Judul Skripsi: The Effectiveness of Clustering Technique in Improving Students' Writing Skill in narrative Text (A Pre-Experimental Research Design at the First Grade Students' in SMAN 21 Makassar). The Effectiveness of Clustering Techniques in Improving Students' Writing Skills in Narrative Text at Grade 10 in SMA Negeri 21 Makassar. This research aims to find out the effectiveness of clustering techniques in improving students' writing skills in narrative text.
The result of the data shows that writing in terms of the generic structure of narrative text through the grouping technique was a fairly effective method to improve students' writing skills in narrative text. The mean score of the pre-test in content 71.1 was lower than post-test 80.6. There was a difference between the students' writing before and after applying the grouping technique in class. Keefektifan Teknik Clustering Dalam Pensakan Keterampilan Menulis Siswa Dalam Teks Narasi pada Siswa Kelas Sepuluh SMA Negeri 21 Makassar.
This university thesis titled “Effectiveness of Grouping Technique in Improving Students' Writing Skills in Narrative Text (A Pre-Experimental Research Design on First Grade Students in SMAN 21 Makassar)”. All Teachers, especially Amra Giawaty, SS.S.Pd., M.Si., as an English teacher of SMA Negeri 21 Makassar.
INTRODUCTION
- Background
- Research Question
- Objective of the Research
- Significant of the Research
- Scope of the Research
In Indonesian high school information, writing is one of the country's must-have skills for high school students. This method requires scholars to organize a quick note on the concepts that the unit area is relevant to the actual fact of the subject that can be written. Based on the background above, the researcher formulates the following research questions as follows: "Does the use of grouping technique affect students' writing skills in the narrative text?".
Based on the above problem statement, the objective of this research is: To find out whether or not the grouping technique improves students' writing skills in narrative text. The results of the study are expected to provide useful information about the grouping technique as a method for teaching narrative text writing and it is hoped that they will be applied in the teaching-learning process; perhaps very fascinating and effective. Researchers This study hopes to provide new information due to the provision of more researchers in conducting an equivalent and higher academic case study.
To avoid misunderstanding of the researcher's explanation, the researcher limits the scope of the study to be more detailed and focused. Based on the problem above, the scope of the research focuses on the effect of using the grouping technique on students' writing skills in narrative text.
REVIEW OF LITERATURE
Previous Research Findings
Some Partinent Ideas
- The Concept of Writing
- The Concept of Narrative Text
- Clustering Technique
Conceptual Framework
When the researcher first teaches in the class, the researcher will explain everything about the narrative text. Then the researcher will conduct three discussion sessions explaining the techniques that the researcher will use in learning English, especially the narrative text. After three meetings, the next step the researcher took was the post-test, the researcher took a written test based on the narrative text, paying attention to the generic structure of the text.
The null hypothesis (H0) that clustering technique is not effective on students' writing skills in narrative text.
RESEARCH METHOD
- Research Design
- Research Variable
- Population and Sample
- Research Instrument
- The Procedure of Collecting Data
- Data Analysis
The use of the clustering technique as a technique in writing narrative text is an independent variable. The purpose of the pre-test is to get to know the students' writing in terms of the generic structure of the narrative text before starting the treatment. The purpose of the posttest is to determine the student's writing skills in narrative text after teaching using the cluster technique.
Using the formula below, calculate the average score of students' pretest and posttest. The mean score and standard deviation of pretest and posttest in terms of content. The data above proves that there is a difference between the mean scores of the pre-test and post-test.
Based on the previous statement, the researcher concludes that there was a significant difference between the results of the students' pre-test and post-test performance after treatment with the clustering technique. Thus, teaching writing in terms of generic structure of narrative text through clustering technique was quite an effective method to improve students' writing skill in SMA Negeri 21 Makkassar first grade students. It could also be seen the students' responses when this technique was used in class, the students' feel that this technique is something they have just used in learning English, which makes it easier for them to make a paragraph with only one topic in the form of a cluster.
The result proved that it is effective to use as a method when learning in the classroom, proved by the results of t-test value by Gay (2012). The pre-test and post-test content results show that the value of the t-test for students. Teaching narrative text in the classroom using clustering technique in grade ten Students at SMA Negeri 21 Makassar was quite effective in terms of content in students' writing ability. The teacher must be aware of the students' difficulties in writing the text in the English class.
To motivate students' writing of narrative text, the teacher should use Clustering Technique as an interesting method in the teaching-learning process. The teacher should give the students more exercises on narrative text so that they do not have problems in completing more exercises. The researcher should be more creative in developing engaging media to teach and improve the students' narrative writing skills.
FINDINGS AND DISCUSSION
Findings
Classifying students' writing scores in terms of content before using the clustering technique. While the percentage of pre-experimental class results in content before using the clustering technique by 30 students is shown in Table 4.1, some students got excellent results. Pre-test and post-test mean score and standard deviation The graph below depicts the distribution of the mean score and standard deviation in the pre-test and post-test.
According to Table 4.2, the mean 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 mean content score on the post-test is 80.6, and the standard deviation on the content on the post- the test is 38.71. We can clearly see that after using the clustering technique, students experience an increase in their ability to learn narrative text. This means that there was a significant difference in terms of content before and after the clustering technique was used in class.
Discussion
The author came to the following conclusion based on the findings and discussion in the previous chapter. 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 using the main word of the story text. The researcher must be able to benefit from this research by, for example, using this final project as a reference for researching the generic structure of narrative texts.
Pengaruh teknik clustering terhadap keterampilan menulis teks narasi siswa di SMA 5 Pariaman, Sumatera Barat. Narrative text merupakan cerita nonfiksi yang biasanya berbentuk dongeng, mitos, cerita rakyat, cerita binatang, dan lain sebagainya. Siswa mulai mengembangkan topik yang diberikan sesuai dengan fungsi sosial, unsur kebahasaan yang telah dijelaskan oleh guru dengan menggunakan teknik clustering untuk mengembangkan idenya.
Guru menugaskan siswa untuk mengembangkan topik yang diberikan dengan memperhatikan struktur teks narasi secara keseluruhan dengan menggunakan teknik pengelompokan draf untuk memudahkan siswa dalam menyusun ide-idenya menjadi sebuah paragraf. Suatu hari, Sura pergi ke darat dan mencari makanan di sungai. Guru menugaskan siswa untuk mengembangkan topik yang diberikan dengan memperhatikan struktur generik teks narasi dengan menggunakan rancangan teknik pengelompokan untuk memudahkan siswa dalam menyusun ide-idenya menjadi satu.
Siswa melihat dan mendengar penjelasan teknik clustering yang diilustrasikan dan dibacakan oleh guru sesuai dengan konteks penggunaan teknik tersebut. Siswa mengetahui cara menggunakan teknik clustering yang disampaikan guru beserta contoh yang diberikan. Dengan bimbingan dan arahan guru, siswa memantapkan pemahaman tentang teknik clustering disertai contoh yang diberikan guru menjelaskan metode yang diberikan kepada siswa.
Di bawah bimbingan guru, siswa mempertanyakan metode cluster dan bagaimana menggunakannya ketika mempelajari teks narasi. Siswa membaca contoh teks narasi lainnya dengan menggunakan teknik clustering dari berbagai sumber. Siswa mulai mengembangkan topik yang diberikan kepadanya berdasarkan fungsi sosial, unsur kebahasaan, dijelaskan oleh guru dengan menggunakan teknik clustering.
CONCLUSION AND SUGGESTION
Conclusion
This was rated as good and after a post-test score of 80.6 it was upgraded to fair. So this method can give a good influence and is still effective enough to be done for the development of students in learning narrative text, especially in writing skill.
Suggestion
Guru mengajukan pertanyaan kepada siswa untuk membantu mereka merefleksikan kegiatan pembelajaran yang telah mereka lakukan. Dengan bimbingan dan arahan guru, siswa merumuskan pertanyaan yang berkaitan dengan; fungsi sosial unsur kebahasaan dan teknik pengelompokan.
