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IMPROVING STUDENTS’ WRITING ABILITY
THROUGH CLUSTERING TECHNIQUE

(A Classroom Action Research in the Second Year of SMP Al-Hasra Bojongsari-Depok)
By:
Tita Nurul Fajriyani
106014000442
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ABSTRACT
Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Clustering Technique (A Classroom Action Research in the Second
Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta.
Advisor: Dr. Fahriany, M.Pd
Key words: Students’ Writing Ability, Clustering Technique
This study was carried out to improve the students’ writing ability through
Clustering Technique in the second year of SMP Al-Hasra academic year 2010-
2011. The subjects of this study were consisted of 31 students.
The method used in this study was Classroom Action Research (CAR).
The classroom action research design applied in this study was a collaborative
classroom action research. It meant that the writer collaborated with the English
teacher of SMP Al-Hasra as an observer and collaborator. This study was
conducted following Kurt Lewin model with the following procedures of the
action research: planning, acting, observing, and reflecting. The study was carried
out in two cycles. Each cycle consisted of two meetings. The data were gathered
in this study through interview, field notes, questionnaire, and test.
The result of the study showed that there was improvement of students’
writing ability. Most of the students gradually gained good scores at the end of
each cycle. The score of Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) of English lesson was 70 (seventy). The students’ mean score in
preliminary study was 55.85. The mean score in the first cycle was 66.13. The
mean score in the second cycle was 73.19. In addition, there was a positive
response from the English teacher about implementing the action. In conclusion
Clustering Technique could improve students’ writing ability.
i
ABSTRAK
Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Clustering Technique (A Classroom Action Research in the Second
Year of SMP Al-Hasra Bojongsari-Depok), Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam negeri Syarif Hidayatullah Jakarta.
Pembimbing: Dr. Fahriyani, M.Pd
Key Words: Kemampuan Menulis Siswa, Teknik Clustering
Penelitian ini dilaksanakan untuk memperbaiki kemampuan menulis siswa

dengan menggunakan Teknik Clustering di kelas (8-3) SMP Al-Hasra tahun
ajaran 2010/2011. Subyek penelitian ini berjumlah 31 siswa.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian
ini yaitu penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru
bahasa Inggris dari SMP Al-Hasra sebagai pengamat dan kolaborator. Penelitian
ini dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian
tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini
dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan.
Teknik pengumpulan data dalam penelitian ini menggunakan instrument:
wawancara, catatan lapangan, angket, dan tes.
Hasil dari penelitian dengan menggunakan Teknik Clustering ini
menunjukkan bahwa ada perbaikan dari kemampuan menulis siswa. Siswa
mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria
Ketuntasan Minimal (KKM) adalah 70 (tujuh puluh). Nilai rata-rata siswa pada tes
awal adalah 55.85. Nilai rata-rata siswa pada siklus pertama yaitu 66.13. Nilai
rata-rata siswa pada siklus kedua yaitu 73.19. Selain itu, ada tanggapan yang
positif dari siswa dan guru bahasa Inggris terkait penggunaan Teknik Clustering.
Kesimpulannya, Teknik Clustering dapat meningkatkan kemampuan menulis
siswa.
ii
ACKNOWLEDGEMENTS
In the name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, Lord of the world, who has given the writer His
Mercies, Blesses and permission to accomplish this “Skripsi”. Peace and
salutation be upon to the prophet Muhammad, his family, his companion, and his
followers.
The great expression of her gratitude is addressed to her beloved parents

(Bpk. H. Deny Sumitra and Ibu Hj. Siti Nursyamsiah), her beloved parents in law
(Bpk. Drs. H. Abd. Razak Bachtiar, SH, MH and Ibu Hj. Neneng Mus’idah), her
beloved husband, Faisal Luthfi, SE,Ak, her sister, Irma Rahmawati, SE, her
brother Rahadian Habiby, SEI for their love, kindness, and support that makes the
writer motivated in completing this “Skripsi” which will be presented to the
Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the
requirements for the degree of S.Pd in English Language Education.
Then, the writer would like to express her great appreciation to Dr.
Fahriany, M.Pd, her advisor, for her valuable guidance, motivation, and advice
throughout the “Skripsi” writing process.
The writer would also like to express her gratitude to:
1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of

Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic
University Jakarta.
2. Drs. Syauki, M.Pd, as the head of English Education Department.
3. Neneng Sunengsih, M.Pd, as the Secretary of English Education
Department.
4. All lecturers in English Education Department who have taught the
writer useful knowledge and skills.
iii
5. Andi Suhandi, S.Pd as the headmaster of SMP Al-Hasra Bojongsari-
Depok.
6. Hartika Herdiningtyas, S.Pd as the English Teacher of SMP Al-
Hasra who has given guiding, advice, and support during conducting
the research.
7. All friends in English Department 2006 especially in C-class and her
close friends, Ridhatul Dewifartina, Rosdiana, and Nia Mariana for
sharing, helps, cheerfulness, and support.
The writer realizes that this “Skripsi” is far from being perfect.
Therefore, the writer expects some suggestions and critiques for this “Skripsi”. At
last, the writer hopes that this “Skripsi” will give adventages for all.
Jakarta, April 2011
The Writer
iv
TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................ iii
TABLE OF CONTENTS ................................................................................ v
LIST OF TABLES .......................................................................................... viii
LIST OF FIGURES ........................................................................................ ix
LIST OF APPENDICES ................................................................................. x
CHAPTER I INTRODUCTION
A. The Background of The Study ………………………..1

B. The Objectives of the Study …………………………..4
C. The Limitation and Formulation of the Problem ……..4
D. The Significance of The Study ………………………..5
E. The Organization of the Writing ……………………...5
CHAPTER II THEORITICAL FRAMEWORK

A. Writing
1. The General Concept of Writing ………………...6
2. The Purposes of Writing …………………………8
3. The Process of Writing …………………………..9
4. The Problems of Writing ……………………….10
B. Clustering Technique
1. The Definition of Technique …………………...11
2. The Definition of Clustering Technique ……….12
3. The Step of Using Clustering …………………..14
4. Teaching Writing Using Clustering Technique ..15
v
CHAPTER III RESEARCH METHODOLOGY
A. The Design of The Study ……………………………17
B. The Setting and Subject of the Study ……………….18
C. The Procedure of the Study ………………………….19
1. Planning Phase ………………………………….21
2. Acting Phase ……………………………………22
3. Observing Phase ………………………………..23
4. Reflecting Phase ………………………………..23
D. The Technique of Collecting Data …………………..23
E. The Technique of Data Analysis …………………….24
CHAPTER IV RESEARCH FINDINGS

A. The Description of Data ……………………………28
1. Findings of The Preliminary Study …………...28
a. The Result of Pre-Interview ……………….28
b. The result of Pre-Questionnaire …………....29
c. The Result of Pre-Test ……………………..31
2. Findings of The First Cycle …………………...32
a. Planning ……………………………………32
b. Acting ……………………………………...32
c. Observing ………………………………….32
d. Reflecting ………………………………….33
3. Findings of The Second Cycle ………………..34
a. Planning ……………………………………34
b. Acting ……………………………………...34
c. Observing ………………………………….34
d. Reflecting ………………………………….35
4. Findings After Implementing The Action ……36
a. The Result of Post-Interview ……………...36
b. The Result of Post-Questionnaire …………37
c. The result of Post-Test …………………….38
B. The Interpretation of Data ………………………….42
vi
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………...44
B. Suggestion …………………………………………...45
BIBLIOGRAPHY ……………………………………………………...46
APPENDICES …………………………………………………………48
vii
LIST OF TABLES
Page
Table 3.1 The Schedule of the Classroom Action Research .............................. 22
Table 3.2 Analytical Scoring rubric ................................................................... 24
Table 4.1 The Students’ Writing Score of Pretest, Posttest 1, and Posttest 2 ..... 36
viii
LIST OF FIGURE
Page
Figure 2.1 Example of Clustering Technique .................................................... 15
Figure 3.1 Kurt Lewin’s Action Research Design ............................................. 19
Figure 3.2 Researchers’ Design ......................................................................... 20
Figure 4.1 Students’ Improvement in Writing Score .......................................... 41
ix
LIST OF APPENDICES
Page
Appendix 1 Interview for the English Teacher in the Preliminary Study ......... 47
Appendix 2 The result of Interview in the Preliminary Study .......................... 48
Appendix 3 Interview for the English Teacher in the last Classroom

Action Research ................................................................................................... 51
Appendix 4 The result of interview after Classroom Action Research ............. 52
Appendix 5 Questionnaire for students in the Preliminary Study ..................... 56
Appendix 6 The result of Questionnaire in the Preliminary Study ................... 57
Appendix 7 Questionnaire for students in the Last Classroom

Action Research ................................................................................................... 58
Appendix 8 The result of Questionnaire for students in the Last Classroom

Action Research ................................................................................................... 59
Appendix 9 Students’ Writing Scores in the Preliminary Study ...................... 60
Appendix 10 The Sample of Students’ Writing Paragraph in the

Preliminary Study ................................................................................................ 62
Appendix 11 The Students’ Writing Score in the First Cycle .......................... 63
Appendix 12 The Sample of Students’ Writing Paragraph in the First Cycle .. 65
Appendix 13 The Students’ Writing Score in the Second Cycle ....................... 66
Appendix 14 The Sample of Students’ Writing Paragraph in the

Second Cycle ........................................................................................................ 68
Appendix 15 Field Notes in the First Cycle ...................................................... 69
Appendix 16 Field Notes in the Second Cycle ................................................. 71
Appendix 17 Lesson Plan of the First Cycle ..................................................... 73
Appendix 18 Lesson Plan in the Second Cycle ................................................ 83
x
CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is an important tool to communicate. To communicate

means to understand, to express many ideas, and also to develop culture
between speakers and listeners or writers and readers. Language is more than
just communication tool; it is the primary method by which we do things
together by share meaning of common ground. People need to communicate
in doing daily activities and making an interaction to other people in their life.
One of the popular languages used is English.
English is an international language that is used to communicate
among people all over the world. English is so widely spoken; it has often
referred to as a world language, the lingua franca of modern era, and while is
1
2
not an official language in most countries, it is currently the language most

often taught as a foreign language.1
Studying English as a foreign language is gradually getting more

important. In Indonesia government, English is considered as a first foreign
language and compulsory subject to be taught in secondary schools.2 Based
on the decision above, it considers as optional subject or local content
materials to be taught in elementary schools and as a requirement subject to
pass National Examination.
English is one of a compulsory subject in Indonesia.3 One of the aims

of teaching English is developing the ability to communicate. The ability
involves the four skills: listening, speaking, reading and writing. The writer is
mainly focused on writing skill, because writing is considered the most
difficult and complicated language skill to be learned. Writing needs hard
thinking to produce idea, words, sentences, paragraph, and composition.
Writing is one of the important skills to be mastered by the students.
They use it to communicate to each other, as means of ideas and emotional
expression, because when they write their ideas and emotion creatively, they
are communicating on paper in their very best way and purposes.
Based on Competency Standard- Standar Kompetensi (SK) and Basic
Competency- Kompetensi Dasar (KD), the second year students are expected
to be able to express meaningful ideas in term of functional text and simple
short essay in the form of descriptive and recount to interact with people in
their nearest environment.4 The work of writing is presented in the form of
1
http://en.wikipedia.org/wiki/English_language
2
Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar dan
Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11.
3
Departemen Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/U/1967 tentang
Pengajaran Bahasa Inggris di Indonesia
4
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar Isi
Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)
3
text types, usually known as genres, which are closely related to the purpose
of each type. There must be a convergence between English teaching and
learning. Therefore, efforts to develop students writing skills in English, is not
only one of the important objectives of English teaching, but also to adapt to
the needs of examination.
Based on the writer’s experience, the most difficult skill to be learned
is writing. The writer has observed during Praktik Profesi Keguruan Terpadu
(PPKT) activity at SMP Al-Hasra Bojongsari-Depok, there are some
difficulties faced by students of 8-3 class at the first semester 2010/2011
academic year in writing class, there are: first is they do not have idea to
write. Second, they still confused in organizing the writing. Third, they often
do some mistakes with the lack of knowledge in vocabularies.
These problems can be influenced by some factors. The writer
assumed based on the writer’s experience during during Praktik Profesi
Keguruan Terpadu (PPKT) activity, these problems appear caused by method
or technique in teaching writing, because some teachers taught writing just
gave explanation and exercises. It makes students less comprehended, less
interest in writing, and makes students bored. These problems are important to
be solved, therefore students get more comprehension in material of writing,
students think that writing is an interesting skill, and can continue English
material in the next semester.
To help students’ solved these problems, it needs another technique
more interesting in teaching writing. There are a lot of techniques in teaching
writing. The writer would like to propose a technique which is “Clustering
Technique”.
Clustering is uncensored brainstorming combined with doodling.5
Clustering produces an overview of a subject, suggests specific topics, and
5
Betty Mattix Dietsch. Reasoning & WritingWell. (Ohio: McGraw-Hill., 2003), p. 26.
4
yields related details.6 Based on definition above, the writer summarize that
clustering is making visual map to produce a topic related to each other.
Clustering technique will stimulus students’ ideas, also they can make a good
paragraph in every types of writing.
Based on the problems discussed previously, the writer takes a title of

this “Skripsi” “Improving Student’s writing Ability through Clustering
Technique” (A Classroom Action Research in the Second Year of SMP Al-
Hasra Bojongsari-Depok).
B. Objectives of the Study

According to background of the study above, the objectives of the
study are as follow: to improve student’s writing ability through clustering
technique and to know how clustering can improve student’s writing ability.
C. The Limitation and Formulation of the Problem

1. The Limitation of the Problem
To make it deeper the problems will be limited in the
implementation of using clustering technique in teaching writing through
Clustering technique in the second year of 8-3 class of SMP Al-Hasra
Bojongsari-Depok, and the student’s improvement in learning writing
through clustering technique.
2. The Formulation of the Problem

In line with the background of the study, the writer formulates the
research question as follows: “Can clustering technique improve student’s
writing ability in second year of 8-3 class of SMP Al-Hasra Bojongsari-
Depok?”
6
Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.
5
D. Significance of the Study

The results of this study are expected to provide useful information for: First,
for students, will give an input to the students, so they can improve their writing
ability. Second, for English Teachers, it gives the alternative solution in teaching
writing skill. Third, for institution of SMP Al-Hasra, it can be beneficial regarding to
improve the education quality.
E. Organization of the Writing

This “Skripsi” consists of five chapters. Beginning from Chapter One is about
Introduction of the problem which consists of background of the study, scope and
limitation of the problem, method of the study, objectives of the study, significance of
the study, and the organization of writing.
Chapter two is about Theoretical Framework which consists of three subs; the
first is writing, consist of the definition of writing, the writing process, kinds of
writing, and purposes of writing. The second is clustering technique; consist of
definition of clustering, definition of technique, and the application of technique. The
third is relevant previous study.
Chapter three is about Research Methodology which consists of research
design, place and time of the research, research instrument, data and sources of data,
technique of collecting data, and technique of data analysis.
Chapter four is about Research Findings which consists of description of data,
analysis of data, and interpretation of data.
Chapter five is about Conclusion and Suggestion. It’s about the writer’s
summarizing about these problems, and information for the readers.
CHAPTER II
THEORITICAL FRAMEWORK
A. Writing
1. The General Concept of Writing
Writing is one of the most significant cultural accomplishments of

human being. It allows us to record and convey information and stories
beyond the immediate moment.1 Writing allows us to communicate at a
distance, either at a distant place or at distant time.
There are a lot of definitions stated by experts; Raymond states one
of them, he defined that writing is more than a medium of
communication.2 It means that writing is not just the way to communicate
to each other but also as means of ideas and emotional expression. Writing
makes word permanent, and thus expands the collective memory of human
1
Henry Rogers. Writing Systems: A Linguistic Approach. (Oxford: Blackwell
Publishing: 2005), p. 1
2
James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing
Company: 1980), p. 2
6
7
beings from the relatively small store that we can remember and pass on
orally to the infinite capacity of a modern library.3
Writing is also a way of finding out what people know and what
people need to learn.4 Spoken words disappear as soon as they are spoken,
but writing freezes their thoughts, makes them visible and permanent so
people can examine and test their quality.5 It can be seen that writing is a
way of remembering because it makes word permanent and writing also is
a good way to communicate because when writing, the writer really thinks
about what he or she want to be communicated by writing it. That is a way
of keeping themselves honest because writing is a way of arguing with
them.6
Writing is a process of discovering and shaping meaning.7
Experienced writers rarely gather and understand immediately all the
information they need.8 From the definitions above, writing needs a
process which must be surpassed by the writer. And writing is tools of
human beings to share information or stories to others because someone
can read it by several times.
Writing is not only just talking about the post, but also the process
of writing that would make a lot of writing that makes people interested.
The essential writing will need a long process from the planning, drafting,
writing, and revising.9 This process can be done by anyone, especially
students. The stages of writing process is to help students in learning
writing, so if they have already followed the writing process they will be
able to acquire this skill easily and be able to make a good writing.
3
James C Raymond. Writing is Unnatural Act ..., p. 2.
4
James C Raymond. Writing is Unnatural Act ..., p. 2.
5
James C Raymond. Writing is Unnatural Act …, p. 2.
6
James C Raymond. Writing is Unnatural Act …, p. 2.
7
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing, (New York: St.
Martin’s Press, Inc., 1983), p. 4.
8
Rise Axelrod and Charles R Cooper, The St. Martin’s Guide to Writing …, p. 4.
9
John Langan, English Skill: Eight Edition, (New York: McGraw Hill Higher Education,
2006), p.20.
8
2. The Purposes of Writing
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, based on Competency Standard-
Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar
(KD), the second year students are expected to be able to express
meaningful ideas in term of functional text and simple short essay in the
form of descriptive and recount to interact with people in their nearest
environment.10
According to Braine and May defined four common purposes in

writing, there are; writing to inform, writing to explain, writing to
persuade, and writing to amuse others.11 First, writing to inform purposed
to educate the readers about a topic of which we have some knowledge. 12
Writing that provides interesting details and facts to hold an audience’s
attention. It means that writers share interest knowledge to readers knows.
Second, writing to explain is to describe the topic which was not clearly
becomes more understandable, by using examples or other facts.13 In other
words, a writer takes what is unclear and makes it clear. Then, writing to
persuade is more demanding and more ambitious than many other types of
writing.14 It means that writers convince the readers to accept the ideas.
The last, writing to amuse other means someone who uses language and
established forms well to express his or her point of view.15 It is writing to
entertain and give the reader something to enjoy.
10
Depdiknas, Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) Standar
Isi Mata Pelajaran Bahasa Inggris SMP dan MTS , (Jakarta: 2006)
11
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield, 1996), p. 141.
12
George Braine and Claire May, Writing from Sources …, p. 141
13
14
15
9
When people are going to write may think that the purpose of
writing a paper is to complete the assignment or to get a good grade.16
However, these purposes don’t tell someone what to do in their paper.
They might try asking themselves brief questions to increase the flow of
purposes: What do I want to tell the readers? Why am I writing this? What
do I hope to accomplish? Who will read this?17
3. The Process of Writing
Writing process is learning how to write by writing. This current

emphasis in writing instruction focuses on the process of creating writing
rather than the end product. The basic premise of process writing is that all
children, regardless of age, can write. The initial focus is on creating
quality content and learning the genres of writing. Langan stated that
writing is a process that involves the following steps:
1. Discovering a point-often through prewriting

2. Developing solid support for the point-often through more
prewriting
3. Organizing the supporting material and writing it out in a first
draft
4. Revising and then editing carefully to ensure an effective, error-
free paper.
Learning this sequence will give you confidence when the
time comes to write. You will know that you can use prewriting as
a way to think on paper and to gradually discover just what ideas
you want to develop. You will understand that there are four clear-
cut goals-unity, support, organization, and error-free sentences to
aim for in your writing. You will realize that you can use revision
to rework a paper until it is a strong and effective piece of writing.
And you will be able to edit a paper so that your sentences are clear
and error-free.18
16
George Braine and Claire May, Writing from Sources: A Guide for ESL Students,
(California: Mayfield Publishing Company, 1996), p.23.
17
George Braine and Claire May, Writing from Sources: A Guide for ESL Students …,
p.23.
18
John Langan, English Skill: Eight Edition …, p.20.
10
Prewriting is the first stage of the writing process, is a time of

discover you unearth ideas.19 In other words, prewriting is any activity
designed to help students generate or organize their ideas before writing.
The prewriting methods discussed thus far are designed to get you started:
to generate ideas, to recall facts and anecdotes, to realize patterns.20
However, these activities are preliminary before write a draft; need to
establish a structure for an essay. It also help writer to generate ideas and
allows the writer to see the connections among those ideas. Second step is
drafting. Drafting is making draft of the goal to state main idea clearly and
develop the content with plenty of specific details.21 In addition, an essay
gets stronger as the drafting process continues. As the essay evolves and
develops, the writer also gets more and more invested in the process and
its outcome.22 No one is able to write a perfect first draft, even people who
tend to write very strong first draft essays realize the need for revision and
redrafting. Then, revising is rewriting a paper, building upon what has
already been done, in order to make it stronger.23 The last step is editing.
Editing is the stage where the students are engaged in tidying up their texts
as they prepare the final draft for evaluation by checking a paper for
mistakes in grammar, punctuation, usage, and spelling.24
4. The Problems of Writing

Writing is not easy. An experienced writer will often labor over a
single paragraph for more than an hour-not counting the thought and
19
Betty Mattix Dietsch, Reasoning & Writing Well, (Ohio: McGraw Hill, 2003), p.25.
20
Donald Pharr and Santi Buscemi, Writing Today: contexts and options for the real
world-Brief Edition, (New York, McGraw Hill companies, Inc, 2005), p.40.
21
Donald Pharr and Santi Buscemi, Writing Today …, p. 43.
22
Donald Pharr and Santi Buscemi, Writing Today …, p. 43.
23
John Langan, English Skill: Eight Edition …, p.29.
24
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching (An
Anthology of Current Practice), (Cambridge: Cambridge University Press, 2002), p. 319.
11
research that went on before the actual writing.25 Therefore, many

problems faced by teachers and students.
The first problem is “the less proficient writer” problem.26 Less
proficient writers jump the process of writing by skip the prewriting
strategies to generate ideas. Students might take much time to write down
their ideas. The suggestion for this problem is teacher should teach less
proficient writers the writing process. Teachers also need to give full
attention to them, to show them how to plan a piece of writing through
prewriting activities.27 The second problem is “I can’t write English”
problem.28 Students usually give up toward writing and believe that they
cannot write. The solution is teachers should apply the writing process to
the students. Teachers can lead students through prewriting, drafting, and
revising activities. By doing this, students can see that writing is indeed a
process of development that takes time and effort.29 The last problem is
“teacher response” problem. Writing teachers often spend many hours
reading and marking students’ papers.30 The suggestion for this problem is
teachers can work with students on developing their written work through
student-to-student conferences.31
B. Clustering Technique
1. Definition of Technique
The term technique is commonly used in teaching learning
process.32 It is often misunderstood with two others term, they are
approach and method. Therefore, it is important to give clear description
of those terms to avoid misunderstanding.
25
James C Raymond. Writing is Unnatural Act. (New York: The Murray Printing
Company: 1980), p. 7.
26
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2 nd Edition),
(United State of America: The University of Michigan, 2006), p. 223.
27
Jerry G. Gebhard, Teaching English as a Foreign or second Language …, p. 224.
28
29
30
Jerry G. Gebhard, Teaching English as a Foreign or second Language (2nd Edition)…,
31
p. 226
32
Jack C. Richards and Theodore S.Rodgers, Approaches and methods in Language
Teaching, (New York: Cambridge Univrsity Press, 1986), p. 15
12
There are three levels of conceptualization and organization;

approach, method, and technique.33 An approach is a set of correlative
assumptions dealing with the nature of language teaching and learning. 34 It
can be seen that an approach is the basic concept behind the method of
representing teaching and learning of language with certain theoretical.
While method is an overall plan for the orderly presentation of language
materials, no part of which contradicts, and all of which is based upon the
selected approach.35 It means that method is a procedure or steps and the
way that will be used by teachers in the achievement of learning
objectives. Technique is method of doing something expertly or needs
skill.36 In addition, a technique is implementation that which actually takes
place in a classroom.37 Referring to the idea above, clustering is one of
techniques in teaching writing because it is a teacher’s strategy which is
applied in the classroom.
2. The Definition of Clustering Technique
When people are going to write rely heavily to find out what they
know about a topic. The first stage of writing process is prewriting.
Prewriting can helps to generate a topic. One of strategies which can be
used in teaching writing in the classroom is clustering technique.
33
Teaching …, p. 15
34
Teaching …, p. 15
35
Teaching …, p. 15
36
A. S. Hornby, Oxford Advanced Learners’ Dictionary of Current English, (New York:
Oxford University Press, 1995), p. 425
37
Teaching …, p. 15
13
Cooper and Axelrod viewed that clustering is an invention activity

which reveals possible relations among facts and ideas.38 It means that
clustering is a creative activity, because when creating a clustering people
tries to find things related to the topic. Clustering requires a brief period of
initial planning.39 Based on that definition, clustering is activity before
writing a text by making a note in advance about the ideas that are owned
and relevance of the fact that the text will be written.
Clustering is another effective method you could use to narrow a

subject. To cluster, write the subject in the middle of a blank sheet of paper
and draw a circle around it.40 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 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.
As Langan said that clustering also known as diagramming or

mapping, is another strategy that can be used to generate material for a
paper.41 This method is helpful for people to think in a visual way.42 In
addition clustering is another strategy that can be used to generate material
for a paper.
Clustering is uncensored brainstorming combined with doodling.43

Clustering produces an overview of a subject, suggests specific topics, and
yields related details.44 The writer summarizes that clustering is making a
visual map or new associations that allows thinking more creatively and to
38
Charles R. Cooper., and Rise B. Axelrod, Guide To Writing, (New York: St. Martin’s
Inc, 1985), p. 461.
39
Charles R. Cooper., and Rise B. Axelrod, Guide To Writing …, p. 461.
40
George Braine., and Claire May, Writing from Sources, (Mountain view: Mayfield
Publishing Company, 1996), p. 21.
41
John Langan, English Skills Seventh Edition, (New York: McGraw-Hill Companies,
Inc, 2001), p. 22.
42
John Langan, English Skills Seventh Edition …, p. 22.
43
Betty Mattix Dietsch. Reasoning & WritingWell. (Ohio: McGraw-Hill., 2003), p. 26.
44
Betty Mattix Dietsch. Reasoning & WritingWell …, p. 26.
14
begin without clear ideas. Clustering can be useful for any kind of writing.
Writers use it in the early stages of planning an essay 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.
3. The Step of Using Clustering
Clustering can be useful for any kind of writing. Writers use it in

the early stages of planning an essay in order to find subtopics in a topic or
to organize information. They may try and discard several clusters before
finding one that is promising. Clustering works as follows:
1. In a word or phrase, write your topic in the center of a piece of
paper. Circle it.
2. 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.
3. The next step is to generate facts, details, examples, or ideas related
in any way to these main parts of the topic. Cluster these around the
main parts.45
45
Rise B. Axelord and Charles Cooper, Guide to Writing, (New York: St. Martin’s Press.
inc, 1985), p. 461.
15
Figure 2.1
Example of Clustering Technique46
Fact Detail Fact

Detail
Example Example
Sub Topic
TOPIC
Example
Sub Topic
Example Example
Detail Fact
Detail Fact
4. Teaching Writing Using Clustering Technique
The followings are steps in teaching writing using clustering

technique:
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.
46
Rise B. Axelord and Charles Cooper, Guide to Writing …, p. 462.
16
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 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 given.
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.
Step 4: After students are able to use clustering technique, ask

them through selected topic to make a procedural recount text referred to
their own experience. Give students an evaluation to check their ability in
writing and to know their problems in writing.
CHAPTER III
RESEARCH METHODOLOGY
A. The Design of The Study

The design used in this study is Classroom Action Research
(CAR). Action research is any systematic inquiry conducted by teacher
researchers, principals, school counselors, or other stakeholders in the
teaching/learning environment to gather information about how their
particular schools operate, how they teach, and how well their students
learn.1 It means that CAR is aimed to overcome problems in teaching-
learning process in order to improve educational practice.
According to Kember who stated that action research has several
major characteristics; (1) action research is concerned with social practice
which it involves direct interaction of teacher and group of students (2)
action research is aimed towards improvement (3) action research is a
cyclical process which involves some phases of planning, acting, observing,
and reflecting (4) action research is pursued by systematic inquiry (5) action
1
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Ohio:
Merrill Prentice Hall, 2003), p.5
17
18
research is participative.2 From those statements, Classroom Action

Research is a problem-based research which its aims are to solve the
problems that arise in the class and to make an improvement in teaching
learning activity through cyclical process which involves some phases of
planning, acting, observing, and reflecting. In addition, action research is
portrayed as a cyclical process involving steps of planning, acting,
observing and reflecting, it is normal for a project to go through two or more
cycles in an iterative process.3
The research design of CAR in this study is a collaborative classroom
action research. It means the researcher collaborates with the English
teacher of SMP Al-Hasra. In carried out the study, the researcher’s role is as
an English teacher who teachs writing through clustering technique to the
students. While, the real English teacher’s role is as an observer, who is
observe teaching learning activities during the writing learning process. The
real English teacher not only as an observer but also as an collaborator who
help the researcher designing lesson plan, giving assessment, and analyzed
data.
B. Setting and Subject of the Study

This study is conducted at SMP Al-Hasra. The school is located at Jl.
Raya Ciputat Parung No. 24 Bojongsari, district of Depok – Jawa Barat
Province. This school is chosen as the field of the study based on the writer
has teaching learning experience during teaching practice- Praktek Profesi
Keguruaan Terpadu (PPKT) for 4 months, therefore she knows the
condition of this school, and she can identify the problems faced by students
in learning writing. After identifying the problems, she suggests to apply
suitable technique to improve students’ ability in writing for better quality
of the school as well qualified students. The writer selects the second year of
2
David Kember, Action Learning and Action Research, (London: Kogan Page Ltd, 2000),
pp. 24-28
3
David Kember, Action Learning and Action Research,…. p.25
19
8-3 Class which consists of 31 students in the 2010-2011 academic years as

the subjects of the study.
C. The Procedure of the Study
The writer uses the classroom action research procedure based on Kurt
Lewin’s design. It consists of two cycle in which each cycle contains four
phases; planning, acting, observing, and reflecting.
Acting Observing
CYCLE 1
Planning Reflecting
Acting Planning
CYCLE 2
Observing Reflecting
Figure 3.1
Kurt Lewin’s Action Research Design4
4
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta:
PT. Indeks, 2009), p. 44.
20
The Classroom Action Research using Lewin’s design consists of four

phases; planning, acting, observing, and reflecting within one cycle. 5 If the
first cycle finished but still found any problem, it is necessary to continue to
the second cycle with the same concept of the first cycle. Those are planning,
acting, observing, and reflecting. In addition, before entering the cycle of
classroom action research, the writer conducts the preliminary study.
According to Mills preliminary information gathering is taking time to reflect
on your own beliefs and to understand the nature and context of your general
idea.6 It is aimed to gain data about problems faced by teacher and students in
teaching-learning activities and needed to be solved. The researcher observed
the class; it was conducted on October 10-11, 2010 to the students in second
year of 8-3 Class. Beside, the researcher conducted interview to the English
teacher in terms of the techniques and activities employed in teaching writing
and giving questionnaire to the students in terms of learning English.
Preliminary Study
Interviewing the English teacher, giving
questionnaire and pretest to the students, in the
second year of SMP Al-Hasra.
Planning
1. Designing lesson plan. Acting
2. Preparing the model of Conducting the CYCLE 1
Clustering technique
lesson plan
3. Preparing the materials and
media.
4. Setting the criteria of success.
Reflecting Observing
1. Analyzing the collected data Observing the
2. There must be more efforts to teaching learning
improve students’ writing ability condition
through Clustering Technique
3. Continue to the next cycle
Continue to the next page

5
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas …, p. 44.
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd ed),
6
(New Jersey: Merril Prentice Hall, 2003), p. 26.

21
Planning
1. Designing lesson plan based on Acting
the result of reflecting phase in
the first cycle Conducting the lesson
2. Preparing the model of Clustering plan
technique
3. Preparing the materials and
media.
CYCLE 2
Reflecting Observing
1. Analyzing the collected data Observing the teaching
2. Every action in cycle 2 was learning condition
accomplished well.
3. The Classroom Action Research
is success and the cycle is
stopped.
Figure 3.2:
Researchers’ Design
The Classroom Action Research Procedure Adapted from Kurt Lewin
After the preliminary study was conducted, the researcher begins the
research covering some phases: planning, acting, observing, and reflecting.
1. Planning Phase
In this phase, the writer and the collaborator make some planning
based on the finding of preliminary study. The following activities in this
action planning are designing lesson plan, preparing the model of
Clustering technique, preparing materials and media, and determining
criteria of success.
The organized planning will be formed into lesson planning based
on the current used syllabus. Lesson plan provide the teacher with the
guideline of teaching and learning activities. It mentions the following
items: specific instructional objectives, the instructional materials and
media, procedure of presentation, and procedure of assessment.
Then, preparing the model of Clustering Technique; the writer and
collaborator are using shapes and branches as a model of clustering
22
technique. It is an activity to generate the ideas on the shapes. It is

conducted by students based on the topic given to them and then they put
their ideas into Clustering Technique. The students write the topic in the
center of a piece of paper, also write down the main parts or central ideas
of topic, next step is to generate facts, details, examples, or ideas related in
any way to these main parts of the topic.
Next step is preparation of materials and media. Based on results
teacher interviewed before classroom action research and the current used
syllabus, the writer used recount text as material. Including personal
recount, and procedural recount, taken from English text books for the
eighth grade students of junior high school, English on Sky written by the
English Team, published in 2004 by Erlangga, and English in Focus
written by Artono Wardiman dkk, published in 2008 by Pusat Perbukuan
DEPDIKNAS. The media that used in the action are several pictures of
foods and drinks, the colored marker for making Clustering Technique.
The last step is the writer and the teacher discussed to determine
the criteria of the action success. The criteria of success are emphasized on
the process and the product of teaching-learning activities. This study is
called successful if (1) 75% of students achieve the score equal or greater
than 70 as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) or above. If the study hasn’t meets the criteria, it’s called not
successful and need improvement to meet the targets.
2. Acting Phase
In this phase, the writer carries out acting phase based on lesson
plan prepared in planning phase. The writer acts as the English teacher
who taught writing trough Clustering Technique, and collaborator acts as
the observer. The implementation of the action involved two meetings in
each cycle. The time table of the implementation of the action can be seen
in the following table:
23
Table 3.1:
The Schedule of the Classroom Action Research
Meetings Date Theme/Sub Theme
Preliminary study October, 11th 2010 My Experience

nd
1 November, 2 2010
Cycle 1 rd My Experience
2 November, 3 2010
1 November, 15th 2010
Cycle 2 Science and
2 November, 22nd 2010 Experience
3. Observing Phase
In this phase, the writer observed all the activities that happen in
the class. The aspects in observation are sources of data, the instrument
used in collecting the data, and the technique for data collection. So, this
phase discusses about the process of recording and gathering all relevant
data occurred during the implementation of the action. The writer uses
field note or unstructured observation sheet as a guideline while observing.
4. Reflecting Phase
Reflecting phase is aimed to reflect the data that have been
collected to determine whether the action is successful or not. It is
necessary for evaluation to hold next cycle needs to be accomplished. This
phase carried out collaboratively with the teacher to discuss some
problems in the classroom that occurred during action phase.
D. The Technique of Collecting Data

Technique of collecting data in this study is both qualitative data and
quantitative data. The writer uses qualitative data consist of interview,
field notes, and questionnaire sheet. While quantitative data consists of
24
students’ final writing as a pre-test and post-test. The completely

explanation as follows:
1. Interview
Interview is particularly useful for getting data behind the English
teacher’s experiences before classroom action research. It used to know
students’ difficulties in writing ability, and the technique used by
teacher when writing activity. The interview also will be carried out
after classroom action research to know the teacher’s response toward
the idea of Clustering technique.
2. Field Notes
The writer and observer used field notes to record activities during the
teaching and learning of writing through Clustering technique in the
classroom. Including description of classroom atmosphere, students’
attitude, and teacher’s creativity in presenting the material of writing.
3. Questionnaire
Questionnaire is a form containing a set of questions. It used to get
information from students before and after classroom action research.
The writer applied 5 questions in order to get data about students’ liking
for learning English particularly in writing skill and the technique used
by the teacher in teaching writing.
4. Test
The test used in this study is pre-test and post-test. 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.
E. The Technique of Data Analysis

According to Weigle there are five components presented in the
analytical scoring rubric for writing, are: content, organization,
25
vocabulary, language use, and mechanics.7 The writer uses analytical

scoring rubric to analyze the data related to the students’ paragraph writing
test of writing ability. The analytical scoring rubric using as follows:
Table 3.2:
Analytical scoring rubric adapted from Weigle
Components
Scores Indicators
of Writing
4 Relevant to the topic and easy to understand
3 rather relevant to the topic and easy to understand
Content 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
4 most of the sentences are related to the main idea
3 some sentences are related to the main idea
Organization
2 few sentences related to the main idea
1 the sentences are unrelated to each other
4 a few errors in choice of words, spelling and punctuation

3 some errors in choice of words, spelling and punctuation
Vocabulary
2 occasional errors in choice of words, spelling and
&
1 punctuation
Mechanic
frequent errors in choice of words, spelling and
punctuation
4 a few grammatical inaccuracies
3 some grammatical inaccuracies
Grammar
2 numerous grammatical inaccuracies
1 frequent grammatical inaccuracies
7
Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,
2002) p. 116.
26
To get the mean of students’ writing score uses the formula:8

∑X
Mx= ──
N
Mx : Mean
X : Individual score
N : Number of students
To get the class percentage which passes the minimum mastery

criteria- Kriteria Ketuntasan Minimal (KKM) 70 (seventy), the writer uses
the formula:9
F
P = ── X 100%
N
P : the class percentage
F : total percentage score
N : number of students
In analyzing students’ scores of writing from pre-test up to post-test

score in cycle 1 and cycle 2, the writer uses formula:10
y - y1
P= ─── X 100%
y
P : Percentage of Students’ Improvement

y : Pre- test Result
y1 : Post-test 1
8
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2008),
p. 81.
9
Anas Sudijono, Pengantar Statistik Pendidikan …, p. 43.
10
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p. 3.
27
y2 - y
P= ─── X 100%
y
P : Percentage of Students’ Improvement

y : Pre- test Result
y2 : Post-test 2
The data gathering through field notes and interview is analyzed by

presenting the description of the result of field notes and interview.
Questionnaire is analyzed in the form of percentage and presented by the
description of the result of questionnaire.
CHAPTER IV
RESEARCH FINDINGS
A. The Description of Data

1. Findings of The Preliminary Study
a. The Result of Pre-Interview
In pre-interview, the writer used unstructured interview in
conducting preliminary study. It was held on Monday, October 11th
2010 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 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
28
29
English lesson. Moreover, the teacher stated that most of them were
hardly to pass the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM). (See item numbers 1, 2 and 3 of interview)
Second category 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 8-3 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- Kriteria Ketuntasan Minimal (KKM). (See item numbers 4
and 5 of interview)
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 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. (See item numbers 6, 7, 8, 9, and 10 of interview)
The conclusion of the interview in term of the students’
difficulties in writing was the students’ of 8-3 class still have
difficulties in writing in term of generating ideas, and organizing ideas
into paragraph. (The detail result of pre-interview can be seen in
appendix on page 48).
b. The Result of Pre-Questionnaire

The pre questionnaire was conducted to know about the students’
response about English lesson especially writing skill. The
questionnaire was given to the students in the second year of 8-3 class
30
on Monday, October 11th 2010. The description of the pre

questionnaire as follow:
1. The students’ response toward the English lesson.
The result showed that 56.25% of the students like English
lesson, 25.00% of the students felt fair to the English lesson
and 18.75% of the students did not like English lesson. It can
be concluded that most of the students of 8-3 class like English
lesson.
2. The students’ response toward the English skill (listening,
speaking, reading, writing).
It showed that 31.25% of the students like English skill,
46.87% of the students felt fair to the English skill, and
21.88% of the students did not like English skill. It was
indicated that most of the students of 8-3 class should be given
the innovation in studying in order to change their feeling
become interest in English skill.
3. The most difficult skill in English lesson.
65.63% of the students assumed that writing was the most
difficult skill. Meanwhile, 6.25% of the students consider that
writing was not difficult skill. It meant that most of the
students of 8-3 class still got difficulties in writing skill.
4. The students’ response toward the difficulty in writing.
The result showed that 31.25% of the students felt can be
overcome the difficulty, 25.00% of the students felt fair to the
difficulties in writing, and 43.75% of the students was not
overcome the difficulties. It was indicate that some students of
8-3 class still got difficulties in writing skill.
5. The teacher’s style when teaching writing.
The result was 28.13% of the students felt interest in the
way of the teacher teach, 40.63% of the students felt fair, and
31.25% of the students was not interest about it. It indicates
31
that some students of 8-3 class needed the innovation to

develop teaching learning strategy. (The detail result of
questionnaire can be seen in appendix on page 59).
c. The Result of Pre-Test
The pretest had done before the Classroom Action Research

(CAR). It was conducted on Monday, October 11th 2010. The
students assigned to write recount text in a single paragraph. To get
the result of pretest, firstly, the writer calculated the mean score:
Mx 
x
n
1731
Mx 
31

Mx  55.85
After that, to get the class percentages which pass Minimum
Mastery Criterion criteria - Kriteria Ketuntasan Minimal (KKM) 70 in
75% of 31 students, the writer use the formula:
F
 x 100%
N
3x100%

31
  9.7%
Based on the result of the pre test, the data showed that the mean
score of pretest was 55.85. There were only three students who derived the
score above the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) meanwhile the other 28 students were below that
criterion. The lowest achievement gained score 37.5. From that analyzing,
it could be seen that almost of the 8-3 students’ writing ability was still
very low. (See appendix on page 65).
32
2. Findings of The First Cycle

a. Planning
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 lesson
plan can be seen in appendix on page 49). 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 post test 1 to
collect the data; to know whether there are some students’
improvement scores from pretest to posttest.
b. Acting
Action of the first cycle was done on November 2nd, and 3rd 2010.
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 recount text through Clustering
Technique and asked the students to make clustering technique of
personal recount 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 posttest 1.
c. Observing
In this 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. Related
to the students’ response, some of students did not pay attention on
teacher explanation, therefore they just chatted with their friend when
33
teacher gave a task. Then, they gave up and lazy if they didn’t find
some words what they are going 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. (see appendix on page 69 for
detail result)
In the second action of the first cycle, the students seemed more
focus and so motivated to make clustering technique. Then, the
teacher could intensive guide to students in made clustering technique.
After teaching learning process finished, in this observing phase was
also carried out the posttest 1 exactly on the second action of the first
cycle to measure students’ writing ability of personal recount text that
had been studied. Based on the result of the posttest 1, the data
showed that the mean score of pretest was 55.85. There were 3
students who passed the Minimum Mastery Criterion – Kriteria
Ketuntasan Minimal (KKM) 70 (seventy). Meanwhile the other 28
students did not pass that criterion.
d. Reflecting
In this phase, 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- Kriteria
Ketuntasan Minimal (KKM) because in the result of post-test 1
showed only 38.7% of students who passed the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, field
notes showed that the teaching learning activities has done well
although there were some problems that should be solved. From the
reflecting phase, there must be more efforts to improve students’
34
writing ability through Clustering Technique. It needed to be

improved again in the next cycle.
3. Findings of The second Cycle

a. Planning
The planning phase of the second cycle was implemented into a
lesson plan. In this case, the writer modified the previous lesson plan
based on the result of reflecting phase in the first cycle. 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 recount text but it is focus on
procedural recount text (the lesson plan can be seen in appendix on
page 69). However, there were some modifications in the second
cycle; 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 2 to collect the data.
b. Acting
The action of the second cycle was done on November 15th, and
22th 2010. In the first meeting, the writer introduce a new topic about
foods and drinks by using Clustering technique and asked the students
to make Clustering technique facilitated by the dictionary based on
their favorite foods and drinks and collected it. 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 2.
c. Observing
In the second cycle, generally the class condition in learning process
was better than the previous cycle. It could be seen from the result of
35
field notes that the students who were able to focus and to pay
attention on the teacher explanation and when they followed the
writing lesson, they enjoyed doing exercises. Then, most of them were
enthusiastic to choose their favorite food and drink 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 second action of
cycle two, the teacher was held on post-test 2 regarding students’
writing ability of procedural recount text (see appendix on page 81).
Based on the result of the post-test 2, the mean score of the class in
writing test gained 73.19 in which there were 27 students who passed
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)
70 (seventy).
d. Reflecting
The reflection of Classroom Action Research (CAR) was carried
out after getting the result of field notes and posttest 2. 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 2
showed that 87.1% of the students got the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So it has met
criterion of success that 75% of the students must get the score above
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
36
(KKM). Therefore, the writer and the teacher decided to stop the
Classroom Action Research (CAR) because it had already succeeded.
According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom
Action Research in improving students’ writing ability through
Clustering Technique 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.
4. 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:
a. The Result of Post-Interview

After implementing Clustering Technique, the researcher carried
out the unstructured interview with the teacher. It was conducted on
Tuesday, 23rd November 2010. It started at 10.15 A.M and finished at
10.45 A.M. First criterion talked about the general condition in
writing class during implementing the action. It was found that the
students’ condition were better rather than before carrying out the
Classroom Action Research (CAR). In this sense, they looked
enthusiast in making Clustering Technique and they felt easier to write
their draft (see items number 1 and 2 of interview on page 85).
The second category was the difficulty of the teacher in
implementing Clustering Technique during Classroom Action
Research (CAR) 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
37
students to bring dictionary (see items number 4, 5, 6, 7 and 8 of

interview on page 85).
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 (see items number 3, 9 and 10 of interview on
page 85).
b. The Result of Post-Questionnaire

The questionnaire was given to the students in the second year
of 8-3 class on Tuesday, November 23rd 2010. This questionnaire has
five questions. The following was the description of the result of post
questionnaire.
1. The students’ response toward teaching learning writing through
Clustering Technique
The result of the questionnaire showed that 59.38% of the
students like using Clustering Technique, 34.37% of the students
felt fair using Clustering technique, and 6.25% did not like using
Clustering Technique. It indicated that most of students like to
learn writing through Clustering Technique.
2. Clustering Technique help the students to be more creative in
finding the idea
It showed that 71.88% of the students felt helpful in learning
writing by using Clustering Technique, and 28.12% of the students
felt fair about it. This meant almost of the students agree that
Clustering Technique could help them more creative in finding the
idea.
3. The students’ response toward learning writing
62.50% of the students like writing, 28.12% of the students
felt fair toward writing, and 9.38% of the students did not like it. It
38
indicated that the students feeling toward learning writing was

better.
4. The students’ responses about teaching writing through Clustering
Technique
The result was 65.63% of the students assumed that writing
through Clustering Technique were easy, and 21.87% of the
students felt fair about it. It indicated that Clustering Technique
was easy and interesting to be applied in writing class.
5. Teacher’s style during teaching writing through Clustering Technique
The result showed that 75.00% of the students were interested
in the teacher style during the action, 18.75% of the students felt
fair about it, and 6.25% of the students were not interested in
teacher style during the action. It indicated that the teacher had
done the action well (the detail result of post-questionnaire can be
seen in appendix on page 84).
c. The Result of Post-Test

The result of posttest 1 showed that the mean score of the class
derived 66.13 in which there were 12 students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70
(seventy). The following were the detail results of students’ writing in
the first cycle:
The writer needs to calculate the mean score firstly, to know the
result of students’ writing. The mean score derived from the following
formula:
Mx 
x
n
2050
Mx 
31
Mx  66.13
To get the class percentages which pass Minimum Mastery
39
Criterion criteria - Kriteria Ketuntasan Minimal (KKM) 70 (seventy),

the writer use the formula:
F
 x 100%
N
12x100%

31
  38.7%
The data showed that the mean score of posttest 1 was 66.13.
There were only twelve students or 38.7% of the students who got the
score above the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) meanwhile the other 19 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 first cycle. The improvement percentage derived from the formula:
y1  y
  100 %
y
66.13  55.85
100%
P= 55.85
P = 18.4%
The data showed that the mean score of the previous score was
55.85 and the mean score of the students’ writing on the first cycle
was 66.13. That means that there was 18.4% of mean score
improvement (the detail of all students’ scores in the first cycle can be
seen in appendix on page 65).
The following were the detail results of students’ writing in the
first cycle:
The calculation of the mean of students’ score in writing posttest
2 gained 73.19. It was derived from:
40
Mx 
x
n
2269
Mx 
31
Mx  73.19
Then, The calculation of class percentage about the students who
passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM):
F
 x 100%
N
27x100%

31
  87.1%
Finally, the calculation of the improvement percentage is gained
from the following formula:
y2  y
P=  100 %
y
73.19  55.85
P=  100%
55.85
P = 31.05%
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 second cycle. The
mean score for the first one was 55.85 and the mean score of writing
posttest 2 in the second cycle was 73.19. It means that there was
31.05% of mean score improvement. The students who passed the
Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM)
were 27 students or 87.1% into class percentage. It indicated that the
first criterion of success has been achieved. The following was the
table of students’ writing score. (See appendix on page 79)
41
Table 4.1
The Students’ Writing Score of Pretest, Posttest 1, Posttest 2
Score
No Name
Pre-test Post-test 1 Post-test 2
1 S1 56.25 62.5 75*
2 S2 43.75 56.25 62.5
3 S3 56.25 62.5 75*
4 S4 43.75 43.75 56.25
5 S5 62.5 75* 75*
6 S6 75* 75* 75*
7 S7 37.5 50 62,5
8 S8 62.5 75* 75*
9 S9 75* 75* 75*
10 S10 50 62.5 75*
11 S11 62.5 68.75 75*
12 S12 50 62.5 75*
13 S13 56.25 68.75 75*
14 S14 62.5 75* 75*
15 S15 62.5 75* 75*
16 S16 50 56.25 75*
17 S17 56.25 68.75 75*
18 S18 62.5 75* 75*
19 S19 56.25 68.75 75*
20 S20 50 62.5 75*
21 S21 56.25 75* 75*
22 S22 56.25 62.5 75*
23 S23 68.75 75* 75*
24 S24 75* 75* 75*
25 S25 50 62.5 75*
26 S26 50 75* 75*
27 S27 62.5 75* 75*
28 S28 50 56.25 75*
29 S29 43.75 56.25 75*
30 S30 43.75 62.5 75*
31 S31 43.75 56.25 62.5
TOTAL 1731 2050 2269
MEAN 55.85 66.13 73.19
*: The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal KKM (70)
42
B. The Interpretation of Data

The students’ improvement in the writing ability from the preliminary
study to the second cycle was recapped in Figure below:
73.19
66.13
80.00
55.85
60.00
40.00
20.00
0.00
Preliminary Post-test 1 Post-test 2
Figure 4.1
Students’ Improvement in Writing Score
In the preliminary study, the mean score of students on writing test

before carrying out Classroom Action Research (CAR) is 55.85. It is the
students’ writing score before they use Clustering Technique. Meanwhile,
the class percentages which pass the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) are 9.7%. It means that there are only three
students who are able to pass the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) 70 (seventy) and there are 28 students are out
of the target.
Furthermore, the mean score in the post-test of cycle 1 is 66.13. It

means that there is some students’ score improvement from the previous
test that is 18.4%. Meanwhile, the class percentages which pass the
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in post-test 1 are
38.7%. It shows there are 12 students who pass the Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) and there are 19 students whose score
still under Mastery Criterion- Kriteria Ketuntasan Minimal (KKM).
However, it is still needed more improvement because it could not achieve
43
the criterion of success classroom action research (CAR), that is 75% from
the class percentage. That is why the writer and the teacher continue to the
second cycle.
Next, the mean score in the post-test of the second cycle is 73.19. It
shows the students’ improvement score 7.06 (73.19 – 66.13) from the post-
test 1 (66.13) or 31.05% students’ improvement in the score percentage
from the preliminary study. Meanwhile, the class percentages which pass
the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) are 87.1%. It
means there are 27 students whose score pass the Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) and there are 4 students are under the
target of Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). This
class percentage shows some improvements 87.1% from the preliminary
study (9.7%) or post-test 1 (38.7%) in the class percentage. The post-test
of cycle 2 has fulfilled the target of Classroom Action Research (CAR)
success, that is above 75% of the students could pass the Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM). Automatically, it can be
said that the Classroom Action Research (CAR) is success and the cycle is
stopped.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The implementation of Clustering Technique in the second year of 8-3
class of SMP Al-Hasra in academic year 2010/2011 can be concluded that
clustering technique can improve students’ writing ability. It can be proved
from the following fact. First, the improvement could be seen from the
increase of students’ mean writing score from 55.85 or 9.7% of the class
percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) in the preliminary study, and 66.13 or 38.7% of the class
percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan
Minimal (KKM) in the first cycle, to 73.19 or 87.1% of the class percentages
which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) in the second cycle. 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. Third, the result of questionnaire showed that students gave positive
responses to the implementation of clustering technique in the teaching-
learning process of writing. Moreover, Clustering Technique would be
alternative strategy in teaching writing.
44
45
B. Suggestion
After the writer carried out the research, the writer concludes that
clustering technique could improve students’ writing ability. Regarding to the
subject of the CAR, the writer suggests that the teacher should 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.
45
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2006
APPENDICES
Interview Guidelines for the needs Analysis (Before CAR)
1. Bagaimana sikap siswa terhadap proses pembelajaran Bahasa Inggris di kelas?
2. Berapa nilai KKM untuk pelajaran Bahasa Inggris?
3. Apakah siswa-siswa sudah mencapai nilai KKM?
4. Skill apa yang dianggap paling sulit oleh siswa?
5. Apa yang menjadi penyebab kesulitan siswa dalam writing?
6. Teknik apa yang digunakan dalam mengajar writing?
7. Media apa yang digunakan dalam mengajar writing?
8. Kendala apa yang dialami saat mengajar writing?
9. Apakah ada teknik lain untuk mengatasi kesulitan siswa dalam writing?
10. Jenis teks apa yang Bapak/Ibu sarankan untuk digunakan dalam penelitian
ini?
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (SMP Al-Hasra)
Pewawancara : Tita Nurul Fajriyani

Pihak yang diwawancarai : Hartika Herdiningtyas, S.Pd
Jabatan : Guru Bahasa Inggris
Hari/ Tanggal : Senin, 11 Oktober 2010
Waktu : 10.00 – 10.40
Tempat : Ruang Guru Yayasan Al-Hasra
1. Tanya : Bagaimana sikap siswa Ibu 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 penyampaian materi
berlangsung agar mereka memberikan perhatiannya penuh kepada
penjelasan materi. Kadang siswa yang saya ajar aktif dikelas hal
tersebut dikarenakan materi yang saya ajarkan disukai mereka,
selebihnya biasa saja tidak ada yang terlalu menonjol dalam nilai
Bahasa Inggris meski sebagian dari mereka ada yang mengikuti
kursus Bahasa Inggris diluar sekolah.
2. Tanya : Berapa Nilai KKM untuk pelajaran Bahasa Inggris?

Jawab : Karena sekolah ini sedang dalam proses untuk menjadi sekolah
bertaraf nasional maka nilai KKM untuk Bahasa Inggris 70 (tujuh
puluh).
3. Tanya : 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 sering
saya menanyakan kesulitan yang mereka hadapi saat proses belajar
mengajar berlangsung
4. Tanya : Diantara 4 Skill (Listening, Speaking, Reading, 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 yang harus dipelajari sampai jenjang
Sekolah Menengah Atas (SMA).
5. Tanya : Apa yang menjadi penyebab kesulitan siswa dalam writing?

Jawab : Kurangnya pemahaman siswa terhadap tenses, sehingga tulisan
yang dihasilkan sulit dipahami tensesnya. Selain tenses, kurangnya
kosakata yang mereka kuasai serta pola pikir Bahasa Indonesia
mereka yang masih terbawa saat menerjemahkan Bahasa Indonesia
ke Bahasa Inggris.
6. Tanya : Teknik apa yang digunakan dalam mengajar writing?

Jawab : Story telling.
7. Tanya : Media apa yang digunakan dalam mengajar writing?

Jawab : Papan tulis dan spidol.
8. Tanya : Kendala apa yang dialami 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
di kelas maupun dirumah, jika tidak saya beritahu hukuman mereka
bermalas-malasan mengerjakan tugas. Padahal semakin mereka
berlatih mengerjakan tugas-tugas writing lama-lama mereka juga
akan menjadi terbiasa dan mampu mengerjakan tugas yang saya
berikan.
9. Tanya : Apakah ada teknik lain dalam mengatasi kesulitan siswa dalam
writing?
Jawab : Dikarenakan siswa saya visual learner, saya sering mengajarkan
writing dengan picture. Tetapi saya pernah mendengar tentang
clustering technique atau teknik yang digunakan sebelum memulai
menulis. Clustering technique membuat ide-ide tentang topic yang
akan ditulis menjadi lebih terpikirkan tidak asal menulis.
10. Tanya : Jenis teks apa yang Bapak/Ibu sarankan untuk digunakan dalam
penelitian ini?
Jawab : Recount text.
Bojongsari, 11 Oktober 2010

Interviewer Interviewee
Tita Nurul Fajriyani Hartika Herdiningtyas, S.Pd

Interview for the English Teacher after Classroom Action Research
PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT

RESPON PENGGUNAAN CLUSTERING TECHNIQUE
1. Apa pendapat ibu, setelah meilhat pembelajaran writing/menulis dengan

menggunakan clustering technique?
2. Bagaimana kondisi siswa ibu dalam pembelajaran writing/menulis setelah
3. Apakah Ibu merasa termotivasi setelah melihat penggunaan clustering
technique dalam pembelajaran writing/menulis di kelas?
4. Bagaimana kemampuan pemahaman writing/menulis siswa ibu setelah
menerapkan clustering technique sebagai salah satu metode pengajaran
writing/menulis?
5. Menurut pendapat ibu, bagaimana aktifitas belajar mengajar yang
dilaksanakan dalam pembelajaran writing/menulis dengan menggunakan
clustering technique?
6. Kendala apa yang terlihat ketika belajar writing/menulis menggunakan
7. Menurut ibu, bagaimana cara mengatasi kendala tersebut?
8. Bagaimana partisipasi siswa ketika pembelajaran writing/menulis
menggunakan clustering technique berlangsung?
9. Apakah strategi pembelajaran clustering technique efektif diterapkan pada
pembelajaran skill writing?
10. Menurut ibu, apakah strategi pengajaran clustering technique dapat
meningkatkan kemampuan writing/menulis siswa dalam bahasa Inggris?
HASIL WAWANCARA
Kepada Guru Bahasa Inggris (SMP Al-Hasra)
Pewawancara : Tita Nurul Fajriyani
Pihak yang diwawancarai : Hartika Herdiningtyas, S.Pd

Jabatan : Guru Bahasa Inggris
Hari/ Tanggal : Selasa, 23 November 2010
Waktu : 10.15 – 10.45
Tempat : Ruang Guru Yayasan Al-Hasra
1. Tanya : Apa pendapat ibu setelah meilhat pembelajaran

writing/menulis dengan menggunakan clustering technique?
Jawab : Saya melihat para siswa termotivasi dan terlihat lebih bersemangat
dalam pembelajaran writing, apalagi ketika anak-anak membuat
clustering technique yang dibantu bentuk-bentuk bangun yang
menarik sehingga mereka bersemangat membuat clustering
technique hasil kerja mereka agar terlihat bagus.
2. Tanya : Bagaimana kondisi siswa ibu dalam pembelajaran

writing/menulis 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/menulis di kelas?
Jawab : Tentunya saya merasa termotivasi untuk menggunakan metode
clustering technique dalam mengajarkan 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 dipikirannya.
4. Tanya : Bagaimana kemampuan pemahaman writing/menulis siswa

ibu setelah menerapkan clustering technique sebagai salah satu metode
pengajaran writing/menulis?
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
menentukan idenya.
5. Tanya : Menurut pendapat ibu, bagaimana aktifitas belajar mengajar

yang dilaksanakan dalam pembelajaran writing/menulis 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 banyak dan bervariasi. Pembelajaran writing menggunakan
clustering technique ini merupakan suatu penyegaran dalam
pembelajaran writing.
6. Tanya : Kendala apa yang terlihat ketika belajar writing/menulis

Jawab : Kendala yang terlihat yaitu ketika siswa harus mengeluarkan ide
mereka dalam bentuk key word. Kebanyakan mereka kekurangan
vocabulary sehingga mereka kesulitan dalam menemukan
kosakata yang mereka maksud.
7. Tanya : Menurut ibu, bagaimana cara mengatasi kendala tersebut?
Jawab : Bisa dengan menggunakan kamus.
8. Tanya : Bagaimana partisipasi siswa ketika pembelajaran

writing/menulis menggunakan clustering technique berlangsung?
Jawab : Partisipasi siswa cukup baik dalam proses pembelajaran di kelas.
Walaupun pada awalnya siswa terlihat pasif namun dalam dengan
adanya kegiatan yang melibatkan siswa dalam proses
pembelajaran dan siswa dituntut untuk melaksanakan kegiatan
tersebut, sehingga siswa lama kelamaan berpartisipasi. Jadi
partisipasi siswa cukup bagus dan terkontrol.
9. Tanya : Apakah strategi pembelajaran clustering technique efektif

diterapkan pada pembelajaran skill writing?
Jawab : ya, saya melihat strategi clustering technique ini cukup efektif
dalam pembelajaran skill writing karena dapat membantu siswa
dalam mengeluarkan ide dan menyusun ide tersebut dalam sebuah
paragraph. Selain itu, clustering technique juga dapat
meningkatkan kreatifitas siswa karena dalam clustering technique
menggunakan berbagai macam bentuk bangun yang menarik.
10. Tanya : Menurut ibu, apakah strategi pengajaran clustering technique

dapat meningkatkan kemampuan writing/menulis siswa dalam bahasa
Inggris?
Jawab : ya, saya kira clustering technique dapat meningkatkan
kemampuan menulis siswa karena dapat mempermudah siswa
dalam mengeluarkan ide dan menyusun ide tersebut hingga
tersusun menjadi paragraph. Selain itu juga dapat terlihat pada
nilai siswa yang menunjukan perbaikan dari setiap siklus.
Bojongsari, 23 November 2010
Interviewer Interviewee
Tita Nurul Fajriyani Hartika Herdiningtyas, S.Pd

Questionnaire for Students in the Preliminary Study
PEDOMAN KUISIONER UNTUK SISWA
Petunjuk:
1. Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis/writing

pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya.
2. Jawaban tidak akan mempengaruhi nilai bahasa Inggris anda.
Berilah tanda √ disetiap jawaban yang anda pilih!
1. Apakah anda menyukai pelajaran bahasa Inggris?
( )Ya ( )Kadang-kadang ( )Tidak
2. Apakah anda menyukai 4 keterampilan (skill) bahasa Inggris (listening,
speaking, reading, writing) yang diajarkan?
3. Apakah menulis/writing merupakan salah satu keterampilan (skill) yang anda
anggap sulit?
4. Apakah kesulitan yang anda hadapi saat menulis/writing bisa diatasi?
5. Apakah anda memahami materi menulis/writing dengan cara pengajaran saat
ini?
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN PRELIMINARY STUDY
Score Percentage
No Questions Kadang- Kadang-
Ya Tidak Ya Tidak
kadang kadang
1 Apakah anda menyukai 18 8 6 56,25 25,00 18,75

pelajaran bahasa Inggris?
Apakah anda menyukai 4
skill bahasa Inggris
2 10 15 7 31,25 46,87 21,88
(listening, speaking,
reading, writing) yang
diajarkan?
3 Apakah menulis/writing 21 9 2 65,63 28,12 6,25
merupakan salah satu skill
yang anda anggap sulit?
Apakah kesulitan yang
4 anda hadapi saat 10 8 14 31,25 25,00 43,75
menulis/writing bisa
diatasi?
Apakah anda memahami
5 materi menulis/writing 9 13 10 28,13 40,62 31,25
dengan cara pengajaran
saat ini?
Questionnaire for Students in the Last of Classroom Action Research

PEDOMAN KUISIONER UNTUK SISWA
Petunjuk:
Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran menulis/writing

pada pelajaran bahasa Inggris. Mohon diisi dengan sebenar – benarnya.
Jawaban tidak akan mempengaruhi nilai bahasa Inggris anda.
Berilah tanda √ disetiap jawaban yang anda pilih!
1. Apakah anda menyukai pembelajaran menulis/writing dengan clustering
technique?
2. Apakah belajar menulis/writing dengan menggunakan clustering technique
membantu anda dalam menentukan topik dan ide-ide sebelum menyusun
paragrap?
3. Apakah anda senang terhadap pelajaran menulis/writing dalam bahasa
Inggris?
4. Apakah dengan menggunakan clustering technique membantu anda dalam
menulis/writing?

5. Menurut anda apakah cara guru mengajar pada pelajaran menulis/writing
dalam bahasa inggris dengan menggunakan clustering technique
menyenangkan?
RECAPITULATION OF THE QUESTIONNAIRE RESULT
IN LAST CLASSROOM ACTION RESEARCH
Score Percentage
No Questions Kadang- Kadang-
Ya Tidak Ya Tidak
kadang kadang
Apakah anda menyukai

1 pembelajaran 19 11 2 59,38 34,37 6,25
menulis/writing dengan
Apakah belajar
menulis/writing dengan
menggunakan clustering
2 23 9 0 71,88 28,12 0,00
technique membantu
anda dalam menentukan
topik dan ide-ide sebelum
menyusun paragrap?
Apakah anda senang
3 terhadap pelajaran 20 9 3 62,50 28,12 9,38
menulis/writing dalam
bahasa Inggris?
Apakah dengan
menggunakan clustering
4 21 7 4 65,63 21,87 12,50
technique membantu
anda dalam
menulis/writing?
Menurut anda apakah
cara guru mengajar pada
pelajaran menulis/writing
5 24 6 2 75,00 18,75 6,25
dalam bahasa inggris
dengan menggunakan
clustering technique
menyenangkan?
Students’ Writing Scores in the Preliminary Study
Score Total
No Name Mean
C O V &M G score
1 S1 2 3 3 1 9 56,25
2 S2 2 2 2 1 7 43,75
3 S3 2 3 2 2 9 56,25
4 S4 2 2 2 1 7 43,75
5 S5 3 2 3 2 10 62,5
6 S6 4 3 3 2 12 75
7 S7 2 1 2 1 6 37,5
8 S8 2 3 3 2 10 62,5
9 S9 3 4 3 2 12 75
10 S10 2 2 2 2 8 50
11 S11 3 2 3 2 10 62,5
12 S12 2 3 2 1 8 50
13 S13 2 3 2 2 9 56,25
14 S14 3 3 3 1 10 62,5
15 S15 3 2 3 2 10 62,5
16 S16 2 2 3 1 8 50
17 S17 3 2 2 2 9 56,25
18 S18 3 3 2 2 10 62,5
19 S19 3 2 2 2 9 56,25
20 S20 2 2 2 2 8 50
21 S21 2 2 3 2 9 56,25
22 S22 3 3 2 1 9 56,25
23 S23 3 3 3 2 11 68,75
24 S24 4 3 3 2 12 75
25 S25 2 3 2 1 8 50
26 S26 2 2 2 2 8 50
27 S27 3 3 2 2 10 62,5
28 S28 2 3 2 1 8 50
29 S29 2 2 2 1 7 43,75
30 S30 2 1 2 2 7 43,75
31 S31 2 2 2 1 7 43,75
TOTAL 77 76 74 50 277 1731
MEAN 2,48 2,45 2,39 1,61 8,94 55,85
MINIMUM SCORE 37,5
MAXIMUM SCORE 75
No Level Number of students percentage

1 70 ≥ 100 3 9,7
2 69 ≤ 0 28 90,3
Total 31 100.0
The Students’ Writing Score in the First Cycle
Score Total
No Name Mean
C O V &M G score
1 S1 3 2 3 2 10 62,5
2 S2 2 3 2 2 9 56,25
3 S3 2 3 3 2 10 62,5
4 S4 2 2 2 1 7 43,75
5 S5 3 4 3 2 12 75
6 S6 4 4 2 2 12 75
7 S7 2 2 2 2 8 50
8 S8 4 3 3 2 12 75
9 S9 3 3 3 3 12 75
10 S10 3 2 3 2 10 62,5
11 S11 3 3 3 2 11 68,75
12 S12 3 3 2 2 10 62,5
13 S13 3 3 3 2 11 68,75
14 S14 4 3 3 2 12 75
15 S15 3 3 3 3 12 75
16 S16 2 3 2 2 9 56,25
17 S17 3 3 3 2 11 68,75
18 S18 4 3 3 2 12 75
19 S19 3 3 3 2 11 68,75
20 S20 2 3 3 2 10 62,5
21 S21 4 3 3 2 12 75
22 S22 2 3 3 2 10 62,5
23 S23 4 4 2 2 12 75
24 S24 2 4 3 3 12 75
25 S25 3 2 3 2 10 62,5
26 S26 4 3 3 2 12 75
27 S27 3 3 3 3 12 75
28 S28 3 2 2 2 9 56,25
29 S29 2 3 2 2 9 56,25
30 S30 3 3 2 2 10 62,5
31 S31 3 2 2 2 9 56,25
TOTAL 91 90 82 65 328 2050
MEAN 2,94 2,90 2,65 2,10 10,58 66,13
MINIMUM SCORE 43,75
MAXIMUM SCORE 75
No Level Number of students Percentage
1 70 ≥ 100
12 38,7
2 69 ≤ 0 19 61,3
Total 31 100.0
The Students’ Writing Score in the Second Cycle
Score Total
No Name Mean
C O V &M G score
1 S1 3 4 3 2 12 75
2 S2 3 3 2 2 10 62,5
3 S3 3 3 3 3 12 75
4 S4 3 2 2 2 9 56,25
5 S5 3 4 3 2 12 75
6 S6 4 4 2 2 12 75
7 S7 3 2 3 2 10 62,5
8 S8 4 3 3 2 12 75
9 S9 3 4 3 2 12 75
10 S10 4 3 3 2 12 75
11 S11 3 3 3 3 12 75
12 S12 3 3 3 3 12 75
13 S13 3 3 3 3 12 75
14 S14 4 3 3 2 12 75
15 S15 3 4 3 2 12 75
16 S16 3 4 3 2 12 75
17 S17 4 3 3 2 12 75
18 S18 4 3 3 2 12 75
19 S19 4 3 3 2 12 75
20 S20 4 3 3 2 12 75
21 S21 4 3 3 2 12 75
22 S22 3 3 3 3 12 75
23 S23 4 4 2 2 12 75
24 S24 2 4 3 3 12 75
25 S25 3 4 3 2 12 75
26 S26 4 3 3 2 12 75
27 S27 3 3 3 3 12 75
28 S28 4 4 2 2 12 75
29 S29 3 4 3 2 12 75
30 S30 4 3 3 2 12 75
31 S31 3 3 2 2 10 62,5
TOTAL 105 102 87 69 363 2269
MEAN 3,39 3,29 2,81 2,23 11,71 73,19
MINIMUM SCORE 56,25
MAXIMUM SCORE 75
No Level Number of students percentage
70 ≥ 100
1 27 87,1
2 69 ≤ 0 4 12,9
Total 31 100.0
FIELD NOTES
Cycle/Meeting : I / 1 (One)
Day/Date : Tuesday/ November 2nd, 2010
Time : 13.00 – 14.00
Theme / Sub theme : My Experience
I. Happens in the classroom
 From the students’ side
 Some students not pay attention on teacher’s explanation

 Some of them tried to cheat with her 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
 Students need clear explanation of the material using clustering technique

 Students need to give interesting explanation to attract the students
 Teacher should have a loud voice so that students can pay attention to the
teacher’s explanation
Observer
Hartika Herdiningtyas, S.Pd

FIELD NOTES
Cycle/Meeting : I / 2 (Two)
Day/Date : Wednesday/ November 3rd, 2010
Time : 07.15 – 09.30
Theme / Sub theme : My Experience
I. Happens in the classroom

 Some students pay attention on teacher’s explanation
 Students looked so motivated to make the mind mapping

 The teacher gives a good activity and also good choice to get the goal of
teaching. They are divided into some groups.
 The teacher gave intensive guide by answering all of the questions.
II. Things to consider

 Students need to explore their vocabulary hard. Some students don’t look
to try hard to find out the vocabulary they need.

 Teacher should give the way how to get the vocabulary, because most of
students have lack in vocabulary field.
Observer
Hartika Herdiningtyas, S.P

FIELD NOTES
Cycle/Meeting : 2 / 1 (One)
Day/Date : Monday / November 15th, 2010
Time : 10. 30 – 12.00
Theme / Sub theme : Science and Experience
a. Happens in the classroom

 More students pay attention on a new topic and a new design of clustering
technique.
 Students are cooperative to support the teacher’s teaching goal.
 More students look enthusiast when choosing their favorite food and drink
and making clustering technique.
 Teacher masters the technique and the material she gives.
 Teacher checked the students’ work by walking to their table and giving
comments.
b. Things to consider
 The class still was noisy.
 Some students still asked about new design of clustering technique.
 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 explains can be understood.
 The teacher should make her voice louder.
Observer

FIELD NOTES
Cycle/Meeting : 2 / 2 (Two)
Day/Date : Monday/ November 22nd, 2010
Time : 10. 30 – 12.00
Theme / Sub theme : Science and Experience
a. Happens in the classroom

 Students had chance to ask questions as many as possible freely in
English and Indonesian.
 Students wrote and revise their draft in their group cooperatively and
enthusiastically
 Teacher spoke more loudly and clearly.
 The teacher checked the students to make sure the entire student
understand about the instruction.
b. Things to consider
 Some students had difficult to understand the instructions given
 The teacher should check the students to make sure that they are
understand about the instruction.
Observer

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
WRITING
I. IDENTITAS
Satuan Pendidikan : SMP AL-HASRA

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Tema : My Experience
Aspek/Skill : Writing
Alokasi Waktu : 2 x 40 menit
Jenis Teks : Personal Recount
Tahun Pelajaran : 2010/2011
II. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
III. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
IV. INDIKATOR
Siswa mampu:
1. Menentukan cirri kebahasaan teks personal recount
2. Menyusun teks berbentuk personal recount
3. Menulis teks berbentuk personal recount
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan cirri kebahasaan teks personal recount
2. Menyusun teks personal recount
3. Menulis teks berbentuk personal recount
VI. MATERI PEMBELAJARAN

Teks Personal Recount
Me and Bali
Family
Holiday
Places to Idul Fitri 1431 H
visit Holiday
First day
Second day
Third day
Last day
Last holiday after Idul Fitri 1431 H, I went to Bali for 4 days with my
family. My father and my mother went to Bali for work 3 days before my brother and
I went there. In Bali, we went to many places.
In first day, after my brother and I arrived in Ngurah Rai airport we went to
Sanur beach, Kuta beach, and Ulluwatu for watched Kecak dance. In second day, we
went to Garuda Wisnu Kencana, tanah lot, and ate seafood in Jimbaran. Tanah lot
was very beautiful. In the third day, we went to waterbom, Kuta beach, and art market
for bought handicraft for my friends. In last day, we just stayed in hotel and went to
airport in the afternoon and arrived in Bandung in the evening.
VII. Metode Pembelajaran/Teknik: Three-phase technique

VIII. Langkah-Langkah Kegiatan:
a. Kegiatan Pendahuluan
 Memberi salam dan tegur sapa.

 Tanya jawab berbagai hal terkait kondisi siswa.
 Memberi motivasi kepada siswa.
 Penjelasan tentang topik yang akan dibahas.
b. Kegiatan inti
 Siswa diminta menyusun paragraf personal recount secara berkelompok
yg terdiri dari 4 orang.
 Guru membimbing siswa membahas dan mengoreksi jawaban serta
memberi nilai.
 Membahas schematic structure teks berbentuk personal recount.
 Membahas ciri kebahasan teks berbentuk recount.
 Guru meminta siswa untuk membuat teks personal recount secara
individu.
c. Kegiatan penutup
 Menyimpulkan materi pembelajaran.
 Menanyakan kesulitan siswa selama Kegiatan Belajar Mengajar.
IX. Sumber dan Media Pembelajaran
A. Sumber Belajar
a. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. “English on

Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.
b. Kurikulum Bahasa Inggris (grade VIII)
c. Syllabus SMP (grade VIII)
B. Media Pembelajaran
a. Hand out
b. Paragraph strips
X. Penilaian
a. Teknik : Tes tulis

b. Bentuk : Tertulis
c. Instrumen : Terlampir
XI. Pedoman Penilaian
a. Untuk nilai jawaban benar diberi skor = 2

b. Skor maksimal = 5 x 2 = 10
c. Rubrik Penilaian
No. Uraian Score
1. Susunan paragraf benar, schematic structure tepat 4
Susunan paragraf benar, schematic structure kurang
2. 3
tepat
Susunan paragraf kurang tepat, schematic structure
3. 2
kurang tepat
4. Semua kurang tepat 1
Mengetahui, Bojongsari, 2 November 2010

Guru Bid.Studi Peneliti
Hartika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442
Rearrange these paragraphs into a good text.
-----------------------------------------------------------------------
Last holiday after Idul Fitri 1431 H, I went to bali for 4 days with my family. My
father and my mother went to bali for work 3 days before my brother and I went
there.
---------------------------------------------------------------------------------
In the third day, we went to waterbom, Kuta beach, and art market for bought
handicraft for my friends.
---------------------------------------------------------------------------------
In second day, we went to Garuda Wisnu Kencana, tanah lot, and ate seafood in
Jimbaran. Tanah lot was very beautiful.
---------------------------------------------------------------------------------
In last day, we just stayed in hotel and went to airport in the afternoon and arrived
in bandung in the evening.
---------------------------------------------------------------------------------
In bali, we went to many places. In first day, after my brother and I arrived in
Ngurah Rai airport we went to Sanur beach, Kuta beach, and Ulluwatu for watched
Kecak dance.
---------------------------------------------------------------------------------
WRITING
IX. IDENTITAS

Tema : My Experience
Jenis Teks : Personal Recount
X. STANDAR KOMPETENSI
Menulis

lingkungan sekitar.
XI. KOMPETENSI DASAR
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan
narrative.
XII. INDIKATOR
Siswa mampu:
4. Menentukan ciri-ciri teks recount
5. Menyusun teks berbentuk recount
6. Menulis teks berbentuk recount menggunakan clustering technique
XIII. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:

4. Menentukan ciri-ciri teks recount
5. Menyusun teks recount
6. Menulis teks berbentuk recount menggunakan clustering technique
XIV. MATERI PEMBELAJARAN
Teks Personal Recount
Purpose: to retell something that happened in the past and to tell a series of
past event.
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
XV. Metode Pembelajaran/Teknik: Three-phase technique

XVI. Langkah-Langkah Kegiatan:
b. Kegiatan Pendahuluan

 Mengabsen siswa.
 Memberi motivasi kepada siswa.
b. Kegiatan inti
 Siswa diminta membuat paragraf personal recount dengan menggunakan
clustering technique secara berpasang-pasangan.
 Siswa diminta mempresentasikan hasil kerjanya.
 Siswa diminta mengoreksi jawaban dan memberi nilai.
 Membahas ciri-ciri teks berbentuk personal recount.
 Guru memberi tugas individu.
 Siswa diminta untuk membuat paragraf berbentuk teks recount dengan
menggunakan clustering technique.
c. Kegiatan penutup
 Menugaskan siswa membuat teks recount yang lain.
B. Sumber Belajar
a. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. “English on

Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.
a. Hand out
b. Paragraph strips
c. Slide
X. Penilaian
d. Teknik : Tes tulis

e. Bentuk : Tertulis
f. Instrumen : Terlampir
d. Rubrik Penilaian
No. Uraian Score

2. Susunan paragraf benar, schematic structure kurang tepat 3
3. Susunan paragraf kurang tepat, schematic structure 2
kurang tepat
Hartika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442
WRITING
XVII. IDENTITAS
Tema : Science and Experience
Jenis Teks : Procedural Recount
XVIII. STANDAR KOMPETENSI

lingkungan sekitar.
XIX. KOMPETENSI DASAR

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan sekitar.
XX. INDIKATOR
Siswa mampu:
7. Menentukan ciri-ciri procedural recount
8. Menyusun teks berbentuk procedural recount
9. Dapat menulis teks procedural recount sesuai dengan ciri-cirinya
XXI. MATERI PEMBELAJARAN
Procedural Recount
 Procedural recount is records events such as a science experiment or a

cooking experience. It presents the events chronologically.
 Schematic Structure:
 Orientation: It provides the purpose of the activity. It also answers the
questions: Who? When? Where? What experience?
 List of Events: It tells the event chronologically. It uses conjunctions
like first, next, then, finally, and so on.
 Reorientation: It describes the outcome of the activity. It can also
express people’s personal opinion regarding the events.
LINGUISTIC FEATURES
Past tense Did, started, prepared etc.
Uses connectors First, they blew up the balloon.
Action Verb Put, prepared, show etc.
Use nouns or pronouns they
Details First, then, after that, and finally.
The ending may describe the outcome of As a result, the air in the bottle got hotter.
the activity
Details of time Few minutes later
Descriptive details The bucket that was full of hot water
XXII. Metode Pembelajaran/Teknik: Three-phase technique
XXIII. Langkah-Langkah Kegiatan:

c. Kegiatan Pendahuluan
b. Kegiatan inti
 Membahas schematic structure teks procedural recount
 Siswa diberi kesempatan memilih 1 dari 3 tema
 Siswa diminta untuk membuat teks procedural recount sesuai dengan
tema yang diberikan dengan menggunakan clustering technique
 Siswa membacakan teks procedural recount yang telah dibuat
c. Kegiatan penutup

C. Sumber Belajar
a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English
in Focus”) for Grade VIII Junior High School, Pusat Perbukuan Departemen
Pendidikan Nasional, 2008, Jakarta.
a. Hand out
b. Paragraph strips
c. Slide
X. Penilaian
g. Teknik : Tes tulis
h. Bentuk : Tertulis
i. Instrumen : Terlampir
e. Rubrik Penilaian
No. Uraian Score
kurang tepat

Hertika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442
WRITING
XXIV. IDENTITAS
Tema : Science and Experience
Jenis Teks : Procedural Recount
XXV. STANDAR KOMPETENSI

lingkungan sekitar.
XXVI. KOMPETENSI DASAR

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan sekitar.
XXVII. INDIKATOR
Siswa mampu:
10. Menentukan ciri-ciri procedural recount
11. Menyusun teks berbentuk procedural recount
12. Dapat menulis teks procedural recount sesuai dengan ciri-cirinya
XXVIII. MATERI PEMBELAJARAN
Foods and Drinks
The Procedure of Making Meatballs

ingredients:
 1 kilo of very fine minced meat (preferably beef)

 2 eggs
 300 grams of tapioca-flour
 4-8 cloves of garlic
 1 red onion
 1 teaspoon of white pepper
 2 teaspoons of salt
Steps:
 First of all, mix garlic, red onion, salt, and white pepper in a mortar or mixer.
 Second step, mix the spice-mixture with the eggs, the tapioca-flour and the
minced meat.
 After that, use your fingers, add a cup of water, and keep on working until the
mixture feels soft and smooth.
 Then, boil some water in a rather large pot, at least about 2 liters.
 Next step, start rolling the mixture into small meatballs.
 Finally, lower the meatballs into the boiling water. When they float up to the
surface the meatball is ready to serve.
XXIX. Metode Pembelajaran/Teknik: Three-phase technique
XXX. Langkah-Langkah Kegiatan:

d. Kegiatan Pendahuluan

b. Kegiatan inti
 Membahas schematic structure teks procedural recount
 Siswa diminta untuk membuat teks procedural recount sesuai dengan
tema yang diberikan dengan menggunakan clustering technique
 Siswa membacakan teks procedural recount yang telah dibuat
c. Kegiatan penutup
 Memberi tugas rumah berkelompok untuk membuat teks procedural
yang lain dengan menggunakan clustering technique.

D. Sumber Belajar
a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English
in Focus”) for Grade VIII Junior High School, Pusat Perbukuan Departemen
Pendidikan Nasional, 2008, Jakarta.
a. Hand out
b. Paragraph strips
c. Slide
X. Penilaian
j. Teknik : Tes tulis
k. Bentuk : Tertulis
l. Instrumen : Terlampir
f. Rubrik Penilaian
No. Uraian Score
kurang tepat

Hertika Herdiningtyas, S.Pd Tita Nurul Fajriyani

NIM. 106014000442

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IMPROVING STUDENTS’ WRITING ABILITY

THROUGH CLUSTERING TECHNIQUE

DEPARTMENT OF ENGLISH EDUCATION

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Advisor: Dr. Fahriany, M.Pd

Key words: Students’ Writing Ability, Clustering Technique

Fajriyani, Tita Nurul, 2011. Improving Students’ Writing Ability through

Pembimbing: Dr. Fahriyani, M.Pd

Key Words: Kemampuan Menulis Siswa, Teknik Clustering

Penelitian ini dilaksanakan untuk memperbaiki kemampuan menulis siswa

In the name of Allah, the Most Gracious, the Most Merciful

The great expression of her gratitude is addressed to her beloved parents

The writer would also like to express her gratitude to:

1. Prof. Dr. Dede Rosyada, M.A. as the Dean of the Faculty of

Jakarta, April 2011

A. The Background of The Study ………………………..1

CHAPTER II THEORITICAL FRAMEWORK

CHAPTER IV RESEARCH FINDINGS

Table 3.1 The Schedule of the Classroom Action Research .............................. 22

Table 3.2 Analytical Scoring rubric ................................................................... 24

Figure 2.1 Example of Clustering Technique .................................................... 15

Figure 3.1 Kurt Lewin’s Action Research Design ............................................. 19

Figure 3.2 Researchers’ Design ......................................................................... 20

Figure 4.1 Students’ Improvement in Writing Score .......................................... 41

Appendix 2 The result of Interview in the Preliminary Study .......................... 48

Appendix 3 Interview for the English Teacher in the last Classroom

Appendix 4 The result of interview after Classroom Action Research ............. 52

Appendix 5 Questionnaire for students in the Preliminary Study ..................... 56

Appendix 6 The result of Questionnaire in the Preliminary Study ................... 57

Appendix 7 Questionnaire for students in the Last Classroom

Appendix 8 The result of Questionnaire for students in the Last Classroom

Appendix 9 Students’ Writing Scores in the Preliminary Study ...................... 60

Appendix 10 The Sample of Students’ Writing Paragraph in the

Appendix 11 The Students’ Writing Score in the First Cycle .......................... 63

Appendix 12 The Sample of Students’ Writing Paragraph in the First Cycle .. 65

Appendix 13 The Students’ Writing Score in the Second Cycle ....................... 66

Appendix 14 The Sample of Students’ Writing Paragraph in the

Appendix 15 Field Notes in the First Cycle ...................................................... 69

Appendix 16 Field Notes in the Second Cycle ................................................. 71

Appendix 17 Lesson Plan of the First Cycle ..................................................... 73

Appendix 18 Lesson Plan in the Second Cycle ................................................ 83

A. Background of the Study

Language is an important tool to communicate. To communicate

not an official language in most countries, it is currently the language most

Studying English as a foreign language is gradually getting more

English is one of a compulsory subject in Indonesia.3 One of the aims

Based on the problems discussed previously, the writer takes a title of

B. Objectives of the Study

C. The Limitation and Formulation of the Problem

2. The Formulation of the Problem

D. Significance of the Study

E. Organization of the Writing

Writing is one of the most significant cultural accomplishments of

2. The Purposes of Writing

When someone writes something, he or she has purposes for

According to Braine and May defined four common purposes in

3. The Process of Writing

Writing process is learning how to write by writing. This current

1. Discovering a point-often through prewriting

Prewriting is the first stage of the writing process, is a time of

4. The Problems of Writing

research that went on before the actual writing.25 Therefore, many

There are three levels of conceptualization and organization;