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Abstract: This paper is about how effective key word clustering to improve the
students ability in writing recount text. The research is held at
9th
grade in
Mts Nurul Huda Munjul, Astanajapura Cirebon. The purpose of this paper is to
look for how effective the key word clustering in recount text students writing
ability.. The population of ninth grade students are 168 from 9A to 9D. The writer
used cluster random sampling. The writer applied experimental study on his
research with one class as the control group and the other class is the experimental
group. The control class is 9A while the experimental group is 9D. The author
used an observation to find out the data of writings problem in junior high school
involved English teachers database. In order to assess the the students writing
skill, the writing test was used as a pre and post-test. Based on the research, the
implementation of clustering method in teaching writing recount text is effective.
It is proved by the result of the students post test which is the average score is 90.
It is higher than in a pre test which is 70.
Keywords : writing, recount text, key word clustering
CHAPTER I
INTRODUCTION
to develop the students' creativity, the writer will also try to get the best answers
for those problems.
1.5 Significance
From the result of this research, it is expected to be useful contribution in the
world of education, at least it can possibly be used as a reference in many others
good references. It is also expected to reveal to be valuable research for lecturer,
students in educational faculty that will use the same variable as their paper topic,
the students that become subject of this research, the teacher of young learners
and for the writer itself.
1.5.1 Writer
For writer, it will give some advantages such as for knowledge itself and
experiance. For knowledge, the writer will be given a useful knowledge about the
fact and the advantages of Keyword Clustering method, so writer can implement
this result of research. For experience, the writer surely got the advantages that
can be a useful information which writer can tell the junior if they are going to do
research.
1.5.2 Readers
If there will be next researchers that use Keyword Clustering method for the
variable, or at least using the same topic or use same methodology, this research
can be one of the refference for them in order to make more useful and better
research.
1.6 Hypothesis
In Jeannie L. Steele and Patty Steele journal titled The Thinking-Writing
Connection: Using Clustering to Help Students Write Persuasively (1991)
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 thoughtwithout slowing the
flow of thoughts; it can help the thinker assess the quality of thought and serve as
a guide for writing. However it is used, clustering is a dynamic process best
understood by experiencing it first hand. Based on the research, the
implementation of clustering method in teaching writing recount text is effective.
Ha : The Keyword Clustering method gives influence in teaching recount text.
Statistic hypothesis
Ha : r 0
CHAPTER II
LITERATURE REVIEW
clustering will suit their needs. Based on this statement it can be concluded that
key word clustering is to help generate ideas and arrange them into good writing.
Dawson state that:
To begin to cluster, choose a word that is central to your assignment. For example, if
you expectations and write that word in the middle of your sheet of paper. Circle
expectations, then write words all around itwords that occur to you as you think
of expectations. Write down all words that you associate with expectations, words
that at first may seem to be random. Write quickly, circling each word, grouping
words around your the central word. Connect your new words to previous ones with
lines; when you feel you have exhausted a particular avenue of associations, go back
to your central word and begin again. Dawson and Essid (2010:1) in Ivana
Najmuddiyah, Urai Salam, Sumarni (2012)
Based on the statement, it can be concluded that in key word clustering technique,
there are some steps: (1) Choosing a word or phrases; (2) Putting the word or
phrases in central; (3) Circling the word or phrases; (4) Writing words all around
the word or phrases that associate with the word in central; and (5) Connecting the
new word or phrases to previous ones with lines. Example of clustering :
mind. It is a good way to develop idea before starting the writing activity. The
learners can do it on their own or with friends or classmates to try to find
inspiration or ideas. Based on this statement, key word clustering is an activity
that generate idea by using circles and it starts from a stimulus word or the words
expectation, then develop them into several groups.
2.3 Writing
So far there are some definitions of writing made by different linguists. Some
are summarized as follows. Writing is trying to produce or reproduce written
messages (Bram, 1995:7) in Farikah (2015). Before writing, the writer needs to
determine what to write, and should have something meaningful to convey and
put forward his/her messages successfully. In conclusion, based on the above
opinion, it can be stated that writing is producing written messages. It is a method
of representing language in visual form. In line with Bram, Oshima and Hogue
(1997: 2) in Farikah (2015) state that writing is progressive activity. This means
that when we first write something down, we have already been thinking about
what we are going to say and how we are going to say it. Then after we have
writing, we read over what we have written and make changes and corrections.
Therefore, writing is never a one-step action. It is a process that has several steps.
According to Boardman (2008:18-25) in Natanael Saragih, Roswita Silalahi &
Hilman Pardede (2014)There are three characteristics in writing a good text or
paragraph, namely:
2.3.1. Coherence
A paragraph has coherence when the supporting sentences are ordered according
to a principle. The sentences are put in order so that the reader can understand
your ideas easily. The principles for ordering depend on the types of paragraph
you are writing. Coherence means stick together, coherence is basically a matter
of having the part of a piece of writing in the right with the clear process.
2.3.2. Cohesion
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recount text chose to be developed by the students and would be discussed more
at the next discussion. A good writing comes with process. Usually, teaching
writing mostly concerned to the final product of writing rather than its process.
However, we have to give the students a chance to be the creator of the language
(Brown, 2001: 320) in Ivana Najmuddiyah, Urai Salam, Sumarni (2012). The
process of writing now has some approaches in order to develop students
capability in writing.
The independent variable has big impact to improve the authors aim in
dependent variable. The students can make recount text with a helpful method.
CHAPTER III
12
RESEARCH METHODOLOGIES
3.1
overall plan for collecting data in order to answer the research question also the
specific data analysis techniques or methods that the researcher intends to use.
Many methodologies fit within the framework of research. If we learn how to use
more of these methodologies where they are appropriate and if we can become
more knowledgeable in our research efforts, we can obtain more reliable
information upon which to base our educational decisions.
This research use experimental research. Experimental Research is the
most conclusive of scientific methods. Because the researcher actually establishes
different treatments and then studies their effects, results from this type of
research are likely to lead to the most clear-cut interpretations. (Fraenkel &
Wallen, 2009, p7). To further specify, The research use quasi experimental design
which do not include the use of random assignment. Researchers who employ
these designs rely instead on other techniques to control (or at least reduce) threats
to internal validity.
3.2 Research Design
Reduced to the simplest of terms, research design is a mapping strategy. It
is essentially a statement of the object of the inquiry and the strategies for
collecting the evidences, analyzing the evidences and reporting the findings
(Yogesh, 2006).
According to Mcmillan & Schumacher (2006: 23), Quantitative research
designs were initially developed from research in agriculture and the hard
sciences. A very important subclassification of quantitative design is
experimental/nonexperimental. Once you have determined that the research being
reviewed is quantitative, then you should think about whether it is experimental or
non-experimental. This difference has major implications for both the nature of
the design and the types of conclusions that can be drawn.
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O1
O2
Control Group
O3
O4
From the design above, subjects are chosen for the experiment. One class is an
Treatment group (A) which is given treatment (X) and another class is a control
group (B) which is not given a treatment. A pre-test (O1 and O3) is conducted
before the implementation of plot devices on nanofictionary game as a treatment,
and then at the end of the treatment a post-test (O2 and O4) is held to assessing
the students responsive writing skill. The M in this design means that the
subjects in each group have been matched (on certain variables) but not randomly
assigned to the groups (Fraenklen & Wallen, 2009, p 271).
3.3
Research Variables
The research consists of two variables; the first variable is keyword
clustering method as the independent variable and the second is writing recount
text as dependent variable. So, this research try to find out the effectiveness using
this keyword clustering method in teaching writing recount text.
3.4
Population
According to Muijs (2004: 15), the population is the group of people that
were experimented in general scope. For example, there are 168 students in ninth
grade in MTs Nurul Huda Munjul of the academic year 2014/2015 are chosen as
the population.
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3.6.2.1 Pre-test
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Muijs (2004:18) described that pre-test is used to assess the effect of the
experiment (e.g. a test) before the treatment is given. The pre-test is given to the
experimental and control group. It is given before the teacher gives the treatment
to find out the students scores in writing recount text skill.
3.6.2.2 Post-test
Muijs (2004:18) also stated that post-test is usually used on the same
instrument, after the treatment has been given. The post-test will be carried out
after the treatments of teaching writing recount text by using keyword clustering
method for the experimental group. The test will be given to both the
experimental and the control groups.
REFFERENCES
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