1

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY

THROUGH LUSTERING TECHNIQUE
*Lisda Yuniati Tumanggor
**Zainuddin

ABSTRACT
This study attempts to improve students vocabulary achievement through Clustering
Technique. This study was conducted by using classroom action research. The subject of
the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32
students. The research was conducted in two cycles and each cycle consisted of three
meetings. The instruments for collecting data were vocabulary tests for quantitative data
and diary notes, observation sheet and questionnaire sheet for qualitative data. Students
score kept improving in every test. In the first cycle test, the mean of vocabulary score
was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based
on diary notes, observation sheet and questionnaire sheet, teaching and learning process
had done effectively showed the improvement. Every student was studied actively. And
from the research can be concluded that Clustering Technique can improve students
achievement in vocabulary.
Keywords: Achievement, Vocabulary, Clustering Technique, Action Research

INTRODUCTION
The Background of the Study
Everyday people use language in communication to reveal their mind to another
people by delivering idea, thought and feeling. The basic function of language is to
communicate, so language means as a main tool of communication in human life.
Through communication, people send and receive messages and negotiate meaning
(Rubin and Thompson, 1994:30). As a main tool of communication, language is very
important to be learned in order to improve the quality of human in the social life.
English that has been stated as international language is the most important language
to be learned as the second language. The purpose of learning English is to enable
learners to speak and write well in English. In learning English, there are four related
skills that should be master namely listening, reading, speaking and writing. Listening
and reading are referred to the receptive skills, while speaking and writing are referred
to the productive skills.
To achieve these aims, the learners are expected to master a large number of
vocabularies. Mastering vocabulary is the key to be success in comprehending the
language well, speak better, or compose a good writing. The learners have to increase
their vocabulary by around 1000 words a year, Nation (1990:22). The number of
vocabulary will influence how well someone masters the language. The importance of
learning vocabulary is also supported by Rivers (1983:125) who mentions that the
acquisition of an adequate vocabulary is essential for the successful of second language
use. Without an extensive vocabulary, learners wont be able to use the structures and
functions of language.
But in fact, based on the writers experience when conduct the practice teaching, it
was found that the students ability in learning English is very poor. The teacher should
be drudge work to explain the material. To find another fact, the writer was observed to
the VIII grade students at 2011/2012 academic year and interviewed the English teacher
in SMP Katolik Trisakti 2 Medan. And the writer was found the same problems. The
students achievement in learning English is very low especially in vocabulary. Most of

them have many problems in understanding, memorizing and pronouncing the words
and it makes them lazy to study English.
From the students known that they felt bored with the teachers way of teaching
vocabulary which is they were asked to find out the meaning of difficult words in the
dictionary and then memorize the words. The teaching method is not effective and
students need something different. Harmer (2001) said that the role of teacher is crucial.
The teacher should find out a different method of teaching considered to solve the
problem.
From the reason which has been explained above, creative and engaged technique
should be used. Thus, in this study it is determined to conduct a research by applying
Clustering Technique to improve the students vocabulary.
Clustering is a teaching technique which can provide the best exercises for learning
the meaning of words and increase the number of students vocabulary. By Clustering
Technique, it is expected that the students will get many new words. Another benefit of
using clustering technique is to stimulate and encourage the students to search for new
words to enlarge their vocabulary and also motivate them to learn seriously. It is
expected that students achievement in vocabulary will be improved if the students are
taught by using Clustering Technique.
Research Question
Based on the background of the study, the research problem of this study is
formulated as the following: Is Clustering Technique improved students achievement
in vocabulary?
The Scope of the Study
This study is focussed on the application of Clustering Technique in teaching
vocabulary in XI grade SMP Katolik Trisakti 2 Medan.
The Objective of the Study

The objective of the study is to find out to what extent the application of Clustering
Technique improved students achievement in vocabulary in XI grade SMP Katolik
Trisakti 2 Medan.
The Significance of the Study
The findings of this study are expected to be useful for:
1) English teachers in teaching vocabulary, as one of the alternative technique to

teach vocabulary.
2) The students of English in learning vocabulary so that they become more

interested and motivated in improving their vocabulary.

3) The readers who want to learn one of the technique to improve English

vocabulary and as supplementary materials of regular exercises in listening,

speaking, reading, and writing.
THEORETICAL FRAMEWORK
Vocabulary
Vocabulary is a very important part of learning a language especially English.
Hornby (1989:1025) said that the vocabulary is the total number of words which make
up a language. Someone who knows much vocabulary will be able to communicate
fluently. Vocabulary is needed to express meaning of words in productive skill
(speaking and writing) and receptive skill (listening and reading). The role of
vocabulary cannot be ignored in learning English in order to acquire the four language
skill.
Types of Vocabulary
Nation (1990:29) has divided vocabulary in two terms namely receptive and
productive vocabulary. Receptive vocabulary known as the words that are being able to
recognize

when

it

is

heard

or

when it

seen and having an expectation of

what grammatical pattern of the word will occurrence. This includes being able to
distinguish the words with a similar form. While productive vocabulary is known as the
words that are being able to pronounce, how to write and to spell it, how to use it in

grammatical pattern along with the word in usually collocates with it, it also involves
not using the word too often if it is typically a low frequency word and using it in a
suitable situation using the word to stand for the meaning, it represents and being able to
think of suitable substitutes for the word if there any.
The Importance of Vocabulary
In http://www.increasingvocabularymastery there are some cases about the
importance of learning vocabulary:
a. An extensive vocabulary aids expressions and communication.
b. Vocabulary number has been directly linked to reading comprehension.
c. Linguistic vocabulary is synonymous with thinking vocabulary.
d. A person may be judged by others based on his or her vocabulary.

Teaching Vocabulary for Junior High School

Teaching young learners is different from teaching adult. Students need a particular
treatment. Teen years age is the best time for intensively study because in this age
peoples mind still fresh and can memorize many things. The students will be able to
learn something and understand the lesson easier. But it is needed the right way to
deliver the lesson to them.
In teaching vocabulary also has to choose the best and right technique. It is because
English words are complex, and these complexities bring difficulties to the students in
learning English. To avoid great difficulties, the teacher should be able to teach them in
simple and attractive way and also easy to understand. Trying to make a different way
of teaching will make the student feels fun, relaxed, enjoyable, and easier to memorize
the vocabulary.
Clustering Techniques
Clustering is a brainstorming technique. Brainstorming is a special form of preparation
for the lesson, like setting, which involves free, undirected contributions by the students
and teacher on a given topic, to generate multiple associations without linking them; no

explicit analysis or interpretation by the teacher, (Brown, 2001:135). Brainstorming let

us generate a large number of ideas to find the best solution to a problem.
In Clustering Technique, the objects are grouping together. Thats a way to visually
organize ideas. When students cluster, they essentially draw a web which includes a
circle in the middle with the main idea recorded inside the circle. Then, lines are drawn
outward from the circle and more circles are drawn at the ends of the lines. Inside these
circles, the student records the supporting ideas that will be used to prove the point.

An example of the diagram in Clustering Technique

The Advantages of Clustering Techniques
This technique is helpful for the students or learners because it allows them to
freely explore their ideas. By using clustering procedure there are some benefits that
can be found. Rico (1983:28) has list some benefits of using clustering as follow:
1) Never fails
2) A self-organizing procedure
3) Generates inspiration and insight
4) Undercuts tension, anxiety, and resistance
5) Blocks the critical censorship of the sign mind
6) Appeals to information-processing style of design mind
7) Programs the receptive design mind to deal with novelty, ambiguity, and the

unknown
The Procedure of Using Clustering Technique

The procedures of Clustering Technique according to Smalley (2001:56) is started with

the circle in the middle of a sheet paper, and then draws a line radiating out from the
center and label it with the name of a major division of subject. From the circle move
out further to subdivision, keep associating to further ideas and to detail related to them.
After that, study the cluster to find new association about the topic and to see the
relationship of ideas. When finishing with one major division of the subject, go back to
the center and start again with another subdivision as going along, add anything that
occurs for section of the cluster. Follow the steps until founded many subdivisions that
related to the topic, and one clustering technique has done.

Teaching Vocabulary through Clustering Techniques

Clustering is one of a simple technique that can be a simple way to learn vocabulary
easily. Clustering technique is a fun for students and they must be enjoyed in learning
vocabulary such as finding many new words in English and also its function. By using
Clustering Technique, the students can explore their ideas based on their knowledge.
And with clustering technique, students can add much new information and get new
words. Clustering makes a visual map of ideas and frees students from following a
strictly linear sequence; thus, it may allow them to think more creative and make new
association.
METHODOLOGY
Research Design
The research was conducted by applying Classroom Action Research. McNiff
(1993:69) stated an action research is subsequently described as a way of developing
classroom practice which leads to staff development having a greater impact on
students learning experience.
Costello (2003:5-6) made a conclusion that action research refers to the various
terms such as process, enquiry, approach, flexible spiral process and as cyclic. It has a
practical and problem solving emphasis that carried out by individuals, professionals
and educators. It involves research, systematic, critical reflection and action. Action
research aims is to improve educational practice. Action is undertaken to understand,

evaluate and change. Research involves gathering and interpreting data, often on an
aspect of teaching and learning. Critical reflection involves reviewing action undertaken
and planning future action.
Costello (2003:7-8) added that the action research cycle involves undertaking a
single cycle of planning, acting, observing and reflecting.
There are four steps to conduct Classroom Action Research for this research:
1.

Planning is the program arrangement for doing an action. Planning is

needed to arrange and prepare everything that is needed in action stage. The
arrangements and preparation include (1) making the lesson plan, (2) preparing
the teaching facilities, (3) preparing research instrument, (4) preparing the
assignment to measure students vocabulary enlargement.
2.

Action is the process of doing something. Action is thus fluid and

dynamic, requiring instant decision about what is to be done and how to exercise
practical judgment. It is the implementation of planning or project of the
researcher. The researcher applies the lesson plan and media of teaching to teach
vocabulary to the students.
3.

Observation is the most important thing to get the information of action

during the teaching learning process. In this phase, the writer observes the
students opinion about the situation or the obstacles that founded during
teaching learning process.
4.

Reflection is the evaluation of actions that has been done or in other

words is a feedback process of the action. Reflection used to help the teachers
make decision based on the situation and then make the conclusion.
The procedures of action research can be illustrated as follows:

An Action Research Model (Costello 2003: 8)

The procedure of collecting data was performed by administrating six meetings for
two cycles. Three meetings belong to the first cycle and three other meetings belong to
the second cycle. Each cycle involves planning, action, observation, and reflection
Subject
The subject of this research was the second year students of SMP KATOLIK
TRISAKTI 2 MEDAN which consists of 32 students. It is located on Jalan Kenari Raya
2, P. Mandala, Medan.
Data Collection
The researcher used vocabulary tests, diary notes, observation sheets, and
questionnaire sheets as the instruments of data collection. The data in this study were
analyzed by using qualitative and quantitative design. The qualitative data were taken
from diary notes, observation sheets and questionnaire sheets, while quantitative data
were taken from students vocabulary scores.
RESULTS AND DISCUSSION
The Data
The data in this study were analyzed by using qualitative and quantitative design.
The qualitative data were taken from diary notes, observation sheets and questionnaire
sheets, while quantitative data were taken from students vocabulary scores. The data
were taken from a class which consisted of 32 students.
Since the data about the students achievement was not significantly improved in one
cycle, it was needed to conduct the next cycle. So, this research was accomplished in

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two cycles. The first cycle was conducted in three meetings. The second cycle was
conducted in three meetings, so there were six meetings altogether.
The Quantitative Data
The quantitative data were taken from the result of some competence tests during the
research was conducted in six meetings. The first competence test was given in the first
meeting. Then the other tests were given in the end of each cycle. The test was still
relevant with the topic which has been discussed of each cycle in the classroom. The
score of the students showed improvement continuously.
The Qualitative Data
The qualitative data were taken from diary notes, observation sheets and questionnaire
sheets. The diary notes were written by the researcher in every meeting when
conducting the research. Diary notes were used to note personal evaluation about the
situation of the class while teaching-learning process was related to progression
achieved in the teaching learning process. With the diary notes, the researcher would be
able to improve her ability in teaching and to handle something that happened in the
first teaching-learning process for the next meeting. The diary notes showed that the
students interest to learn vocabulary by using clustering technique. Observation sheets
were used to investigate the situation and the problems found during the process of
teaching learning vocabulary by using clustering technique. The observation sheet
showed the behaviors of the students and teachers while the research was conducted. It
showed that some students were not actively involved in the teaching learning process.
And questionnaire sheets were used to know students opinion about the application of
clustering technique in teaching learning of vocabulary. The questionnaire sheet showed
that the students agreed that the teaching vocabulary by using clustering technique
waseasier and more fun.
The Data Analysis
Analysis of Quantitative Data
The students score increased from the first competence test to the last competence test
can be seen in the table 4.1 below.
The Students Score in The Three Vocabulary Tests
No

The Initial of the Students Name

Score I

Score II

Score III

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1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
.
9
.
1
0
.
1
1
.
1
2
.
1
3
.
1
4
.
1
5
.
1
6
.
1
7
.
1
8
.
1
9
.

AS

45

60

80

AH

45

65

85

AP

60

75

85

CL

40

55

75

DS

40

50

70

DHS

45

65

75

EN

45

55

70

ES

40

55

70

FD

40

60

80

FS

55

70

85

FLG

50

65

85

FRS

40

65

80

GES

55

70

85

GS

60

70

85

HS

55

65

75

HP

50

70

85

JM

55

65

75

JPS

45

60

70

JS

50

65

80

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2
0
.
2
1
.
2
2
.
2
3
.
2
4
.
2
5
.
2
6
.
2
7
.
2
8
.
2
9
.
3
0
.
3
1
.
3
2
.

KS

50

65

80

MT

50

70

85

NG

50

70

80

OS

45

55

75

PS

60

80

95

REF

45

60

80

RS

60

75

90

SS

40

60

80

TA

60

75

85

TS

60

70

80

VS

50

65

80

YP

45

60

75

YS

50

60

75

1580
49.38

2070
64.68

2555
79.85

Total (X)
Mean X

The improvement of the students score in vocabulary through clustering technique

can be also seen from the mean of the students score in the first vocabulary test until

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the third vocabulary test. The mean in the third vocabulary test was the highest among
the other tests.
In those three tests, students score have variation. In the first test, the lowest score
was 40 and the highest one was 60. In the second test, the lowest score was 55 and the
highest one was 80. In the third test, the lowest score was 70 and the highest one was
95. The comparison of the students score in the vocabulary tests can be seen in the
table.
The Comparison of the Students Score in the Three Vocabulary Tests
Names of Test
Lowest Test
Highest Test
x
N

Test I
40
60
49.38
32

Test II
55
80
64.68
32

Test III
70
95
79.85
32

Where:
x
= Mean
N
= Number of the students
It can be concluded that the students achievement on vocabulary through clustering
technique had increased from 49.38 to 79.85 through two cycles. The result of the
competence test in the first cycle was 64,68 and it had not reached the KKM. Therefore,
the second cycle was conducted and the result was 79.85 which is in this case, all the
students had reached KKM.
Analysis of Qualitative Data
The qualitative data were taken from the diary notes, observation sheet, and
questionnaire sheet. Both teacher and students behavior during the process of teaching
and learning processes in the classroom were evaluated in the qualitative data. Those
were gained within two cycles.
In the first meeting, the researcher wanted to find out and to formulate the problem
that the students found in vocabulary. The orientation test was done by asked the
students to write the vocabulary that related to their favourite artist. The time allocated

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in this occasion is 30 minutes. Many of them seemed very difficult to do the test
because they did not have good preparation and their number of vocabulary still low.
The Cycle I was done in three meetings included the orientation test. The writer as
the teacher tried to improve the students vocabulary mastery by applying clustering
technique. In this cycle, the teacher explained the material about clustering technique
clearly. And after explanation finished, students has given one descriptive text and they
asked to read it by themself. And then, teacher gave the instruction what they should do.
The students must enlarge the topic of the text by found out as many as possible the
vocabulary that related to the theme that has given. The students worked in pair and
their time to finished their work is 20 minutes. But in this cycle, until time has over,
most of them didnt finished their work yet. The students presented their work in white
bord and the other gave comments or suggestion. At the end of meeting, teacher gave
them homework.
After doing Cycle I, it was found that the clustering technique was a good way in
teaching vocabulary. It was supported by the result that shows the good score of the
students. Therefore, in the Cycle I, several criterions had been not achieved because the
students did not focus to apply clustering technique and most of students were still not
confidence to share their minds, idea, or opinion in English. The students also showed
passive response in class discussion. The smart students seemed dominated in teaching
learning process in the class. In this cycle, before the teaching learning process began,
teacher gave motivation and spirit to the students and gave chance to the students to ask
some questions which they didnt understand. Then, the teacher distributed to every
student one picture in different themes. Next, teacher gave five minutes to them to
notice picture and let them to brainstorming that they have in the piece of paper. And
then, asked students to write anything they look in the picture or related words using
clustering technique and made the key word in the middle of vocabularies. Students
with the creative work would be given the better score. And in the next meeting, they
also received the picture but in this activity they were asked to fill the blank with an
appropriate word and memorize it.
Research findings

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Based on the finding of this research, it proved that Clustering Technique was able
to improve students achievement in vocabulary. It can be seen from the data of
students score was increased in every test. In the last competence test, the mean was
79.85. It was higher than the first competence test namely 49.38, and also the second
competence test 64.68. The researcher also analyzed qualitative data to support the
research finding beside the quantitative data. Diary notes, observation sheet and
questionnaire sheet supported that clustering technique was able to improve the
students achievement on vocabulary. From the diary notes, it was found that the
situation of teaching and learning process was better from the first to the last meeting.
The students were active, paid attention a lot and studied seriously. And from the
observation sheet, it can be seen there was a significant progress shown in every cycle,
especially in the second cycle where the students were enthusiastic and their mistake
became less in each meeting. They were interested to enlarge their vocabulary after
applying clustering technique. Last, the questionnaire sheet showed that the application
of clustering technique made them feel more enjoyable in learning vocaulary.
CONCLUSION AND SUGGESTIONS
Conclusion
After analyzing the data, it can be concluded that the students score increased from
the first cycle to the second cycle. It means that there was an enlargement in students
vocabulary when they taught through clustering technique. The students score
continuously improve in each test. The improvement also proved from the qualitative
data, diary notes, observation sheet and questionnaire sheet. Therefore, it can be
concluded that Clustering Technique significantly improved students vocabulary
achievement.

Suggestions
The result of this study shows that the uses of Clustering Technique enlarge or
improve the students number of vocabulary. And from the research that had done, the
writer has some suggestion. The following suggestions are offered:

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1. For the English teacher; it is better to use Clustering Technique in teaching

vocabulary because by using this technique the students can be more enjoyable
in memorizing the words and they will be able to remember the word easier for
long time.
2. For the students; it is suggested to practice their vocabularies regularly and know

the meaning of the words. It will improve and enlarge the number of their
vocabulary and also make them easier to understand what their teacher said.
3. For all the readers; may use the information in this research as a useful input in

teaching-learning process especially for teaching vocabulary.

REFERENCES
Brown, Douglas. 2001. Teaching by Principles An Interactive Approach to
Language Pedagogy Second Edition. San Francisco: Longman Group.

Costello, M. J. P. 2003. Action Research. British Library Catalonging-in

Publication Data Great Britian by Biddles Ltd, Kings Lyin, Norfolk.
Hornby, A. S. 1989. Oxford Advanced Learners Dictionary of Current English.
London: Oxford University Press.

McNiff, J. 1993. Teaching as Learning: An Action Research Approach. New

York: Routledge

Nation, P. 1990. Teaching and Learning Vocabulary. New York: Newbury

House.

Rico, Gabriele. 1983. Writing The Natural Way. Los Angeles : J. P. Tarcher, Inc.

Rivers, W. M. 1983. Speaking in Many Tongues (third edition). Cambridge:

Cambridge University Press.

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Rubin, Joan and Irene Thompson. 1994. How to be a more successful language
learner. Boston: Heinle and Heinle Publishers.

http://www.increasingvocabularymastery Accessed on 11th February 2012

DECLARATION
Except where appropriately acknowledged, this article is my own work, has been
expressed in my own words and has not previously been submitted for publication.
I understand that this paper may be screened electronically or otherwise for
plagiarism.

Medan,

August 2012

Lisda Yuniati Tumanggor

NIM. 208121063

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