The research design, research subject, research instrument, data collection procedures, and data analysis techniques are all described in this section.
A. Research Design
The researcher employs a pre-experimental design with one post-test.
It intends to investigate the effectiveness of clustering technique on the students’ writing skills in narrative text. Before the experimental treatment, the students in this study were given a pre-test. Following the completion of the treatment, a post-test was administered to assess achievement.
It can be found in the following sentences:
Where :
O1 : Pre-test X : Treatment O2 : Post-test
(Arikunto S. , 2006)
O1 X O2
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B. Research Variables
This experiment research has two variables, namely : 1. Independent Variable
The use of the clustering technique as a technique in writing narrative text is an independent variable.
2. Dependent Variable
The dependent variable is improving students’ narrative text writing skills.
C. Population and Sample 1. Population
The population of this study was students in the first grade at SMAN 21 Makassar during the academic years 2021-2022.
2. Sample
Cluster random sampling was used in this study. The writer chose one class of 30 students from SMAN 21 Makassar’s first grade class.
D. Research Instrument
The writing test was used as the research instrument. The test was used to determine the extent to which students understood the subject matter. The test was given to students as a pre-test and post-test, and it used a narrative writing test. Students were given a pre-test before treatment to gather information about their prior knowledge. After the treatment, they were given
a post-test to determine the effectiveness of the clustering technique in improving students’ narrative text writing skills.
E. The Procedure of Collecting Data
The writer follows the procedure outlined below to collect data:
1. Pre-test
Before administering treatment, the researcher administered a pre-test to each student in the pre-experimental class. The purpose of the pre-test is to get to know the students’ writing in terms of the generic structure of narrative text before administering treatment.
2. Treatment
Following the pre-test, the researcher instructed the students in three meetings. Teaching and learning about the purpose of the material, as well as the researcher explanation of how to use the clustering technique.
3. Post-test
The post-test was given to the class after the last treatment, and the procedure was the same as the pre-test. The purpose of the post-test is to determine the students’ writing ability in narrative text after teaching using the clustering technique.
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F. Data Analysis
In analyzing the data from writing test, the writer apply some steps as follows:
1. Scoring the result of the students’ test classify
The researcher correct the students writing based on the analogies scale for writing.
Scores of the Content
Classification Score Description
Excellent 90-100 The event is well describe, going readers very clear information to gain the aim.
Very Good 80-89
The event are quite comprehensible, adequate relevant, generally well development.
Good 70-79
The event is adequate describe, going reader sufficient information to gain the aim.
Fair 60-69
The event are not clearly stated, the ideas are get limit to support, not quite relevant, the ideas are lack of developing.
Poor 50-59
The event is a poorly described going the readers incomplete information to gain the aim.
(Dastgeer, G ; Afzal, M.T., 2015)
2. Using the formula below, calculate the mean score of students’ pre-test and post-test :
∑X
N
Where :
X = Mean Score
= The sum of all score
N = The total number of subject
(Gay L. R., 2012)
3. Using the following formula, calculate the standard deviation of the students’ answers :
SD = √∑x2
2 N (N-1)
Where :
SD = Standard Deviation = Total raw score
N = Total number of students’
(Gay L. R., 2012)
4. Finding the significant difference between the mean scores of the pre-test and post-test by calculating the t-test value using the formula :
T = ̅
√ 2 ( ) ( l)
Where :
T = Test of significance
D̅ = The mean of different score
= The sum of total score significance ᴅ² = The square of the sum for difference N = The total number of subject
(Gay L. R., 2012)
30 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion. The research findings were covered with results of the data collected through the test. The writer described the interpretation of the findings in the discussion section.
A. Findings
1. The Effect of Clustering technique on the Students Writing skill in Narrative Text.
The researcher calculated the results of research at SMAN 21 Makassar in the findings section. The findings of this study concern the students’
scores, which include the classification of the students’ scores, the mean score and standard deviation of the pre-test and pos-test, and hypothesis testing. These findings are as follows:
a. The Classification of Students Scoring in Writing in Term of Content before using Clustering Technique
Table 4.1 : The Students’ Score in Content
No. Classification Score Frequency Percentage
1. Excellent 90-100 9 30%
2. Very Good 80-89 5 20%
3. Good 70-79 1 5%
4. Fair 60-69 1 5%
5. Poor 50-59 14 50%
Total 30 100%
(Arikunto S. , 2013)
While the rate percentage of score pre-experimental class in content before using clustering technique from 30 students is shown in table 4.1, some students received excellent scores. There were 9 (30%) students who received and excellent score, 5 (20%) students who received a very good score, 1 (5%) students who received a good score, 1 (5%) students who received a fair score and 14 (50%) students who received a poor score.
2. The Mean Score and Standard Deviation of Pre-Test and Post-Test The graph below depicts the distribution of mean score and standard deviation in pre-test and post-test.
a. The Mean Score and Standard Deviation of Pre-test and Post-Test in Term of Content.
Table 4.2 : The Students’ Mean Score in Term of Content
Components
Pre-Test Post-Test
Mean Score
Standard deviation
Mean Score
Standard Deviation
Content 71.1 20.62 80.6 38.71
According to table 4.2, the average content score on the pre-test is 71.1, and the standard deviation of the content on the pre-test is 20.62, whereas the average content score on the post-test is 80.6, and the standard deviation of the content on the post-test is 38.71. The data above proves that there is a difference between the mean scores of the pre-test and post-test. also significantly different from the standard deviation score.
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81 80.6
80 79 78 77 76 75 74 73
72 71.1
71 70
Pre-Test Post-Test
Figure 4.1 The Mean Score in Term of Content
Figure 4.1 shows that the clustering technique improved students’ writing ability in terms of content from the pre-test with an average value of 71.1 to the post-test with an average value of 80.6. We can clearly see that after using the clustering technique, students experience an increase in their ability to learn narrative text.
2. Hypothesis Testing
The researcher uses t-test analysis on the level of significance (p) = 0.05 with the degree of freedom (df) = N-1 (30-1=29), where N = number of subjects (30 subjects) and the t-table value is 1.538 to determine the level of significance of the pre-test and post-test. The graph below depicts the outcome of the t-test calculation:
Table 4.3 : The Calculating T-Test of the Students’ Improvement Component t-test value t-table value
Content
Pre-Test 13.77 1.538
Content
Post-Test 17.29 1.538
Table 4.3 shows that the t-test value in term of content pre-test was greater than the t-table value (13.77>1.538), and t-test value in term of content post- test was greater than the t-table value (17.29>1.538). It means that there was a significant difference in term of content before and after the clustering technique was used in class. According to the statement above, the null hypothesis (H0) was rejected while the alternative hypothesis (H1) was accepted.
Based on the preceding statement, the researcher concludes that there was a significant difference between the results of the students’ pre-test and post-test achievement after treatment using the clustering technique. Thus, teaching writing in terms of Generic Structure of Narrative Text Through clustering technique was a fairly effective method in improving the students’ writing skill at SMA Negeri 21 Makkassar first grade students.
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B. Discussion
Clustering Technique Improves the Students’ Writing skill in terms of Content
The clustering technique was effective on the students’ writing skills in term of content. It was supported by the mean score of the students on the pre-test in content of 71.1, which was classified as fairly, and the mean score of students on the post-test of 80.6, which was classified as good. It also could be seen the students’ responses when this technique applied in the class, the students’ feel this technique is something they have just used in learning English which makes it easier for them to make a paragraph using only one subject in the form of a cluster. They make this technique as a game in learning and it makes them not feel bored when learning English.
They say that this clustering technique is more effective than having to read a passage which makes them easily get bored when reading and then make another paragraph, most students nowadays are very lazy to read the text first and then make a paragraph, so with this technique it is easier for them to hone their writing skills by relying on one subject with matters related to the subject and then they conclude and make the writing.
The result proved that effective to be used as a method when learning in class proven by the results of the t-test value from Gay (2012) .The pre- test and post-test content results show that the t-test value for the students’
writing skill in term of content pre-test and post-test score was (13.77>1.538) for content pre-test and (17.29>1.538) for content post-test. It
was said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Several previous studies using the clustering technique according to (Amaliah, 2017), (Sumartini, 2018), also got positive results, the researchers concluded that using the clustering technique when learning English in the classroom can help students in making paragraphs and writing or sharing their ideas easily. This technique also makes students active in class and pays more attention to the teacher when the teacher explains the learning material in class. This technique can be a means of playing games while learning in class because the method is unique and can sharpen students’
brains.
36 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is divided into two sections: the first deals with the research’s conclusion and the second with the suggestions.
A. Conclusion
The writer came to the following conclusion based on the findings and discussion in the previous chapter :
Learning Narrative Text in class Using Clustering Technique on tenth grade Students’ at SMA Negeri 21 Makassar was fairly effective in terms of content on the students’ writing skill. The mean score of students on the content pre-test was 71.1. This was rated as good, and after post-test score of 80.6 it was upgraded to fairly. This clustering technique method makes it easier for students to improve their writing skills in English learning, especially in narrative text learning, they can easily make narrative text paragraphs by paying attention to the generic structure with the help of the main word in the story text. So, this method can give a good influence and is still effective enough to be carried out for the development of students in learning Narrative Text, especially in writing skill.
B. Suggestion
Based on the conclusion, the researcher would like to make the following recommendations :
1. For the Teacher
a. The teacher should be aware of the students’ difficulties in writing text in English class.
b. To motivate students’ writing in Narrative Text, the teacher should use Clustering Technique as an interesting method in the teaching learning process.
c. The teacher should give the students’ more exercises about narrative text so that they do not have any difficulties when doing more exercises.
d. The teacher should be innovative in order to develop new media and methods for the learning process.
2. For the Students’
a. When the teacher gives the lesson, the students should pay attention.
b. Students should improve their writing abilities.
c. Students should practice their narrative text writing skills more.
d. Students should consult their difficulties in narrative text, particularly in terms of generic structure.
e. Students should be courageous in expressing their ideas and sharing their opinions.
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3. For the Researcher
a. The researcher should be able to benefit from this research by, for example using this final project as a reference to conduct research on the generic structure of narrative text.
b. The researcher should be more creative in developing engaging media to teach and improve the students’ narrative text writing skills.
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Satuan Pendidikan : SMA Negeri 21 Makassar Mata Pelajaran : Bahasa Inggris
Materi Pokok : Narrative Text Kelas/Smester : X / 1 ( Satu ) Alokasi Waktu : 2 x 40 menit
A. KOMPOTENSI INTI
KI.1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI.2 Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI.3 Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI.4 Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
B. KOMPETENSI DASAR
3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait fairy tales, pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.7 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis, sangat pendek dan sederhana, terkait fairy tales.
2
C. TUJUAN PEMBELAJARAN :
1. Menjelaskan fungsi sosial, struktur dan unsur kebahasaan teks narrative secara benar dan tepat
2. Mengilustrasikan perbedaan dan persamaan dari teks narrative dengan tepat
3. Membandingkan perbedaan dan persamaan teks fable dan legend dari teks narrative dengan tepat
4. Mendesain teks narrative terkait fable and legend yang relevan dengan lingkungan peserta didik secara sederhana dan kreatif
D. MATERI PEMBELAJARAN Pengertian Narrative Text
Narrative text adalah cerita non fiksi yang biasa berbentuk dongeng, mitos, cerita rakyat, cerita binatang dan lain sebagainya.
Generic structure
1. Orientation adalah bagian awal dari teks yang berisi pengenalan tokoh, tempat, serta waktu terjadinya cerita.
2. Complication yaitu permasalahan yang ada dalam cerita.
3. Resolution yaitu penyelesaian masalah yang ada dalam cerita.
E. METODE PEMBELAJARAN:
1. Pendekatan : Sceintifik
2. Model : Discovery learning 3. Metode : Clustering Technique
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN :
1. Media : Whatsapp, Google classroom, Google meet, Slide presentasi (ppt) 2. Alat/Bahan : Laptop, Handphone, Buku
3. Sumber Belajar:
Buku Teks wajib
Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal dengan benar dan akurat
Contoh teks tertulis
Sumber dari internet:
http://learnenglish.britishcouncil.org/en/
G. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan
a. Guru memberi salam kepada murid-murid,menanyakan siapa yang tidak hadir, dan mulai membaca doa.
b. Persiapan psikis dan fisik dalam membuka pelajaran dengan mengucapkan salam dan berdoa bersama c. Menginformasikan tujuan yang akan dicapai selama
pembelajaran.
d. Menyampaikan secara singkat garis besar materi yang akan disajikan selama pembelajaran
e. Memberi motivasi siswa untuk aktif dalam proses pembelajaran.
5 MENIT
Inti a. Guru menunjukkan gambar dan contoh teks lisan yang menjelaskan tentang narrative text.
b. Guru menjelaskan tentang fungsi sosial, struktur teks, dan unsur kebahasaan narrative text.
c. Guru bertanya secara acak kepada siswa untuk memastikan apakah siswa sudah memahami penjelasan yang disampaikan.
d. Guru mengenalkan teknik clustering kepada siswa untuk mengembangkan ide yang akan dijelaskan.
e. Guru mencatat/ menilai aspek sikap dan kesungguhan/keaktifan siswa.
Mengamati
Siswa mengamati gambar dan contoh teks yang ditunjukkan oleh guru.
Siswa mendengarkan penjelasan tentang fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif.
Siswa mengamati penjelasan guru tentang teknik clustering dan bagaimana penggunaaanya.
Menanya
100 Menit
4
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU Dengan bimbingan dan arahan guru, siswa merumuskan
pertanyaan terkait dengan; fungsi sosial unsur kebahasaan dan clustering teknik.
Guru menilai aspek sikap dan kesungguhan/ keaktifan siswa.
Menalar
Siswa diminta untuk mendeksripsikan topic mereka sesuai dengan contoh yang diberikan.
Mengasosiasi
Siswa menjelaskan berbagai hal terkait mendeksripsikan cerita legenda atau rakyat seperti tokoh, tempat, karakter, etc.
Guru memberikan stimulus kepada siswa untuk merincikan unsur-unsur yang akan di kembangkan dengan cara menerapkan teknik clusterting untuk mengembangkan ide terhadap objek yang akan mereka kembangkan.
Mengomunikasikan
Siswa mulai mengembangkan topic yang mereka dapatkan sesuai dengan fungsi sosial, unsur kebahasaan, yang telah dijelaskan oleh guru menggunakan teknik clustering untuk mengembangkan ide mereka.
Guru menugaskan siswa untuk mengembangkan topic yang telah diberikan dengan memperhatikan generic structure dari narrative text menggunakan draft dari teknik clustering untuk memudahkan siswa dalam menyusun ide mereka ke sebuah paragraph.
Penutup a. Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari pada pertemuan ini.
b. Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka lakukan.
c. Guru memberikan tugas kepada peserta didik untuk mempraktikkan ungkapan sapaan dan mencatat kepada siapa saja peserta didik mengucapkan ungkapan tersebut.
d. Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
5 menit