلا ىد
عمتمج عيجم ثحبلا تانيعو .يمكلا لخدلمبا يدعبلا رابتخلال ةعوممجو يلبقلا رابتخلال مسقل رشاعلا لصفلا ذيملات يأ ثحبلا ةسدنه
تاكبش بوسالحا
ةينهلما ةيوناثلا ةسردلمبا
ةيموكلحا ١
نيذلا جناتنيليم هابميل ( لصفلا سفن في نوسليج
٤٣ مهيلع لوصلحا تمو ،)اذيملت
ةفرعلم ةباتكلا رابتخا ةثحابلا تمدختسا ،تناايبلا عملج .ةفدالها تانيعلا ةينقت مادختسبا .يفصولا صنلا ةباتك ىلع ذيملاتلا تاردق ةيترماربا يرغ تارابتخبا تناايبلا ليلتح ءارجإ تم
يبط لكشب ةعزوم نكت لم تناايبلا نلأ يع
نوسكوكليو مادختسبا تناايبلا يرسفت تم ،نكلو .
ةياورل ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمنارب في ٠٤.٢
تلد تناايبلا ليلتح ةجيتنو .
( عيمجتلا ةينقت مادختسبا مهميلعت دعب ذيملاتلا ميق لدعم نأ ىلع ٥١.٨
نم ىلعأ يىو )
( عيمجتلا ةينقت مادختسبا مهميلعت لبق مهميق ٨٠.٤٨
مادختسا نأ يى ثحبلا ةجيتنو .)
في يفصولا صنلا ةباتك ذيملاتلا تاردق ىلع اماى ايرثتأ كانى نأ ىلع تلد عيمجتلا ةينقت مسقل رشاعلا لصفلا ةسدنه
تاكبش بوسالحا
ةيموكلحا ةينهلما ةيوناثلا ةسردلمبا ١
هابميل
جناتنيليم
.
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EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صّخلم
... viiiLIST OF CONTENT ... ix
LIST OF TABLES ... xi
LIST OF FIGURE ... xii
LIST OF APPENDIX ... xiii
CHAPTER 1 INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 6
C. Limitation of the Problem ... 6
D. Formulation of the Problem ... 7
E. Objective of the Research ... 7
F. Significance of the Research ... 7
G. Definition of Term ... 8
CHAPTER II LITEARTURE REVIEW A. Theoretical Framework ... 10
1. Writing Ability ... 10
2. Clustering Technique in writing Descriptive Text ... 17
3. Descriptive Text ... 23
B. Relevant Research ... 25
C. Operational Concept... 28
D. Assumption and the Hypothesis ... 30
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C. Subject and Object of the Research ... 34
D. Population and Sample ... 34
E. Technique of Collecting Data ... 35
F. Technique of Analysing Data... 37
CHAPTER IV FINDING AND DISCUSSION A. Finding ... 42
B. Discussion ... 54
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 56
B. Suggestion ... 56 REFERENCES
APPENDICES
CURRICULUM VITAE
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Table II.2 Purposes of Descripttive Text ... 24
Table III.1 Ilustration of Research Design ... 33
Table III.2 Sample of Research ... 35
Table III.3 Technique for Scoring Writing ... 36
Table III.4 Minimum Criteria Achievement ... 37
Table III.5 Validity of Writing Test ... 39
Table III.6 Level of Reability ... 39
Table III.7 Realibility Statistic of Writing Test ... 39
Table III.8 Effect Size Guidelines ... 41
Table IV.1 Data of Pre-Test of Students’ Ability in Writing Descriptive Text Before Being Taught by Using Clustering Technique ... 43
Table IV.2 Frequency Score of Pre-Test ... 44
Table IV.3 Descriptve Statistic of Pre-Test ... 45
Table IV.4 Score Classification of Strudents’ Ability in Writing Descriptive Text Before Being Taught by Using Clustering Technique ... 45
Table IV.5 Data of Post-Test of Students’ Ability in Writing Descriptive Text Being Taught by Using Clustering Technique ... 46
Table IV.6 Frequency Score of Post-Test ... 48
Table IV.7 Descriptve Statistic of Post-Test ... 49
Table IV.8 Score Classification of Strudents’ Ability in Writing Descriptive Text After Being Tauht by Using Clustering Technique ... 49
Table IV.9 Test of Normality of Pre-Test and Post-Test Class ... 50
Table IV.10 Data Analysis of Wilcoxon Test Rank... 51
Table IV.11 Significant Effect of Pretest and Posttest ... 52
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Figure II.2 Example of the Application Clustering Technique ... 19
Figure II.3 Circle of Main Topic ... 21
Figure II.4 Grouping Ideas... 22
Figure II.5 Final Stage ... 22
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Being Taught by Using Clustering Technique (Pretest)
Appendix 2 Score of Students’ Ability in Writing Descriptive Text After Being Taught by Using Clustering Technique (Posttest)
Appendix 3 Syllabus
Appendix 4 Lesson Plan for Pre-Experimental Class One Group Pre-Test Post- Test
Appendix 5 Instrument of the Research Appendix 6 Recommendation Letters Appendix 7 Documentation
1 A. Background of the Problem
As one of the four skills, writing plays an important role in mastering language especially in the term of English. AS Mention by Hughey (1983), writing is a means of increasing other language competences. While gathering the information about what to write, a writer should do reading, observing, talking to others, synthesizing and evaluating the data. In addition, Harmer (1998) stated that the motive for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, and the most importantly writing as a talent in its very own proper.
Writing performs the critical function in English language education. As Walsh (2010) says writing is critical as it‟s used considerably in higher schooling and in the place of job. In other point of view, Harmer (2004) mentioned that the teachers need to rethink the way they react to student‟s work in order for a process writing approach to work well. From those explanations, it can be concluded that writing is very crucial and must be mastered by students. The importance of writing‟s skill is also indicated in curriculum education of Indonesia. It is based on 2013 curriculum.
In writing,there are many types of writing text one of which is descriptive text.
A descriptive text is one of genres which is demanded to master by high school students in Indonesia. This requires teachers to be able to deliver it well in the classroom. However, research discovered that many teachers still have limited knowledge of how to effectively teach genres in the classroom. As descriptive text is included in English curriculum in Indonesia (Kemendikbud, 2013), knowing how the text should ideally be composed is essential for the teacher as the one who is responsible in delivering it in the classroom and for the students who are demanded to master it. Descriptive text is a type of text which is used by the writer or speaker to describe particular thing, person, animal, place and or event to the readers or hearers (Gerot & Wignel, 1994; Knapp & Watkins, 2005). The process of describing is done through ordering their characteristics clearly, starting from naming them, classifying them, and dealing with their attributes, behaviors, functions, and so on so that the readers or hearers can possibly notice what the writer is writing about as if they could directly see it through their own eyes.
Before this current research, some researchers have been conducted to explore the effect of clustering technique towards student‟s writing ability. Della Hanafiawi (2020) in her study investigate seventh grade students of SMPN 11 Cimahi the tittle is “the use of clustering technique to improve student‟s skill in writing descriptive text”, she stated the problem students confused how to begin writing,they were hard to compose their idea in writing,most of students just write without thinking the grammar, the lack of vocabulary and etc. Della Hanafiawi (2020) state that teaching descriptive text using clustering technique can improve student‟s writing ability and
the atmosphere of the class was more alive. And also Dian Reftya Wati(2018)
“ improving the students‟ descriptive text writing ability through the implementation of clustering technique at the tenth grade of MAN 1 metro”, she stated that the problem in the class show many students could not express their ideas in writing, they still could not understand or create a descriptive text although the teacher had explained,they were still found some grammar mistake or inappropriate vocabulary use,and most of students were not able to construct sentence in present form. Dian Reftya Wati (2018) state that clustering technique can increase students descriptive text writing ability, teacher performance, and students participation during teaching learning process.
The difference between this research and the previous research the first is this research use quantitative design with pre experimental research as method of this research, the previous research Della Hanafiawi (2020) and Dian Reftya Wati (2018) was used class action research (CAR) as the research method. The second is subject of the research, this research was conduct at first grade of state vocational high school 1lembah melintang, then Della Hanafiawi (2020) took the students participation at tenth grade of MAN 1 METRO, and Dian Reftya Wati (2018) at seventh grade of SMPN 11 Cimahi. And the third, to collecting data of the research, this research use writing test (Pre-test and Post-test) to collect the data. While Della Hanafiawi (2020) and Dian Reftya Wati (2018) use classroom action research was done in three cycles,
each cycle consist of plan, action, observation, and reflection. And collect the data with writing test,observation,and documentation.
One of the schools that uses Curriculum 2013 is State Vocational High School 1 Lembah Melintang, which is located in West Pasaman Regency, in West Sumatera Province. In this school, English is taught twice a week with duration of 60 minutes for one meeting. The standard of the passing grade in English subject is 75 points.
However, the researcher found some writing problems of the students based on the preliminary study of the researcher after interviewing the English teacher at that school. Those problems can be normally happened because writing is not an easy skill. It has been explained by Hughey, et al (1983), he stated that writing is more complicated in its production. Reading, vocabulary, and grammar skills are needed in writing activity. The researcher found that the students of State Vocational High School 1 Lembah Melintang had poor ability in English writing, because some of the students get a low score below the minimum score criteria in their writing test. And also the students have difficulties to develop their idea in writing,it cause when the students want to write they are difficult in finding ideas and do not knowing about how to develop ideas to be a paragraph writing. Then students have difficulty for choosing appropriate words, developing main ideas, and making concluding sentences. It is because the student have lack in vocabulary and do not make conclude sentences in their writing. And also the other problem is the teacher still using conventional technique while teaching writing to
sudents, were in the classroom the teacher stands in front of the class and explain the material and then gives the assignments to students. So that the technique can‟t make the student easier to mastered their English writing because there is no new learning technique from the teacher. Furthermore it the teacher less to use an interesting technique in teaching writing process, so that it can be bored to sudents.
To solve this problem the teacher needs a new learning method or technique in teaching writing. The good way is clustering technique. Clustering is a kind of approach which can be utilized in pre-writing stage. Clustering technique is an effective visual technique for teaching writing because its help students to generate ideas and clarify their thinking where idea mapping‟s nonlinear, visual and free form style can help to eliminate barries to creative writing (Rozana, 2005). In addition Santi V. Buscemi (2002) state that Clustering is the good way to turn a broad subject into a limited and more manageable topic for a short essay. Also called mapping, and diagramming,it is another effective way to gather information for an essay. There are a few steps of Clustering technique that must be observed to get the high-quality result and appropriate with the expectancy. In keeping with Maede in Meisuri and Wahyuni (2015), the steps of clustering technique are: 1) Write a word or word on a clean piece of paper, 2) Circle the word and allow connections glide, writing down every new word or word that comes to mind, circling it, and connecting it with a line, three) maintain the hand moving all of the time, 4) Cluster for a while, five) maintain including to the cluster, 6) Write a chunk without disturbing about perfection. The
researcher conclude that the clustering technique is making a visual map or new association that allows thinking more creatively and this technique will help the students to organize their ideas in writing descriptive paragraph.
B. Identification of the Problem
There are several students problems and difficulties in writing which are found by researchers. The first, researchers found that the students of State Vocational High School 1 Lembah Melintang had poor ability in English writing,.
And also the students have difficulties to develop their idea in writing,it cause when the students want to write they are difficult in finding ideas and do not knowing about how to develop ideas to be a paragraph writing. Then students have difficulty for choosing appropriate words, developing main ideas, and making concluding sentences. The other problem is the teacher still using conventional technique while teaching writing to sudents. So that the technique can‟t make the student easier to mastered their English writing because there is no new learning technique from the teacher.
C. Limitation of the Problem
To avoid missunderstanding, the reseacher limited the focus of this study to be the effect of using clustering technique towards student‟s writing ability. Because there are so many types of writing text,the researcher also limited the writing text into descriptive text. Then, the location of this research was the first grade computer network engineering major of State Vocational High School 1 Lembah Melintang.
D. Formulation of the Problem
The problems of this research can be formulated in the following questions:
1. Is there any significant difference of the students‟ ability in writing descriptive text before and after being taught by using Clustering Technique Technique at first grade computer network engineering major of State Vocational High School 1 Lembah Melintang?
2. How much the effect size of student‟s writing ability in descriptive text taught by using clustering technique at first grade computer network engineering major of State Vocational High School 1 Lembah Melintang?
E. Objectives of the Research
Based on the formulation of the problem above, the objectives of the study were:
1. To determine the significant difference of using Clustering Technique on student‟s writing ability in descriptive text.
2. To find out the effect size of using Clustering Technique on student‟s writing ability in descriptive text.
F. Significance of the Research
This research gives several significant values for the students, teachers, and researcher. This research provides new innovation for English language teaching. The results of this research can be applied in the teaching English writing process, especially in the writing descriptive text. Theoretically, this research can help the
students to improve their writing ability in descriptive text, helping to find idea and develop their ideas to be paragraph writing.
Practically, this research can provide better techniques for teaching writing in the class. This research can improve teaching writing at first grade computer network engineering of Vocational High School 1 Lembah Melintang. The findings can develop the implementation of Using Clustering Technique Towards Students‟
Writing Ability at First Grade Computer Network Engineering major of State Vocational High School 1 Lembah Melintang.
G. Definition of the Key Terms
To avoid misunderstanding and misinterpreting toward the term used in the research, it needs some explanation and definition about the meaning of the term which is used in this research:
1. Writing ability
Writing is an activity of axpressing one‟s thoughts, ideas, and feelings expressed in written language.According to Tarigan (2008), writing is an indirect communication media,or it is called a productive and expressing activity. Moreover, according to Dalman (2013), writing is systematically organize ideas and express them explicitly to make reader easy to understand the message or ideas that are said, the students must have good ability in writing.
2. Clustering technique in descriptive text
Clustering technique is a technique that groups ideas from general to more specific and more directed. This statement in line with Langan (2001) who says that clustering technique is also known as diagramming or mapping.
it may be used to generate material for a paper. It means that, unlike listing, clustering calls for a quick period in initial making plans. A person ought to provide you with tentative division of the subject into subparts or foremost thoughts.
3. Descriptive text
Descriptive paragraph is part of real genres. Based on Zemach and Rumisek (2005) stated that descriptive paragraph explains how someone or some thing looks or feels and a procedure to explain how something is finished. Therefore, descriptive text provides detailed explanations so that the readers understand the object of information they are looking for.
10 A. Theoretical Framework
1. Writing Ability
Writing as one of the four skills of listening, speaking,reading,and writing has always formed part of the syllabus in the teaching English. Harmer (2007).
However, it can be used for a variety of purposes, ranging from being merely a „backup‟ for grammar teaching to a major syllabus strand in its own right, where mastering the ability to write effectively is seen as key objective for learners. According to Brown (2001)., writing is the made from thinking, drafting, and revising tactics that calls for specialized abilities. As Harmer (2007) said that the first element the authors have to do earlier than writing is considering the purpose in their writing when you consider that it's going to have an impact on now not only the form of text they wish to.
In fact, there are numerous issues in writing specially in writing descriptive text. First, the scholars‟ motivation is low. Second, the students were lack of vocabulary. Third, the students normally bored at the same time as they are writing. Fourth, the scholars have been hard tofind new thoughts.
so that you can achieve success in improving the students‟ writing potential, the teachers should be have appropriate techniques. Writing is also the vital skill in reading English, which need excellent investment from the scholars.
Many college students in high school do not recognise the essential of writing,
in order that they only spend a few instances for it. It isn't authentic due to the fact true at writing can help them study different talents in English extra efficaciously. Out of the four fundamental language capabilities within the language gaining knowledge of manner, “ready writing is often time-honored as being the final language talent to be received for native speakers of the language in addition to for foreign/2d language learners.” (Hamp and Heasly, 2006).
So writing ability are an important part of english learning that must be achieved by the student. To achieve success in improving the students‟
writing potential, the teachers should be have appropriate techniques to teach writing to their students.
Importance of writing
As Walsh (2010) says writing is critical as it‟s used considerably in higher schooling and in the place of job. If college students don‟t realize a way to explicit themselves in writing, they won‟t be able to talk well with professors, employers, friends, or just about every person else. lots of expert conversation is carried out in writing: proposals, memos, reviews, applications, initial interviews, e-mails, and greater are part of the every day existence of a university student or successful graduate. Writing has a completely unique position in language coaching on account that its acquisition involves a exercise and know-how of different three language abilties, such as listening, reading and speaking. furthermore, it calls for
learning of different talents, inclusive of metacognitive competencies.
Component of Writing
The stock of vocabulary, grammar and comprehend how to make a correct sentence must be considered to make a good writing. The students‟
writing score will be evaluated by the scoring system. The aspects of scoring are organization, content, grammar, vocabulary, and mechanic, Nurgiyantoro (2001). To make it clear, the researcher will explain each aspect.
First, the organization aspect, it means how the students organize their idea. Whether each paragraph is organize well or not. The organization of the text is fluent in expressing, reveal clearly ideas, good organization, logic sequence, and cohesive. Second, the content aspect, the content refers to the topic and its explanation, discussion, evaluation, and conclusion. It should be clear, specific, and relevant. The good content had to fulfill the criteria such as full of information, substantive make a clear thesis development and relevant with the problem. Third, the language aspect, the students use effective complex sentence construction and make only few faults in the using of grammar.
The fourth aspect is the vocabulary aspect. Vocabulary aspect measure if the students could choose the correct words as it is function and master informing words. The last aspect is Mechanic aspect. Paragraph is a combination of some sentences which needs good spelling and punctuation.
If the use of punctuation is not appropriate, the paragraph will be unreadable.
So the students should be mastered in writing good paragraph.
Writing Purposes
In accordance with Harmer (2007), there are three purposes of writing they are English as a Second Language (ESL), English for Spesific Purpose (ESP), and English as a Foreign Language (EFL).
English as a Second Language (ESL), this term is normally used to describe students who are living in the target language community and who need English to function in that community on a day to day basis. English for Spesific Purpose (ESP), many students study English for a particular (or spesific) purpose. For example, writing tasks for business students can have high face validity if the students can see that they are writing the kind of letters and documents which they will be writing in their professional life.
English as a Foreign Language (EFL), this is generally taken to apply to students who are studying general English at schools and institutes in their own country or as transitory visitors in a target language country.
Genres of Writing
Based on Brown (2003), there are three genres of writing. The first is academic writing such as papers and general subject reports essays, compositions academically, focused journals, short-answer testresponses, technical reports (e.g., lab reports), theses, dissertations, and etc. The second is job-related writing such as messages (e.g., phone messages), letters/emails,
memos(e.g.,interoffice), reports (e.g., jobevaluations, project reports), schedules, labels, signs,advertisements, announcements manuals and etc. The last is personal writing Such as letters, emails, greeting cards, invitations,messages, notes, calendar entries, shopping lists, reminders,financial documents (e.g., checks, tax forms, loan applications),forms, questionnaires, medical reports, immigrationdocuments, diaries, personal journals, fiction (e.g., shortstories, poetry) and etc.
Writing Process
There are several process to make a writing well. For this section, according to Harmer (2007) defined the writing process as follow:
1) Planning
Experienced writers plan what they are going to write. Before starting to write or type, they try and decided what it is they are going to say.
Planning is any orderly system which is used to bring about a desired end result. the primary level in the writing process is planning. There are three predominant troubles while starting to make plans.
First of all, is that they have taken into consideration the cause in their writing, because it will have an effect on what sort of text with a view to be produced, the language so that it will be used and the records on the way to be protected. Secondly, the writers need to consider the target market is who study their writing. For example, it's far formal or informal.
Thirdly, creator has to remember the content material structure in their
writing. What the fine way is to set up the reality, idea, or argument which has been determined to consist of
2) Drafting
Drafting is a row of techniques designed to compose and increase a sustained piece of witting system to finish whether or not the facts you find out while making plans may be established into a success piece of or no longer.
3) Editing (Reflecting and Revising)
Once writerrs have produced a draft they then, usually read through what they have written to see where it works and where it doesnt. The writers need to study the draft which they produced. possibly the order of the records isn't clean likely the ambiguous and stressed textual content has been written. ultimately, the writers have asked the reader to comment and endorse and eleven reflecting and revising. So, the author revises his writing to make suitable revisions. Reflectingand revising are often helped by other readers (or editors) who comment and make suggestion.
4) Final version
The writers produce the very last model whilst he has edited his draft, making the changes they think to be important. it's far notably specific from each the authentic plan and the first draft as it has been changed inside the editing technique. It becomes the final version as a way to be read with the aid of the target audience.
PLANNING DRAFTING EDITING FINAL VERSION
Figure II.1
Writing process according to Harmer (2007)
Based on the diagram above, we can look there are four the process of writing, they are planning, drafting, editing, and the last is final version or final draft.
Score of Writing
In order to find out how good writing is produced, it can be scored by using a rubric which is taken from the Teacher‟s English Book First Grade provided by Curriculum 2013. Writing is rated on five aspects: content, organization, language use, vocabulary, grammar,and mechanic
Table II.1
Scoring rubric for assessing writing descriptive text
Aspect Scor
e
Performance Description Weightin
g Content (C) 4 The topic is complete and clear and the details
are relating to the topic.
30 3 The topic is complete and clear but the details are almost relating to the topic.
3 x -Topic 2 The topic is complete and clear but the details are
not relating to the topic.
-Details 1 The topic is not clear and the details are not relating to the topic.
Organization (O)
4 Identification is completed and descriptions are arranged with proper connectives
20 3 Identification is almost complete and descriptions are arranged with almost proper connectives.
2 x -Identification 2 Identification is not complete and descriptions are
arranged with few misuse of connectives.
-Description 1 Identification is not complete and descriptions are arranged with misuse of connectives.
Grammar (G) 4 Very few grammatical or agreement inaccuracies.
20 % 3 Few grammatical or agreement inaccuracies but not affect on meaning.
2 x -Use present
tense
2 Numerous grammatical or agreement in accuracies.
-Agreement 1 Frequent grammatical or agreement inaccuracies.
Aspect Scor e
Performance Description Weightin
g Vocabulary
(V)
4 Effective choice of words and words forms.
15% 3 Few misuse of vocabularies, word forms,but not changes the meaning.
1,5 x 2 Limited range confusing words and word form.
1 Very poor knowledge of words, word forms, and not understable.
Mechanics (M)
4 It uses correct spelling, punctuation, and capitalization.
15%
-Spelling
3 It has occasional errors of spelling, punctuation,and capitalization.
1,5 x - Punctuation 2 It has frequent errors of spelling, punctuation,
and capitalization.
-Capitalization 1 It is dominated by errors of spelling, punctuation, and capitalization.
2. Clustering Technique in Writing Descriptive Text
In this part the researcher discusses about Definitions of Clustering Technique, Advantages and Disadvantages of Clustering Technique, and The Application of Using Clustering Technique.
Defenition of clustering Technique
Inside the writing process there is a prewriting step, one of the prewriting steps is clustering. There are quite a few definition about clustering said via specialists, Karen Blanchard (2003), and Christine Root (2003) country one among them, they outline that clustering is another prewriting method. it's miles a visual manner of displaying how your ideas are related the use of ciecles and features. When you cluster, you draw a diagram of your ideas.
Santi V. Buscemi (2002)said that clustering is a good way to turn a broad subject into a limited and more manageable topic for a short essay. Also called mapping, and diagramming, it is an other effective way to gather
information for an essay. To cluster ideas, start with a blank sheet of paper.
within the center, write and circle the word that expresses the extensive problem which one to put in writing approximately. In addition According to Langan (2006) Clustering also known as diagramming, or mapping, is another strategy that can be used to generate material for a paper.This technique is helpul for people who like to think in a visual way.
Clustering as a nonlinear brainstorming process that generate ideas, images, and feelings around a stimulus word until a pattern becomes discernible (Carol B. Olson,1996). This is the nstructions to begin this clustering process.
First step is to tell students that they are going to learn to use a tool that will enable them to write more easilyand more powerfully, a tool similar to brainstorming. Next, Encircle a word on the board or paper for example, energy and ask students, "What do you think of when you see that word?"
Encourage all responses. Cluster these responses, radiating outward. When they have finished giving their response, say, "See how many ideas there are floating around in your heads? Now, if you cluster all by yourself, you will have a set of connections as unique to your own mind as your thumbprint is to your thumb."
After that ask the students to cluster a second word for themselves. Before they begin, tell them that the clustering process should take no more than one to two minutes and that the paragraph they will write should take about eight
minutes. After they finish writing, ask students to give a title to what they have written that is suggestive of the whole.
Here is the example of the clustering technique:
Figure II. 2 Example of the application of clustering techniques Advantages and disadvantages of clustering technique
There are some advantages of using Clustering Technique according to Sabarun (2013) Clustering technique can assist the authors to locate and generate ideas, and having determined them, to structure and restructure them long earlier than any ordering actually takes area. Clustering is a method for gathering thoughts around a few stimulus, for finding a focus, and for allowing a experience of the complete configuration to emerge despite the fact that all the details are not yet obvious. Clustering is a method for enticing
Good Communication
Skill TOUR
GUIDE Knowled
geable Organize
Managed different need of group
Answer unexpectation
questions
Good time management
Must like outdoors
Describe point of interest
Knows history and culture
Like people
Understsnd need of tourist
and making use of the raw substances of one‟s revel in and giving them a tentative shape. Clustering is a simple technique taking thirty seconds to two minutes, simply lengthy enough to let thoughts spill out onto a web page until an concept gives itself that author can change into an entire. Clustering employs free-affiliation of thoughts, developing a “structure” pretty unlike the traditional define approach, however equally powerful. Clustering is beneficial not most effective for organizing statistics, but for producing thoughts.
Besides, Using Clustering Technique also have some disadvantages. In accordance Styati (2010), “clustering technique is best the floor method in coaching writing, it does now not an awesome approach when it's far used to jot down an essay writing which has lengthy paragraph. from time to time, the scholars had been careworn the way to use this method due to the fact they don‟t understand a way to start writing. Besides, they did this manner under stress to make this technique as an powerful way.
Application of Using Clustering Technique in Descriptive Text
In clustering, the writers can use strains, boxes, arrows, and circles to reveal relationships a few of the ideas and information that arise to them. to start, take a clean sheet of paper and write a wellknown challenge inside the middle. Then circle the arena. Betty Mattix Dietsch(2003). Remember the fact that there's no right or wrong way of clustering or diagramming. it's miles a manner to assume on paper about how various ideas and information
relate to one another. In clustering you write a topic within the center of a bit of paper, then write ideas recommended via the topic around it, connecting these to the subject with traces, observe the identical manner along with your subtopics.Donald Pharr and Santi V. Buscemi(2005).
Clustering Technique is expected to help the students in generate the topic into the subtopic of the idea through circles/boxes, and lines/arrows.
There are some steps of using clustering technique according to Carol B.
Olson (1996) as follow.
First, take a piece of paper and write down the main topic in the center of paper and draw a circle around it. Example:
Figure II. 3
The Circle of Main Topic
After that, write any thoughts that come into our thoughts related to the main topic round the primary subject matter and circle all of it. Connect those ideas to the main topic with a line. The pictures below shows that there are seven sub-topic about popcorn, such as Circus, Movies, Kernel, White Mountains, Crunchy, Good, and Noisy. It can be shown in the figure below.
POPCORN
Figure II.4 Grouping Ideas
Next, write ideas, examples, facts, or other details related to each idea and connecting them to the appropriate circle. Repeat this process until the run of ideas, like the figure below:
Figure II.5 Final Stage
POPCORN Noisy
Good
Crunch y
Circus
Movies
White mountains
Kernel
POPCORN
Circus Movies
Pops
Noisy
Snaps
Good
Crunchy
Salty
Kernel
White mountains
Chritsmas
3. Descriptive Text
Descriptive text is one of genres which is demanded to master by high school students in classroom. According to Brown (2001) “writing is thinking process, because writing is a process of putting ideas down on paper to transform thought into words and give them structure and coherent organization”. In this case, students doing the thinking process through descriptive writing. Descriptive text is a kind of writing that consists of description, characteristics, definition of something, object or something. Descriptive text is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing.
Descriptive text is the text that is always in around us when we want to describe something or someone, Edwin Goldwasser (2000). In additionally Zemach and Rumisek (2005) stated that descriptive paragraph explains how someone or some thing looks or feels and a procedure to explain how something is finished. further, Oshima and Hogue (2007) analyze that descriptive paragraph is likewise the capability to explain human beings, places, or objects appropriately is a beneficial life talent. So it can conclude that descriptive text provides detailed explanations so that the readers understand the object of information they are looking for.
Purposes of descriptive text
According to Clouse (2003), the purposes of descriptive text are to certain, to express feeling, to relate experiences,to inform a reader unfamiliar with the subject and to persuade the things that describe in detail.
Table II. 2
Purpose of Descriptive Text
Purpose Description
To entertain An amusing description of a
teenager‟s bedroom
To express feelings
A description of your favorite outdoor retreat so your reader understand why you enjoy it so much
To relate experience
A description of your childhood home to convey a sense of the poverty you grew up in
To inform (for a reader unfamiliar with the subject)
A description of a newborn calf for a reader who has never seen one
To persuade (to convince the reader that some music videos degrade woman
A description of a degrading music video
To inform (to create a fresh appreciation for the familiar)
A description of an apple to help the reader rediscover the joys of this simple fruit
The Generic Structure of Descriptive Text
According to Doddy (2008), the structure of descriptive text is divided into two parts; an identification and a description. The identification part is the part where the writer of descriptive text identifies phenomenon to be described. The description part describe parts, qualities, and characteristics. Descriptions text focuses on spesific participant.
Language Feautures of Descriptive Text
According to Jaya (2008), a descriptive text uses; First specific nouns, e.g.
my car,my new house, my cat,etc. Using specific nouns gives readers a more concrete vision of what is writing about. Second, Simple present tense, e.g. I live in a simple house, the house is very large, it has wonderful garden.
Simple present tense is used to state description, defenition,and statement of general truth. Third, Detailed noun phrase to give information about subject.
E.g. I have a white skinned girl friend,etc. Noun phrases often function as verbs subjects and objects, as predicative expressions and as the complements of prepositions.
After that, Some adjectives (describing,numbering,classifying), e.g. two strong legs,sharp white fangs,etc. Adjectives are words that describe or modify another person oe thing in the sentence. Moreover,Relating verbs to give information about subject,e.g. My mam is really cool, it has very thick fur,etc.Next, Thinking verb or feeling verb to express personal writer view about subject, e.g. Police believed the suspect is armed, i think it is a clever animal, etc. The last, action verb, e.g. Our new puppy bites our shoes, my cat eats mouse, etc. Action verb is a verb which shows real activity, it can be seen and heard.
B. Relevant research
According to Syafi‟i (2018), relevant research is required to observe some of previous research conducted by other researchers in which they research is relevant
with our research. Relevant research help guided in selecting and determining the fix design of our research, because we were got information and ideas from the previous research. There is some relevant research following this project.
The first thesis that relevant with this research is a research conducted by Fikri Fauzi Alawi (2011) entitles “Improving Students‟ Ability In Writing Descriptive Text Using Clustering Technique (An Action Research at Eight Grade Students of MTs. Darul Ma‟arif CipeteJakarta)” at the first semester 2010/2011 academic year . This study is conducted at MTs. Darul Ma‟arif Jakarta. The school is located at Jl. RS. Fatmawati No. 45 Cipete- South Jakarta. It was established by the late of Prof. Dr. KH. Idham Cholid in December 15th, 1959. The design of this study is classroom action research. It is called CAR because the study focuses on a particular problem and a particular group of students in a certain classroom. The result of the research concluded that the use of clustering technique in writing descriptive text at eight grade students of mts Darul Ma‟arif Jakarta in The Academic Year of 2010/2011 can improve students‟ understanding.
The second research that is relevant with this research conducted by Binti Nurjanatul Ma‟wa (2017) entitles “Using Clustering Technique to Improve Descriptive Text Writing Skill at The Tenth Graders of Vocational High School 03 Metro in The Academic Year 2016 / 2017”. This research done at the tenth graders of Vocational High School 3 Metro in the academic year of 2016 / 2017. There are many classes in this school. Since the study is a classroom research, the writer then took one class as the sample. The writer using Classroom Action Research. In this
research, researcher is helped English teacher of the school, exactly as collaborator who helps to give direction during research process run, so the research process can run well without finding the difficulties and the researcher can be easy in application her technique. The clustering technique can be effective strategy and it could be used as an alternative way in teaching writing at Vocational High School 3 Metro, because the strategy is easy to be implemented and it was one of the interesting strategies which very closed to the students‟ learning activities. The students were involved actively in teaching learning process. It made the students to be easier to understand the material so it could increase the students writing skill.
The third is relevant research from the journal. In 2018, Farnia Sari and Sri Wahyuni conducted a journal entitled “The Use Of Clustering Technique To Improve The Students‟ Skill In Writing Descriptive Paragraph”, the objective of this study is to find out whether or not there is any significant difference between the students who were taught in writing descriptive paragraph through Clustering Technique and those who were not. The population of this study was all of the eighth grade students of SMP Srijaya Negara Palembang in academic year 2016/2017. This study was conducted by using quasi experimental method with nonequivalent control group design. The conclusion, Clustering technique is proven to be effective in elevating students‟score in writing descriptive paragraph. It is helpful for the students to stimulate their ideas and organize the paragraph. Having conducted the research,it can be found that the students have a fun atmosphere in
writing activity; they can do team work and share their ideas to explore their paragraph and to empower imagination.
C. Operational concept
Operational concepts are derived from related theoretical concepts on all of the variables that should be practically and empiritically operated in an academic writing (Syafi‟i, 2013). To avoid misunderstanding and misinterpreting, the operational concept will be used in this research. There are two variables in this research; X and Y. variable X is as independent variable, and variable Y is as dependent variable. In this research, variable X refers to Clustering Technique and variable Y refers to students‟ writing ability in descriptive text.
1. The indicator in variable X Clustering Technique
The instructions of using clustering technique are conducted through the following procedures (Carol B Olson, 1996) :
a) Tell students that they are going to learn to use a tool that will enable them to write more easilyand more powerfully, a tool similar to brainstorming.
b) Encircle a word on the board or paper for example, energy and ask students, "What do you think of when you see that word?"
Encourage all responses. Cluster these responses, radiating outward.
When they have finished giving their responses, say, "See how many ideas there are floating around in your heads? Now, if you
cluster all by yourself, you will have a set of connections as unique to your own mind as your thumbprint is to your thumb."
c) Now ask students to cluster a second word for themselves. Before they begin, tell them that the clustering process should take no more than one to two minutes and that the paragraph they will write should take about eight minutes.
d) After they finish writing, ask students to give a title to what they have written that is suggestive of the whole.
2. The indicator in Variable Y or students‟ writing ability in descriptive text.
There are five indicators of writing must be achieved, which is taken from the Teacher‟s English Book First Grade provided by Curriculum 2013.
They are:
First is content, the students are able to identify descriptive text in form of descriptive text related to self activity and people around by paying attention to social function, text structure, and linguistic
components correctly and contextually.The students are able to make a good content in writing descriptive text.
Second is organization, the text is in accordance with the chosen genre, the provisions and characteristics of the chosen genre are followed perfectly, the ideas of writing and the information presented are very relevant, the contents of the text are very easy to be understood.
Third is grammar,There are no significant grammatical errors, the meaning and the content of the text can be clearly understood.
Next is vocabulary, the sentences used are very effective, using lexical variations correctly, master the form of words and idioms correctly and effectively, terms are used correctly. And the last is mechanics. It uses correct spelling, punctuation,and capitalization.
D. Assumption and Hypothesis 1. Assumptions
In this research, the researcher assumes that there are significant effect of Clustering Technique Towards Students‟ Writing Ability At First Grade Computer Network Engineering Major Of State Vocational High School 1 Lembah Melintang. Students who are taught by using clustering Technique was get easier way in writing.
2. Hypothesis
Based on the problem previously identified, the hypothesis of researcher as follow:
The researcher was submit a hypothesis if there is an effect of variable X on variable Y, the hypothesis as follow:
Ha : there is a significant effect of Clustering Technique on student‟s writing ability in descriptive text.
The researcher was submit a hypothesis if there is no effect of variable X on variable Y, the hypothesis as follow:
H0 : there is no significant effect of Clustering Technique on student‟s writing ability in descriptive text.
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CHAPTER III RESEARCH METHOD A. Research Design
This research employed a pre-experimental design in the form of one-group pre-test post-test design with quantitative approach. There are various definition of quantitative research which is presented by some experts. According to Sugiyono (2003), quantitative research is research that focus on testing hypothesis, where the data used must be measurable and will produce generalizable conclusion. And also Ary (2010) stated that this design is used because it provides little or no control of extraneous variables. In addition, Cresswell (2012) stated that quantitative methods involve the processes of collecting, analyzing, interpreting, and writing the results of the study. Based on the defenitions from some expert, it can be conclude that quantitative research with pre-experimental design are the effective method to conducted this researh by the researcher.
The design of this research was the pre-experimental design to know the effect of using clustering technique toward students‟ writing ability.
According to Creswell (2008) stated that pre experimental research is used when the writer wants to establish possible cause and effect between the independent and the dependent variables. Also Cohen (2005) stated that the pre-experimental research is the one group pre-test post-test. Then Brown (1988) stated that there are two variables in research, the first one is a
dependent variable that is observed to determine what effect, if any, the other types of variable may have on it and the second one is an independent variable that is variables selected by the reseacher to determine their effect on the relationship with the dependent variable. A pre-test provides a measure on some attribute or characteristic that the researcher assess for participants in an experiment before the group receive a treatment, while a post-test measure on some characteristic that is assessed for participants in an experiment after a treatment (Creswell, 2008). So it can concluded that pre experimental research is a research conducted to determine the effect of giving a treatment to research subject.
The test of one group pre-test and post-test can be seen in this table (Allen, 2017);
Table III 1
Ilustration of research design
Pre-test Treatment Post-test O1 X O2
Where:
X : Clustering Technique Treatment
O1 : Student‟s writing ability in descriptive text before taught by using clustering technique.
O2 : Student‟s writing ability in descriptive text after taught by using clustering technique.
B. Time and Location
This research was conducted at First Grade State Vocational High School 1 Lembah Melintang. It located Jl. Flores No. 172 Ujung Gading, West Pasaman, West Sumatera. This research was conducted from Mei - July 2022.
C. Subject and Object of the Research
The subject of this research was the First Grade Computer Network Engineering (TKJ) of State Vocational High School 1 Lembah Melintang.
The object of the research was the effect of using clustering technique towards students‟ writing in descriptive text.
D. Population and Sample 1. Population
Syafi‟i (2018) reveals population refers to total number of subjects (source of data). A research population is also known as a well-defined collection of individuals or objects known to have similar characteristic. In addition, Cresswell (2012) stated that the target population or the sampling frame is a group of individuals or an organization with some common defining characteristic that the researcher can apply the result of the research. The population of this research was the first grade computer network engineering students (TKJ) of Vocational High School 1 Lembah Melintang. Consist of one class with 34 students.
