The data was taken from the writing test to find out the students' knowledge in writing retelling text. This undergraduate thesis is titled “The use of clustering technique to improve the ability to narrate text writing among the eight graders of MTs Miftahul Huda Seputih Raman Central Lampung. The pre-survey result of students' writing of retelling text at the eighth grade of MTs Miftahul Huda Seputih Raman.
One of the problems in this research is that students have poor writing skills, especially narrative text writing. The grouping technique will help students organize their idea before developing it into a paragraph of narrative text. Based on the above background, the researcher named this research Using Grouping Technique to Improve Text Repetition Ability in Eight Grade MTs Miftahul Huda Seputih Raman.”.
Problem Identification
Problem Limitation
Problem Formulation
Objectives and Benefits of the Study 1. Objectives of the Study
Benefits of the Study a. For the Students
The result of this research is that the information to use English writing effectively and make students more interested and motivated in learning English. The result of this research is as a contribution to the teacher in order to use the clustering technique to improve the students'. This research can be one of the references for another author in English teaching learning process and it is expected to be useful to carry out further researchers.
Theoritical Review
Ability is the fact that someone or something is capable of doing something, or it is also called skill/intelligence level. Therefore, there are many skills that students should understand in order to write a narrative. All skills must be mastered and put to good use during the writing process in order to write a good narrative.
It is used as the reflection of creative thinking to the writing skill on the paper.15 Grouping is related to the summary or list of ideas when you write. 15Namik Kemal Sahbaz and Gozde Duran, "The effectiveness of grouping method in improving the creative writing skill of grade 6 the students of the primary school", (Turkey: Academic Journals Mersin University), 19 Sept 2011, p. Steele and Patty Steele, “The Thinking Writing Connection”, (University of Northern Iowa: The Berkeley ElectronicPress, 1991), Vol.32/Issue 1, p.42.
Daily life
The Use of Clustering Technique to Improve The Ability of Recount Writing Text
The teacher can easily give an example of a clustering technique because the clustering technique uses a pictogram to indicate the relationship and arrangement of ideas. This activity required the teacher to give a good example of the topic's recount text and explain its structure. As for the technique of clustering, the teacher should introduce it as a pre-writing activity and the students practice generating ideas through clustering.
Teacher writes the topic idea in the middle of whiteboard, also the teacher writes the answer of the students on the whiteboard. Continue to add to the group if teacher feels there is more to explore, but teacher can start writing at any time when the student gives their idea about the topic. Therefore, the researcher will apply this technique in the teaching of narrative text to influence students' narrative text writing ability. 26.
Action Hypothesis
The teacher moves among the students to check their activities and help them if necessary. The teacher asks the students to revise/rewrite their writings to get the best result (paragraph). The topics covered in this chapter are object of study, definition of research, subject of research, plan of action, method of data collection, technique of data analysis and indicator of success.
Setting and Subject of The Study
Classroom action research (CAR) is a method for improving and modifying the work system of a school class.27 This means that action research is a research that is used to investigate and evaluate their work in teaching and learning for the purpose of gathering information. for what they want. Furthermore, action research in the classroom is about working towards practical outcomes, and also about creating new forms of understanding, as action without meaning is blind, just as theory without action is meaningless.28 This will that is, action research in the classroom is a form of research that enables practitioners everywhere to investigate and evaluate their own classroom work. From some opinions above, it can be concluded that Classroom Action Research (CAR) is a prominent research that is used to investigate and evaluate their work in the teaching and learning process in the classroom.
The researcher used the Classroom Action Research (CAR) cycle by Jean McNiff and Jean Whitehead as shown in the figure below:29. The implementation of this classroom action research (CAR) generally consists of four stages: planning, implementation, observation, and reflection. If the first cycle failed, that cycle should be re-examined in the second cycle.
The researcher prepares a lesson plan (RPP) on the material to be implemented using the clustering technique, under the guidance and consideration of the eighth grade (VIII) English teacher at MTs Miftahul Huda Seputih Raman. This activity is the implementation of learning activities that were prepared in planning. The researcher observed the learning activities of the students in the class such as; situation in the classroom, students' response using the observation sheet.
In this step, the researcher observes the students' learning activity in the classroom such as; class situation, learning process, activity. By reflecting, the researcher will know the strength and weakness of action, the researcher compares the score distribution of pre-test and post-test. The researcher will review the students' activity and teacher performance and reflect on whether it is positive or negative.
If the result is met in the second cycle, the examiner will not proceed to the third cycle.
Data Collection Method
Documentation is a means of collecting some information in the form of a written resource or document such as books, journals, diaries, etc. The documents can often provide relevant evidence and are very useful to build the complete picture.34 The researcher uses to obtain the documentation data on the condition of the students, the history of MT Miftahul Huda Seputih Raman, the condition of the environment, the condition of the teachers, the staff and the organizational structure and geographic location of the school. In addition, the researcher uses the documentation about the archives that plan the learning activity and the results of the students' activity, and uses the document in the form of photographs to prove about the photography of the students during the learning process.
The main purpose of conducting the interviews is to collect answers which are richer and more informative than the questionnaire data.35 The interview question is based on the general description of the teaching process and the teaching activity, such as the students' difficulties in writing the learning activity, the students' result in the writing activity and the method that is usually applied in the classroom when they write the learning activity. It is also done to know the teacher's reaction to the use of grouping technique in writing the recount text after Action Research in the classroom. Data analysis will be performed step by step the mean score of pretest and posttest.
To obtain the class percentage that passes the Minimum Mastery Criteria (KKM) 71, you use the formula: 37.
Indicator of Success
Result of the Research
- Description of The Research Area a. The History of MTs Miftahul Huda
- Description of the Research Result
- Acting
- Observing
- Reflecting
- Observing
- Reflecting
Basically, the total number of students in MTs Miftahul Huda Seputih Raman in academic year 2019/2020 is 74 persons. In this step, the researcher discovered that the students had a number of problems that made them poor at writing stories. The observation form was completed by a staff member, the English teacher, to monitor the activities of the students in the learning process.
The researcher told the students that the researcher would conduct a research in their class. The researcher informed that it is to know the students' writing skill before starting the action. Based on the table above, it can be said that the students' skill in writing retelling was still poor.
This was the best reason for the researcher to improve the students' skill by using grouping technique. Furthermore, the students must write their own narrative using grouping technique as it was ever given during the treatment of the second meeting. With regard to the result of cycle 1, the average of the students' score on retelling was improving, namely from 62.47 in the pre-test to 68.46 in the post-test 1.
However, the result was unsatisfactory enough as only 5 students (18%) of the students who passed the minimum grade for the pre-test and 10 students (36%) for the post-test 1. After treatment at the first meeting which consisted of giving of material and giving exercises, the researcher gave the students post-test 2. In cycle 2, the researcher still worked with the staff member to observe the students' activities during the learning process.
At the end of the second cycle, the researcher decided not to continue in the next cycle, because the result showed that the students.
Interpretations
- Cycle 1
- Cycle 2
In cycle 1, based on the table above, there was a point of improvement especially in the average grade of 28 students in grade VIII, where in the pretest the average was 62.47 and in the posttest 1 it was 68.46. There were 17 students whose scores improved in post-test 1, and there were
AVERAGE SCORE
Result of the Study
The data in the table above showed the students' improvement scores in writing skills.
CONCLUSION
The grouping technique can be an effective technique and it can be used as an alternative way in teaching writing. This made it easier for the students to understand the material so that it could improve the students writing retelling text. The result of cycle II has already reached the indicator of success which was 89.28 % students meet the standard criteria with the score minimum being 71.
SUGGESTION
