IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT

THROUGH CLUSTERING TECHNIQUE

(A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan

Tangerang Selatan)

By:
RIFQA MUMTAZATI
109014000180

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014

IMPROVING STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT

THROUGH CLUSTERING TECHNIQUE
 (A Pre-Experiment Research at the Second Grade of MTs Khazanah Kebajikan
Tangerang Selatan)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment
of the Requirements for the Degree of Strata I (Bachelor of Art) in English
Language Education

By:
RIFQA MUMTAZATI
109014000180

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014
 KEMENTERIAN AGAMA No. Dokumen : FITK-FR-AKD-08,
UIN JAKARTA
FORM (FR)
Tgl. Terbit : I Maret 2010
FITK
Jl. h. H. Juanda No 95 Citutat t 5.1 t ) lildoncsid

qqRAT PERNYATAAN KARYA SBNDIRI

Saya yang bertanda tangan di bawah ini,

Nama Rifqa Mumtazati

NIM I 090 r 4000 I 80

Jurusan/Prodi Pendidikan Bahasa Inggris

Alamat Griya Arafah. Jl. Keang Risin Il, No. lg2, Rt. 002/Rw. 0l
Legoso. Kel. Pisangan. Kec. Ciputat Timur, Kab. Tangerang
Selatan. Prov. Banten.
Judul Skripsi : Improving Students, Skill in WritingDescriptive Text
Through clustering Technique (A pre-Experintent Research
at the Second Grade of MTs. Khazanah Kebajikan Tangerang
Selatan)

Dosen Pembimbing :

L Nama Pembimbing I Drs. Syauki, M.Pd.

NIP 19641212 199103 I 002
2. Nama Pembimbing tl Isrnalianing Eviyul iwati, M.Hum.
NIP 1g740723 200003 2 001

Dengan ini menyatakan bahrva skripsi yang saya buat benar-benar hasil karya sendiri
dan saya bertanggung jarvab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakafta, December 26th, 201 4

Mahasiswa Yb6.
'2ll -./
autM
-niro/
if'r*Juruti
109014000180
 ENDORESEMENT SHEET

The "skripsi" (Scientific Paper) entitle "IMPROVING STUDENTS'

SKILL IN WRITING DESCRIPTIVE TEXT THROUGH CLUSTERING
TECHNIQIJE" (A Pre-Experiment Research at the Second Grade of MTs
Khazanah Kebajikan Tangerang Selatan), written by RIFQA MUMTAZATI
students registration number 109014000180 was examined in the examination
session of Faculty of tarbiyah and Teachers' Training, Syarif Hidayatullah
Jakarta on December 241h,2014. The Skripsi has been accepted and declared to
have fulfilled one of the requirements for the degree of "S.Pd." (Bachelor of Arts)
in English Language Education at the English Education Department.

J akarta, December 24th, 20I 4

EXAMINATION COMMITT

CHAIRMAN : Drs. Syauki. M.Pd.

NIP. 19641212 199103 I 002

SECRETARY:@
NIP. 19761007 200710 I 002

EXAMINERS I: Dr. Atiq Susilo. M.A.

NIP. 19491122 197803 I 00t
EXAMINERS II: Dr. Alek. M.Pd.
NIP. 19690912 200901 1 008

ACKNOWLEDGED BY
Dean of Tarbiyah and Teachers'

t:
Dra. N
NIP. 19591020 198603 2 001

llt
IMPROVING STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXT
THROUGH CLUSTERING TECHNIQUE
(A pre-Experintent Research at the Second Grade of MTs Khazanah Kebaiikan
Tangerang Selatan)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers' Training in a Partial

Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in

English Language Education

Sy:
RIFQA IUUMTAZATI
109014000180

Approveti by:

Advisor

NIP. 19641 199103 I 002 liIP. 19740723 200003 2 001

DEPARTEMONT OF ENGLISH EDUCATTON

FACULTY OF TARBIYAI{ AND TEACHERS' TRATNING
SYARIF' HIDAYAT UL LAH STATE ISLAMIC UNIVERSITY

, JAKARTA
28L4

1V
 ABSTRACT

Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In

Writing Descriptive Text Through Clustering Technique: A Pre-Experiment
Research at the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan.
Skripsi of English Education at Faculty of Tarbiyah and Teachers Training of
State Islamic University Syarif Hidayatulah Jakarta, 2014. The advisors are Drs.
Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum.

Keywords: Writing, Descriptive Text, Clustering Technique.

This research is conducted to find out wether clustering technique can

improve student’s writing skill in writing descriptive text at the second grade of
MTs. Khazanah Kebajikan Tangerang Selatan in academic year 2013/2014. The
subject of this research is class VIII-BP Junior High School, which consists of 23
students. By using action research methodology, the writer applied the method for
student of class VIII-BP Junior High School.
In collecting the data, the writer used two research instruments. There are
observation and test. In the observation phase, the observer observed the teaching
learning process through field notes; it might be about class situation, students'
response, and teacher's performance in presented the material. In the test phase,
the writer gave three kinds of test: pre-test, formative test and post-test. The pre-
test was given before the treatment of method, while the formative test and post
test was given after the treatment of method. In the formative test the students’
scores mean that was 67.17 and in the post test increased to 73.04. Therefore, it
proved that clustering technique can improve students’ skill in writing in
descriptive text. It could be concluded that the clustering teaching technique gave
the positive influence toward students’ skill in writing descriptive text.

vi
 ABSTRAK

Rifqa Mumtazati (NIM. 109014000180). Improving Students’ Skill In Writing

Descriptive Text Through Clustering Technique: A Pre-Experiment Research at
the Second Grade of MTs Khazanah Kebajikan Tangerang Selatan. Skripsi S1.
Fakultas Ilmu tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2014. Pembimbing (1) Drs. Syauki, M. Pd dan pembimbing
(2) Ismalianing Eviyuliwati, M.Hum.

Kata Kunci: Writing, Descriptive Text, Clustering Technique.

Penelitian ini bertujuan untuk mengetahui dan menjelaskan secara empiris

tentang penggunaan teknik clustering dapat meningkatkan kemampuan menulis
siswa dalam menulis teks deskriptif di kelas II MTs. Khazanah Kebajikan
Tangerang Selatan pada tahun akademik 2013/2014. Penulis menggunakan
penelitian pre-experiment. Subjek penelitian ini adalah kelas VIII-BP SMP terdiri
dari 23 siswa. Dengan menggunakan metodologi penelitian pre-experiment,
penulis menerapkan metode untuk siswa kelas VIII-BP SMP.
Dalam pengumpulan data, penulis menggunakan dua instrumen penelitian,
yaitu observasi dan tes. Pada tahap observasi, pengamat mengamati proses belajar
mengajar melalui field notes; mengamati tentang situasi kelas, respon siswa, dan
kinerja guru dalam penyampaian materi. Pada tahap test, penulis memberikan tiga
jenis test: pre-test, formative test, dan post-test. Pre-test diberikan sebelum
penerapan metode, sementara formative test dan post test diberikan setelah
penerapan metode. Oleh karena itu, data penelitian ini menunjukkan bahwa hasil
test menulis cukup memuaskan. Pada formative test, nilai rata-rata siswa adalah
67,17 dan pada post test meningkat menjadi 73.04. Oleh karena itu, metode
clustering dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif.
Dapat disimpulkan bahwa metode pembelajaran clustering dapat memberi
pengaruh positif terhadap kemampuan siswa dalam menulis teks deskriptif.

vi
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful

All praises be to Allah, Lord of the world, for the health and the strength
that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be
upon the prophet Muhammad, his family, his companions as well as his followers.
Firstly, the writer also would thank to her beloved parents, Dr. H. Hasan
Basri, M.A and Zuriati, S.H who always never stop teaching their precious
meaning of life, giving their knowledge, giving their time and who always pray
her every time; her beloved brothers, Rikza Muntazari and Ramza Munfajari, who
always give support and motivation to her.
Secondly, the writer would like to address her thank and great gratitude to
Drs. Syauki, M.Pd and Ismalianing Eviyuliwati, M.Hum, as the writer‟s advisors,
who give consultation with full of patience, help and guidance as valuable advice
during developing this “Skripsi” and completing her work, may Allah SWT
respond to their kindness much better.
Thirdly, the writer thought that she would never finish this skripsi fluently
without their supports and their helps. Her gratitude also goes to:
1. Nurlena Rifa‟i, M.A., Ph.D,, as the Dean of Faculty of Tarbiyah and Teachers
Training.
2. All lecturers of English Education Department for teaching precious
knowledge, sharing philosophy of life and giving wonderful experiences.
3. Drs. Syauki, M.Pd., as the Head of English Education Department.
4. Zaharil Anasy, M.Hum., as the Secretary of English Education Department.
5. Dr. Atiq Susilo, M.A. and Dr. Alek, M.Pd., as the writer‟s examiners, who help
and guidance as valuable advice during developing this “Skripsi” and
completing her work, may Allah SWT respond to their kindness much better.

vii
6. Suardin, S.Sos.I, as the Headmaster of MTs. Khazanah Kebajikan Tangerang
Selatan for giving permission to the writer to conduct the research.
7. Eneng Sumarni, S.S, as the English teacher at MTs. Khazanah Kebajikan
Tangerang Selatan, for all sincere help, time, and guidance.
8. The students of second grade of MTs. Khazanah Kebajikan Tangerang Selatan
for being participants in this research.
9. Her beloved best friends; Fakhrul Radhi, Eka Fitriana, Vesi Sarwenda, Ipit
Charunnisa, Erni Darwati and all of her friends in English Education
Department 2009 academic year, especially E class, who have always been in
the writer side in facing all laughter and tears during her study.
10. All of her friends in IMAPA (Ikatan Mahasiswa dan Pemuda Aceh) Jakarta.
11. To all of people whose name can not be mentioned for their contribution to
the writer during finishing her skripsi.
Finally, the writer admits that her writing is still far from being perfect.
Therefore she hopes some suggestions and criticism from the reader for this
paper. Hopefully this „skripsi‟ will have some values for her and the reader.

Jakarta, December 26th, 2014

The Writer

Rifqa Mumtazati
NIM. 109014000180

viii
 TABLE OF CONTENTS

TITLE ............................................................................................................. i

SURAT PERNYATAAN KARYA SENDIRI .............................................. ii

ENDORESEMENT SHEET ......................................................................... iii

APPROVAL ................................................................................................... iv

ABSTRACT .................................................................................................... v

ABSTRAK ...................................................................................................... vi

ACKNOWLEDGMENTS ............................................................................. vii

TABLE OF CONTENTS ............................................................................... ix

LIST OF TABLES ......................................................................................... xi

LIST OF FIGURE ......................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I : INTRODUCTION ................................................................ 1

A. Background of the Study................................................... 1
B. Identification of the Problem ............................................ 3
C. Limitation of the Study ...................................................... 4
D. Formulation of the Problem ............................................... 4
E. Objective of the Study........................................................ 4
F. Significance of the Study ................................................... 4

CHAPTER II : THEORETICAL FRAMEWORK .................................... 6

A. Meaning of Writing ........................................................... 6
1. Definition of Writing.................................................... 6
2. The Purpose of Writing ................................................ 9
3. The Process of Writing................................................. 10
B. Descriptive Text ................................................................. 13
1. Definition of Descriptive Text ..................................... 13
2. Purpose of Descriptive Text ......................................... 15

ix
 C. Clustering Technique ......................................................... 15
1. Definition of Clustering Technique ............................. 15
2. The Steps of Using Clustering Technique ................... 17
3. Teaching Writing Using Clustering Technique ........... 20
D. Previous Study .................................................................. 21

CHAPTER III : RESEARCH METHODOLOGY ..................................... 24

A. Place and Time of the Research ....................................... 24

B. Research Design ................................................................. 25
C. Population and Sample....................................................... 24
D.The Research Method ........................................................ 25
E. The Subject of the Research ............................................... 26
F. The technique of Collecting Data ...................................... 26
G.The Technique of Data Analysis ........................................ 27

CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION ... 31

A. Research Finding ............................................................... 31

1. Finding of the Preliminary Study ................................. 31
a. Test Result of Interview ......................................... 31
b. The Result of Pre-action Test ................................. 32
2. Finding of the Action .................................................... 34
3. Finding After Implementing The Action ...................... 36
a. The Result of Post-Interview ................................. 37
b. The Result of Formative-Test ................................ 37
c. The Result of Post-Test .......................................... 39
B. The Interpretation of Data .................................................. 43

CHAPTER V : CONCLUSION AND SUGGESTION ............................... 45

A. Conclusion ......................................................................... 45
B. Suggestion ......................................................................... 45

REFERENCES ............................................................................................... 47

APPENDICES ................................................................................................ 48

x
 LIST OF TABLE

Table 3.1 The Process of Pre-Experiment Research

Table 3.2 The Analytical scoring rubric
Table 4.1 The Students’ Writing Score of Pretest
Table 4.2 The Students’ Writing Score of Posttest 1
Table 4.3 The Students’ Writing Score of Posttest 2
Table 4.4 The Students’ Writing Score of Pretest, Posttest 1, Posttest 2

xi
 LIST OF FIGURES

Figure 2.1 Sample of Clustering 1

Figure 2.2 Sample of Clustering 2

Figure 3.1 Cyclical AR model based on Kemmis and McTaggart (1988)

Figure 4.1 Students’ Improvement in Writing Score

xii
 LIST OF APPENDICES

Appendix 1 Interview for English Teacher Before Implementation of

Clustering Technique.
Appendix 2 Lesson Plan of the First and Second Meeting
Appendix 3 The Sample of Students’ Writing Paragraph in the Preliminary
Study
Appendix 4 Students’ Writing Scores in the Preliminary Study
Appendix 5 The Sample of Students’ Writing Paragraph After Implementation
of Clustering Technique (Formative Test)
Appendix 6 Students’ Writing Scores in the Formative test
Appendix 7 Field Notes in the First Meeting
Appendix 8 Field Notes in the Second Meeting
Appendix 9 Lesson Plan of the Third and Fourth Meeting
Appendix 10 The Sample of Students’ Writing Paragraph After Implementation
of Clustering Technique (Post Test)
Appendix 11 Students’ Writing Scores in Post Test
Appendix 12 Field Notes in the Third Meeting
Appendix 13 Field Notes in the Fourth Meeting
Appendix 14 Interview for English Teacher after Implementation of Clustering
Technique
Appendix 15 Documentation of the research
Appendix 16 Surat Bimbingan Skripsi
Appendix 17 Surat Permohonan Izin Penelitian
Appendix 18 Surat Keterangan Penelitian

xiii
 CHAPTER 1
INTRODUCTION

This chapter depicts and discusses the background of study, identification

of problems, limitation of the problem, formulation of the problem, objective of
the study, and significance of the study.

A. The Background of the Study

English is an international language which has very significant role in
communication among people in almost entire world. As a lingua franca, people
surely tend to master it for competition in this globalization era. Because of this
importance, English as one of compulsory subjects must be taught from junior
high level to the next, senior high school.
In English subject, students will learn the four skills of language, those are
listening, speaking, reading, and writing. An important tenet of structural
linguistics was that the primary medium of language is oral: speech is language.
Since many language not have a written form, the learners learn to speak before
learn to read or write, it was argued that language is “primarily what is spoken and
only secondarily what is written”.1 Because of that, the language skills are taught
in order of listening, speaking, reading, and writing.2
Writing is considered as the last skill which will be learned after the
previous three, it is based on the assumption that language mastery starts from
oral to written skill. Students practice to produce their language actively in
speaking before they are going to learn their language into a piece of writing.
Therefore, writing is the complicated one.
Actually, writing is one of important skills to be mastered by the students.
Learning to write involves being able to communicate and convey ideas

1
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching:
Second Edition, (New York: Cambridge University Press, 1992), p. 49.
2
Ibid., p.53

1
 2

meaningfully.3 Students use it to communicate to each other, as a means of ideas

and emotional expression, because when they write their ideas and emotion
creatively, they are communicating on paper in their very way and purposes. But
in practice, there are some problems that may arise during the learning process,
especially in terms of writing.
Based on the result of the test before the writer applying clustering
technique, she found some problems faced by students second grade in MTs.
Khazanah Kebajikan when they were writing, especially in writing of descriptive
text. There are some problems that make writing is being one of difficulties skill
faced by Junior High School students at second year. These problems can be
influenced by some factors. The factors cause low skill of the students in writing
descriptive text among other things are; first, lack knowledge of method or
technique in teaching writing, because some teachers taught writing just by giving
explanation and exercises. It makes students less comprehended, less interest in
writing, and makes students bored. Second, they are not capable to make a good
descriptive writing; students are having problems in organizing ideas what they
are going to explain. Third, they are also confused to transform the ideas from
their minds into descriptive writing. So they need much time just to think what
they are going to write. In addition to that, they are also having poor vocabulary
and lack knowledge of grammatical rules. Therefore, English teacher should find
solutions to cope with those problems.
These problems are important to be solved, therefore, students get more
comprehension in learning of writing, also can make students think that writing is
an interesting learning. To help students’ solved these problems, it needs another
technique more interesting in teaching writing. There are a lot of technique in
teaching writing. The writer would like to propose a technique which is
“Clustering Technique” in teaching writing of descriptive text.

3
Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The
Content Areas, (Alexandria, Virginia: ASCD, 2010), p. 91.
 3

Clustering, Based on Gabriele Rico’s statement is uncensored

brainstorming combined with doodling. To begin, take a fresh sheet of paper and
write a general subject in the center. Then circle the word. As each new thought
bursts forth, jot it near the word that prompted it. Circle the new word. Next, draw
a line between the two. Repeat the procedure.4 Based on the definition, it can be
summarized that clustering is making visual map to produce a topc related to each
other.
Based on the Gabriele Rico’s statements, the writer sum up the strenght of
clustering technique in teaching writing will make student easy to discover his/her
ideas and widen horizon in creating and beginning writing, compared to other
methods, clustering teaching method will be easier applied by student in
expressing his/her main ideas and making the writing design or frame before
structuring and composing a paragraph. Clustering technique will stimulus
students’ ideas, also they can make a good pharagraph in every types of writing.
Therefore, the writer will do the research about Applying Clustering
technique to improve student’s skill in writing of descriptive texts. To find the
answer, the writer will do a research at the second grade students of MTs
Khazanah Kebajikan.

B. Identification of Problems
Based on the background the problems, It can be identified that students
deal with some problems when they are writing, especially in writing descriptive
text, the problems as follows:
1. Students were not capable to make a good writing. The reason they could
not make it because they have difficulties in organizing idea of what they
were going to write, and then transform it from their minds into a piece of
writing.
2. Furthermore, Based on the result test and teacher’s report, students were
also having poor vocabulary and lack knowledge of grammatical rules.

4
Betty Matix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw-
Hill: 2006), p. 40.
 4

C. Limitation of the Problem

To make it deeper, the problems will be limited in the implementation of
clustering technique in teaching descriptive writing in the second year of MTs.
Khazanah Kebajikan (Islamic Junior High School) Tangerang Selatan, and the
student’s improvement in learning writing of descriptive text through clustering
technique.

D. Formulation of the problem

Based on the limitation of the problem above about the using of clustering
technique in teaching writing of descriptive text in the second year student of
MTs. Khazanah Kebajikan Tangerang Selatan. The problem of this research as
follows: can clustering technique improve student’s skill in writing descriptive
text?

E. Objective of the Study

The objective of the study is to find out whether clustering technique can
improve students’ writing skill in writing descriptive text.

F. Significance of the Study

The results of this study provide useful information for:
1. English teachers.
The result of the study can be useful information about implementing
clustering technique in teaching writing of descriptive text and get clear
description how it is applied in the classroom. Moreover, they can bring
and apply the technique into their classrooms.
2. Students.
It can be useful for students who have similar problems above, they can
easily apply and practice the technique by following the ways. It will help
them to solve their problem in writing and to improve their writing’
results.
 5

3. School principals.
This research will be a feedback for them to improve and develop
qualities of the students. They can ask English teachers to elaborate some
writing techniques to make various learning in the classroom in order to
make a good learning process. If the students’ learning process is better,
the quality of students will be higher.
4. Next researchers.
This research will be a source for those who want to raise the similar case.
From this research, they can obtain some basic information about
clustering technique, writing and descriptive text. They can also get brief
description how the technique is applied in the classroom. Therefore, it
will be a guidance for them to describe and explain some procedures of
the research part by part.
5. The writer
She gets many experiences in doing the research and helping the English
teacher to solve the students’ problems in writing by proposing a
technique, clustering technique.
 CHAPTER II
THEORETICAL FRAMEWORK

In order to have a very clear description of the discussion, this chapter will
refer to some significant theories of writing. To make it more constructive notion,
it is very essential to discuss and explain theoretically about writing, descriptive
text and clustering technique.

A. Meaning of Writing
1. Definition of Writing
Writing is one of the most significant cultural accomplishments of human
being, writing allows us to communicate at a distance, either at a distant place or
at distant time. Writing is a progressive activity, this means when someone first
writes something down, he/she has already been thinking about what he/she is
going to say and how he/she is going to say it. Then after he/she finishes writing,
he/she reads over what he/she has written and makes changes corrections.
Anyhow, writing capability is very important in studying English. This can
motivate students to elaborate ideas and information so that other people can
understand very well. Besides, the writing can be said as a tool to express the
ideas to the public community; and even it can be referred by those who are eager
to practise their English in the field of life. In this context, Dietsch states that
“writing is a process of discovery. As you write, you will discover thoughts and
ideas that lie beneath the surface of your mind. You will become more aware of
your own beliefs and values, what is important to you.”1
There are a lot of definitions stated by the experts. One of them, for
instance, is the definition stated by Gelb. According to Gelb, “writing is clearly a
system of human intercommunication by means of conventional visible marks.”2
It means that writing is the way to communicate to each other for expressing their

1
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw-
Hill, 2006), p. 5.
2
I.J.Gelb, A Study of Writing: Revised Edition, (Chicago: The University of Chivago Press,
1963), p. 12.

6
 7

thinking and feeling. In addition to this, writing is the skill to express ideas and
information to worlwide. Without writing, it is difficult to grasp any information
emerging inf daily life; and no one can understand any issue of current event.
Furthermore, according to Henry Roger, writing can be defined as the use
of graphic marks to represent specific linguistic utterances. 3 Another definition
proposed by Barnet and Stubbs. In a view of them, writing is a physical act, it
requires material and energy, and like most physical act, to be performed
skillfully, to bring pleasure to both performer and audience, it requires practice.4 It
can be mentioned that writing is not simply a way to express ideas, but a way to
acquire them.
In reality, every vital message is delivered through writing. So many
people can easily read any written information and speak out of what they have
read. By reading written information, people are able to enrich and broaden
horizon of knowledge. Of course, this is rather ideal for a student, but he can
upgrade himself through learning by doing, because he proceeds a progress step to
higher level of writing skill. This skill can be said as an achievement of study. In
the classroom, for instance, students can discuss together by reading the text
material to make a broad sight to see the world. In addition, they can also try to
write what they listen and understand; then convey it to others through descriptive
text and clustering technique. By doing so, they are accustom to sharing ideas and
experience academically and explicitly; thus they can step by step construct their
own knowledge.
When students try to construct the descriptive writing through clustering
technique, at the same time they actually study collaboratively. This learning
method is regarded as an effective approach in learning process; and even will
enhance and enrich understanding of English, specifically writing skill.
As far as Hedge is concerned, writing is more like a „recursive‟, even
messy, activity, where we move around among the different stages and carry out
3
Henry Rogers, Writing Systems: A Linguistic Approach, (Oxford: Blackwell Publishing,
2005), p. 2.
4
Sylvan Barnet and Marcia Stubbs, Practical Guide to Writing, (Boston: Little, Brown &
Company, 1983), p. 3.
 8

each stage several times, with great personal variation.5 In this case, when a
student, for example, wants to express his ideas he actually performs any activities
and shows at once that he still exists in this world. He also will be glad when other
people read his ideas and responds them. If this situation happens, the goal of
writing as a skill of expression of ideas has achieved. In this connection, the
students will find himself as part of the intellectual or academic environment and
they are able to contribute ideas to the perfection of knowledge and experience.
The term “nobody is perfect”, in this context, can be interpreted as “trial and
error” so that they are brave to express ideas to society.
The another expert, Alaistair Fowler says that the writing someone invents
will largely derive from previous reading and thinking, some of it imperfectly
remembered.6 This can be understood that something new of writing comes from
previous study both from the books and the result of reasearch. The more
someone reads, the more information can be delivered. So many people in the
world are searching information every day. They even will find out the important
point of view through reading and writing. In short, writing will enrich knowledge
and experience of what happens and what is solution. That is why writing is not
only expressing ideas but also discovering a new solution of any emerging
problem of life. In social context, writing can invite people to do something good
and benefit.
From the many definitions given, it can concluded that writing is not only
a collection of sentences which have no connection between each other, but it
should be an expression of ideas or feeling in a consecutive way in the form of a
connected series of sentences which are grammatical and logically, writing should
be seen as at the way to express ideas freely from knowledge and resource without
copying else, certainly without forgetting the linguistic rule, so the writing will be
full meaning. This is a proof that writing can drive the students to construct their
knowledge and understanding deeply.

5
Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (Oxford: Blackwell
Publishers, 1993), p. 186.
6
Alastair Fowler, How To Write, (New York: Oxford University Press, 2006), p. 12.
 9

2. The Purpose of Writing

Successful writers do not plan their writing in a vacuum. Instead, they
consider the context in which their writing occurs. When someone writes
something, he or she has purposes for writing. Each writer has his own purpose, in
accordance with the text of which was planning to write. In addition, according to
Dietsch, writing has four general purposes; to inform, to persuade, to express, or
to certain. First, writing to inform purposed to educate the readers about a topic of
which we have some knowledge, it means that writers share interest knowledge to
readers knows. Second, writing to persuade, it means that writers convinoe the
readers to accept the ideas. Third, writing to express,it means that writer can
express her/his feelings, opinion, and also experience. And the last is writing to
certain, it means that is writer can make readers certain about her/his argument to
explain ideas to readers. When ideas are organized very well, they will be pleasant
to read and even to enjoy. 7 Whether they are writing a love letter or a term paper,
they write to inform, to persuade, to express, and to certain.
Beside general purposes, writing also has the specific purpose, according
to Bernstein‟s, specific purpose of writing is to inform readers of the guiding
editorial philosophy of something.8 In short, when the writer is going to write
something, the writer should make his writing to provide information to the
reader, so that his writing be useful for others. If writing can benefit students to be
more active and creative, it can promote their skill in writing perfectly. However,
practising this skill is not easy. Moreover, some of students do not comprehend all
informations they read. If so, they should master adequate English vocabolary
completely. As far as I am concerned, writing is so different from reading.
Writing has special requirements and has heavy responsibility, like moral
accountability, due to the level of difficulty. While reading has no so difficulty to
do because everyone can easily read; but difficult to write. This can be formulated
that “reading is easier than writing.”

7
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw
Hill, 2006), p. 7.
8
Ibid., p. 8.
 10

When people are going to write they may think that the purpose of writing
a paper is to complete the assignment or to get a good grade. However, these
purposes don‟t tell someone what to do in their paper. They might try asking
themselves brief questions to increase the purposes: To whom am I writing? Why
will they read this piece of writing? How might they feel about the subject? How
will they react to my point of view? How much do they need or want to know? 9
Because of that, the writer must have a concept of writing, the concept should be
designed before writing, because the initial concept of writing greatly affect the
contents of the writing, writing not only fill the paper with graffiti without
meaning, but how to make the writing has the meaning and benefits to readers, so
that, writing makes the reader enjoy reading and get something from the text.

3. The Process of Writing

It cannot be denied that writing has its certain process. The process of
writing will allow students to do something different from one to another. For
example, when some students focus their concern to read the text book,, the active
students can do more than reading. This because they are accustom to writing so
that they have no difficulty to make a complete composition in academic writing.
If students want to be an experienced writer, they may want to experiment with
the order and details of some smaller steps of this process. This process will
continue along with comprehending the notion of text and context. In this
connection, the students are trained to create their abilitites and capabilities in
practice. As far as instructional approach is concerned, this type of effort can be
considered as an ultimate goal of learning activity.
The process of writing sees it as thinking, as discovery. Writing is the
result of employing strategies to manage the composing process, which is one of
gradually developing a text. It involves a number of activities: setting goals,
generating ideas, organizing information, selecting appropriate language, making

9
Ibid., p. 9
 11

a draft, reading and reviewing it, then revising and editing.10 In other words, the
writing process determines a writer who has the ability in writing by showing
ideas and creativity in making an essay. According to Calkins, there are four
distinct phases of the writing process: prewriting, writing, editing, and revising.11
According to Barbara, there are four distinct phase of the writing process:
prewriting, composing/drafting, revising and editing.12 It means that writing is not
just a collection of words or sentences but also conceptualized well, with writing
concept through the writing process as prewriting, composing/drafting, revising
and editing, then writing will give clearer meaning to the readers. This is also
mentioned as a design of writing. By designing it the writer will take a way to be
safe in preparing composition accurately. This effort can be proceeded thorugh, at
least, five steps: observing, questioning, exploring, discussing, and
communicating.
Observing is the first step to have information and problem of thing that can
drive someone to seek an answer. This activity compries seeing, feeling, and
experiencing after observing the object. Afterwards, the observer asks the
questions as the second step; these questions can lead him to search and gain the
answer in relevant to the problem. The next step is exploring. This step means
making an effort to seek and have answer of the question through researching and
experimenting. To do this activity needs skill how to formulate sense of curiosity
and knowledge simultaneously in order to have a complete and deep
understanding. After gaining the answer through exploring, the further step will
be discussing. The purpose of discussion is to verify whether the findings of
research are accurate or not; this is so important to make sure that readers have no
doubt to read. In the context of learning process, the students can apply their
writing proficiency to expose and describe the result of study. The final step if

10
Tricia Hedge, Teaching and Learning in the Language Classroom, (New York: Oxford
University Press, 2000), p. 302.
11
Judie Haynes and Debbie Zacarian, Teaching English Language Learners: Across The
Content Areas, (Alexandria, Virgina: ASCD, 2010), p. 93.
12
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New
York: McGraw-Hill, 2005), p. 4.
 12

communicating. This step is a realization and socialization of knowledge and

experience. In this case, the students try to communicate their knowledge and
findings to others. If this step can be implemented perfectly, they will be
successful to share and spread information and ideas to society and public
environment.
Furthermore, theoretically, prewriting is the first stage of writing is simply
setting forth ideas in whatevet shape or form that is handy for fragments, lists,
sentences, or cluster. The purpose of prewriting is to capture and preserve ideas. 13
In composition classrooms, teacher also focused on the initial stages of writing,
often called pre-writing, they began to teach pre-writing strategies that allowed
their students to generate ideas and to arrange those ideas successfully. 14 Learning
this sequence will give students confidence when the time comes to write. They
will know that they can use prewriting as a way to think on paper and to gradually
discover just what ideas they want to develop. In other words, prewriting is any
activity designed to help students generate or organize their ideas before writing.
Connected to the step of observing as above mentioned, prewriting is
preparation to write carefully and accurately. Certainly, it needs a senses of
curiosity and notion of designing. The students are trained to design the writing
scientifically and can produce creativity in writing text. This as if making a
dialogue with the text how to communicate to the raders. This step very much
depends on the ability of students in combining knowledge and skill.
The second stage of writing is drafting. Drafting is primarily a stage of
discovery and exploration. While drafting, writer transform ideas into sentences in
a semiorganized manner. Here the purpose is to let the ideas develop, expand, and
form connections. Drafting is primarily a stage of discovery and exploration.15 No
one is able to write a perfect first draft, even people who tend to write very strong
first draft, even people who tend to write very strong first draft essays realize the
need for revision and redrafting.

13
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: McGraw-
Hill, 2006), p. 11.
14
Joy M.Reid, Teaching ESL Writing, (New Jersey: Regents/Prentice Hall, 1993), p. 5.
15
Loc.cit., p. 11.
 13

Drafting is also very vital in constructing ability to understand descriptive

text in clustering technique. The students will create a great contribution of high
quality of writing if they are accustom to composing good sentence and structure
of the language both gramatically and communicatively. That is why in learning
process students are taught how to read critically, take notes, interpreted and write
papers to react and respond the situation and make a solution of the problem.
And then is revising, revising is reading over a draft and fixing spelling
and punctuation.16 In this stage, the writer should be rechecking and correcting
writing letters or less exact spelling so that the writing are made easy to
understand and really conveyed the intent of the text to the reader. Moreover, the
writer can revising by making the best points stand out, by adding needed
information and by eliminating irrelevant information.
The last step is editing, editing is check for and correct errors in grammar,
punctuation, and spelling.17 In this stage, the writer recheck and ensure the
perfection sentences of writing, correct spelling sentences (includes checking
grammar, punctuation and capitalization) or less precise and fine-tune the overall
writing.

B. Descriptive Text
1. The Definition of Descriptive Text
Description has been defined by philosophers as “a mode of perception,” a
means of knowing. It is a way to impose order upon the confusing complexity of
the real world and to understand it, at least partially.18 Description is a powerful
strategy, one that allows the writer to exercise a great deal of control over the
reader‟s perceptions.19 It means, by writing a description, the author can describe

16
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Strategies and Process, (New
York: McGraw Hill, 2005), p. 5.
17
John Langan, College Writing Skills: Sixth Edition, (New York: McGraw-Hill, 2005), p.
34.
18
Betty Mattix Dietsch, Reasoning and Writing Well: Third Editon, (New York: McGraw-
Hill, 2003), p. 138.
 14

something to the reader and invites the reader has read the same picture of
something that is described by the writer in accordance with the writer desired.
Effective description evokes the sights, sounds, smells, tastes, and textures
that inform experience. Carefully chosen sensory details are the tool writers use to
re-create experiences for their readers.20 By considering these organizing, the
description becomes the major writing strategy.
Description is a recording of concrete details that you see, hear, smell,
taste, or touch. A good description is a word picture; the reader can imagine the
object, place, or person in his or her mind.21 In sum up, descriptive text is a text
which can tell the characteristic of something or someone living or no living for
the purpose that the reader could interpret it well. Descriptive tells how something
looks, feels, smells, tastes, and/or sounds.
When description is the chief writing strategy, it delivers a paramount
impression, a mood that remains throughout the piece for a purpose. Then
description reinforces the notion by supporting factual details provide support for
the major idea. In scientific writing, much description is based on unbiased and
objective observation. Its aim is to reproduce for the reader exactly what the
writer observed without reference to writer‟s feelings about the subject. The aim
of subjective description is to share feelings and ideas with the readers. Sharing
ideas and information with the readers will become a great inspiration and
motivation. It reflects the essential meaning of understanding of the writer‟s ideas.

19
Donald Pharr and Santi V. Buscemi, Writing Today: Context and Option for the Real
World, (New York: McGraw-Hill Companies, 2005), p. 136.
20
William Stong and Mark Lester, Writer’s Choice Grammar and Composition: Teacher’s
Wraparound Edition, (New York: Glencoe, McGraw-Hill, 1996), p. 120.
21
Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson
Longman, 2007), p. 61.
 15

2. The Purpose of Descriptive Text

Every writing form has its purposes. Descriptive has its own purpose as
well. According to Andrew and James the purpose of descriptive text is to present
a measured and verified. Most objective description in descriptive text are aimed
at relatively narrow audiences and people who will design, produce, or use
whatever is being described.22 According to Dietsch, there are three general
purposes: First, to create imagery, a mood, or an aura of a place. Second, to
stimulate understanding and convince, and Third, to urge the listener to action.23 It
means that the purpose of descriptive text is to guide the emotional responses of
readers by describing details and imagine within story that readers read.

C. Clustering Technique
1. The Definition of Clustering Technique
When people are going to write rely heavily to find out what they know
about topic. One of strategies which can be used in teaching writing in the
classroom is clustering technique. Clustering is an invention activity which
reveals possible relations among facts and ideas. Unlike listing (the next mapping
strategy), clustering requires a brief period of initial planning.24
Clustering is also known as diagramming or mapping, is another strategy
that can be used to generate material for a paper and expressing ideas or concept
in writing. This method is helpful for students who like to do their thinking in a
visual way. Moreover, clustering can make the process of writing is easier
because it will help the writers to construct their ideas or notion to sistematic and
then they are able to develop them into a paragraph. By applying this method they
can create the concrete thought into sequent details of concept. Afterwards, they
can connect one paragraph to another sistematically and continuously. Their ideas

22
Andrew W.Hart and James A. Reinking, Writing for Career Education Students: Third
Edition, (New York: St. Martin‟s Press, 1986), p. 124.
23
Betty Mattix Dietsch, Reasoning and Writing Well: Fourth Edition, (New York: Mc Graw
Hill, 2006), p. 140.
24
Rise B.Axelrod and Charles R. Cooper, Guide to Writing, New York: St.Martin‟s Press,
Inc., 1985), p. 461.
 16

will flow smoothly by following the clustering technique. Shortly, in this context,
clustering technique will guide writers to construct and arrange strategy to be
easier in writing.
In clustering, the writer uses lines, boxes, arrows, and circles to show
relationships among the ideas and details that occur to the writer.25 Based on the
above definition of clustering technique, it can be said that this technique becomes
a strategy to understand the lesson sharply in general and to comprehend the
writing technique in particular. The prosedure should be taken is planning,
diagramming, mapping, and listing the certain keywords. When these keywords
are understood, the students are able to perceive the use of them in practice to
continue writing and seeking the relevant case of the topic.
By understanding the way to make planning, for example, the students will
be able to focus on what they want to write. Then they try to map a list of words
to guide them to enrich the ideas in completing the writing. After that they also
create other clues to make easy to bridge one sentence to another; and one
paragraph to another until they have a complete construction of notion and idea.
In this case, they can use keywords stipulated in the map or diagram to gain a
continuity of writing. In short, by using this technique they will have no difficulty
to write any idea they have; then this will be as a skill after training themselves
by practising the cluster technique. In doing so, the teacher should motivate the
students to master this technique so that they are accustom to writing and using it
in writing the articles academically and scientifically.
Mapping or clustering is a way of visually analyzing the parts of a
subject.26 According to Julia and Marjorie, they stated that clustering technique is
another strategy that can help the reader generate ideas on a subject.27 Because
through clustering technique, a writer could be easily to give an idea of what will
be written especially helpful for visual learners. In a cluster, diagram the central
25
John Langan, College Writing Skills with Readings: Fifth Edition, New York: McGraw-
Hill Company, 2001), p. 29.
26
Robert Keith Miller, Motives for Writing: Fifth Edition, (New York, McGraw-Hill
Companies, 2006), p. 11.
27
Julia Dietrich and Marjorie M.Kaiser, Writing: Self Expression and Communication, (New
York: Harcourt Brace Jovanovich, 1986), p. 127.
 17

events or components of an essay are presented visually, more detailed events

branch off the main events to provide a visual overview of the entire. Clustering
can be useful for any kind of writing. Writers use it in the early stages of planning
in order to find subtopic in a topic of to organize information. They may try and
discard several clusters before finding one that is promising. Writers also use
clustering to plan brief sections of an essay as they are drafting.

2. The Steps of Using Clustering

Clustering, also known as diagramming or mapping is another strategy
that can be used to generate material for a paper. This method is helpful for people
who like to do their thinking in a visual way. In clustering, the readers can use
lines, boxes, arrows, and circle to show relationships among the ideas and details
that occur to the readers. Begin by stating your subject in a few words in the
center of blank sheet of paper. Then, as ideas and details come to the readers, the
readers can put them (ideas) in boxes or circles around the subject and draw lines
to connect them to each other and to the subject. Then, the readers can put minor
ideas or details in smaller boxes or circles and use connecting lines to show how
they relate as well. Keep in mind that there is no right or wrong way of clustering
or diagramming. It is way to think on paper about how various ideas and details
relate to one another:28
In Clustering, the readers can write the topic in the center of a piece of
paper, then write ideas suggested by the topic around it, connecting these to the
topics with lines. Follow the same procedure with subtopics.29 To make it simple,
clustering work as follows: first, In a word or phase, write the topic in the center
of a piece of paper, circle it. Second, Also in a word or phrase, write down the
main parts or central ideas of your topic. Circle these, and connect them to the
topic in the center. Third, the next step is to generate facts, details, examples, or

28
John Langan, College Writing Skills: Sixth Edition, (New York: Mc Graw Hill, 2005),
p. 27.
29
Donald Pharr and Santi V. Buscemi, Writing Today: Context and Option for the Real
World, (New York: McGraw-Hill Companies, 2005), p. 135.
 18

ideas related in any way to these main parts of the topic. Cluster these around the
main parts. Bellow is an example of clustering technique:30

Detail Detail
Detail Detail
Detail Detail

Fact Fact
Detail Detail Fact
Detail

Example Example Example

Main Part or
Idea

Main Part or Topic Example

Idea
Main Part
or Idea

Example
Example
Example
Detail Fact Fact
Detail
Detail
Detail Detail Detail

Figure 2.1
CLUSTERING TECHNIQUE 1

30
Rise B. Axelrod and Charles R. Cooper, Loc. cit., p. 462.
 19

The other way to apply clustering technique in descriptive writing, as

follow: first, to begin, take a fresh sheet of paper and write a general subject in the
center. Then circle the word. As each new thought bursts forth, jot it near the
word that prompted it. Circle the new word. Next, draw a line between the two.
Repeat the procedure. The sample cluster began with the subject of birds. That
central idea branched out, leading to the specific topic of birdwatching.

Day

Land
Game
birds Night
birds Season

Songbirds
Time
Pets Perching

Birds of prey Birds

Birdwatching

How 9000
attract species Dull
birds clothes
Weather
Water
Binoculars
Equipment

Houses Food
Camera
Logbookk

Nesting Hiking Pencil

materials shoes

Hat
Guide
Figure 2.2 book
CLUSTERING TECHNIQUE 231

31
Betty Mattix Dietsch, Reasoning and Writing Well: Third Edition, (New York:
McGraw-Hill, 2003), p. 27.
 20

3. Teaching Writing Using Clustering Technique

According to Barbara, the followings steps in teaching writing using
clustering technique:
a. Step 1: Introduce the concept of clustering technique to students. Tell
them that clustering technique would help them in generate ideas when
they started to write.
b. Step 2: Leading students to generate ideas in form clustering technique on
the whiteboard as a model. Put the topic in the center by using box, elips,
rectangle or other shapes to make it more interesting, and put keywords
related to the topic by using lines or arrows. Students don‟t have to worry
in generating ideas; it is free for them to organize their ideas as long as
related to the topic.
c. Step 3: Ask students to write the first draft based on the design of
clustering technique samples that have been made on the whiteboard to
know that students have easy when started to write by using clustering
technique.
d. Step 4: After sudents are able to use clustering technique, ask them
through selected topic to make a procedural descriptive text. Give students
an evaluation to check their ability in writing and to know their problems
in writing.32

Based on the above mentioned elucidation, it can be concluded that

clustering technique is easy to be implemented in teaching writing to the students.
By using clustering technique in writing descriptive text, it will facilitate the
students to construct their ideas before they organize and compose sentences into
a paragraph.

32
Barbara Fine Clouse, A Troubleshooting Guide for Writers: Fourth Edition, (New York:
McGraw Hill, 2005), p. 26.
 21

D. Previous Study
The first previous study is taken from Rini Khomariah‟s study, about the
improvement of students writing skill in descriptive text by using communication
game as written on her article “Improving Students Writing Skill In Descriptive
Text Through Communication Game at the Eight Grade Students of SMP Negeri 1
Babadan Ponorogo in the Academic year of 2012/2013”.33 The researcher
conducted the research by using action research design in two cycles, She used
four research instruments, they are; test, questionnaire, observation check list, and
field note. She applied the strategy for the eight grade students of class VIIIB that
consisted of 33 students at SMP Negeri 1 Babadan Ponorogo. She found that
Communication Game improve the students writing skill in descriptive text at
SMPN 1 Babadan Ponorogo as in the post test mean score (72.50) of students was
higher than the pre-test mean score (66.00) at the 6.50 level of significance.
Moreover, students were being active in teaching and learning process and the
students interested in writing descriptive text using communication game through
rank order strategy.
The study above has differences and similarity with the writer‟s. The
differences are on the place, population and sample, technique of collecting data,
technique (method) of the study, and research design. The similarity with the
writer‟s study is on the use of descriptive text as material.
The second related study is “Using Bits And Pieces Game To Improve
Students’ Writing Skill On Descriptive Texts (A Classroom Action Research at the
Seventh Grade of MTs Darul Mujahadah Prupuk-Margasari-Tegal in the
Academic Year of 2010/2011)” by Nurkhayatun.34 The objectives of this study are;
firstly, to describe the implementation of Bits and Pieces game to

33
Rini Khomariah, Improving Students Writing Skill in Descriptive Text through
Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the
academic year of 2012/2013, Skripsi, October 20th, 2012, Faculty of Teacher Training and
Education Muhammadiyah University of Ponorogo.
34
Nurkhayatun, Using Bits And Pieces Game To Improve Students‟ Writing Skill On
Descriptive Texts (A Classroom Action Research at the Seventh Grade of MTs Darul Mujahadah
Prupuk-Margasari-Tegal in the Academic Year of 2010/2011), Skripsi, 2011, Tarbiyah Faculty,
Walisongo State Institue For Islamic Studies Semarang.
 22

improvestudents‟ writing skill on descriptive texts. Secondly, to identify the

improvement of students‟ writing skill on descriptive texts after being taught
using Bits and Pieces game. This research in this study is Classroom Action
Research as an research design. It was done through three cycles. The researcher
used observation checklist, documentation and test to collect the data. Then, the
researcher used descriptive quantitative to analyze the data. Result of the study shows
that by using Bits and Pieces game can improve students‟ writing skill on descriptive
texts at the seventh grades of MTs Darul Mujahadah in the academic year of 2010-
2011. It can be seen from the post test average score in third cycle (65.48) is higher
than second cycle (63.83), first cycle (51.41) and pre cycle (46.71). Finally the
result of this study showed that students‟ writing on descriptive texts improved in
each cycle after they were taught by using Bits and Pieces game. It was singed by
their improvements of each test result.
The study above has more differences than similarity with the writer‟s
study. The differences are numbers of cycles as procedure of the research, place of
the research, population and sample, technique of collecting data, and technique
(method) of the study. The similarity with the writer‟s study is on the use of
descriptive text as material.
The last related study is “Improving Students’Ability in Writing
Descriptive Text Through Wholesome Scattering Game (A Classroom Action
Research with the 8th Grade Students of MTs. Sunan Ampel Patean Kendal in the
Academic Year of 2010/2011)” by Widodo Hami.35 The objective of this study is
to find out the improvement of the students‟ writing ability after being taught
through using wholesome scattering game. This research is action research study
and was done in two cycles. The researcher used written test and observation for
collecting data. The result of the research shows that the students improve their
ability in writing descriptive text through wholesome scattering game with the

35
Widodo Hami, Improving Students‟Ability in Writing Descriptive Text Through
Wholesome Scattering Game (A Classroom Action Research with the 8th Grade Students of MTs.
Sunan Ampel Patean Kendal in the Academic Year of 2010/2011), Skripsi, May, 2011 Education
Faculty, Walisongo State Institute For Islamic Studies Semarang.
 23

mean of the second cycle score (67.6) is higher than first cycle score (50.7). The
students are better in writing and arranging the words than in pre-test.
The study above has more differences than similarity. The similarity are
the objective of the study and on the use of descriptive text as material. While the
differences are on the place, the technique of collecting data, and technique
(method) of the study.
 CHAPTER III
RESEARCH METHODOLOGY

In this chapter, it will be described methodological activities to examine the

teaching of writing descriptive text through clustering technique. This chapter
concerns with Place and Time of the Research, Research Design, Population and
Sample, The procedure of the Research, The Subject of the Research, The
Technique of Collecting Data, and The Technique of Data Analysis.

A. Place and Time of the Research

This research was conducted at second grade of MTs. Khazanah Kebajikan
Tangerang Selatan which located in Jl. Talas I Rt 001/010 Kelurahan Pondok
Cabe Ilir . It was done for about a month, March 2014 to April 2014.

B. Research Design
In this research, the writer uses a quantitative research, because the writer
wants to know the effectiveness of clustering technique to improve students’
writing ability. This study was held in pre-experiment study. In this study
involved one class of the eighth grade (VIII-BP) in MTs. Khazanah Kebajikan.
The test were given to the students in VIII-BP class were pretest, formative test
and post test. Pretest was given before implementation of clustering technique.
Formative test and Posttest were given after implementation of clustering
technique. The process of the research can be presented as in the table below:

Table 3.1
The Process of Pre-Experiment Research

The Process of Pre-Experiment Research

Class
Pretest Treatment Formative test Post test

Experiment Class Y X Y1 Y2
(VIII-BP)

24
 25

Explanation:
Y : The Pre-test before implementation of clustering technique
X : Treatment (Implementation of clustering technique)
Y1 : The Formative test after implementation of clustering technique
Y2 : The Post test, the final test after implementation of clustering technique

C. Population and Sample

1. Population
The population in this research are the students of MTs Khazanah
Kebajikan Tangerang Selatan in the second grade academic year
2013/2014.

2. Sample
Sample of this research were taken throught purposive sample from the
VIII-BP class MTs Khazanah Kebajikan Tangerang Selatan. The
purposive sample were taken because the number of students in VIII-BP
class were 23 students. Based on the number of students, sample in this
research were involved all of students in the VIII-BP class.

D. The Research Method

Before implementation of clustering technique, the writer conducts the

preliminary study before entering the stages of activity. It is aims to gain data
about problems faced by teacher and students in teaching-learning activities and
needed to be solved. Beside, the researcher conducted interview to the English
teacher in terms of the techniques and activites employed in teaching writing.
After the preliminary study was conducted, the researcher begins the research.
The writer started the research with Preliminary study, in the preliminary
study, The writer was interviewing the English teacher and giving pretest to the
students, in the second year of Mts. Khazanah Kebajikan. Then, the writer and the
English teacher make some planning based on the finding of preliminary study.
The following activities in this action are designing lesson plan, preparing the
 26

model of Clustering technique, preparing material and media. The next phase is
the writer taught writing based on lesson plan prepared in planning phase. The
writer acts as the English teacher who taught writing through Clustering technique
and English teacher acts as observer. During the teaching and learning activity,
the writer observed all of activities that happen in the class. The aspect in
observation are source of data, the instrument used in collecting the data, and
technique for data collection. So, this phase discusses about the process of
recording and gathering all relevant data occured during the implementation of the
clustering technique. The writer use field note or unstructured observation sheet as
a guideline while observing. And the last activity is reflect the data that have been
collected to determine whether the implementation of clustering technique is
successful or not. It is necessary for evaluating to hold implementation on the next
meeting be accomplished. This phase carried out collaboratively with the teacher
to discuss some problems in the classroom that occured during teaching writing
descriptive text through clustering technique.

E. The Subject of the Research

The subject of this research was the second grade students of MTs
Khazanah Kebajikan, which the total number of students were 23 students.

F. The Technique of Collecting Data

Technique of collecting data in this study is quantitative data (number-
based). The writer uses interview to English teacher during the preliminary study
proccess and field notes to record activities during the teaching and learning of
writing through clustering technique in the classroom. While quantitative data
consists of students’ final writing as a pre-test (this test do before implementing
clustering technique) and post test (this test is implemented after using clustering
technique). The completely explanation as follows:

1. Interview
Interview is particularly useful for getting data behind the English teacher’s
experiences. It is used to know students’ difficulties in writing ability and
 27

technique used by teacher wether writing activity. The interview also to know the
teacher’s response toward the idea of clustering technique. Before implementing
the clustering technique, the writer asks the teacher to know students’ difficulties
in writing skill, students’ condition involving in writing activity, and the method
or kinds of strategies usually adopted by the teacher in teaching writing. The
interview also will be carried out after implementing the clustering technique to
know the teacher’s response toward the idea of Clustering Technique in teaching
writing.

2. Field Notes
The writer used field notes to record activities during the teaching and
learning of writing through Clustering technique in the classroom. Including
description of classroom, class situation as writing activity, atmosphere and
students’ attitude during study activity, and students’ respons concerning the use
of clustering technique. In general, all of the need aspects that should be noticed is
to make sure whether the teacher learning process in line with the lesson plan or
not.

3. Test
The test used in this study is pre-test and post-test. The pre-test is done
before implementing Clustering technique. Meanwhile, post-test is implemented
after using Clustering technique. The test is used to measure students’ writing
ability and to know the effectiveness of clustering technique to improve students’
writing ability.

G. The Technique of Data Analysis

According to Weigle there are five components presented in the analiyical
scoring rubric for writing, i.e: content, organization, vocabulary, language use,
and mechanics.1 The writer uses analytical scoring rubric to analyze the data

1
Sara Chusing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002),
p. 116.
 28

related to the students’ paragraph writing test of writing ability. The analytical
scoring rubric using as follows:
Table 3.2
The Analytical Scoring Rubric

Components of
Writing Scores Indicators

Content 4 Relevant to the topic and easy to understand

3 Rather relevant to the topic and easy to understand.
2 Relevant to the topic but is not quite easy to
understand
1 Quite relevant to the topic but is not quite easy to
understand

Organization 4 Most of the sentences are related to the main idea

3 Some sentences are related to the main idea
2 Few sentences related to the main idea
1 The sentences are unrelated to each other
Vocabulary 4 A few errors in choice of words, spelling and
punctuation
3 Some errors in choice of words, spelling and
punctuation
2 Occasional errors in choice of words, spelling and
punctuation
1 Frequent errors in choice of words, spelling and
punctuation
Grammar 4 A few grammatical inaccuracies
3 Some grammatical inaccuracies
2 Numerous grammatical inaccuracies
1 Frequent grammatical inaccuracies
 29

Mechanic 4 Few errors of spelling and capitalization.

3 Occasional errors of spelling, punctuation, and
capitalization. (meaning not obscurred)
2 Frequent errors of spelling, punctuation, and
capitalization. (meaning confused or obscurred).
1 Dominate by errors of spelling, punctuation,
capitalization, handwriting illegible or not enough
to evaluate.

To get the mean of students’ wrting score uses the formula:2

Mx : Mean
X : Total of Individual Score
N : Number of Cases (students)

To get the class percentage which passes the minimum mastery criteria: 70
(seventy), the writer uses the formula: 3

P : The class percentage

F : Total of frequence percentage score
N : Number of Cases (students)

In analyzing students’ score of writing from pre-test up to post-test score in

cycle 1 and cycle 2, the writer uses formula: 4

2
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2006),
p. 81.
3
Ibid., p. 43.
 30

P : Percentage of Students’ Improvement

y : Pre-test Result
y1 : Formative test

P : Percentage of Students’ Improvement

y : Pre-test Result
y2 : Post-test

4
Steven C. Chapra, Applied Numerical Methods With MATLAB for Engineers and Scientists:
International Edition, ( New York: McGraw-Hill, 2006), p. 61-62.
 CHAPTER IV
RESEARCH FINDING AND INTERPRETATION

In this chapter, the researcher describes the data that have been obtained in
the implementation of clustering technique process.

A. Research Finding
1. Findings of the Preliminary Study
a. The Result of Interview.
In pre-interview, the writer used unstructured interview in conducting
preliminary study. It was held on Friday, March 14, 2014 started at 10.00 A.M.
and finished at 10.40 A.M. The writer asked to the teacher some questions which
divided into three categories. They are the general condition in English class
especially in writing class, the difficulty faced by students in writing ability, and
the strategy used by the teacher to solve students’ difficulties in writing ability.
The first category, the writer discussed about the general condition in English
class especially in writing class. The teacher said that every student has a different
attitude when learning English. Most of students who did not like English class
because they gained low competence in English, and still faced obstacle in
following the English lesson. Moreover, the teacher stated that most of them were
nardly to pass the Minimum Mastery Criterion.
Second category, the writer discussed about the students' difficulties in
writing ability. The teacher told that writing skill was one of the most difficult
faced by students in learning English. The teacher mentioned the difficulties for
some students VIII-BP class in writing skill because students are confused on
generating ideas, organizing into paragraph, and less vocabulary. Consequently,
they are lazy to do the task of writing and lack of their score in passing the
Minimum Mastery Criterion (KKM).
The third category is related to the teacher's strategy in teaching writing
previously to solve the students' difficulties in writing ability. It was found that the
teacher often took picture in teaching writing and story telling. Up to now; the

31
 32

teacher had been looking for an alternative-way to teach writing and to engage
students actively in teaching learning process. At last, the writer proposed to
implement Clustering technique; it might be able to improve students' writing -
ability.
The conclusion of the interview in term of the students' difficulties in
writing was the students' of VIII-BP class still have difficulties in writing in term
of generating ideas, and organizing ideas into paragraph.

b. The Result of Pre-action Test

The pretest had done before implementation of clustering technique. It was
conducted on Thursday, March 20th, 2014. The students assigned to write
descriptive text in a single paragraph. To get the result of pretest, firstly, the writer
calculated the mean score:

After that, to get the class percentages which pass Minimum Mastery
Criterion criteria 70 in 75% of 23 student, the writer use the formula:

Based on the result of the pre test, the data showed that the mean score of
pretest was 55.86 There were only four students who derived the score above the
Minimum Mastery Criterion meanwhile the other 19 students were below that
criterion. The lowest achievement gained score 35.00. From that analyzing, it
could be seen that almost of the VIII-BP students’ writing ability was still very
low.
 33

Table 4.1
The Students’ Writing Score of Pretest

No. NAME OF STUDENT SCORE

1. Student 1 70
2. Student 2 75
3. Student 3 65
4. Student 4 70
5. Student 5 50
6. Student 6 55
7. Student 7 35
8. Student 8 55
9. Student 9 60
10. Student 10 60
11. Student 11 65
12. Student 12 50
13. Student 13 55
14. Student 14 70
15. Student 15 50
16. Student 16 65
17. Student 17 60
18. Student 18 50
19. Student 19 50
20. Student 20 55
21. Student 21 50
22. Student 22 70
23. Student 23 70
Total 1285
Mean 55.86
 34

2. Findings of the Action

In this phase, the writer and the teacher made a planning for the action
based upon the problems faced by students toward writing ability. In this case, the
writer determined the selected material and exercises into a lesson plan using
Clustering Technique. The writer also prepared field notes to observe the students'
and the teachers' activities in teaching learning process whether it was in line with
the lesson plan had made before or not. And the writer also prepared the formative
test to collect the data; to know whether there are some students' improvement
scores from pretest to posttest.
The writer implemented the teaching learning process based on the lesson
plan had been made. In the first meeting, the teacher started to convey what
materials that would like to be learned by students and explain the concept of
Clustering Technique, she began class presentation. The' writer taught descriptive
text through Clustering Technique and asked the students to make clustering
technique of descriptive text based on the topic given and collected it. In the
second meeting, the students were asked to edit their draft, and collect the final
draft. The final draft was the data for the formative test.
During teaching and learning process, the observer observed the teaching
learning process through field notes; it might be about class situation, students'
response, and teacher's performance in presented the material. Related to the
students' response, some of students did not pay attention on teacher explanation,
therefore they just chatted with their friends when teacher gave a task. Then, they
gave up and are lazy if they are not find some words or vocabulary to write. The
teacher had taught in line with the lesson plan had been made, but she didn't give
clear explanation of the material using clustering technique. Next, she didn't
explain the material with louder voice, it could be seen the situation of the
classroom was noisy.
In the next meeting, the students seemed more focus and so motivated to
make clustering technique because the teacher is more intensive guide the
students in made clustering technique. After teaching learning process finished,
the teacher carried out the formative test to measure students' writing ability of
 35

descriptive text that had been studied. Based on the result of formative test, the
data showed that the mean score of formative test was 67.17. There were 14
students who passed the Minimum Mastery Criterion 70 (seventy). Meanwhile the
other 9 students did not pass the test score criterion.
After that, the writer and the teacher discussed about the conclusion of
implementing the action. Then, they tried to modify the action in order students'
writing ability and in order 75% of students in the class could pass the Minimum
Mastery Criterion because in the result of formative test showed only 60.86% of
students who passed the Minimum Mastery Criterion. Meanwhile, field notes
showed that the teaching learning activities has done well although there were
some problems that should be solved.
Before giving the post test to the students, the writer modified the previous
lesson plan based on the result of the formative test. The lesson plan which was
used still related to clustering technique in learning writing. There were not
significant differences with the previous lesson plan. The material still related to
descriptive text but it is focus on procedural descriptive text. However, there were
some modifications from the previous lesson plan; that was the teacher needed to
give interesting explanation by using picture related to the topic to the students in
class presentation and asked students to bring dictionary. Beside of that, the writer
still also prepared field notes to note the classroom activities, and also prepared
the posttest to collect the data.
The action implementation of clustering technique to prepare post test is
on April 14 and 17, 2014. In the first meeting, the writer introduce a new topic
about describing people by using Clustering technique and asked the students to
make Clustering technique facilitated by the dictionary. In the second meeting, the
students were asked to edit their draft, read their final draft, and collect the final
draft. The final draft was the data for the posttest.
During the implementation of clustering technique running, generally the
class condition in learning process was better than the previous meeting. It could
be seen from the result of field notes that the students who were able to focus and
to pay attention on the teacher explanation and when they followed the writing
 36

lesson, they enjoyed doing exercises. Then, most of them were enthusiastic to
choose their favorite person and made clustering technique based on the topic
given by the teacher. Related to the teacher's performance, she looked masters the
technique and the material she gives. She checked the students' work by walking
to their table and giving comments. Then, her voice more loudly, it could be seen
students could understand easily because the teacher's explanation was not so low.
Automatically, it led a good feedback from students' response in conveying their
ideas and students were helped by the teacher to comprehend the text. Next,
students did not give up when they found unfamiliar words because they could
look up in their dictionary as suggested their teacher. In the last meeting, the
teacher, was held on post-test regarding students' writing ability of descriptive
text. Based on the result of the post-test, the mean score of the class in writing test
gained 73.04 in which there were 20 students who passed the Minimum Mastery
Criterion (KKM) 70 (seventy).
After getting the result of field notes and posttest. The writer and the
teacher felt satisfied in as much their efforts to improve the students' writing
ability had been realized. The result of the posttest showed that 86.95% of the
students got the score above the Minimum Mastery Criterion (KKM). So it has
met criterion of success that 75% of the students get the score above the
Minimum Mastery Criterion KKM).
According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Clustering Technique to
improving students' writing ability was appropriate with the planning that had
been discussed by the writer and the teacher previously. In this case, every action
was planned as good as possible so that the writing activities could be
accomplished well.

3. Findings After Implementing the Action

The findings after implementing the action consisted of two parts. Those
were the result of post interview and the result of post-test. For further
descriptions as following:
 37

a. The Result of Post-Interview

After.implementing Clustering Technique, the researcher carried out the
unstructured interview with the teacher. It was conducted on Friday, April 18th,
2014. It started at 10.15 A.M and finished at 10.45 A.M. First-criterion, the writer
talked about the general condition in writing class during implementing the
clustering technique. It was found that the students' condition were better rather
than before carrying out the Clustering Technique. In this sense, students looked
enthusiast in making Clustering Technique and students felt easier to write their
draft.
The second category was the difficulty of the teacher in implementing
Clustering Technique and its solution. It was observed that most of the students
difficult in appearing the key word of Clustering Technique because they lack of
vocabulary. The observer suggested for the students to bring dictionary.
The last criterion is about the opinion of Clustering Technique strategy.
The teacher said that Clustering Technique was a good strategy in teaching
writing. It might be able to improve the students' writing; it could be an alternative
strategy and could motivate the English teacher to use it.

b. The Result of Formative Test

The result of formative test showed that the mean score of the class
derived 67.17 in which there were 14 students who passed the Minimum Mastery
Criterion 70 (seventy). The following were the detail results of students' writing in
the formative test:
To obtain the formative test result and to know the result of students'
writing score. The mean score derived from the following formula:

= = 67.17

Next, to know students scores of formative test for the need of knowing
the level of Minimum Criterion criteria (KKM) 70 (seventy), it used the formula
as seen below:
 38

The data showed that the mean score of formative test was 67.17 There were only
14 students or 60.86% of the students who got the score above the Minimum
Mastery Criterion meanwhile the other 9 students were below that criterion.
There was a slight improvement of students' mean score from the students'
writing on the preliminary study to the students' writing on the formative test. The
improvement percentage derived from the formula:

The data showed that the mean score of the previous score was 55.86 and
the mean score of the students' writing on the formative test was 67.17. That
means that there was 20.24% of mean score improvement. The following was the
table of students’ writing score of formative test:

Table 4.2
The Students’ Writing Score of Formative Test

No. NAME OF STUDENT SCORE

1. Student 1 75
2. Student 2 75
3. Student 3 65
4. Student 4 75
5. Student 5 75
6. Student 6 75
7. Student 7 55
8. Student 8 70
9. Student 9 60
 39

10. Student 10 80
11. Student 11 75
12. Student 12 60
13. Student 13 80
14. Student 14 75
15. Student 15 65
16. Student 16 70
17. Student 17 80
18. Student 18 60
19. Student 19 60
20. Student 20 65
21. Student 21 70
22. Student 22 80
23. Student 23 70
Total 1545
Mean 67.17

c. The Result of Post-Test

The following were the detail results of students' writing in the post-test:
The calculation of the mean of students' score in writing posttest gained 73.04 It
was derived from:

Then, The calculation of class percentage about the students who passed
the Minimum Mastery Criterion:
 40

Finally, the calculation of the improvement percentage is gained from the

following formula:

Based on the result of the students' writing, there was better improvement
of students' mean score from the students' writing in the preliminary study to the
students' writing in the post-test. The mean score for the first one was 55.86 and
the mean score of writing posttest was 73.04 It means that there was 30.75% of
mean score improvement. The students who passed the Minimum Mastery
Criterion (KKM) were 20 students or 86.95% into class percentage. It indicated
that the first criterion of success has been achieved. The following was the table
of students’ writing score of Post-test:

Table 4.3
The Students’ Writing Score of Posttest

No. NAME OF STUDENT SCORE

1. Student 1 75
2. Student 2 75
3. Student 3 75
4. Student 4 80
5. Student 5 75
6. Student 6 85
7. Student 7 55
8. Student 8 85
9. Student 9 75
10. Student 10 80
 41

11. Student 11 75
12. Student 12 65
13. Student 13 85
14. Student 14 75
15. Student 15 80
16. Student 16 75
17. Student 17 85
18. Student 18 75
19. Student 19 75
20. Student 20 75
21. Student 21 75
22. Student 22 80
23. Student 23 70
Total 1680
Mean 73.04

This is the following table of students’ writing score of Pretest, Formative

test, and Posttest:

Table 4.4
The Students’ Writing Score of Pretest, Formative Test, Posttest

No. Name Score

Pre-test Formative Post-test
Test
1. Student 1 70 75 75
2. Student 2 75 75 75
3. Student 3 65 65 75
4. Student 4 70 75 80
5. Student 5 50 75 75
 42

6. Student 6 55 75 85
7. Student 7 35 55 55
8. Student 8 55 70 85
9. Student 9 60 60 75
10. Student 10 60 80 80
11. Student 11 65 75 75
12. Student 12 50 60 65
13. Student 13 55 80 85
14. Student 14 70 75 75
15. Student 15 50 65 80
16. Student 16 65 70 75
17. Student 17 60 80 85
18. Student 18 50 60 75
19. Student 19 50 60 75
20 Student 20 55 65 75
21. Student 21 50 70 75
22. Student 22 70 80 80
23. Student 23 70 75 75
Total 1285 1545 1680
Mean 55.86 67,17 73.04
 43

B. The Interpretation of Data

The students' improvement in the writing ability from the preliminary
study to the second cycle was displayed in Figure 4.1 below:

Figure 4.1
Students’ Improvement in Writing Score

80

60
Pre-Test
40 Post-Test 1
Post-Test 2
20

Pre-Test Post-Test 1 Post-Test 2

In the preliminary study, the mean score of students on writing test before
using Clustering Technique is 55.86. Meanwhile, the class percentages which pass
the Minimum Mastery Criterion (KKM) are 17.39%. It means that there are only
four students who are able to pass the Minimum Mastery Criterion (KKM) 70
(seventy) and there are 19 students are out of the target.
Furthermore, the mean score in the formative test is 67.17. It means that
there is some students' score improvement from the previous test that is 20,24%.
Meanwhile, the class percentages which pass the Mastery Criterion (KKM) in
post-test 1 are 60.86%. It shows there are 14 students who pass the Mastery
Criterion (KKM) and there are 9 students whose score still under Mastery
Criterion (KKM).
Next, the mean score in the post-test is 73.04. It shows the students'
improvement score 5.87 (73.04 – 67.17) from the formative test (67.17) or
60.86% students' improvement in the score percentage from the preliminary study.
Meanwhile, the class percentages which pass the Mastery Criterion (KKM) are
 44

86.95%. It means there are 20 students whose score pass the Mastery Criterion
(KKM) and there are 3 students are under the target of Mastery Criterion (KKM).
This class percentage shows some improvements 86,95% from the preliminary
study (17.39%) or formative test (60.86%) in the class percentage. The result of
the research is from the 23 students as research sample, 75% of the students could
pass the Mastery Criterion (KKM). In short, clustering technique can improve the
students’ skill in writing descriptive text.
As a comparison of the result of this research, especially concerning the
improvement of students writing skill in descriptive text, the writer uses the
previous study conducted by Rini Khomariah under the title “Improving Students
Writing Skill In Descriptive Text Through Communication Game at the Eight
Grade Students of SMP Negeri 1 Babadan Ponorogo in the Academic year of
2012/2013”.1 In her study, Khomariah concluded that communication game could
improve the students writing skill in descriptive text at SMPN 1 Babadan
Ponorogo as in the post test mean score (72.50) of students was higher than the
pre-test mean score (66.00) at the 6.50 level of significance. Moreover, students
were being active in teaching and learning process and the students interested in
writing descriptive text using communication game through rank order strategy.
The result of Khomariah’s study above has differences and similarity with the
writer’s. The differences are on the place, population and sample, technique of
collecting data, technique (method) of the study and Classroom action research as
the research design. While the similarity with the writer’s study is on the use of
descriptive text as the subject material of discussion.
For further information of the comparasion between the the writer’s
finding and the other researchers’ can be referred to the previous study in the
chapter two.

1
Rini Khomariah, Improving Students Writing Skill in Descriptive Text through
Communication Game at the Eight Grade Students of SMP Negeri 1 Babadan Ponorogo in the
academic year of 2012/2013, Skripsi, October 20th, 2012, Faculty of Teacher Training and
Education Muhammadiyah University of Ponorogo.
 CHAPTER V
CONCLUSION AND SUGGESTION

After presenting the research findings and discussions in the previous

chapter, the writer draw the conclusion and offer some suggestions based on the
research that was done at the second grade students of MTs. Khazanah Kebajikan.

A. Conclusion
This study is categorized pre-experiment research method, the objective in
this study is to find out whether clustering technique can improve students’
writing skill in writing descriptive text. Therefore, this study is using quantitative
research. The result of data analysis can be described as follows: First, the
improvement could be seen from the increase of students' mean writing score
from 55.86 or 17.39% of the class percentages which pass the Minimum Mastery
Criterion (KKM) in the preliminary study, and 67.17 or 60.86% of the class
percentages which pass the Minimum Mastery Criterion (KKM) in the formative
test, to 73.04 or 86.95% of the class percentages which pass the Minimum
Mastery Criterion (KKM) in the post test. Second, from the result of field notes, it
showed that the class condition during teaching learning process creates the
positive atmosphere in the classroom, and also makes students creative in finding
the ideas. In short, the result of research is the implementation of Clustering
Technique in the second semester of VIII-BP class of MTs. Khazanah Kebajikan
in academic year 2013/2014 can be concluded that clustering technique can
improve the students' skill in writing descriptive text

B. Suggestion
Based on the conclusion, it can be carried out the research, the writer
concludes that clustering technique could improve students' skill in writing
descriptive text. Regarding to the subject of the research, the writer suggests that
the teacher should be used various techniques in the classroom because it can
motivate their students and they will not get boring easily especially implement
the Clustering Technique as an alternative strategy in teaching writing. For

45
 46

students, they can easily apply and practice the clustering technique by following
the ways. It will help them to solve their problem in writing and to improve their
writing’ results. To the school principals, this research will be a feedback for them
to improve and develop qualities of the students. They can ask English teachers to
elaborate some writing techniques to make various learning in the classroom in
order to make a good learning process. If the students’ learning process is better,
the quality of students will be higher. To the next researchers, the writer hope this
research will be a source for those who want to raise the similar case. From this
research, they can obtain some basic information about clustering technique,
writing and descriptive text. They can also get brief description how the technique
is applied in the classroom. Therefore, it will be a guidance for them to describe
and explain some procedures of the research part by part. And the last is for the
writer, the writer got many experiences in doing the research and helping the
English teacher to solve the students’ problems in writing by proposing a
technique, clustering technique.
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APPENDICES
 INTERVIEW GUIDELINESS

HASIL WAWANCARA SEBELUM PENELITIAN

Kepada Guru Bahasa Inggris

MTs. Khazanah Kebajikan

Pewawancara : Rifqa Mumtazati

Pihak yang diwawancarai : Eneng Sumarni, S.S

Jabatan : Guru Bahasa Inggris

Hari/Tanggal : Jumat, 14 Maret 2014

Waktu : 10.00 – 10.40

Tempat : Ruang Guru Yayasan Khazanah Kebajikan

1. Tanya: Bagaimana sikap siswa terhadap proses pembelajaran Bahasa

Inggris di kelas?
Jawab: Setiap siswa memiliki sikap yang berbeda-beda saat saya mengajar
bahasa Inggris di kelas. Sebagian besar siswa dikelas cukup perhatian dengan
materi yang saya sampaikan, tetapi saya harus tetap mengawasi keadaan
siswa saat saya menyampaikan materi agar mereka memberikan perhatiannya
penuh kepada penjelasan materi. Kadang siswa yang saya ajar aktif dikelas
hal tersebut dikarenakan materi yang saya ajarkan disukai oleh para siswa,
selebihnya biasa saja tidak ada yang terlalu menonjol dalam nilai Bahasa
Inggris meski sebagian besar dari mereka ada yang mengikuti kursus Bahasa
Inggris di luar sekolah.

2. Tanya: Berapa nilai KKM untuk pelajaran Bahasa Inggris?

Jawab: Nilai KKM untuk pelajaran bahasa Inggris dikelas VIII adalah 70
(Tujuh Puluh)
3. Apakah siswa-siswa sudah mencapai nilai KKM?
Jawab: 75% siswa saya sudah mencapai KKM, dan 25% lainnya belum
mencapai, tetapi mereka mau berusaha untuk mencapai KKM, saya sebagai
guru juga sering menanyakan tentang kesulitan yang mereka hadapi saat
proses pembelajaran berlangsung untuk memantau sejauh mana
perkembangan dan kesiapan mereka untuk menerima dan memahami
pelajaran dan materi yang saya sampaikan.

4. Tanya: Diantara 4 Skill (Listening, Speaking, Reading dan Writing), mana

yang dianggap paling sulit oleh siswa?
Jawab: Dari ke-empat skill (Listening, Speaking, Reading dan Writing), yang
paling sulit ya writing. Kemampuan writing mereka masih kurang, padahal
banyak jenis teks yang harus dipelajari oleh para siswa. Selain itu para siswa
juga tidak terlalu antusias saat diminta untuk mengerjakan tugas writing,
karena mereka sulit untuk menumpahkan ide mereka ke dalam tulisan,
apalagi tulisan tersebut berbahasa Inggris.

5. Tanya: Apa yang menjadi penyebab kesulitan siswa dalam writing?

Jawab: Kurangnya pemahaman siswa terhadap tenses, sehingga tulisan yang
dihasilkan sulit untuk dipahami, selain tenses, kurangnya kosakata yang
mereka kuasai membuat mereka mengalami kesulitan saat akan membuat
tulisan dalam bahasa Inggris.

6. Tanya: Tekhnik apa yang ibu gunakan dalam mengajar writing?

Jawab: Explanation dan Demonstration, saya menjelaskan tentang materi
pelajaran, kemudian saya memberikan contoh, lalu saya meminta siswa
untuk menulis sesuai konsep contoh yang saya berikan.

7. Tanya: Media apa yang ibu gunakan dalam mengajar writing?

Jawab: Papan tulis dan spidol, terkadang saya juga menggunakan LCD.
8. Tanya: Kendala apa yang ibu alami saat mengajar writing?
Jawab: Ada beberapa kendala yang saya hadapi saat mengajar writing tapi
yang paling berat adalah kemalasan siswa jika diberi tugas baik untuk dikelas
maupun dirumah, oleh karena itu saya harus bertindak tegas untuk
memberikan hukuman kepada mereka bagi siswa yang tidak mengerjakan
tugasnya. Padahal semakin mereka berlatih mengerjakan tugas-tugas writing,
lama-lama mereka juga akan menjadi terbiasa dan mampu mengerjakan tugas
yang saya berikan.

9. Tanya: Menurut ibu, apakah ada tekhnik lain untuk mengatasi kesulitan
siswa dalam writing?
Jawab: Dikarenakan siswa saya yang visual learner, saya sering mengajarkan
writing menggunakan picture. Melalui picture itu saya menjelaskan hal-hal
yang dipelajari. Tetapi saya pernah mendengar tentang clustering technique
atau tekhnik-tekhnik yang digunakan sebelum memulai menulis. Clustering
technique membuat ide-ide tentang topic yang akan ditulis, sehingga tulisan
lebih terkonsep, para siswa tidak asal menulis dan membantu mereka
menemukan ide-ide dan tidak membuat mereka bingung saat menulis.

10. Tanya: Jenis teks apa yang ibu sarankan untuk digunakan dalam
penelitian ini?
Jawab: Descriptive text, karena descriptive text sesuai dengan materi yang
dipelajari di semester ini.

Jakarta, 14 Maret 2014

Interviewer English Teacher

Rifqa Mumtazati Eneng Sumarni, S.S

 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama sekolah : Madrasah Tsanawiyah Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) / 2
Standar Kompetensi : 4. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan
teks monolog/esai tulis sangat sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan
terdekat
Kompetensi Dasar : 4.1 Mengungkapkan makna dalam teks tulis fungsional
pendek sangat sederhana dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam
teks berbentuk descriptive (describing place).
Indikator :1. Mengidentifikasikan makna dalam teks descriptive
(describing place)
2. Mengidentifikasikan langkah-langkah retorika dalam
teks descriptive (describing place).
3. Menulis teks berbentuk descriptive.
4. Menunjukkan motivasi untuk mengembangkan
kemampuan menulis dalam bahasa Inggris terutama
dalam membuat tulisan descriptive.
5. Berpegang pada ajaran Islam tentang adab dalam
membuat sebuah karya tulis/tulisan terutama tulisan
berbentuk descriptive.
Aspek/Skill : Menulis (Writing)
Alokasi Waktu : 4 x 40 menit (2 x Pertemuan)

1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
 Siswa dapat mengidentifikasikan makna dalam teks descriptive yang dapat
digunakan untuk mendeskripsikan suatu tempat dalam bentuk tulisan
descriptive.
 Siswa dapat mengidentifikasikan langkah-langkah retorika dalam teks
descriptive (describing place)
 Siswa dapat menulis teks berbentuk descriptive.
 Siswa mampu menunjukkan motivasi untuk mengembangkan kemampuan
menulis dalam bahasa Inggris, terutama dalam membuat tulisan
descriptive.
  Siswa mampu berpedoman pada ajaran agama Islam tentang adab dalam
membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )

2. Materi Pembelajaran:
Teks tulis monolog/esei sederhana berbentuk descriptive, yaitu describing
place:

My Home

My home is located in Granita Street. It is near the school. My home

is not too big, My home consists of 4 rooms; living room, bedroom,
bathroom and kitchen. The living room is the most favorite room, because I
often do my activities in the living room, like studying and watching
television. That’s all about my home.

Make descriptive writing about describing place using clustering.

Look the example above !

3. Metode Pembelajaran: Discussion and Demonstration (Clustering (Mapping)

Word).

4. Langkah-Langkah Kegiatan
Pertemuan pertama dan kedua.
A.Kegiatan Pendahuluan
Apersepsi :
 Siswa menjawab salam dari guru dengan antusias, hormat, serta
santun.
(nilai yang ditanamkan: Rasa hormat dan perhatian).
 Siswa di cek kehadirannya oleh guru.
(nilai yang ditanamkan: tekun dan rajin).
 Siswa mengaitkan materi yang akan dipelajari tentang descriptive
text dengan karakter di bawah bimbingan guru.
  Siswa memahami butir karakter yang perlu mereka kembangkan
yang berkaitan dengan materi yang disampaikan guru dengan
merujuk pada silabus, RPP, dan bahan ajar.
 Siswa memberikan respon yang baik terhadap kegiatan ice
breaking yang diberikan oleh guru.

Motivasi :
 Siswa diberikan motivasi dengan penjelasan pentingnya materi yang
akan dipelari dan kaitannya terhadap kehidupan berikut kompetensi
yang harus dikuasi siswa

B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
 Siswa dilibatkan untuk mencari informasi yang luas dan dalam tentang
topik/tema materi yang akan dipelajari oleh siswa yaitu dalam
mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).
 Siswa mendengarkan penjelasan introduction tentang materi dalam
mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).
 Siswa memahami dan merespon secara lisan penjelasan kosakata dan
tatabahasa tentang topik materi yang dipelajari yaitu materi tentang
mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).

Elaborasi
Dalam kegiatan elaborasi:
 Siswa mengindentifikasikan tempat yang akan di deskripsikan dalam
bentuk tulisan descriptive.
 Siswa diberi penjelasan mengenai tekhnik yang dipakai dalam
penulisan descriptive menggunakan clustering.
 Siswa berdiskusi mengenai langkah-langkah membuat tulisan
descriptive.
 Siswa mendemonstrasikan penggunaan clustering technique dalam
mendeskripsikan sebuah.
 Siswa mengerjakan latihan soal secara individual, yaitu membuat
paragraf descriptive yang mendeskripsikan sebuah tempat
menggunakan clustering sesuai yang dicontohkan oleh guru.
 My Home

Small Clean

4 Rooms Living Room Near from

school

Bedroom
Bathroom

Kitchen

Konfirmasi
Dalam kegiatan konfirmasi:
 Siswa yang telah mampu menyelesaikan tugasnya dengan baik
menerima umpan balik positif dan penguatan dalam bentuk lisan,
tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik.
 Siswa menerima konfirmasi terhadap hasil pekerjaan yang sudah
dikerjakannya dengan penuh tanggung jawab.
  Siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang telah dilakukan.
 Siswa difasilitasi oleh guru untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar.
 Siswa yang kurang dan belum bisa mengikuti materi tentang
mendeskripsikan sebuah tempat akan diberikan bimbingan lebih
lanjut.

C. Kegiatan Penutup
Dalam kegiatan penutup:
 Siswa bersama-sama dengan guru membuat rangkuman/simpulan
pelajaran.
 Siswa diberikan penilaian dan refleksi terhadap kegiatan
pembelajaran yang sudah dilaksanakan secara terprogram.
 Siswa diberikan umpan balik oleh guru terhadap proses dan hasil
pembelajaran.
 Siswa diberitahukan tentang rencana pembelajaran pada pertemuan
berikutnya agar siswa dapat mempersiapkan diri untuk mempelajari
pelajaran lanjutan di pertemuan selanjutnya.

5. Sumber dan Media Pembelajaran.

 Hand Out berkaitan dengan materi pembelajaran, yaitu tentang descriptive
text.
 White Board and Marker.
 Alat peraga berupa karton.

6. Penilaian.
Indikator, Tekhnik, Bentuk, dan Contoh
No. Indikator Tekhnik Bentuk Contoh
1. Mengident Tes Tulis Mengidentifikasik
My Home
ifikasikan an penggunaan
langkah- clustering dengan
langkah membuat contoh
dalam bagan clustering Small
4 Rooms
membuat dan
tulisan melengkapinya.
descriptive Clean
mengguna ..........
kan .....
clustering
technique
 (describin
g place).

2. Menulis Tes Tulis Mempraktekkan My Home

penggamb tekhnik clustering My home is located in
aran/ dalam membuat Granita Street. It is near the
pendeskrip tulisan descriptive school. My home is not too
sian suatu
big, My home consists of 4
tempat
dalam rooms; living room, bedroom,
bentuk bathroom and kitchen. The
tulisan living room is the most
descriptive favorite room, because I often
mengguna do my activities in the living
kan room, like studying and
clustering
watching television. That’s
technique.
all about my home.

 Instrumen:
Make descriptive writing about describing place using clustering.

7. Pedoman Penilaian:
a. Nilai maksimum: 100
b. Nilai Siswa = Skor Perolehan x 5

8. Rubrik Penilaian:
Components of
Scores Indicators
Writing
Content 4 Relevant to the topic and easy to understand
3 Rather relevant to the topic and easy to understand.
2 Relevant to the topic but is not quite easy to
understand
1 Quite relevant to the topic but is not quite easy to
understand
Organization 4 Most of the sentences are related to the main idea
3 Some sentences are related to the main idea
 2 Few sentences related to the main idea
1 The sentences are unrelated to each other
Vocabulary 4 A few errors in choice of words, spelling and
punctuation
3 Some errors in choice of words, spelling and
punctuation
2 Occasional errors in choice of words, spelling and
punctuation
1 Frequent errors in choice of words, spelling and
punctuation
Grammar 4 A few grammatical inaccuracies
3 Some grammatical inaccuracies
2 Numerous grammatical inaccuracies
1 Frequent grammatical inaccuracies
Mechanic 4 Few errors of spelling and capitalization.
3 Occasional errors of spelling, punctuation, and
capitalization. (meaning not obscurred)
2 Frequent errors of spelling, punctuation, and
capitalization. (meaning confused or obscurred).
1 Dominate by errors of spelling, punctuation,
capitalization, handwriting illegible or not enough
to evaluate.

Mengetahui,
Guru Bidang Study, Researcher
Mrs. Eneng Sumarni, S.S Rifqa Mumtazati
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 Students’ Writing Scores in the Preliminary Study
No. NAME OF STUDENT SCORE

1. Adiba Nabila Harun 70

2. Aldi Pascagama 75
3. Annisa Hani Tata 65
4. Annisa Firda Risanti 70
5. Aulia Ananda 50
6. Annisa Nurul Hafifah 55
7. Bramastya Adhi Nugraha 35
8. Devani Aulia Putri 55
9. Fadhil Fadhillah 60
10. Fanji Fiqrianda 60
11. Meka Elfitri 65
12. M. Rayhan 50
13. Nabillah.D 55
14. Naila.F. 70
15. N.A.Akbar.M. 50
16. Putwi.N. 65
17. Raissa.M. 60
18. Revhi.A. 50
20. Siti.F. 50
21. Syarifa.S. 55
22. Vira.A. 50
23. Novianti Noor 70
Total 1285
Mean 55.86
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 Students’ Writing Scores in Formative Test

No. NAME OF STUDENT SCORE

1. Adiba Nabila Harun 75

2. Aldi Pascagama 75
3. Annisa Hani Tata 65
4. Annisa Firda Risanti 75
5. Aulia Ananda 75
6. Annisa Nurul Hafifah 75
7. Bramastya Adhi Nugraha 55
8. Devani Aulia Putri 70
9. Fadhil Fadhillah 60
10. Fanji Fiqrianda 80
11. Meka Elfitri 75
12. M. Rayhan 60
13. Nabillah.D 80
14. Naila.F. 75
15. N.A.Akbar.M. 65
16. Putwi.N. 70
17. Raissa.M. 80
18. Revhi.A. 60
20. Siti.F. 60
21. Syarifa.S. 65
22. Vira.A. 70
23. Novianti Noor 80
Total 1545
Mean 67.17
 FIELD NOTES

Meeting : 1 (One)

Day/Date : Thursday/April 3rd, 2014

Time : 13.00-14.00

Theme/Sub theme : Describing Place (Kawasan wisata)

I. Happens in the classroom

 From the students’ side
 Some students not pay attention on teacher’s explanation.
 Some students tried to cheat with her/his friend when teacher
give an exercises
 From the teacher’s side
 The teacher chose the good method in teaching writing
through clustering technique
II. Things to consider
 From the students’ side
 Students need clear explanation of the material using
clustering technique.
 Students need to give interesting explanation to attract the
students.
 From the teacher’s side
 Teacher should have a loud voice so that students can pay
attention to the teacher’s explanation.

Observer
Eneng Sumarni, S.S
 FIELD NOTES

Meeting : 2 (Two)

Day/Date : Monday/April 7th, 2014

Time : 13.00-14.00

Theme/Sub theme : Describing Place (Kawasan wisata)

I. Happens in the classroom

 From the students’ side
 Some students pay attention on teacher’s explanation.
 Students looked so motivated to make the clustering technique.
 From the teacher’s side
 The teacher gives a good activity and also good choice to get
the goal of teaching.
 The teacher gave intensive guide by answering all of
questions.
II. Things to consider
 From the students’ side
 Students need to explore their vocabulary hard. Some students
don’t look to try hard to find out the vocabulary they need.
 From the teacher’s side
 Teacher should give the way how to get the vocabulary,
because most of students have lack in vocabulary field.

Observer
Eneng Sumarni, S.S
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama sekolah : Madrasah Tsanawiyah Khazanah Kebajikan

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) / 2
Standar Kompetensi : 4. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan
teks monolog/esai tulis sangat sederhana berbentuk
descriptive untuk berinteraksi dengan lingkungan dan
orang terdekat
Kompetensi Dasar : 4.2 Mengungkapkan makna dalam teks tulis fungsional
pendek sangat sederhana dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam
teks berbentuk descriptive (describing people).
Indikator :1. Mengidentifikasikan makna dalam teks descriptive
(describing people)
2. Mengidentifikasikan langkah-langkah retorika dalam
teks descriptive (describing people).
3. Menulis teks berbentuk descriptive.
4. Menunjukkan motivasi untuk mengembangkan
kemampuan menulis dalam bahasa Inggris terutama
dalam membuat tulisan descriptive.
5. Berpegang pada ajaran Islam tentang adab dalam
membuat sebuah karya tulis/tulisan terutama tulisan
berbentuk descriptive.
Aspek/Skill : Menulis (Writing)
Alokasi Waktu : 4 x 40 menit (2 x Pertemuan)

1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
 Siswa dapat mengidentifikasikan makna dalam teks descriptive yang dapat
digunakan untuk mendeskripsikan suatu tempat dalam bentuk tulisan
descriptive.
 Siswa dapat mengidentifikasikan langkah-langkah retorika dalam teks
descriptive (describing people)
 Siswa dapat menulis teks berbentuk descriptive.
 Siswa mampu menunjukkan motivasi untuk mengembangkan kemampuan
menulis dalam bahasa Inggris, terutama dalam membuat tulisan
descriptive.
  Siswa mampu berpedoman pada ajaran agama Islam tentang adab dalam
membuat sebuah karya tulis/tulisan terutama tulisan berbentuk descriptive.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )

2. Materi Pembelajaran:
Teks tulis monolog/esei sederhana berbentuk descriptive, yaitu describing
people:

My Friend

I have a best friend, her name is Francisca, she is very beautiful and
smart, she has wavy and long hair, her eyes color is brown eyes, she looks
beautiful. Her body is thin and tall, she also very kind and friendly. I proud to
be her friend, I love her, she is my best friend.

Make descriptive writing about describing people using clustering.

Look the example above !

3. Metode Pembelajaran: Discussion and Demonstration (Clustering (Mapping)

Word).

4. Langkah-Langkah Kegiatan
Pertemuan pertama dan kedua.
A.Kegiatan Pendahuluan
Apersepsi :
 Siswa menjawab salam dari guru dengan antusias, hormat, serta
santun.
(nilai yang ditanamkan: Rasa hormat dan perhatian).
 Siswa di cek kehadirannya oleh guru.
(nilai yang ditanamkan: tekun dan rajin).
 Siswa mengaitkan materi yang akan dipelajari tentang descriptive
text dengan karakter di bawah bimbingan guru.
  Siswa memahami butir karakter yang perlu mereka kembangkan
yang berkaitan dengan materi yang disampaikan guru dengan
merujuk pada silabus, RPP, dan bahan ajar.
 Siswa memberikan respon yang baik terhadap kegiatan ice
breaking yang diberikan oleh guru.

Motivasi :
 Siswa diberikan motivasi dengan penjelasan pentingnya materi yang
akan dipelari dan kaitannya terhadap kehidupan berikut kompetensi
yang harus dikuasi siswa

B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
 Siswa dilibatkan untuk mencari informasi yang luas dan dalam tentang
topik/tema materi yang akan dipelajari oleh siswa yaitu dalam
mendeskripsikan seseorang dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).
 Siswa mendengarkan penjelasan introduction tentang materi dalam
mendeskripsikan seseorang dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).
 Siswa memahami dan merespon secara lisan penjelasan kosakata dan
tatabahasa tentang topik materi yang dipelajari yaitu materi tentang
mendeskripsikan sebuah tempat dalam bentuk tulisan dengan metode
clustering (pengelompokkan kata).

Elaborasi
Dalam kegiatan elaborasi:
 Siswa mengindentifikasikan tempat yang akan di deskripsikan dalam
bentuk tulisan descriptive.
 Siswa diberi penjelasan mengenai tekhnik yang dipakai dalam
penulisan descriptive menggunakan clustering.
 Siswa berdiskusi mengenai langkah-langkah membuat tulisan
descriptive.
 Siswa mendemonstrasikan penggunaan clustering technique dalam
mendeskripsikan seseorang.
 Siswa mengerjakan latihan soal secara individual, yaitu membuat
paragraf descriptive yang mendeskripsikan seseorang menggunakan
clustering sesuai yang dicontohkan oleh guru.
 My Friend

Beautiful Smart

Hair Thin eyes

Long hair
Brown eyes
Black

Wavy Hair

Konfirmasi
Dalam kegiatan konfirmasi:
 Siswa yang telah mampu menyelesaikan tugasnya dengan baik
menerima umpan balik positif dan penguatan dalam bentuk lisan,
tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik.
 Siswa menerima konfirmasi terhadap hasil pekerjaan yang sudah
dikerjakannya dengan penuh tanggung jawab.
  Siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang telah dilakukan.
 Siswa difasilitasi oleh guru untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar.
 Siswa yang kurang dan belum bisa mengikuti materi tentang
mendeskripsikan sebuah tempat akan diberikan bimbingan lebih
lanjut.

C. Kegiatan Penutup
Dalam kegiatan penutup:
 Siswa bersama-sama dengan guru membuat rangkuman/simpulan
pelajaran.
 Siswa diberikan penilaian dan refleksi terhadap kegiatan
pembelajaran yang sudah dilaksanakan secara terprogram.
 Siswa diberikan umpan balik oleh guru terhadap proses dan hasil
pembelajaran.
 Siswa diberitahukan tentang rencana pembelajaran pada pertemuan
berikutnya agar siswa dapat mempersiapkan diri untuk mempelajari
pelajaran lanjutan di pertemuan selanjutnya.

5. Sumber dan Media Pembelajaran.

 Hand Out berkaitan dengan materi pembelajaran, yaitu tentang descriptive
text.
 White Board and Marker.
 Alat peraga berupa karton.

6. Penilaian.
Indikator, Tekhnik, Bentuk, dan Contoh
No. Indikator Tekhnik Bentuk Contoh
1. Mengident Tes Tulis Mengidentifikasik
My Friend
ifikasikan an penggunaan
langkah- clustering dengan
langkah membuat contoh
dalam bagan clustering Beautiful
Body
membuat dan
tulisan melengkapinya.
descriptive
mengguna Thin
Tall
kan
clustering
technique
 (describin
g people).

2. Menulis Tes Tulis Mempraktekkan My Friend

penggamb tekhnik clustering
aran/ dalam membuat I have a best friend,
pendeskrip tulisan descriptive her name is Francisca, she is
sian very beautiful and smart, she
seseorang has wavy and long hair, her
dalam eyes color is brown eyes, she
bentuk looks beautiful. Her body is
tulisan
thin and tall, she also very
descriptive
mengguna kind and friendly. I proud to
kan be her friend, I love her, she
clustering is my best friend.
technique.

 Instrumen:
Make descriptive writing about describing place using clustering.

7. Pedoman Penilaian:
a. Nilai maksimum: 100
b. Nilai Siswa = Skor Perolehan x 5

8. Rubrik Penilaian:
Components of
Scores Indicators
Writing
Content 4 Relevant to the topic and easy to understand
3 Rather relevant to the topic and easy to understand.
2 Relevant to the topic but is not quite easy to
understand
1 Quite relevant to the topic but is not quite easy to
understand
Organization 4 Most of the sentences are related to the main idea
3 Some sentences are related to the main idea
2 Few sentences related to the main idea
 1 The sentences are unrelated to each other
Vocabulary 4 A few errors in choice of words, spelling and
punctuation
3 Some errors in choice of words, spelling and
punctuation
2 Occasional errors in choice of words, spelling and
punctuation
1 Frequent errors in choice of words, spelling and
punctuation
Grammar 4 A few grammatical inaccuracies
3 Some grammatical inaccuracies
2 Numerous grammatical inaccuracies
1 Frequent grammatical inaccuracies
Mechanic 4 Few errors of spelling and capitalization.
3 Occasional errors of spelling, punctuation, and
capitalization. (meaning not obscurred)
2 Frequent errors of spelling, punctuation, and
capitalization. (meaning confused or obscurred).
1 Dominate by errors of spelling, punctuation,
capitalization, handwriting illegible or not enough
to evaluate.

Mengetahui,
Guru Bidang Study, Researcher
Mrs. Eneng Sumarni, S.S Rifqa Mumtazati
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 Students’ Writing Scores in the Post-Test 2
No. NAME OF STUDENT SCORE

1. Adiba Nabila Harun 75

2. Aldi Pascagama 75
3. Annisa Hani Tata 75
4. Annisa Firda Risanti 80
5. Aulia Ananda 75
6. Annisa Nurul Hafifah 85
7. Bramastya Adhi Nugraha 55
8. Devani Aulia Putri 85
9. Fadhil Fadhillah 75
10. Fanji Fiqrianda 80
11. Meka Elfitri 75
12. M. Rayhan 65
13. Nabillah.D 85
14. Naila.F. 75
15. N.A.Akbar.M. 80
16. Putwi.N. 75
17. Raissa.M. 85
18. Revhi.A. 75
20. Siti.F. 75
21. Syarifa.S. 75
22. Vira.A. 75
23. Novianti Noor 80
Total 1680
Mean 73.04
 FIELD NOTES

Meeting : 3 (Three)

Day/Date : Monday/April 14th, 2014

Time : 13.00-14.00

Theme/Sub theme :

Describing Person (Favorite character/person/friend)

I. Happens in the classroom

 From the students’ side
 More students pay attention on a new topic and new concept of
clustering technique.
 Students are cooperative to support the teacher’s teaching goal.
 More students look enthusiast when choosing their favorite
character/person/friend and making clustering technique.
 From the teacher’s side
 The teacher masters the technique and the material she gives.
 Teacher checked the students’ work by walking to their table
and giving comments.
II. Things to consider
 From the students’ side
 Some students still asked about new concept of clustering
technique.
 From the teacher’s side
 Teacher should make sure if the students are ready to listen to
her explaining. If the students are not ready yet, try to make
them ready so what she explaining can be understood.

Observer
Eneng Sumarni, S.S
 FIELD NOTES

Meeting : 4 (Four)

Day/Date : Thursday/April 17th, 2014

Time : 13.00-14.00

Theme/Sub theme :

Describing Person (Favorite character/person/friend)

I. Happens in the classroom

 From the students’ side
 Students wrote and revise their draft enthusiastically.
 From the teacher’s side
 Teacher spoke more loudly and clearly
 Teacher checked the students’ to make sure the entire student
understand about the instruction.
II. Things to consider
 From the students’ side
 Some students had difficult to understand the instructions
given.
 From the teacher’s side
 The teacher should check the students to make sure that they
are understand about the instruction.

Observer
Eneng Sumarni, S.S
 INTERVIEW GUIDELINESS

HASIL WAWANCARA SETELAH PENELITIAN

Kepada Guru Bahasa Inggris

MTs. Khazanah Kebajikan

Pewawancara : Rifqa Mumtazati

Pihak yang diwawancarai : Eneng Sumarni, S.S

Jabatan : Guru Bahasa Inggris

Hari/Tanggal : Jumat, 18 April 2014

Waktu : 10.15 – 10.45

Tempat : Ruang Guru Yayasan Khazanah Kebajikan

1. Tanya: Apa pendapat ibu, setelah melihat pembelajaran writing dengan

menggunakan clustering technique?
Jawab: Saya melihat para siswa termotivasi dan terlihat lebih bersemangat
dalam pembelajaran writing, apalagi ketika para siswa membuat clustering
yang berbentuk bangun menarik, sehingga mereka bersemangat membuat
clustering yang membuat hasil kerja mereka terlihat lebih bagus dan
terkonsep.

2. Tanya: Bagaimana menurut ibu, kondisi siswa dalam pembelajaran

writing setelah menggunakan clustering technique?
Jawab: Saya merasa senang melihat perkembangan kemampuan siswa dalam
menulis, apalagi melihat hasil dari nilai writing mereka yang menunjukkan
peningkatan.
3. Tanya: Apakah ibu merasa termotivasi setelah melihat penggunaan
clustering technique dalam pembelajaran writing di kelas?
Jawab: Tentunya saya merasa termotivasi untuk menggunakan metode
clustering dalam pembelajaran writing, karena aktifitasnya sangat bagus.
Membimbing siswa dalam menentukan ide-ide sebelum mereka memulai
menulis dengan kalimat-kalimat yang padu atau berkaitan dengan kalimat-
kalimat yang dibuatnya. Dan pastinya siswa jadi lebih kreatif dalam
mengembangkan ide yang ada dalam fikirannya.

4. Tanya: Bagaimana kemampuan pamahaman writing siswa setelah

penerapan clustering technique sebagai salah satu metode pengajaran
writing?
Jawab: Kemampuan siswa dalam keterampilan menulis menjadi lebih baik.
Awalnya mereka terkendala dalam menentukan ide tentang apa yang akan
mereka tulis, dengan diajarkannya metode pengajaran clustering technique
siswa menjadi lebih mudah dalam menentukan idenya.

5. Tanya: Menurut pendapat ibu, bagaimana aktifitas belajar mengajar

yang dilaksanakan dalam pembelajaran writing dengan menggunakan
clustering technique?
Jawab: Aktifitas belajar mengajar menggunakan clustering technique lebih
produktif karena siswa dapat dengan mudah atau terbantu dalam membuat
paragraph sehingga hasil tulisan yang dihasilkan lebih bervariasi.
Pembelajaran writing menggunakan clustering technique ini merupakan suatu
penyegaran dalam pembelajaran writing.

6. Tanya: Kendala apa yang terlihat ketika belajar writing menggunakan

clustering technique?
Jawab: Tidak ada kendala yang berarti, hanya saja kurangnya vocabulary
pada siswa membuat mereka kesulitan saat membuat tulisan dalam bahasa
 Inggris, tapi untuk mengkonsepkan ide mereka menjadi sebuah tulisan,
metode clustering sangat membantu para siswa.

7. Tanya: Menurut ibu, bagaimana mengatasi kendala tersebut?

Jawab: Kendala tersebut dapat diatasi dengan pemberian vocabulary kepada
siswa secara berkala dan meminta para siswa untuk menghafalnya, agar
siswa tidak ‘miskin’ vocabulary.

8. Tanya: Bagaimana partisipasi siswa ketika pembelajaran writing

menggunakan clustering technique?
Jawab: Siswa cukup aktif dan antusias untuk mengetahui tentang clustering
technique, selain memudahkan mereka dalam pembelajaran writing,
clustering technique juga cukup menyenangkan.

9. Tanya: Apakah strategi pembelajaran clustering technique efektif

diterapkan pada pembelajaran writing?
Jawab: Cukup efektif, karena membantu siswa mengkonsepkan ide sebelum
mereka memulai membuat sebuah paragraf, dan saya juga terpacu untuk
mencoba metode clustering pada jenis teks lainnya.

10. Tanya: Menurut ibu, apakah strategi pengajaran clustering technique

dapat meningkatkan kemampuan writing siswa dalam bahasa Inggris?
Jawab: Iya, sesuai dengan hasil yang terlihat, kemampuan siswa dalam
pembelajaran writing mulai meningkat selama penggunaan strategi
pengajaran clustering technique, meskipun ada beberapa siswa yang tidak
mengalami peningkatan, tapi itu hanya sebagian kecil dari seluruh siswa.

Jakarta, 18 April 2014

Interviewer English Teacher

Rifqa Mumtazati Eneng Sumarni, S.S

DOCUMENTATION OF THE RESEARCH
 KffiI ffil;'ckumeri' psK-fp-aKgragl
UIN JAKARTA Tgi. Terbit 1 Maret 2010
FORM (FR)
FITK
Jl. lr. H. Juada No 95 Ciputat 154l2lndonesia

SURAT BIMBINGAN SKRIPSI

Nomor : Un.O 1/F. 1/KM.01.3 /...........1201 4 Jakarta, I 0 Januari 20 14
Lamp. : -
Hal : Bimbingan Skripsi

Kepada Yth.

1/orr.Syauki, M.Pd
Ismalianing Eviyuliwati, M.Hum
Pembimbing Skripsi
Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah
Jakarta.

As s alamu' al aikum wr.w b.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbin

(materi/teknis) penulisan skripsi mahasiswa:

Nama Rifqa Mumtazati

NIM 109014000180
Jurusan Pendidikan Bahasa Inggris

Semester X (Sepuluh)
Judul Skripsi Improving Students' Skill in Writing Descriptive Text
th rough Clustering Technique
Judul tersebut telah disetujui olehjurusan yang bersangkutan padatanggal 9 Januari Z0l4 ,
abstraksr/outline terlampir. Saudara d apat melakukan perubahan redaksional pada judul
tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi
Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat
diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudar4 kami ucapkan terima kasih.

Was s al amu' alaikum w r.w b.

a.n,
ikan Bahasa Inggris

Drs. S M.Pd
t2t2 t99103 I 002
Tembusan:
l. DekanFITK
2. Mahasiswa ybs.
 KEMENTERIAN AGAMA B,I
sNN\ UIN JAKARTA Tgl.Terbit : 1 Maret 2010 -l
FORM (FR) ruo nJviii: : 01
FITK
\il$: S
rl
SURAT PERMOHONAN IZIN PENELITIAN I

Nomor : Un.0'1/F. 1/KM.01 .31........1201 4 Jakada, 24 Januari2014

Lamp.'. Outline/Proposal
Hal : Permohonan lzin Penelitian

Kepada Yth.

Kepala Sekolah
Mts. Khazanah Kebajikan
di
Tempat

Assal am u' al ai ku m wr. wb.

Dengan hormat kami sampaikan bahwa,

Nama : RIFQA MUMTAZATI

NIM : 1 09014000'1 B0
Jurusan : Pendidikan Bahasa lnggris
Semester : X (Sepuluh)

Tahun Akademik .201412015

Judul Skripsi : lmproving Students' Skill in Writing Descriptive Texl
through Clustering Technique
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di
instansilsekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut

melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al ai ku m wr.wb.

idikan Bahasa Inggris

Tembusan.
1 Dekan FITK
2 Pembantu Dekan Bidang Akademik
3 Mahasiswa yang bersangkutan
 *;!;)4)>--i,
YAYASAN KIIAZANAH KEBA.]IKAN
MADRASAH TSANAWIYAH KIIAZANAH KEBA.JIKAN
TERAKREDITASI A
NO. AKREDITASI : 28.00.SMP/MTs.552.11
NSM. 212.28.04.17.138
Bank BRI Rek. No. 0919.01.019236.53.0
Jl. Talas 1 Rt. 01/010 Pondok Cabe llir, Pamulang, Tangerang, Banten 15418 Telp. (O21)74707253 Fax. (021)7495254
Website : www.khazanahkebajikan.org

SURAT KETEMNGAN
NO : MTs.5.28.04.07 l0 1.09/PP.00.5t069t2014

Yang bertanda tangan dibawah ini Kepala Madrasah Tsanawiyah Khazanah Keba.iikan
menerangkan bahwa :

Nama RIFQA MUMTAZATI

Jenis kelamin Perempuan
NIM I 090 I 4000 I 80
Fakultas / Jurusan Tarbiyah / Pendidikan Bahasa Inggris
Semester X (Sepuluh)

Bahwa nama tersebut diatas telah melaksanakan riset/penelitian pada bulan Maret April
-
2014 di sekolah MTs Khazanah Kebajikan sehubungan dengan tugas penyelesaian skripsi
yang berjudul :

"Improving Students' Skill In Writing Descriptive Text Through Clusrering

Tecltnique,,

Demikianlah surat keterangan ini dibuat dengan sebenamya, agar pihak yang
berkepentingan maklum.

langerang, 23 April 2014

Kepala
MTs.'Khazanah Kebaj i kan
'
a.'1".,-
",