Judul Skripsi: The implementation of clustering techniques to improve students' writing skill (A pre-experimental research design in 8th grade students in SMPN 11 MAROS BARU). Writing skill (A pre-experimental research design in 8th grade students in SMPN 11 Maros Baru). The study aimed to find out whether clustering technique improves students' writing in terms of content and vocabulary.
The population of this study was the first semester students. in academic years 2019/2020 among the 8th grade students in SMPN 11 Maros Baru, which were selected using cluster random sampling technique, while the sample of this study was 30 students. There was a difference between the students' writing before and after the application of grouping technique in class. This undergraduate thesis entitled “The implementation of grouping technique to improve students' writing skill (A pre-experimental research design in the 8th grade students in SMPN 11 Maros Baru)”.
Appendix D: List of students' pre-test and post-test scores on content and vocabulary.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Study
- Scope of the Research
Wilkins in Indriani (2007) found that student learning depends on the effectiveness of the teachers' technique. There were many factors that make the students' lack of vocabulary, i.e. internal and external factor. Based on the above background, the writer formulates the problem questions as follows: Does the clustering technique improve students' writing in terms of content and vocabulary.
To determine whether the grouping technique improves students' writing in terms of content and vocabulary. Practically, this research was expected to give students important information and more references to motivate students in learning English, especially in writing vocabulary. Students' ability to increase interest in written content and vocabulary can be enhanced by using the clustering technique.
This research was limited to the use of grouping technique in learned writing skill for grade 8 of the students at SMPN 11 Maros Baru in 2019/2020 academic year.
REVIEW THE RELATED LITERATURE
- Previous of Related Findings
- Definition of Writing
- Content
- Vocabulary
- Clustering Technique
- Conceptual Framework
- Research Hypothesis
Styati (2010) conducted a study entitled “The effectiveness of clustering techniques to teach writing skills from the linguistic intelligence of students”. The similarities between this research and previous research results above were the use of clustering technique to improve students' skills in learning English. Previous research used clustering techniques to improve student writing and clustering as a medium.
While this research was supposed to focus on writing skills and how to improve students' writing in terms of content and vocabulary through clustering technique. Oshima and Hogue in Styati said clustering is another brainstorming activity that students can use to generate ideas. And in this case, the author uses a clustering technique to improve students' writing vocabulary mastery.
Students found it difficult to find words related to the topic due to lack of vocabulary.
RESEARCH METHOD
- Research Design
- Population and Sample
- Research Variables and Indicators
- Research Instrument
- Procedure for Collecting Data
- Data Analysis
The functions of the post-test, which was to know the student's knowledge and ability of writing content and vocabulary after teaching using the clustering technique. The findings of this research deal with students. score, which includes student score ranking, mean score and standard deviation of pre-tests and post-tests, and hypothesis testing. The description of the data collected by the test, as explained in the previous chapter, shows that the students' writing has improved significantly in terms of content and vocabulary.
This was supported by the average score rate of the students' pre- and post-tests. It can be statistically inferred based on the t-test value that the clustering technique was quite effective in improving students' writing in terms of content and vocabulary. Students were more interested and made students think creatively in learning English, especially content and vocabulary.
This means that using clustering technique was found to be an effective way to improve students' writing in terms of content and vocabulary to generate the ideas. The use of clustering techniques was quite effective in improving students' writing skills in content and vocabulary. This was supported by the mean score of the students on the pretest in content 74.1, which was categorized as good, and the mean score of the students on the post-test was 69.1, where they were categorized as fair.
It means that the use of grouping technique is quite effective in improving students' writing in terms of content and vocabulary. The researcher also motivated to use the vocabulary grouping technique because it could facilitate the students in improving their vocabulary. Based on the result of the students' vocabulary score, it was found that the students' vocabulary score was improving.
The teacher should use the Clustering technique as an interesting method in teaching learning processes to motivate the students' writing in content and vocabulary. The researcher should be more creative in creating interesting media to teach and enhance the content and vocabulary of the students.
FINDING AND DISCUSSION
Findings
While the rate percentage of pre-experimental class in content from 30 students as table 4.1 shows that there are students who got excellent score. Based on the result above, the author concludes that the rate percentage in post-test was greater than the percentage in pre-test. The following figure shows the distribution of mean scores and standard deviation in pre- and post-tests.
The mean score and standard deviation of pre-test and post-test in terms of content. The mean score and standard deviation of pre-test and post-test in terms of vocabulary. While the mean score of the post-test vocabulary was 76.3 and the standard deviation of the post-test vocabulary was 7.76.
This means that the mean score of content in pre-test and post-test was higher than mean score of vocabulary. While standard deviation of content in pretest and posttest was lower than standard deviation of vocabulary. While t-test in vocabulary also higher than t-table (9.66>2.045). this means that there was a difference between the students' writing before and after the applied grouping technique.
Based on the above statement, the author concludes that there was a significant difference between the pre-test result and the post-test performance of the students after treatment by clustering technique. So teaching writing in terms of content and vocabulary through clustering technique was a fairly effective method to improve the writing skills of the 8th grade students.
Discussion
Siswa diminta mengamati tampilan gambar yang disajikan guru atau mengamati gambar yang terdapat pada buku siswa tentang Kosakata (Aktivitas Rumah). Siswa diminta mendengarkan penjelasan pengantar aktivitas umum/global untuk mata pelajaran yang berkaitan dengan: Kosakata (Aktivitas Rumah). Jawablah pertanyaan-pertanyaan yang terdapat dalam buku pedoman siswa atau pada lembar kerja yang tersedia.
Siswa diminta mengamati tampilan gambar yang disajikan guru atau mengamati gambar yang terdapat pada buku siswa tentang Kosakata (Aktivitas Sekolah). Siswa diminta mendengarkan penjelasan pendahuluan kegiatan secara umum/global dengan topik mengenai: Kosakata (Aktivitas Sekolah). Siswa diminta mengamati tampilan gambar-gambar yang disajikan guru atau mengamati gambar-gambar yang ada di buku siswa tentang Kosakata (Aktivitas Olahraga).
Siswa diminta membaca materi dari buku teks atau buku pendukung lainnya, dari internet/materi yang berkaitan dengan Kosakata (Aktivitas Sekolah). Siswa diminta mendengarkan penjelasan pengantar kegiatan secara umum/dunia dengan topik mengenai: Kosakata (Aktivitas Olahraga). Siswa diminta mengamati tampilan gambar yang disajikan guru atau mengamati gambar pada buku siswa tentang Kosakata (Warna).
Siswa diminta mendengarkan penjelasan pendahuluan kegiatan secara umum/global dengan topik mengenai: Kosakata (Warna). Siswa diminta mengamati tampilan gambar yang disajikan guru dan mengamati gambar yang terdapat pada buku siswa tentang Kosakata (Emosi). Siswa diminta mendengarkan penjelasan pendahuluan kegiatan secara umum/global dengan topik mengenai: Kosakata (Emosi).
Siswa diminta mengamati tampilan gambar-gambar yang disajikan guru, atau mengamati gambar-gambar yang terdapat pada buku Siswa Kosakata (Kepribadian). Siswa diminta mendengarkan penjelasan pengantar kegiatan umum/global dengan topik yang berkaitan dengan: Kosakata (Kepribadian).
CONCLUSION AND SUGGESTION
Conclusion
Based on the research findings in the previous chapter, the writer concludes that the use of clustering technique as a teaching media was quite effective in improving students' writing skills in terms of content and vocabulary in 8th grade students. at SMPN 11 Maros Baru. It was supported by the average score of students in the content pretest was 74.1.
Suggestion
Mintalah siswa melihat gambar/foto yang ada di buku atau gambar yang disajikan guru di depan papan. Mintalah siswa membaca materi dari buku teks atau buku referensi lain, dari internet/materi yang berhubungan dengan kosa kata (PR). Siswa berkomunikasi secara lisan atau percaya diri menyajikan materi tentang pengumpulan data (pengelompokan) dalam bentuk kosa kata (pekerjaan rumah).
Siswa berkomunikasi secara lisan atau menyajikan materi dengan percaya diri tentang pengumpulan data (pengelompokan) dalam bentuk kosakata (Aktivitas Sekolah). Siswa berkomunikasi secara lisan atau menyajikan materi dengan percaya diri tentang pengumpulan data (pengelompokan) dalam bentuk kosakata (Aktivitas olahraga). Siswa diminta membaca materi dari buku teks atau buku pendukung lainnya, dari internet/materi yang berhubungan dengan Kosakata (Warna).
Siswa diminta membaca materi dari buku teks atau buku pendukung lainnya, dari Internet/materi yang berhubungan dengan Kosakata (Emosi). Siswa diminta membaca materi dari buku teks atau buku pendukung lainnya, dari Internet/materi yang berhubungan dengan Kosakata (Kepribadian).
