350
IMPROVING THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE PARAGRAPH BY USING DRAW LABEL CAPTION (DLC) AND CLUSTERING TECHNIQUE AT TEN
GRADE OF SMA YP PGRI 2 MAKASSAR
Reginaldis Mutiara Pofi1, Rina Asrini Bakri2, Lukman HB3
1STKIP YPUP Makassar, Email: mutiarapofireginaldis@gmail.com
2STKIP YPUP Makassar, Email: rinaasrini@yahoo.com
3STKIP YPUP Makassar, Email: lukmanbaso@gmail.com
Abstract
The objective of this research is to find out whether the used of Draw Label Caption and Clustering technique improve the students’ ability in writing descriptive paragraph at ten grade of SMA YP PGRI 2 Makassar. The population of this research was ten Grade of SMA YP PGRI 2 Makassar in academic year 2021/2022.
The sample of this research were 20 students and used purposed sampling technique in one class. The result of data analysis showed that there was significance different in students writing skill, where the students score in post-test was higher than the students’ score in pre-test (80.35> 69.6) and the result of t-test was higher that t- table (4.958> 2.093). Based on, the result of this research, it can be concluded that by combining Draw label caption and clustering can improve the students’ ability in writing descriptive paragraph at ten grade of SMA YP PGRI 2 Makassar.
Keywords: Draw Label Caption (DLC), Clustering technique, writing skill.
INTRODUCTION
As Ricard and Renandya (2002: 303) said, “writing is the most difficult skill for second language learner to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text”. According to Tucker (2015), through writing the students can express their ideas and state it onto papers. Writing also can be a medium for expression and communication.
Draw Label Caption (DLC) technique is technique in which the students may Draw a picture, label it, and then give a caption or summary about what is happening in the picture. This technique will become a great start in order to help the students making the description of what they have labeled and help the students capture a scene and focus on important details. From the explanation above, in Draw Label Caption the students may fast writes a listing of inspirations that appear to their mind quick probable in their essay. The researcher also uses Clustering technique that will combine with Draw Label Caption. Clustering is a type of pre- writing that allows you to explore many ideas as soon as they occur to you. Like brainstorming or free associating, clustering allows you to begin without clear ideas.
351 According to Langan (2005: 27), clustering is also known as diagramming or mapping which is another technique that can be used to generate material for paragraph. This method is helpful for people to think a visual way. It means we can use lines, boxes, arrows and circle in implementing the clustering to show the idea and details that are exist in our mind.
1. Definition of DLC a. Draw
In this step, draw is the step to make picture, or picture of something, with a pencil, pencil or chalk (but not paint). This is rough sketch; use outlines only, stick people are encouraged. Moreover, Peha states that “draw is making a quick pencil sketch of your scene “. Based on the quotation above, it can be inferred that draw is the activity to make a picture by using a toll with the object and purpose.
b. Label
The next step is the label, label is the step to make a piece of paper, etc. that is attached to something and gives information about it. Beside label is a word a phrase that is used to describe somebody/something in a way that seems to general, unfair or not correct. In addition, Peha defines label as “create one- or two-word text label for each item in your drawing, label everything you can think of, even different parts of things”. From the statement above, the writer assume that label is a word that can use to give a name for an object.
c. Caption
The last step is caption, caption is the word that are print underneath a picture, cartoon, etc. that explain or describe it. Besides, caption means that write a single sentence underneath the picture that tells what is happening. Based on the quotation above, it can be inferred that caption is a phrase that can be main or topic of the text.
2. Definition of clustering technique
In the writing process there is a prewriting step. One of the prewriting steps is clustering. There are a lot of definition about the clustering stated by experts, Blancard and Root in Alawi (2011) state one of them, they define that clustering is another prewriting technique. It is a visual way of showing how your ideas are connected using cycles and lines. When you cluster, you draw a diagram of your ideas.
3. Definition of descriptive paragraph
Descriptive paragraph is a part of factual genres. Its social function is to describe a particular person, place or thing. description in writing is a process of creating visual images and sensory impression through words. More often, description is a part is another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer’s point of view. Description recreates sense impression by translating into words, the feel, sound, taste, smell, and look of things. Emotion may be describing too, feelings such as happiness, fear, loneliness, gloom, and joy. Description helps the reader, through his or her imagination, to visualize a scene or a person, or to understand a sensation or an emotion.
352 As Barbara fine clouse in Alawi (2011) said in her book, The student writer,
“Description adds an important dimension to our lives because it moves our emotion and expands our experience “. Description expands our experience by taking us to place we might not otherwise know much about, which explain the popularity of descriptive travel essay in magazines and newspapers.
Traditionally, description divided into two categories; objective and subjective.
In objective description your records details without making any personal evaluation or reaction. In subjective description, you are free to interpret the details for your reader; your reaction and description can be an emotional and value-loaded.
METHODS
The method that used in this research, was used pre- experimental with one group pre-test and post-test. First, the group got pre-test before getting the treatment and the last is the post-test. The sample of this pre-experimental research, were the then grade students of SMA YP PGRI 2 Makassar. This class consist of 20 students.
The researcher used only one kind instrument namely writing test which knew the students’ writing. The test was given as pre-test before doing the treatment and then the post - test after doing the treatment to find out the students’ writing.
Technique of data analysis a. Content
Score Classification Criteria
27-30 Very Good Knowledge substantive relevant to assign a topic 23-26 Good Some knowledge of subject adequate range 20-22 Fair Lacks of logical sequencing developments ideas
confusing or disconnected
17-19 Poor Non fluent and not communicated
13-16 Very Poor Non organization and not enough to evaluate b. Organization
Score Classification Criteria
18-20 Very good Fluent expression, ideas clearly stated, succinct, well-organize, logical sequencing, cohesive.
14-17 average Somewhat choppy, loosely organize but min ideas standout, limited support, logical but incomplete sequencing.
10-13 poor Not-fluent, ideas confuse or disconnected, lacks logical sequencing and development
7-9 Very poor Does not communicate, no organize, or no enough to evaluate
c. Vocabulary
Score classification criteria
353 18-20 Very good Sophisticate range, effective word/idiom choice and
usage, word form mastery, appropriate register.
15-17 good Adequate range occasional errors of word/idiom, choice and usage, but meaning not obscure.
12-14 fair Limited rage some word use is confusing or obscured 5-8 Very poor Almost the word use is wrong and not enough to
evaluate.
d. Language use
Score classification criteria
23-25 Very good Effective complex construction few errors of agreement, tense, number word order/function, pronunciation, and preposition
20-22 good Effective but simple construction minor problem in complex construction several errors of tense and word order/function
9-19 Fair Many errors in articles, pronunciation, preposition, and fragments
6-8 poor Dominated by errors of grammar and does not communication
2-5 Very poor Virtually not mastery of sentence construction roles e. Mechanic
Score classification criteria
5 Very good Demonstration mastery of convention no problems of spelling, punctuation, capitalization, and paragraph 4 Good Few errors of spelling, capitalization, paragraph, but
meaning not obscured
3 Fair Some errors of spelling, capitalization, punctuation, and paragraphing
2 Poor Many errors of spelling, punctuation, capitalization, and paragraphing
1 Very poor Hand writing eligible
1. Computing the frequency and rate percentage of the student’s score by using the following scale:
P = ꜰq × 100%
N Where:
P = Percentage Fq = frequency
N = Total number of samples (Gay L.R, 2012) 2. Calculating of mean score
354 To find out the main score in each of two components observe, the writer applies the following:
ᾱ = ⅀ × N Where:
ᾱ = mean score
⅀ × = total raw score N = total respondents
(Gay L.R, 2012)
3. Finding the main score of the different score by using formula:
N
D = D
Where:
𝑫 = The mean score
∑𝑫 = The sum of difference score N = The total number of the sample
(Gay L.R, 2012)
4. To find the significant different between the result of the pre-test and the post-test by calculating the value from the test using following the pattern:
t = 𝑫
√∑ 𝑫𝟐 __( ∑ 𝑫 )𝟐𝑵 𝑵 (𝑵−𝟏)
Where:
T : Test of significant 𝑫 : Score difference
∑𝐃𝟐 : The mean of difference score ( ∑𝐃𝟐 ) : The sum of total difference score 𝐍 : The number of the sample
(Gay L.R, 2012)
RESULTS AND DISCUSSION Results
The results are administered in the table below. The table indicate the students score of pre-test(X1) and post-test (X2), different (D) and difference (D2).
Table. 1 the students score of pre-test(X1) and post-test (X2), different (D) and difference (D2)
355 NO NAME PRE-TEST
X1
POST-TEST X2
DIFFERENT (D) (X2-X1)
DIFFERENCE (D2)
1 AYL 80 83 3 9
2 ANS 73 78 5 25
3 AF 76 82 6 36
4 AN 70 77 7 49
5 AS 80 92 12 144
6 BD 80 84 4 16
7 EP 60 73 13 169
8 EM 59 75 16 256
9 IBY 79 88 9 81
10 IB 75 90 15 225
11 KM 62 75 13 169
12 LY 55 75 20 400
13 MK 60 83 23 529
14 KM 80 93 13 169
15 MF 50 70 20 400
16 NA 55 74 19 361
17 RF 75 81 26 676
18 RP 70 76 6 36
19 SN 70 75 5 25
20 SM 78 83 5 25
N =20 ∑x1= 1392 ∑x2= 1607 ∑D= 240 ∑D2= 3800
The researcher found that there was significance different between the writing skill of the students before and after having treatments. The following the tables students raw score of pre-test and post-test achievement, we can see the table below.
Which:
∑x1 =Total score result of students’ pre-test
∑x2 = total score result of students’ post-test
∑ⅅ = total gain
∑ⅅ2 = total square of gain
On the table 4.3 above, the result of pre-test showed that was 1 student got very poor score of the test from the total number of students were 20. That means the students ability especially in writing still low. There were 6 students got poor, 5 students got average, and just 8 students got good. It means the students need to improve their ability in writing such as and reach vocabulary knowledge, grammar, catch the idea and sharing, knowing punctuation capitalization and etc.
1. The mean score of the students in pre-test, post-test and gain
356 Table 2. The mean score of the students in pre-test, post-test and gain
Test Main score
Pre-test 69. 6
Post-test 80. 35
Gain 12
Based on table 2 above it shown that the mean score of students pre-test was 69.6 from total score 1392 and the mean score of post-test was 80.35 from the total score 1607. The main score of gain was 12 from the total score 240. It was revealed an increasing score, it is proved by the students’ post-test showed that there was a slight improvement from pre-test and post-test. It could be conclude that the mean score of post-test was greater than the mean score of pre-test. This means that using Draw Label caption (DLC) and clustering technique could improve the students’
writing ability at the ten grade of SMA YP PGRI 2 Makassar. The result of the mean score could be seen in the following graphic.
RESULTS AND DISCUSSION Results
The discussion deals with the interpretation of finding delivered from data analysis. The description of data through the test has been explained in the previous section. Here, the researcher discussed the result of the combining Draw Label caption (DLC) and clustering technique in writing descriptive paragraph at the ten grades students of SMA YP PGRI Makassar. Relating to the description above writing is a very important subject because in writing the students must share idea from their brain, it is not easy to concept in their brain to be written language, and they must also be clever to choose and to combine the vocabulary to create something that is meaningful. The students also must pay attention to the grammar, so it is normal if the students think that writing difficult subject because they must pay attention to many things (idea, concept, vocabulary, and grammar).
Based on the result on this chapter, the researcher saw that combining Draw Label Caption (DLC) and clustering technique in five component of writing (content, organization, vocabulary, language use, and mechanic) showed where in the content component in pre-test before implementation of Draw Label Caption (DLC) and clustering technique, the student means score was categorized into very poor level. It means that, after implementing the treatment by using Draw label caption (DLC) and clustering the students mean score was improved especially in content.
In organization component in pre-test before the implementation of Draw label caption (DLC) and clustering technique the students means score was categorized into fair. While in the organization component in post-test after the implemented draw label caption (DLC) and clustering technique, the students means score was categorized in to good. It means that after implemented the students’ means score was improved especially in organization component.
In vocabulary component, the students mean score was categorized into average. While after the implementation of using Draw label caption (DLC) and clustering technique, the students’ means score was obtained into good categorized.
357 It means that after implementing the treatment by using draw label caption (DLC) and clustering technique, the students mean score was improved.
In the language use component, the students mean score was categorized into poor. While, in the language use in post-test after giving the treatment using Draw label caption (DLC) and clustering technique, the students mean score was categorized into good. It means that after giving the treatment by using Draw label caption (DLC) and clustering technique, the students mean score was improved especially in language use.
Meanwhile in the mechanic component, the means score was categorized into poor. While, in post-test after the applying draw label caption (DLC) and clustering technique, the students mean score was good categorized. It means that the students mean score was improved.
The researcher concluded that, Draw Label Caption (DLC) clustering the good technique in teaching writing descriptive paragraph with their own language.
Improve the students’ ability in writing descriptive paragraph by using Draw label caption (DLC) and Clustering technique at ten grades of SMA YP PGRI 2 Makassar. This was proved by the t-test value was higher than t-table.
CONCLUSION
After doing the research and analyzing data, the researcher gives the conclusion. The students in writing by using Draw label caption (DLC) and clustering technique is an alternative strategy which is effective to be used in writing descriptive paragraph. It can help students to involve their imagination, feeling, ideas and thought when they draw and write. It can be seen by means score of post-test was 80. 35 and then the mean score of pre-test was 69.6. Draw Label Caption (DLC) and clustering technique has significant to be used in teaching , writing descriptive paragraph at the ten grades of SMA YP PGRI 2 Makassar. It is proved by the t-test value (4.95) which is higher that t-table (2.093). Draw Label Caption and clustering technique proved that can improved the students ability in writing descriptive paragraph. It can help the students to involve their thought when they were drawing and write. This technique lets them to find out new ideas after getting the idea from the object their draw.
REFERENCES
Anggun, Y. A. (2021). Teaching Writing Descriptive Text by Combining Delphi and Nominal Group Technique at the Fourth Semester Students of STKIP YPUP Makassar. Thesis. Makassar.
Alawi, F. F. (2011). Improving students’ ability in writing descriptive text using clustering technique. Thesis. Jakarta.
Byrne, Donn. (1988). Teaching Writing Skill. London: Longman.
Blancard, karen and Cristine Root, Ready to write: A First composition text (3rdedition), New York: Pearson education, Inc.,2003
358 Caulfield, Jack (2020). A Steps-by-Steps Guide to Writing Process.
https://www.Scribbr.com/academycwriting/writing process.
Gay, L. R (2012). Education Research Competencies for Analysis and Aplication (10th edition). New Jersey: Pearson Education. Retrived on march 15th, 2022.
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