MENINGKATKAN KEMAMPUAN MENULIS SISWA MELALUI TEKNIK CLUSTERING

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1 ABSTRAK MENINGKATKAN KEMAMPUAN MENULIS SISWA MELALUI TEKNIK CLUSTERING (Penelitian Tindakan Kelas pada Siswa Kelas Sepuluh SMA Negeri Colomadu Tahun Ajaran 2014/2015). IRA EKAWATI Skripsi : Fakultas Keguruan dan Ilmu Pendidikan Bahasa Inggris, Universitas Slamet Riyadi, Surakarta, Penelitian ini bertujuan untuk mengetahui apakah teknik clustering dapat meningkatkan kemampuan menulis siswa di kelas sepuluh SMA Negeri Colomadu tahun ajaran 2014/ 2015 dan untuk mendeskripsikan penerapan clustering dalam proses belajar dan mengajar di kelas sepuluh SMA Negeri Colomadu tahun ajaran 2014/ Metode dalam penelitian ini adalah penelitian tindakan kelas. Peneliti melaksanakan penelitian di SMA Negeri Colomadu tahun ajaran 2014/ Sekolah ini berada di Fajar Indah, Baturan, Colomadu. Penelitian dilaksanakan dalam dua siklus di XMIA-5 dan dilaksanakan pada bulan Maret sampai Mei Setiap siklus terdiri dari dua pertemuan. Teknik menganalisa data menggunakan data kualitatif dan kuantitatif. Dalam mengumpulkan data, peneliti menggunakan observasi, wawancara, catatan lapangan, tes dan dokumen. Dalam analisa data, formula t-test digunakan untuk menghitung jumlah pre-test dan posttest. Penelitian ini dilaksanakan berdasarkan model Kemmis dan Taggart dengan prosedur penelitian sebagai berikut: perencanaan, tindakan, pengamatan dan refleksi. Hasil dari penelitian ini menunjukkan bahwa ada peningkatan kemampuan menulis siswa. Nilai rata-rata siswa pre-test adalah 57,04. Nilai rata-rata post-test 1 adalah 70,78. Nilai test post-test 2 adalah 80,7. Hasil nilai t-test siklus 1 adalah 11,95 dan t-test dalam siklus 2 adalah 19,7. Berdasarkan penjelasan diatas, dapat disimpulkan bahwa teknik clustering dapat meningkatkan kemampuan menulis siswa dalam proses belajar dan mengajar di SMA Negeri Colomadu tahun ajaran 2014/ Kata kunci: Ketrampilan menulis, Teknik Clustering dan Penelitian Tindakan Kelas 1

2 ABSTRACT IMPROVING STUDENTS WRITING ABILITY THROUGH CLUSTERING TECHNIQUE (A Classroom Action Research at the Tenth Grade Students of SMA Negeri Colomadu in Academic Year of 2014/2015) IRA EKAWATI Teacher Training Faculty, English Department, Slamet Riyadi University, Surakarta, 2015 This research is aimed to find out whether clustering technique can improve the students writing ability at tenth grade of SMA Negeri Colomadu in academic year 2014/2015 and to describe the implementation of clustering technique in teaching and learning process at tenth grade of SMA Negeri Colomadu in academic year 2014/2015. The method of this research was Classroom Action Research ( CAR ). The writer conducted this study at SMA Negeri Colomadu in the academic year 2014/2015. This school is located in Fajar Indah, Baturan, Colomadu. The research was held in two cycles at XMIA-5 and it was carried out from March 2015 until May Each cycle consisted of two meetings. The techniques of analyzing data used qualitative data and quantitative data. In collecting the data, the writer used observation, interview, field note, and test, and documents. In analyzing the data, t test formula was used to calculate the result of pre-test and post-test. This study was conducted based on Kemmis and Taggart model with the following procedures of the action research: planning, acting, observing, and reflecting. The result of the study showed that there was improvement of students writing ability. The student s mean score in pre test was 57,04. The student s mean score in post-test 1 was 70,78. The student s mean score in post-test 2 was 80,7. The result of t-test value of cycle 1 was 11,95 and t-test of cycle 2 was 19,7. Based on above, it can be concluded that clustering technique can improve student s writing skill in teaching and learning process at SMA Negeri Colomadu in academic year 2014/2015. Keywords : Writing Skill, Clustering Technique, and Classroom Action Research. 2

3 INTRODUCTION Communication is important because it connects someone to another people in the world. The most common component of communication is language. Edward Sapir (1921) states that Language is a purely human and non-instructive method of communicating ideas, emotions, and desires by means of a system of voluntarily proceed symbol. Language is used in a group of civilization. To master a language we have to learn about four skills of it. They are speaking, reading, writing, and listening. Writing is a form of communication that allows students to put their feelings and ideas on paper, to deliver message and beliefs into convincing arguments, and to convey meaning through good paragraph. (Penny UR. 1993). Writing is s students activity to write their ideas. Students can explore, discover, and organize their feeling. In this study the writer chose narrative text as the students genre problem in writing learning. The choice of this text is based on the syllabus of the second year on the second term. Learning process English used curriculum Minimum Criterion of the Students Mastery (KKM) is 2,66 or 75. The students still had the score in writing below the Minimum Criterion of the Students Mastery (KKM). From the interview, observation and pre-research conducted at SMA Negeri Colomadu, it is found that the tenth grade students have some problems in learning English mainly writing skill. Further explanation about the problem is as follows : Firstly, students felt difficult to start in writing. They were still confused to make a paragraph that related with the topics. It can made the sentences didn t 3

4 correlate one to the others. Secondly, students had limited vocabulary, they didn t have lot vocabulary, so they opened dictionary. Thirdly, they didn t know mechanics in writing. They did mistakes in mechanism, such as capitalization and mechanics. Fourth, they had problems in grammar. In writing, they made a reverse sentence. They couldn t distinguish active sentence and passive sentence. Fifth, they felt confused to develop paragraph. They didn t know generic structure (orientation, complication, resolution, and reorientation) a story mainly narrative text and it made the sentence didn t arrange and coherent. These problems were important to be solved, therefore students got more comprehension in material of writing and students think that writing is an attractive skill. Based on the problem statements, the objectives of the study were : 1. To find out whether that clustering technique can improve writing ability at tenth grade of SMA Negeri Colomadu in academic year 2014/ To describe implementation of clustering technique in teaching and learning process at tenth grade of SMA Negeri Colomadu in academic year 2014/2015. LITERATURE REVIEW WRITING English divides four language skills, it consist of listening, speaking, reading, and writing. Writing has a systematic relationship to language, and it has systematic internal organization of its own (Henry Rogers, 2005:3). Writing is one of the most significant cultural accomplishments of human being. It allows us to record and convey information and stories. Writing is one of the language 4

5 skills which is important in our life. Through writing, we can inform others, carry out transactions, persuade, infuriate, and tell what we feel. However, we know that writing or learning to write especially in a second language is not simply a matter of writing things down. It is one of the four basic skills that are very complex and difficult to learn. Writing skill is complex and difficult to learn. Requiring mastery is not only grammatical patterns but also the rule of writing such as high degree of organization in the development of ideas and information and also choosing the appropriate vocabularies and sentence structure to create a style which is appropriate to subject matter. The writer concludes that writing is one of the important skills in teaching English. By using writing, students can share our idea and that exist in our mind. The students can write something on paper and their activity are fun, enjoy and comfortable. Writing is one of language skill which has given an important. We can deliver message to peoples, so communicate occur with oral language. Micro and Macro of Writing Micro skills apply more appropriately to imitative and intensive types of test, while the macro skills are essential for the successfully mastery of responsive and extensive writing. Brown (2003 : 221) defined micro and macro of follow writing as : Microskill a) Produce grapheme and orthographic patterns of English b) Produce writing at an efficient rate of speed to suit the purpose 5

6 c) Produce an acceptable core of words and use appropriate word order patterns d) Use acceptable grammatical system (e.g., tense, agreement, pluralization), patterns, and rules e) Express a particular meaning in different grammatical forms f) Use cohesive devices in written discourse Macroskill a) Use the rhetorical forms and conventions of written discourse b) Appropriately accomplish the communicative functions of written texts according to form and purpose c) Convey links and connection between events and communicative such relations as main idea, supporting idea, new information, given information, generalization, and exemplification d) Distinguish between literal and implied meanings when writing e) Correctly convey culturally specific references in the context of the written text f) Develop and use a battery of writing strategies, such as accurately assessing the audience s interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing 6

7 Clustering Technique Langan (2008:30) states that Clustering, also known as diagramming or mapping, is another strategy that can be used to generate material for an essay. This method is helpful for people who like to do their thinking in a visual way. Clustering produces an overview of a subject, suggests specific topics, and yields related details. Based on the definition above, the writer summarizes that clustering technique uses a visual map to develop a topic related to each other. Clustering technique gives stimulus students ideas, also they can make a good paragraph. The writer used clustering technique in writing learning. Clustering technique can be used in pair or group, usually a group of associated ideas forms a paragraph. As students write they mark off each idea as that idea is included in their writing. The finished writing tends to be organized and complete, because the process of clustering triggers awareness of thoughts and ideas and, since the process is nonlinear, allows the ideas to flow and be written down as they are associated one to the other. (Rico. 1998). Rico (1983, p.28) defined clustering as a nonlinear brain storming process akin to free association. It is a powerful technique which allows students to discover or uncover what they think about a subject; it provides organization to thought without slowing the flow of thoughts; it can help the thinker assess the quality of thought and serve as a guide for writing. Indeed, after clustering ideas, one can move directly to writing in paragraph form. Thus depending upon purpose, clustering may be used for thinking (cluster as an end product); or as a prewriting strategy (cluster as an organizational guide for writing). However it is 7

8 used, clustering is a dynamic process best understood by experiencing it first hand. The Step of Using Clustering There are some steps that have to be done in doing clustering technique. According Rico the step of using clustering were : a) Begin with a blank sheet of paper. Write the nucleus word(s) in the middle of the page leaving the rest of the page for writing. Circle the word(s). b) What comes to mind when you think of that word or words? Write whatever associations come to mind. Avoid judging or choosing. Let the words radiate out ward from the nucleus word and draw a circle around each of them. Draw lines connecting the words or concepts that seem related. c) Continue jotting down association sand ideas triggered by the nucleus word(s) for a minute or two. There is no correct way or one best way to do the activity. No one will be judging, so let yourself go let the words and associations come without worrying about them. d) If you get stuck, doodle until you are sure you have all the ideas out. Figure.1. Schema clustering technique of Rico 8

9 Teaching Writing Using Clustering Technique The followings are steps in teaching writing using clustering technique: a. Firstly, Introduce the concept of clustering technique to students. b. Secondly, teacher leads students to develop ideas in form clustering technique on the whiteboard. c. Third, teacher make the topic in the center by using circle and put keywords related to the topic by using lines or arrows. d. Third, teacher gives sample to develop paragraph with clustering technique. e. Finally, teacher asks students to follow instruction and they make a paragraph with own experience. RESEARCH METHODOLOGI The writer was conducted at SMA Negeri Colomadu in the academic year 2014/2015. This school is located on Fajar Indah, Baturan, Colomadu. This research was carried out in April This research was conducted through teaching and learning process in the classroom of tenth grade. In this research, the writer took X-MIA 5 in academic year 2014/2015. There are 23 students consisting of 23 female. In term of research methodology, the writer used the classroom action research about clustering technique to improve students writing. Kemmis and McTaggart (1988, 5) stated that Action research is a form of collective selfreflective enquiry undertaken by participants in social situations in order to 9

10 improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out. Mills (2014) stated that Action research is defined as any systematic inquiry conducted by teachers. The writer used the classroom action research procedure based on Kemmis and Taggart that action research occurs through a dynamic and complementary process It contains four phases; planning, acting, observing, and reflecting, administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn. It means that classroom action research is aimed to overcome problems in teaching learning process in order to improve educational practice. DISCUSSION The comparison of the mean score of pre-test, post-test 1, and post-test 2 can be seen in the following table. Table 1.1 the result of the test The Mean of The Mean of The Mean of T-value of T-value of Pre-Test Post-Test 1 Post-Test 2 Cycle One Cycle Two 57,04 70,78 80,7 11,95 19,7 The mean score of pre-test is 57,04 and the mean score of post-test 1 is 70,78. It mean that there is an improvement. The improvement happens after 10

11 teaching learning used clustering technique. The mean score of post-test 2 is higher than post-test one. The mean score of students post-test 2 increased into 80,7. The improvement post-test one and post-test two was 9,92. It could be summarized that there was significant improvement of the student s skill in constructing narrative text step by step based on clustering technique. Through clustering technique, there is improvement of student s writing skill. Based on the analysis using t-test, the result between pre test and post test 1 was 11,95. The result of t o (11,95) is higher than t t (2,074) is significance level 5%. And t o (11,95) is also higher than t t (2,819) is significance level 1%. Then the result between post test 1 and post test 2 was 19,7. The result of t o (19,7) is higher than t t (2,074) is significance level 5%. And t o (19,7) is also higher than t t (2,819) is significance level 1%. So it concluded of the calculate t- test of cycle 1 was t o > t t (11,95 > 2,819 > 2,074). It means that happen it was improvement. And also the calculate t-test of cycle 2 was t o > t t (19,7 > 2,819 > 2,074). It means that happen it was improvement. CONCLUSION The writer concludes that the use clustering technique in writing a narrative text was successful in some way. Fist, clustering technique could improve the students writing skill in narrative text. The improvement of the students could be seen from the improvement of the score achieved by students in the pre test, post test 1 and post test 2. It was know that their score of five elements, such as content, grammar, organization idea, vocabulary, and mechanics. They learned 11

12 how to develop their ideas and narrative text. Clustering technique help students to develop their ideas. Second, teaching and learning process English through clustering technique could ran well. They did assignment seriously and enjoyed. The result of test was good. There were communicate between teacher and students. The students could discuss with their friends, so it could get spirit in learning process. The writer gave help when it was needed and monitored what they were doing. The students were active and motivated to answer her questions. Clustering gives students a way to organize thinking for writing. With practice, they also grow more confident, enjoy and comfortable expressing their ideas. These are important goals for students two reasons. First, being able to express thoughts in writing clearly is an important life skill. Second, organizing thinking through clustering can enhance student performance on assessments which require organization and self-expression. Using clustering, both goals can be accomplished while students come to understand and enjoy the writing process. Suggestions After conductng the research, the writer would like to ring forward the suggestion, as below : 1. For the teacher To improve students writing skill, they are suggested to : a. Encourage and motivates students b. Give more attention to the five writing elements, such as content, organization, vocabulary, grammar, and mechanism 12

13 c. Teacher should used method interest to support students study 2. Students For the benefit of students writing skill, they are suggested : a. More practice and reading will absolutely help them to sharpen their ways of thinking and develop their ideas b. Have more spirit to study English, especially writing c. More active to increase English ability d. Be opened to the teacher what their problems are in order to gain problem solving 3. Writer This study in just one effort in teaching writing, so the writer hopes finding of this study will be employed as a starting point of the future research studies on similar problems. 13

14 REFERENCES Ary, Jacobs, Sorensen, &Razavieh Introduction to Research in Education. (8 th ed). USA: Wadsworth Cencage Learning. A. S. Hornby Oxford Advanced Learners Dictionary of Current English. New York: Oxford University Press. Brown, HD Language Assessment - Principles and Classroom Practice - Perason ESL. Longman: Priyanvada Abey Wickrama. Burns, A Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. html James C Raymond Writing is Unnatural Act. New York: The Murray Printing Company. Kember, David Action Learning and Action Research. London: Kogan Page Limited. Kemmis, S., McTaggart, R., & Nixon, R The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer Singapore. John Langan College Writing Skill with Reading. English Skill: Seventh Edition. New York: McGraw Hill Higher Education. Miles, M, B. Huberman, M. A, & Saldana, J Qualitative Data Analysis (a Method Sourcebook). (3 rd ed). California: Sage Publications, Inc. Nunan David Practical English Language Teaching. Singapore: McGraw Hill. Penny Ur A Cpurse in Language Teaching : Practice and Theory. Cambridge : Cambridge University Press. Rico, G.L. (2000). Writing the Natural Way.[Online]. Available at: 8#reader_ Rogers, Henry Writing System : a Linguistic Approach. California: Sage Publications, Inc. 14

15 Tarigan, H. G. dan Djago T Teknik Pengajaran Keterampilan Berbahasa. Bandung: Angkasa Sapir, Edward Language An Introduction to the Study of Speech. Ottawa : California University. 15