IMPROVING WRITING SKILLS IN DESCRIPTIVE TEXT

USING CLUSTERING TECHNIQUE FOR SEVENTH YEAR

STUDENTS OF SMP MUHAMMADIYAH SALATIGA IN THE

ACADEMIC YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in the English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

OSSI RINAWATI

NIM.11313122

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

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MOTTO

“Learn to paddle your own canoe”

-Proverb-

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DEDICATION

This graduating paper is dedicated to:

Allah SWT and Prophet Muhammad SAW who always bless me and listen

to all my wishes.

My beloved parents Sutardi and Munawaroh, and also my handsome

brother Andre Julianda. Thank you for helping me passing my bad

moments and sharing your time to handle everything I need. No matter

how bad I fell, I always know that you will catch me and help me to get up

and reach success. Thanks for becoming heros in my life.

All of the people who always give me support and pray for me, especially

my best friend Monika Novia Santi.

My gang of “Rewo-Rewo” (Aji, Wahyudi, Farid, Risky, Zaenal, Tsaqib,

Annisa, Atiq, Tiya, Yeni, and Monica).

All my friends of State Institute for Islamic Studies (IAIN) Salatiga

especially English Education Department 2013.

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ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum Wr. Wb.

Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most

Gracious and the Most Merciful who always blesses and help the researcher so the

researcher could be finished the graduating paper. Bless and mercy is upon great

Prophet Muhammad SAW for his guidance that leads the researcher to the truth.

However, this paper would not be achieved without supports, guidance,

advice, help, and encouragement from several people and institution. Hence, the

researcher would like to express special thanks to:

1. Dr. Rahmad Haryadi, M.Pd, the Rector of Institute for Islamic Studies

(IAIN) of Salatiga.

2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty

of State Institute for Islamic Studies (IAIN) of Salatiga.

3. Noor Malihah, Ph.D., the Head of English Education Department of

State Institute for Islamic Studies (IAIN) Salatiga.

4. Dr. Setia Rini, M.Pd the counselor who has educated, supported,

directed, and given the researcher advice, suggestions, and

recommendations for this graduating paper from the beginning until

the end.

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ABSTRACT

Rinawati, Ossi. 2018. Improving Writing Skills in Descriptive Text Using

Clustering Technique for Seventh Year Students of SMP

Muhammadiyah Salatiga in the Academic Year of 2017/2018. A

Graduating Paper, English Education Department, Teacher

Training and Education Faculty, State Institute for Islamic Studies

(IAIN) Salatiga. Counselor: Dr. Setia Rini, M.Pd.

The objectives of the study are: (1) To find out the improvement of writing

skills in descriptive text using clustering technique. (2) To find out the significant

influence of using clustering technique in improving writing skills in descriptive

text for seventh-year students of SMP Muhammadiyah Salatiga in the academic

year of 2017/2018.

The methodology of this research was Classroom Action Research (CAR).

The research consisted of two cycles and each cycle consisted of four steps, they

were: planning, acting, observing, and reflecting. The subject of this research is

7B class, which consists of 36 students. The technique of collecting data was the

observation, test and documentation.

The result of this research shows that (1) there was an improvement of

writing skills in descriptive text using clustering technique. It is shown the result

of the cycle I, the mean of post-test is higher than the mean of the pre-test. The

mean of post-test is 78.38 and pre-test are 58.02. In the cycle II, the mean of post-

test is higher than the mean of the pre-test. The mean post-test is 85.25 and pre-

test are 61.47. (2) There was a significant influence of using clustering technique

in improving writing skills in descriptive text from the cycle I up to the cycle II. It

is shown the result of T-test in cycle I is 27.005 and cycle II is 35.979. Moreover,

the t-test in the cycle II is bigger than the t-test of the cycle I. From the result, the

researcher concluded that using clustering technique can improve writing skills in

descriptive text for seventh-year students of SMP Muhammadiyah Salatiga.

Keywords: Writing; Clustering Technique; Descriptive Text

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TABLE OF CONTENTS

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

DECLARATION ............................................................................................ ii

ATTENTIVE COUNSELOR NOTES ......................................................... iii

STATEMENT OF CERTIFICATION ........................................................ iv

MOTTO .......................................................................................................... v

DEDICATION ................................................................................................ vi

ACKNOWLEDGEMENT ............................................................................. vii

ABSTRACT .................................................................................................... ix

TABLE OF CONTENTS ............................................................................... x

LIST OF FIGURE.......................................................................................... xiv

LIST OF TABLES ......................................................................................... xv

CHAPTER I: INTRODUCTION

A. Background of the Research .......................................................... 1

B. Research Questions ........................................................................ 4

C. Objectives of the Research ............................................................. 5

D. Significances of the Research ........................................................ 5

E. Hypothesis and Success Indicator .................................................. 6

F. Research Methodology................................................................... 7

1. Research Design ....................................................................... 7

2. Subject of the Research ............................................................ 9

3. Step of the Research ................................................................. 11

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4. The Technique of Data Collection and Research Instrument .. 12

5. Data Analysis ........................................................................... 15

G. Graduating Paper Outlines ............................................................. 16

CHAPTER II: THEORETICAL FRAMEWORK

A. Supporting Theories ....................................................................... 18

1. Writing ..................................................................................... 18

a. The definition of writing ................................................... 18

b. The Purposes of Writing .................................................... 19

c. The Process of Writing....................................................... 19

d. Types of Writing Taught in Junior High School ................ 20

2. Descriptive Text ....................................................................... 22

a. The Definition of Descriptive Text ................................... 22

b. The Purposes of Descriptive Text ...................................... 23

c. The Generic Structure of Descriptive Text ........................ 23

d. The Generic Features of Descriptive text........................... 24

e. The Example of Descriptive Text ...................................... 25

3. Clustering Technique ............................................................... 25

a. The Definition of Clustering Technique ............................ 25

b. The Steps of Using Clustering Technique ......................... 26

c. Teaching Writing Using Clustering Technique…….... ..... 29

d. The Application of Using Clustering Technique……. ...... 30

B. Review of Previous Research......................................................... 31

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CHAPTER III: IMPLEMENTATION OF RESEARCH

A. The Procedures of the Research ..................................................... 34

1. Cycle I ...................................................................................... 34

a. Planning.............................................................................. 34

b. Acting ................................................................................. 35

c. Observing ........................................................................... 36

d. Reflecting ........................................................................... 36

2. Cycle II ..................................................................................... 37

a. Planning.............................................................................. 37

b. Acting ................................................................................. 38

c. Observing ........................................................................... 39

d. Reflecting ........................................................................... 39

3. The Minimal Standard of Successful ....................................... 40

CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS

A. The Result of the Research ............................................................ 41

1. Research Findings .................................................................... 41

a. Cycle I ................................................................................ 41

b. Cycle II ............................................................................... 53

2. Discussions ............................................................................... 64

CHAPTER V: CLOSURE

A. Conclusion...................................................................................... 66

B. Suggestions .................................................................................... 67

1. For the Teacher ........................................................................ 67

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2. For the Students........................................................................ 67

3. For the Future Researcher ........................................................ 67

REFERENCES

CURRICULUM VITAE

APPENDICES

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LIST OF FIGURES

Figure 1.1 Steps of Classroom Action Research Adapted by Mulyasa ........... 7

Figure 2.1 Example of Design Clustering Technique Adapted by Axelrod

and Cooper ....................................................................................................... 28

Figure 4.2 Application of Clustering Technique Adapted by Dietsch ............. 30

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LIST OF THE TABLE

Table 1.1 List of the Students’ Name of 7B Class of SMP Muhammadiyah

Salatiga ............................................................................................................ 9

Table 1.2 Research Schedule ........................................................................... 11

Table 1.3 Form of Students’ Observation Checklist ........................................ 12

Table 1.4 Form of Teachers’ Observation Checklist ....................................... 13

Table 4.1 Form the Result of Students’ Observation Checklist Cycle1 .......... 46

Table 4.2 Form the Result of Teachers’ Observation Checklist Cycle1 .......... 47

Table 4.3 The Students’ Score of Pre-test and Post-test Cycle I ..................... 49

Table 4.4 The Descriptive Statistic Cycle I ..................................................... 50

Table 4.5 Paired Sample Test Cycle I .............................................................. 51

Table 4.6 Form the Result of Students’ Observation Checklist Cycle II ......... 57

Table 4.7 Form the Result of Teachers’ Observation Checklist Cycle II ........ 57

Table 4.8 The Students’ Score of Pre-test and Post-test Cycle II .................... 59

Table 4.9 The Descriptive Statistic Cycle II .................................................... 61

Table 4.10 Paired Sample Test Cycle II........................................................... 62

Table 4.9 Table of Data Analysis ..................................................................... 63

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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the research,

research questions, objectives of the research, significances of the research,

hypothesis and success indicator, research methodology and graduating paper

outlines.

A. Background of the Research

English is an international language which has a very important role in

communication and education. In Indonesia government, English is

considered as a first foreign language and compulsory subject to pass the

National Examination (Depdiknas, 2003:11). In English subject, there are four

skills to be mastered. There are listening, speaking, reading and writing. Here,

the researcher focuses on the writing skill.

Writing is one of the four language skills which is the important skills to

learn. According to Richard and Renandya (2002:303), writing is the difficult

skills for learners to master. The difficulty lies not only in generating and

organizing ideas but also in translating these ideas into readable text. Writing

needs hard thinking to produce an idea, words, sentences, paragraph, and

composition. By writing, students can convey their ideas, thoughts, and

messages to the reader in written text.

Based on the Basic Competency in the writing English subject of

Curriculum 2013, the seventh-year students are able to make written simply of

descriptive text. Descriptive text is one of the functional texts that describe the

features of someone, something, or a certain place. The descriptive text

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consists of introduction and description. The introduction is the part of the

paragraph that introduces the character, and description is the part of the

paragraph that describes the character. The students can use the simple present

and adjective clause in writing descriptive text (Wardiman et al, 2008:115).

Based on the interview on January, 19th 2018 with the English teacher of

7B class Mrs. Khaliyatul Husna, in term of students’ difficulties in writing for

seventh-year students of SMP Muhammadiyah Salatiga, the researcher asked

some questions. The first question is about the Standardized of Minimum

Score (KKM) of English subject and the Curriculum that is used for seventh-

year students of SMP Muhammadiyah Salatiga. The teacher said that the

Standardized of Minimum Score (KKM) of English subject is 65, and SMP

Muhammadiyah Salatiga uses Curriculum 2013.

The second question is about the most difficult skills in writing the subject

for the students. The teacher said that writing is the most difficult skills to be

learned and the students’ writing skills were still low.

The third question is about the difficulties faced by the students in writing.

The teacher gave some arguments that writing skills are considered difficult

by the students for some reasons. First, the students did not have an idea to

write. Second, the students were still confused in organizing the sentences.

Third, the students had low mastery of grammar and punctuation. Fourth, the

students have limited vocabulary so they had difficulties to write a good

sentence.

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The fourth question is about the technique used by the teacher in teaching

writing. Commonly in the teaching writing, the teacher gave an explanation

before giving the exercises to the students. The teacher also used books and

picture as a media.

The last question is the clustering technique. The teacher said that she

never used clustering technique in writing the subject, but she has known

about clustering technique. She said that clustering technique is a strategy in

writing like the main mapping. The students can circle the main idea and

connect with the supporting idea. Then the students can make the simple

sentences based on the supporting ideas.

The conclusion of the interview in term of students’ difficulties in writing

was seventh-year students of SMP Muhammadiyah Salatiga, they have

problems in term of generating ideas, organizing ideas into the paragraph, and

grammatical function. The teachers must be able to organize the teaching

writing activities. The students need another more interesting technique in

learning writing to make them understand and easier in writing.

There are a lot of techniques in teaching writing. To modify positively the

situation of the classroom and to make the teaching writing lively, the

researcher would like to propose an alternative technique by using clustering

technique. According to Langan (2006:25), clustering technique known as

diagramming or mapping is another strategy that can be used to generate

material for a paper. This method is helpful for people who like to think in a

visual way. In clustering, the writer can use lines, boxes, arrows, and circle to

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show relationships among the ideas and details. It can be conclude that

clustering is making a visual map to produce a topic related to each other.

Moreover, the clustering technique can motivate the students to write their

ideas. Besides that, clustering technique will help the students to organize

their thinking before they develop in a paragraph.

Here, the researcher uses descriptive text in conducting Classroom Action

Research. It was chosen because the descriptive text is appropriate to the

English learning syllabus for seventh-year students of SMP Muhammadiyah

Salatiga. SMP Muhammadiyah Salatiga has four classes of seventh-year

students. The researcher used one class in the research process. There is a 7B

class, which have thirty-six students.

Based on the explanation above, the researcher is interested in conducting

a research entitled “Improving Writing Skills in Descriptive Text Using

Clustering Techniquefor Seventh Year Students of SMP Muhammadiyah

Salatiga in the Academic Year of 2017/2018”.

B. Research Questions

Based on the background of the research, the researcher formulates the

research question as follows:

1. How is the improvement of the writing skills in descriptive text using

clustering technique for seventh-year students of SMP Muhammadiyah

Salatiga in the academic year of 2017/2018?

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2. How far is the significant influence of using clustering technique in

improving writing skills in descriptive text for seventh-year students of

SMP Muhammadiyah Salatiga in the academic year of 2017/2018?

C. Objectives of the Research

Based on those problems of the research, the objectives of this research as

follows:

1. To find out the improvement of writing skills in descriptive text using

clustering technique for seventh-year students of SMP Muhammadiyah

Salatiga in the academic year of 2017/2018.

2. To find out the significant influence of using clustering technique in

improving writing skills in descriptive text for seventh-year students of

SMP Muhammadiyah Salatiga in the academic year of 2017/2018.

D. Significances of the Research

Hopefully, the result of this research expects to be useful for some points

in teaching and learning process of English. The significance of the research

will be useful for the teachers, the students, the researcher, and the other

researcher.

1. For the Teachers

The result of this research is useful for English teachers at Junior High

School level to get information about teaching writing descriptive text

using clustering technique.

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2. For the Students

This research can help the students solve their problems in writing

descriptive text and improve their skills in writing.

3. For the Researcher

The findings of the research can be used as one of the references in

conducting the research on English language teaching, especially in the

implementation of clustering technique.

4. For the Other Researcher

The researcher hopes that the result of this research can be used as a

reference for other researchers. This study will give any benefits and can

help them in solving their problem. The researcher wishes this research

can motivate them to do other studies.

E. Hypothesis and Success Indicator

Based on the interview with the English teacher in term of difficulties in

writing was seventh-year students of SMP Muhammadiyah Salatiga, the

students have problems in term of generating ideas, organizing ideas into the

paragraph, and grammatical function. The researcher tries to overcome those

problems by implementing clustering technique. By conducting this research,

the researcher proposes a hypothesis: using clustering technique can improve

writing skills in descriptive text.

The success indicator of this research is taken from the students’ Basic

Competence shown in Lesson Plan (RPP) (see appendix 3 and 4). The

students’ success and failure in doing the activities in cycle I and II will be

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assessed by referring to the criterion of the passing grade (KKM). The passing

grade of English lesson in SMP Muhammadiyah Salatiga is 65. The teacher

and the researcher expect that there are at least 85% of the students who pass

the passing grade.

F. Research Methodology

1. Research Design

This research is CAR (Classroom Action Research). “Classroom

Action Research aims to improve and increase the learning quality and to

help the teacher to solve the learning problem in the school” (Muslich,

2009:7-8). The researcher uses Classroom Action Research because the

researcher wants to know the improvement and the significant influence of

using clustering technique in improving writing skills in descriptive text.

This research uses model proposed by Mulyasa (2009:73), which consists

of four steps, namely, planning, acting, observing, and reflecting.

Improvement of the problem in this research is brought about by a series

of two cycles.

Cycle I Cycle II

Figure 1.1 Steps of Classroom Action Research Adapted by Mulyasa (2009:73)

?

PLANNING

PLANNING

ACTING REFLECTING ACTING

REFLECTING

OBSERVING

OBSERVING

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Based on Mulyasa (2009:73), all those steps can be explained as follow:

a. Planning

At the planning stage, the researcher formulates some procedural

acts how to improve writing skills in descriptive text using clustering

technique. The procedures are put in two lesson plans.

b. Acting

At the acting step, the researcher tries to implement some

techniques/procedural acts that have been formulated at planning.

c. Observing

When the researcher is implementing some techniques/procedural

acts in improving writing skills in descriptive text using clustering

technique, the researcher is also observing the teaching and learning

process. In this phase, the researcher prepares the observation checklist

to know the class condition when the action is done, then the

researcher (as the observer and collaborator) and the English teacher

(is the teacher in the research) discuss about the result of the

observation, what the problem faced when teaching-learning process

and look for good solution to solve the problem.

d. Reflecting

Reflection means to analyze the result based on the data that have

been collected to determine the next action in the next cycle. After the

observation process is done, the researcher makes a reflection to

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evaluate teaching-learning process to know the improvement of

writing skills in descriptive text.

Based on the explanation above, it can be conclude that Classroom

Action Research is an action research classroom, which can do by the

teacher and researcher with involves the students to improve teaching and

learning process.

2. The subject of the Research

The subject of this research is a 7B class of SMP Muhammadiyah

Salatiga in the academic year of 2017/2018. It consists of 36 students.

Table 1.1 List of the Students’ Name of 7B Class of SMP Muhammadiya Salatiga

No Students’ name Sex

1 APP Male

2 ABS Male

3 AY Female

4 AS Male

5 BBM Male

6 DEP Female

7 ENK Female

8 EAS Female

9 GNS Male

10 GSA Male

11 GAA Female

12 IF Female

13 KZA Male

14 KNS Female

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15 LSW Female

16 MT Male

17 MRES Male

18 MDA Male

19 MF Male

20 MIP Male

21 MLFT Male

22 NJA Female

23 NJP Male

24 NHA Male

25 PEPW Male

26 PMDH Female

27 RFR Male

28 RY Male

29 RDNA Male

30 RAP Male

31 SO Female

32 SR Female

33 THN Female

34 VDS Female

35 WMI Male

36 WNG Male

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3. Steps of the Research

In conducting the research, the researcher carries out the steps which

summarize in the following research schedule. This research was done on

January 2018 until February 2018. The table of research schedule is

written below:

Table 1.2 Research Schedule

No Date and time Activities Place and time

1. January 18th,

2018

Observation giving the letter to the

one of the staff at SMP

Muhammadiyah Salatiga

Office staff SMP

Muhammadiyah

Salatiga (09.00

WIB)

2. January 19th,

2018

Interview with the English teacher

in the Preliminary Study (Before

Classroom Action Research)

Teacher room SMP

Muhammadiyah

Salatiga (09.15

WIB)

3 January 20th,

2018

Meet the English teacher to do

consult the lesson plan

Teacher room SMP

Muhammadiyah

Salatiga (10.30

WIB)

4 January 29th,

2018

Doing action in the class (cycle 1)

Pre-test, treatment

In the classroom 7B

(08.00-09.20 WIB)

5 February 2th,

2018 Doing action in the class (cycle 1)

Treatment, Post-test

In the classroom 7B

(09.55-11.15 WIB)

5 February 5th,

2018

Doing action in the class (cycle 2)

Pre-test, treatment

In the classroom 7B

(08.00-09.20 WIB)

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4. The technique of Data Collection and Research Instrument

a. Observation

In this research, the researcher observes the learning process. The

learning process is taught by the teacher, while the researchers just

observe the learning process. The observation consists of two cycles.

There is the cycle I, and cycle II. The researcher uses the observation

checklist to make it more systematic. It consists of students’ and

teachers’ observation checklist. In filling the observation checklist, the

researcher will use mark “√”. The students’ observation checklist is

written below:

Tabel 1.3 Students’ Observation Checklist

No The Students’ Activity Yes No Description

1 Paying Attention

2 Asking Question

3 Responding to question

4 Accomplishing task

5 Being enthusiastic in

application Clustering

technique

6 February 9th,

2018

Doing action in the class (cycle 2)

Treatment, Post-test

In the classroom 7B

(09.55-11.15 WIB)

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The next is teachers’ observation checklist that is used to observe

the teacher activity in the learning process. The teachers’ observation

checklist is written below:

Table 1.4Teachers’ Observation Checklist

No The Teachers’ Activity Yes No Description

1 Preparing the material well

2 Greeting students before the

lesson begin

3 The teacher checking students’

attendant

4 Giving motivation

5 Reminding previous material

6 Giving an explanation of the

material

7 Using clustering technique to

teach writing descriptive text

8 Giving opportunity for asking

the question

9 Help the students’ difficulties

in learning

10 Giving feedback after the

lesson

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b. Test

In simple term, the test is number measuring a persons’ ability,

knowledge, or performance in a given domain (Brown, 2004:3). The

researcher uses pre-test and post-test.

1) Pre-test

The pre-test is given to the students before the teacher using

her technique in the teaching-learning process. The aim is to know

about the students writing skills before treatment. In the pre-test of

the cycle I and cycle II the teacher ask the students to write the

descriptive text about people and animal but without using

clustering technique (without treatment).

2) Post-test

Post-test is given to the students after the technique will be

implement. The purpose of the post-test is to know the

improvements of writing skills in the descriptive text after they got

a treatment. In the post-test of the cycleI and cycle II, the teacher

asks the students to write a descriptive text about the people and

animal by using clustering technique (using treatment).

c. Documentation

According to Sukardi (2003:81), “documentation is a way to get

the data from the respondent”. Documentation is done to get important

data for the researcher importance. The important data includes school

data and students’ data. The researcher needs to know the

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documentation of teaching-learning process in English subject, the list

of students’ name, and other documents at SMP Muhammadiyah

Salatiga. In this research, the researcher uses photos as the

documentation of the research.

5. Data Analysis

In this research, the researcher uses mixes methods to analyze the data.

According to Fraenkel and Wallen (2009:557), “mixed-methods are

collect and analyze by using a qualitative and quantitative method in a

single research”. When the teacher doing the action, the researcher

observes and analyze the process by using a qualitative method. After the

scores are given to the students, the researcher analyzes it by using a

quantitative method.

a. Qualitative Data

Qualitative research is very important to discover and analyze the

motives of behavioral science of human (Kothari, 2004:3). In this

research, the data of observation checklist is analyzed by qualitative.

b. Quantitative Data

This research uses quantitative analysis to process the datathat

includes of the score of the students' test, and calculate the result of the

test. According to Kothari (2004:3), “quantitative research is process

based on the measurement of quantity”. The quantitative data is

processed by the teacher and the researcher get the score of the

students. The maximum score is 100.

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1) Score the Students’ Test

There are five components present in the analytical scoring

rubric for writing, are content, organization, grammar, punctuation,

and vocabulary (Brown, 2004:244-245). The researcher uses an

analytical scoring rubric to analyze the data related to the students’

paragraph writing test of writing ability (see appendix 2).

1) Calculate the Result of the Test

After the scoring of students’ test, the researcher calculates the

data using the t-test to determine there was a significant difference

in cycle I and cycle II. This research uses Statistical Package for

the Social Science (SPSS) for analyzing the data. According to

Landau and Everitt (2003:1), said that SPSS is manipulating,

analyzing, and presenting data program which is used in the social

and behavioral science. In practice, the researcher will use SPSS

Base. SPSS Base has a number of add-on modules that extend the

range of data entry, statistical, or reporting capabilities. That also

provides methods for data description, simple inference for

continuous and categorical data and linear regression.

G. Graduating Paper Outlines

This graduating paper outline is composed systematically into five

chapters and able to clarify as follow:

Chapter I is an Introduction. This chapter consists of the background of the

research, research question, objectives of the research, significances of the

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research, hypothesis and success indicator, research methodology, and

graduating paper outlines.

Chapter II is the Theoretical Framework. This chapter consists of

supporting theories and the review of previous research. Supporting theories

discusses the definition of writing, the purposes of writing, the process of

writing, types of writing taught in Junior High School, the definition of

descriptive text, the purposes of descriptive text, the generic structure of

descriptive text, the generic feature of descriptive text, example of descriptive

text, the definition of clustering technique, the step of using clustering

technique, teaching writing using clustering technique, and the application of

clustering technique in writing descriptive text.

Chapter III is the Implementation of the Research.This chapter consists of

procedure of the research.

Chapter IV is Research Findings and Data Analysis. This chapter consists

the result of the research about the improvement and the significant influence

of writing skills in descriptive text using clustering technique for seventh-year

students of SMP Muhammadiyah Salatiga in the academic year of 2017/2018.

Chapter V is Closure. This chapter consists of the conclusions and

suggestions of the research based on the analysis in chapter four. The

conclusions state the answer to the research questions about the improvement

and the significant influence of writing skills in descriptive text using

clustering technique. After that, it is followed by Bibliography and

Appendices.

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CHAPTER II

THEORETICAL FRAMEWORK

In this chapter consists of supporting theories and the review of previous

research. Supporting theories describes some information involving: writing,

descriptive text, and clustering technique.

A. Supporting Theories

1. Writing

a. The Definition of Writing

In learning English, there are four skills that should be mastered;

those are listening, speaking, reading, and writing. Among the four

skills, writing is a difficult skill to be learned. This opinion is

supported by Richards and Renandya (2002:303), “writing is the most

difficult skill for second language learners to master”. From the

definition above, it can be said that writing can be distinguished from

other skills as the most difficult one. Writing is not easy and needs

hard to work.

According to Murcia (1991:233), writing is “the ability to express

one’s ideas in written form is a second or foreign language”. It means

that writing is an activity to express our ideas in written form. Writing

is also a way of finding out what people know and what people need to

learn (Raymond, 1980:2). It can be said that writing is also a tool of

human beings to share information or stories to others.

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b. The Purposes of Writing

According to Dietsch (2006:7), writing has four general purposes;

to inform, to persuade, to express, or to certain. First, writing to inform

purposed to educate the readers about the topic of some knowledge, it

means that the writer share interest knowledge to readers knows.

Second, writing to persuade, it means that writer convinces the readers

to accept the ideas. Third, writing to express, it means that writer can

express her/his feelings, opinion, and also experience. The last is

writing to certain, it means that is the writer can make readers certain

about her/his argument to explain ideas to the readers.

c. The Process of Writing

1) Prewriting

Prewriting is the thinking, talking, reading, and writing about

the topic before writing the first draft. Prewriting is a way of

warming up the brain before writing (Richard and Renandya,

2002:316).

2) Writing

After having spent some time thinking about the topic and

doing the necessary prewriting, for the next step in the writing

process: write the paragraph, use the ideas generated from

prewriting as a guide (Blanchaard and Root, 2003:43).

a) Begin with a topic sentence that states the main idea.

b) Include several sentences that state the main idea.

20

c) Stick to the topic.

d) Arrange the sentences so that the order of ideas makes sense.

e) Use the signal words to help the reader understand how the

ideas in your paragraph are connected (Blanchaard and Root,

2003:43).

3) Revising

It is almost impossible to write a perfect paragraph on the first

try. The first try is called the first draft. After completing the first

draft, the writer must look for ways to improve it. This step is

called revising (Blanchaard and Root, 2003:44).

When the writer revises, they review their text on the basis of

the feedback given in the previous stage. They reexamine what was

written to see how effectively they have communicated their

meanings to the reader.

d. Types of Writing Taught in Junior High School

Based on the Standard Competencies and Basic Competencies of

curriculum 2013, there are some types of writing which have to be

taught in Junior High School. They are; descriptive, recount, narrative,

procedure, report, explanation, analytic exposition and news item.

According to Gerrot and Wignell (1995:192), there are many types of

writing:

21

1) Descriptive

Descriptive is a kind of genre that has a social function to

describes a particular person, place, or thing.The purpose of

descriptive is to convey to the reader what something looks like.

2) Recount

Recount is a kind of genre that has a social function to retell

event for the purpose of informing and entertaining. Some

examples of recount text types are; newspaper, reports,

conversation, speeches, television interviews, etc.

3) Narrative

The narrative text is the type of written text that tells a story of

one character or more who face the certain situation. Its purpose is

to present a view of the world that entertains or informs the reader

or listener. It is related to the recount type.

4) Procedure

The procedure is a kind of genre that has a social function to

describe how something is accomplished through a sequence of

actions or steps. A procedure is a piece of text that tells the reader

or listener how to do something. Its purpose is to provide

instruction for making something, doing something or getting

somewhere. The example of procedure texts includes recipes,

itineraries, instruction manuals, directions.

22

5) Report

The report is a kind of genre that has a social function to

describe the way things are with reference to a range of natural,

man-made and social phenomena in our environment.

6) Explanation

The explanation is a kind of genre that has a social function to

explain the process involved in the formation or working of natural

or socio-cultural phenomena.

7) Analytic Exposition

Analytic exposition is a kind of genre that has a social function

to persuade the reader or listener that something is the case.

8) News Item

The news item is a kind of genre that has a social function to

inform the reader, listener, viewers about events of the day which

are considered newsworthy or important.

2. Descriptive Text

a. The Definition of Descriptive Text

Descriptive text is a part of factual genres. Its social function is to

describe a particular person, place or thing (Wardiman et.al,

2008:122). Description helps the reader, through his or her

imagination, to visualize a scene or a person, or to understand a

sensation or an emotion (Wishon and Burks, 1980:128).

23

Description recreates sense impression by translating into words,

the feel, sound, taste, smell, and look of things. A good description is a

word picture; the reader can imagine the object, place, or person in his

or her mind (Oshima and Hogue, 2007:61). It can be said that

descriptive text is a text which can tell the character of something or

someone living or no living for the purpose that the reader could

interpret it well. Descriptive tells how something looks, feels, smells

tastes, and or sound.

b. The Purposes of Descriptive Text

According to Hartono (2005:6), “the descriptive text aims to

describe a particular person, place, or thing”. It means that descriptive

text aims at giving vivid details of how something or someone looks.

A descriptive text tells the readers what the thing is, or what the thing

does. A description should be so unique that a description of one thing

should be different from a description of another thing. In other words,

descriptive text is not used to generalize. All different readers should

be able to show the same thing being described in the text.

c. Generic Structures of Descriptive Text

According to Anderson (1997:103), one way of understanding

descriptive text is by identifying the generic structure of that text. The

simple generic structure that is taught in junior high school is divided

into following two elements namely identification and description.

24

1) Identification/a general opening statement in the first paragraph:

identifies phenomenon to be described.

a) This statement tells the audience what the text is going to be

about.

b) This includes a short description of the subject.

c) This can include a definition of the subject.

2) Description/a series of the paragraph about the subject: describes

the part, qualities, characteristic.

a) Each paragraph usually begins with a topic sentence.

b) The topic sentence at the beginning of each paragraph previews

the information contained in the rest of the paragraph.

c) The sentences after the preview give more details.

d) Each paragraph should give information about one feature of

the subject.

e) These paragraphs build a description of the subject of the

report.

f) They may include technical language that is related to the

subject.

By identifying the generic structure of the text, it is easier to

understand the text.

d. The Generic Features of Descriptive Text

According to Anderson (1998:26), the generic features of

description are:

25

a. The verb in the present tense.

b. An adjective to describe the features of the subject.

c. Topic sentences to begin paragraphs and organize the various

aspects of the description.

e. The Example of Descriptive Text

I love my mum very much. She is an elementary school teacher.

She is very patient. She is never angry. She always smiles and never

complains. My mum is my best friend. I can talk to her about

everything. Oh ya, she can sing! She has a beautiful voice.

(Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris, When

English Rings The Bell, SMP/Mts Kelas VII, 2016:160).

3. Clustering Technique

a. The Definition of Clustering Technique

Here, there are many definitions of clustering technique by an

expert, Blanchard, and Root (2003:42) state that clustering is another

prewriting technique. It is a visual way of showing how your ideas are

connected using cycles and lines. When you cluster, you draw a

diagram of your ideas. Buscemi (2002:14) said that clustering is a

good way to turn a broad subject into a limited and more manageable

topic for a short essay. Also called mapping and diagramming, it is

another effective way to gather information for an essay.

In clustering, the writers can use lines, boxes, arrows, and circle to

show the relationship between the ideas and details that occur to them

26

(Langan, 2006:25). It can be said that clustering technique becomes a

strategy to understand the lesson sharply in general and to comprehend

the writing technique in particular. The procedure should be taken is

planning, diagramming, mapping, and listing the certain keywords are

understood, the students are able to perceive the use of them in

practice to continue writing and seeking the relevant case of the topic.

From the definition above, the researcher concludes that clustering

is making a visual map or new association that allows thinking more

creatively and to begin without clear ideas. To cluster ideas, begin

with a blank sheet of paper. In the center, write and circle the word that

expresses the broad subject which one to write about. Think of ideas

and details related to this subject. Clustering can be used for any kind

of writing. Writers use it in the early stages of planning an essay in

order to find subtopic in a topic to organizing information.

b. The Steps of Using Clustering Technique

Clustering can be used for any kind of writing. The writers use it in

the early stages of planning an essay in order to find subtopics in a

topic or to organize information. To make it simple, according to

Axelrod and Cooper (1985:461), clustering works as follows:

a. In a word or phrase, write your topic in the center of a piece of

paper. Circle it.

27

b. 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.

c. 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.

28

Below is an example of clustering technique according to Axelrod and

Cooper (1985:462).

Figure 2.1 Example of Clustering Technique Adapted by Axelrod and Cooper

(1985:462)

Topic

Detail

Example

Main Part

or Idea

Fact

Detail Detail

Detail Detail

Detail

Detail

Detail

Fact

Fact

Fact

Detail

Main Part

or Idea

Example Example

Example

Main Part

or Idea

Example Example Example

Fact

Detail

Detail

Detail Detail Detail

Detail

29

c. Teaching Writing Using Clustering Technique

According to Clouse (2005:26), the followings steps in teaching

writing using clustering technique are:

a. Step 1: Introduce the concept of clustering technique to students.

Tell them that clustering technique would help them in generating

ideas when they started to write.

b. Step 2: Leading students to generate ideas in form clustering

technique on the whiteboard as a model. Put the topic in the center

by using the 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 about generating ideas; it is free for them to

organize their ideas as long as related to the topic given.

c. Step 3: Ask students to write the first draft based on the design of

clustering technique samples that have been made on the

whiteboard to know that students have easy when started to write

by using clustering technique.

d. Step 4: After students are able to use clustering technique, ask

them through the selected topic to make a descriptive text. Give

students an evaluation to check their writing skill and to know their

problems in writing.

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

technique is easy to be implemented in teaching writing to the

students. By using clustering technique in writing descriptive text, it

30

will facilitate the students to construct their ideas before they organize

and compose sentences into a paragraph.

d. The Application of Clustering Technique

Figure 2.2 Application of Clustering Technique Adapted by Dietsch (2003:27)

Game

birds

Tim

e

How

attract

birds

Perching

Night Season

Land

birds

Songbird

s

9000

species

Dull

clothes

Hiking

shoes Nesting

material

s

Birdwatching

Binoculars Equipment

Water

Food Houses

Camera

Hat

Pencil

Birds of prey

Pets

Birds

Guide

book

Logbook

Weather

Day

31

B. Review of Previous Research

There are some previous research which is used in this research. The

researcher takes 3 previous researches.

The first research was conducted by Alawi, (2011). This research was

conducted in order to improve students’ writing ability using clustering

technique for the eighth-year of MTs. Darul Ma’arif Jakarta. In conducting

this research the researcher used Classroom Action Research (CAR) as the

method of research. This research consisted of two cycles and each cycle

consisted of four steps, they were: Planning, action, observation, and

reflection. Each cycle was conducted in three meetings, so the researcher

conducted this research in one month and one day. In collecting and analyzing

the data, the researcher used the information from the interview, observation,

questionnaire, and the students’ achievement in pre-test and post-test in order

to support the data collected. The result of this research showed that using

clustering technique inteaching descriptive writing can improve students’

writing ability. The students’ responses showed that they were interested in

learn writing the subject because they felt easier to write using the technique.

Moreover, the students’ achievement in pre-test and post-test showed a

significant improvement. The researcher concludes that teaching descriptive

writing using clustering technique for the eighth-year of MTs. Darul Ma’arif

Jakarta can improve students’ writing ability.

The second previous research was conducted by Fajriyani, (2011). The

subjects of this research consisted of 31 students. The method used in this

32

research 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 research was conducted

following Kurt Lewin model with the following procedures of the action

research: planning, acting, observing, and reflecting. This research was carried

out in two cycles. Each cycle consisted of two meetings. The data were

gathered in this research through the interview, field notes, questionnaire, and

test. The result of this research showed that there was an 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 inpreliminary 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.

The third previous research was conducted by Mumtazati, (2014). This is a

Pre-Experiment research at the second-year of MTs Khazanah Kebajikan

Tangerang Selatan in academic year 2013/2014. This research was conducted

to find out whether clustering technique can improve student’s writing skill in

writing descriptive text at the second-year of MTs Khazanah Kebajikan

Tangerang Selatan in academic year 2013/2014. The subject of this research is

33

class VII-BP Junior high School, which consists of 23 students. By using

action research methodology, the researcher applied the method for students

of class VII-BP Junior High School. In collecting the data, the researcher used

two research instruments. There are observation and test. In the observation

phase, the researcher observed the teaching-learning process through field

notes; it might be about the class situation, students’ response, and teacher’s

performance in presenting the material. In the test phase, the researcher gave

three kinds of test: pre-test, formative test, and post-test. The pre-test was

given before the treatment method, while the formative test and post-test were

given after the treatment method. In the formative test, the students’ scores

mean that was 67.17 and the post-test increased to 73.04. Therefore, it proved

that clustering technique can improve student’ skill in writing descriptive text.

It could be concluded that clustering technique gave the positive influence

toward students’ skill in writing descriptive text.

34

CHAPTER III

IMPLEMENTATION OF RESEARCH

A. The Procedures of the Research

The researcher used the CAR principle in collecting the data. There are

four steps in one cycle for doing actions research those are planning, acting,

observing and reflecting. In this research, the researcher conducted the

research into two cycles: cycle I, and cycle II. The researcher collaboration

with the English teacher who teaches in the class of 7B. The activities in each

cycle as follows:

1. Cycle I

The researcher used clustering technique, which can be improved the

students’ understanding in writing descriptive text. The topic is describing

people, the procedure as below:

a. Planning

In this stage, the researcher planned what action would be done in

using and applying clustering technique in teaching writing descriptive

text. The activity in the planning was presented as below:

1) Selecting the materials with teacher’s annual program based on the

syllabus.

2) Preparing material, making the lesson plan and designing the steps

in doing the action.

35

3) Preparing teaching aids with the theme “describing people”

(example: picture, the design of clustering technique, a sheet of

paper).

4) Preparing students’ and teachers’ observation checklist of the cycle

I (to know the situation of the teaching-learning process when the

technique is applied).

5) Preparing the pre-test and post-test of the cycle I.

6) Preparing the list of students’ name and scoring of cycle II.

The preparation was designed in order to gain the purpose of

the teaching-learning process. Students are supposed to improve

their writing skills by the materials are given.

b. Acting

After the preparation finished, the researcher did teaching-learning

process. In this section, the learning process is led by the teacher. In

acting stage as the stage of implementation the preparation, the

researcher presented as below:

1) Giving pre-post test for students.

2) Giving the material and explain the descriptive text, generic

structure, and generic feature of the descriptive text.

3) Giving the example of descriptive text with the theme “describing

people” and analyzing the identification and description of the text.

4) Explaining the materials and the implementation using clustering

technique in writing descriptive text.

36

5) Giving the example of design clustering from the descriptive text

with the theme “describing people”. Presenting the example of

clustering technique in teaching writing descriptive text.

6) Giving occasion for the students to ask any difficulties using

clustering technique in the learning process.

7) Giving post-test

In this phase, the researcher and the students were working

together. Students gained the material deeply. Meanwhile, the

teacher helped, guided, and monitored the students.

8) Ask the students to make a descriptive text using clustering

technique with the theme “describing people” in a workgroup

discussion.

9) Giving chance for the students to present and discuss their

knowledge in front of the class.

10) Concluding the material and giving feedback after the lesson.

c. Observing

1) The researcher observes the students and teacher activity by using

observation checklist.

d. Reflecting

Reflecting is a research finding analysis. At this point, the

researcher reflected on, evaluate, and describe the effects of the action.

This is to record what happens in observation. Reflection seeks to

make sense of processes, problems and real issues in strategic action.

37

Reflection is an evaluate aspect; it asks the researcher to weight the

experience, to judge whether or not the technique can be solving the

problem and to enhance students’ writing skills.

1) The researcher evaluated the activities that have been done.

2) The classroom teacher and the researcher discuss to make a

reflection what will they do to repair the problems.

3) Analyzing the data from the observation checklist and students’

score of the test in the cycle I.

2. Cycle II

The second cycle does base on the result of reflection from the cycle I.

If the result from observation shows that the quality of the students was

still low, it is needed another action in order to make improvement of the

quality for the next cycle. The topic is different with the cycle I, the topic

is describing the animal. The procedures are as follow:

a. Planning

In the planning phase of the second cycle, the researcher would do

several activities that would be designed as below:

1) The researcher identifies the problem and makes the solution to the

problems.

2) Preparing material, making the lesson plan and designing the steps

in doing the action.

38

3) Preparing and reselecting teaching aids with the theme “describing

animal” (example: picture, the design of clustering technique, a

sheet of paper).

4) Preparing students’ and teachers’ observation checklist of cycle II

(to know the situation of the teaching-learning process when the

technique is applied).

5) Preparing pre-test and post-testof cycle II.

6) Preparing the list of students’ name and scoring of cycle II.

The preparation was designed in order to gain the purpose of

the teaching-learning process. Students are supposed to improve

their writing skills by the materials are given.

b. Acting

In cycle II acting is quite similar to the cycle I acting. In this

section, the learning process is led by the teacher. The activities of the

cycle II acting included:

1) Giving pre-post test for students.

2) Giving the material and explain the descriptive text, generic

structure, and generic feature of the descriptive text.

3) Giving the example of descriptive text with the theme “describing

animals” and analyzed the identification and description of the text.

4) Giving more explanation about the materials and the

implementation using clustering technique in writing descriptive

text.

39

5) Giving the example of design cluster from the descriptive text with

the theme “describing animals”. Presenting the example of

clustering technique in teaching writing descriptive text.

6) Giving occasion for the students to ask any difficulties using

clustering technique in the learning process.

7) Giving post-test

In this phase, the researcher and the students were working

together. Students gained the material deeply. Meanwhile, the

teacher helped, guided, and monitored the students.

8) Ask the students to make a descriptive text using clustering

technique with the theme “describing animals” in a workgroup

discussion.

9) Giving chance for the students to present and discuss their

knowledge in front o the class with their group.

10) Concluded the material and giving feedback after the lesson.

c. Observing

1) The researcher observes the students and teacher activity by using

observation checklist.

d. Reflecting

Reflecting is a research finding analysis. At this point, the

researcher reflected on, evaluate, and described the effects of the

action. This is to record what happens in observation. Reflection seeks

to make sense of processes, problems and real issues in strategic

40

action. Reflection is an evaluate aspect; it asks the researcher to weight

the experience, to judge whether or not the technique can be solving

the problem and to enhance students’ writing skills.

1) The researcher evaluated the activities that have been done.

2) The classroom teacher and the researcher discuss to make a

reflection what will they do to repair the problems.

3) Analyzing the data from the observation checklist and students’

score of the test incycle II.

3. The Minimal Standard of Successful

The students’ success and failure in doing the activities plan above

will be assessed by referring to the criterion of the passing grade (KKM).

The passing grade of English lesson in SMP Muhammadiyah Salatiga is

65. The teacher and the researcher expect that there are at least 85% of the

students who pass the passing grade.

41

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

This chapter focused on analyzed the collected data. The researcher collected

the data from the seventh-year students of SMP Muhammadiyah Salatiga. The

researcher was given the details of the findings. This chapter is likely the main

discussion of the research conducted. It displayed the finding of the collected data

since in the beginning until the end of the research. The findings consists of the

result of the cycle I and cycle II. The two cycles are the treatment of the

implementation in using clustering technique to improve writing skills in

descriptive text.

A. The Result of the Research

The research consists of two cycles, each cycle consists of planning,

acting, observing, and reflecting. The whole steps of this research would be

explained in the description below:

1. Research Finding

The research consists of two cycles, each cycle consists of planning,

acting, observing, and reflecting. The whole steps of this research would

be explained in the description below:

a. Cycle I

1) Planning

The researcher prepared several instruments, they are as follows:

a) Lesson Plan

42

The lesson plan was used to control the teaching and

learning process in this research. The researcher used it as a

guide to managing time and activities during teaching and

learning process in the class (see appendix 3).

b) Observation Checklist

Observation checklist was prepared in order to know the

students’ and teachers’ activities during the teaching and

learning process.

c) Material

The material of descriptive text consists of the meaning,

purpose, generic structure, example, and language feature.

d) Teaching Aid

The researcher prepared some instrument. They are board-

marker, picture (people), card paper (design of clustering

technique), and handout for students (descriptive text). The

researcher also provided the material and tools to succeed the

action.

e) Pre-test and post-test

The researcher used pre-test and post-test in her action. The

pre-test was done before using clustering technique to know the

understanding of students in writing descriptive text. Then, the

researcher used post-test. Post-test was done after using

43

clustering technique to see the result of the study before and

after using clustering technique.

2) Acting

The action of the cycle I was done on January 29th

, 2018 and

February 5th

, 2018. The teacher is Mrs. Khaliyatul Husna and the

researcher rolled as an observer.

On Monday, January 29th

, 2018 before started the lesson, the

researcher informed the students that for a few days later the class

would be observed by the researcher. The teacher started the lesson

by greeted “Assalamualaikum warahmatullahi wabarakaatuh” and

asking about the condition of the students by “How are you

today?” The students answered, “I’m fine to thank you, and you?”

The teacher answered, “I’m very well too, thank you”. The teacher

opens the lesson, introduces herself, conveyed the purpose of

coming in the class, and checked the students’ attendance list.

After checked the attendance list the teacher review about the last

meeting. Then the teacher asked the students to explain the

definition of descriptive text. One of the students “Afrizal”

answered that descriptive text is a text that describes something.

After giving a little explanation about the descriptive text, the

teacher told that they would do a pre-test. The teacher gave the task

for the students to describing people. Then the teacher gave 20

minutes to do a pre-test about describing people (see appendix 5).

44

After doing pre-test the teacher gave a handout to the students and

asked some students to read about the definition of descriptive text,

the purpose, and the generic structure of the descriptive text (see

appendix 6). Then the teacher explained more detail in Indonesia

language in order to make the students understood the material.

Then the teacher and the students read the example of descriptive

text with theme “describing people”. They had discussed the

generic structure of the text. The teacher asked the students to

found some words in the example of the text that can describe

people. They found “patient, beautiful”. It was done in one

meeting. After the students finished the pre-test, the teacher closed

and said “hamdalah” together.

On Friday, February 2th

, 2018 the teacher entered the class, and

greeted as“Assalamualaikum warahmatullahi wabarakaatuh” and

asking about the condition of the students by “how are you today?”

The students answered, “I’m fine to thank you, and you?” The

teacher answered, “I’m very well too, thank you”. The teacher

asked the students condition and checked the students’ attendance

list. After that, the teacher gave a handout to the students.

Next, the teacher explained the definition and the steps of

clustering technique. Then the teacher asked some question about

the topic to know the students’ knowledge, the teacher has started

the lesson by showing the picture of an artist and example of

45

design clustering technique from the descriptive text in a card

paper then she explained it. The teacher gave example (see

appendix 7)

After the teacher explained the step and the example of

clustering technique, she divided the students into 9 group

discussion consist of 5-6 students and gave a picture of “people”

to the students in each group (see appendix 8). Then the teacher

gave post-test to the students to write descriptive text used

clustering technique for about 20 minutes (see appendix 9). The

teacher monitored the students’ activities and after the time was up,

the teacher collected the students’ worksheet. The teacher asked

the students to present their pre-test in front of the class.

The teacher asked the students, “Well students, what about the

exercise? It’s easy right?” “Yes” answered the students. The

teacher said “Good”. The teacher concluded the material, and then

the teacher said “Students, time was up. We will continue to the

next meeting “Assalamualaikum warahmatullahi wabarakaatuh”

the students answered “Wa’alaikumsalam warahmatullahi

wabarakaatuh”. “See you next week”.

3) Observing

The researcher observed students and teacher activity by using

the observation checklist in the learning process. This observation

checklist was purposed to know how far the situation and

46

enthusiasm of the students’ and teacher’ activity during teaching

and learning process. The purpose of this activity was to evaluate

the teaching and learning process, collected the data and monitored

the class.

Table 4.1 Form the Result of Students’ Observation Checklist Cycle I

No The Students’ Activity Yes No Description

1 Paying Attention

√ All of the students pay

attention to the answer the

greeting.

2 Asking Question √ Few students who asking.

3 Responding to question

√ There were Students

answered teacher question

4 Accomplishing task √ All of the students did the

task

5 Being enthusiastic in

application Clustering

technique

√ They felt enjoy the

application of clustering

technique

47

Table 4. 2: Form of Result Teachers’ Observation Checklist Cycle I

No The Teachers’ Activity Yes No Description

1 Preparing the material

well

The teacher prepared the

lesson plan and material

well

2 Greeting students

before the lesson begin

The teacher greeted the

students and students

answered the greeting

3 The teacher checking

students’ attendant

The teacher called the

students one by one

4 Giving motivation

The teacher gave

motivation

5 Reminding previous

material

The teacher immediately

explain the current

material

6 Giving the explanation

of the material

The teacher explained the

material, she used mix

language: in Indonesia

and English language

7 Using clustering

technique to teach

writing descriptive text

The teacher used a design

of clustering technique

and accordance with the

material which showed to

the students

48

8 Giving opportunity for

asking the question

The teacher gave time to

the student about

everything to asked

question

9 Help the students’

difficulties in learning

The teacher helped

students to solve the

difficulties

10 Giving feedback after

the lesson

The teacher gave

feedback to the result of

the learning.

The researcher got the data from the test of the cycle I and

analyzed the data of pre-test and post-test based on rubric writing

assessment (see appendix 2). There are five aspects in scoring such

as organization, content, grammar, punctuation, and vocabulary.

Each aspect of writing test gave the point that divided into five; not

college-level work, unacceptable, adequate to fair, good to

adequate, and excellent to good.

The researcher analyzed the data of pre-test and post-test. The

calculation and result of both tests are presented below:

a) The Score of Pre-test and Post-test Cycle I

49

Table 4.3 The Students’ Score of Pre-Test and Post-Test Cycle I

No Students’ name Score pre-

test (X)

Score

post-test

(Y)

D D2

1 APP

40 70 30 900

2 ABS

62 79 17 289

3 AY

50 66 16 256

4 AS

64 81 17 289

5 BBM

59 79 20 400

6 DEP

64 87 23 529

7 ENK

59 78 19 361

8 EAS

65 83 18 324

9 GNS

59 78 19 361

10 GSA

52 80 28 784

11 GAA

56 77 21 441

12 IF

60 78 18 324

13 KZA

50 73 23 529

14 KNS

60 78 18 324

15 LSW

60 84 24 576

16 MT

50 73 23 529

17 MRES

52 74 22 484

18 MDA

58 83 25 625

19 MF

52 72 20 400

20 MIP

57 83 26 676

21 MLFT

56 80 24 576

22 NJA

64 79 15 225

23 NJP

60 81 21 441

50

24 NHA

62 85 23 529

25 PEPW

51 72 21 441

26 PMDH

69 84 15 225

27 RFR

60 82 22 484

28 RY

58 84 26 676

29 RDNA

60 84 24 576

30 RAP

60 70 10 100

31 SO

64 80 16 256

32 SR

56 65 9 81

33 THN

58 74 16 256

34 VDS

64 83 19 361

35 WMI

60 82 22 484

36 WNG

58 81 23 529

= 733 15641

Then, the writer calculates the deviation standard by using

SPSS 16.00. It can be shown as follows:

b) Descriptive statistic cycle I

Table 4.4 Descriptive Statistic Cycle I

F

N Minimum Maximum Mean Std. Deviation

Pre1 36 40.00 69.00 58.02 5.613

Post1 36 65.00 87.00 78.38 5.447

Valid N

(list wise) 36

51

From the table above it can be seen that the mean of pre-

test in the cycle, I is 58.02 with standard deviation 5.613.

While mean post-test in cycle I is 78.38 with standard deviation

5.447. The quantity (N) of the students is 36 students.

(1) The Passing Grade of the Cycle I

Cycle I also has shown that the students can improve

their English score especially in writing skills mean of post-

test 78.38 it is better than mean of pre-test 58.02. The

researcher also calculates the passing grade is 65.

(2) Significant

To know there is a significant improvement in writing

skills, the researcher analyzes the result of pre-test and

post-test by using SPSS 16.00

c) Paired Samples Test Cycle I

Table 4.5 Paired Samples Test Cycle I

Paired Differences

T df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Pre1 -

Post1 -2.03611E1 4.52392 .75399 -21.89179 -18.83044 -27.005 35 .000

52

From the table above can be seen that:

1) T-test cycle I is 27.005

2) T-table (a=0,050) from the quantity (n) 36 is 2.030

3) T-test > T-table = 27.005 > 2.030

From the explanation above it can be concluded that there

is a significant improvement using clustering technique in cycle

II because the value of T-test is bigger than T-table.

4. Reflecting

Based on the result of the cycle I, there was some reflecting

that should be given attention to maximizing the students’ writing

skills. The researcher found some weakness that happened during

the teaching and learning process. The weakness is less of a quarter

of seventh-year students did not have an idea to write. They were

still confused in organizing the sentences. The students had low

mastery of grammar and punctuation and had limited vocabulary

so they felt difficult to write a good descriptive text.

53

b. Cycle II

1. Planning

The researcher prepared several instruments, they are as follows:

a) Lesson Plan

The lesson plan was arranged based on the problem in the

result of the cycle I (see appendix 4).

b) Observation Checklist

Observation checklist was prepared in order to know the

students’ and teachers’ activities during the teaching and

learning process.

c) Material

The material of descriptive text consists of the meaning,

purpose, generic structure, example, and language feature.

d) Teaching Aid

The researcher prepared some instrument. They are board-

marker, picture (animal), card paper (design of clustering

technique), and handout for students (descriptive text). The

researcher also provided the material and tools to succeed the

action.

e) Pre-test and post-test

The researcher used pre-test and post-test in her action. The

pre-test was done before using clustering technique to know the

competence of students in writing descriptive text. Then, the

54

researcher used post-test. Post-test was done after using

clustering technique to see the result of the study after using

clustering technique.

2. Acting

The action of the cycle II was done on Tuesday, February 5th

,

2018. Before started the lesson, the teacher started the lesson by

greeted “Assalamualaikum warahmatullahi wabarakaatuh” and

asking about the condition of the students by “How are you

today?” The students answered, “I’m fine to thank you, and you?”

The teacher answered, “I’m very well too, thank you”. She

continued the lesson based on lesson plan arranged. Before

beginning the lesson the teacher checked the students’ attendance

list. After checked the attendance list the teacher review about the

last meeting. Then the teacher asked to explain the definition of

descriptive text. One of the students “Nadira” answered that

descriptive text is text that describes something or people that used

simple present tense with consists of descriptive and identification

in the text.

After review the explanation and giving a little explanation

about the descriptive text, the teacher told that they will do a pre-

test. The teacher gave the task for the students to describing

animals. Then the teacher gave 20 minutes to do a pre-test about

describing animals (see appendix 10). After doing pretest the

55

teacher gave a handout to the students and asked some students to

read more about the definition of descriptive text, the purpose, and

the generic structure of the descriptive text. Then the teacher

explained more detail in Indonesia language in order to make the

students understood the material. Then the teacher and the students

read the example of descriptive text with theme “describing

animals”. They have discussed the generic structure of the text.

The teacher asks the students to find some words in the example of

the text that can “describe animals”. They find “cute, long tail, four

legs, eat fish” and etc (see appendix 11). It was done in one

meeting. After the students finished the pre-test, the teacher closed

and said “hamdalah” together.

On Friday, February 9th

, 2018 the teacher entered the class and

started the lesson as usual. Greeting students by“Assalamualaikum

warahmatullahi wabarakaatuh” and asking about the condition of

the students by “How are you today?” The students answered, “I’m

fine to thank you, and you?” The teacher answered, “I’m very well

too, thank you”. The teacher asked about the condition and

checked the students’ attendance list. Before starting the lesson, the

teacher review about the previous material. She asked the students

“Did you remember what we have learned in the last meeting?”

The students answered that they learned about describing people.

After that, the teacher gave a handout to the students.

56

Next, the teacher explained the definition and the steps of

clustering technique. Then the teacher asked some question about

the topic to know students’ knowledge, the teacher has started the

lesson by showing the picture of animal and example of design

clustering technique from the descriptive text in a card paper then

she explained it. The teacher gave the example (see appendix 12).

After the teacher explained the step and the example of

clustering technique, she divided the students into 9 group

discussion consist of 5-6 students and gave a picture of “animal” to

the students in each group (see appendix 13). Then the teacher

gave post-test to the students to write descriptive text used

clustering technique for about 20 minutes (see appendix 14). The

teacher monitored the students’ activities and after the time was up,

the teacher collected the students’ worksheet. The teacher asked

the students to present their pre-test in front of the class.

The teacher concluded the material, and then the teacher said

“Students, time was up, we will continue to the next meeting”

“Assalamualaikum warahmatullahi wabarakaatuh” the students

answered “Wa’alaikumsalamwarahmatullahi wabarakaatuh”.

“See you next week”.

3. Observing

In cycle II, the researcher also observed the teaching-learning

process in the class.

57

a. Observe the students’ activity

Table 4.6 Form the Result of Students’ Observation Checklist Cycle II

No The Students’ Activity Yes No Description

1 Paying Attention

√ All of the students pay

attention to the answer the

greeting.

2 Asking Question √ Few students who asking.

3 Responding to question

√ There were Students

answered teacher question

4 Accomplishing task √ All of the students did the

task

5 Being enthusiastic in

application Clustering

technique

√ They felt enjoy the

application of clustering

technique

b. Observe the teachers’ activity

Table 4.7 Form the Result of Teachers’ Observation Checklist Cycle II

No Indicator Yes No Description

1 Preparing the material

well

The teacher prepared the

lesson plan and material

well

2 Greeting students before

the lesson begin

The teacher greeted the

students and students

answered the greeting

58

3 The teacher checking

students’ attendant

The teacher called the

students one by one

4 Giving motivation The teacher gave

motivation

5 Reminding previous

material

The teacher immediately

explain the current

material

6 Giving an explanation of

the material

The teacher explained the

material, she used mix

language: in Indonesia

and English language

7 Using clustering

technique to teach

writing descriptive text

The teacher used a design

of clustering technique

and accordance with the

material which showed to

the students

8 Giving opportunity for

asking the question

The teacher gave time to

the student about

everything to asked

question

9 Help the students’

difficulties in learning

The teacher helped

students to solve the

difficulties

10 Giving feedback after

the lesson

The teacher gave

feedback to the result of

the learning.

59

The researcher got the data from the test of the cycle II and

analyzed the data of pre-test and post-test based on rubric writing

assessment (see appendix 2). There are five aspects in scoring such

as organization, content, grammar, punctuation, and vocabulary.

Each aspect of writing test gave the point that divided into five; not

college-level work, unacceptable, adequate to fair, good to

adequate, and excellent to good.

The researcher analyzed the data of pre-test and post-test. The

calculation and result of both tests are presented below:

a) The Score of Pre-test and Post-test Cycle II

Table 4.8 The Students’ Score of Pre-Test and Post-Test Cycle II

No Students’ name Score pre-

test (X)

Score

post-test

(Y)

D D2

1 APP 62 79 17 289

2 ABS 67 86 19 361

3 AY 56 80 24 576

4 AS 65 84 19 361

5 BBM 63 86 23 529

6 DEP 65 88 23 529

7 ENK 66 86 20 400

8 EAS 65 84 19 361

9 GNS 60 86 26 676

10 GSA 58 81 23 529

60

11 GAA 62 79 17 289

12 IF 63 85 22 484

13 KZA 63 88 25 625

14 KNS 57 79 22 484

15 LSW 62 84 22 484

16 MT 56 77 21 441

17 MRES 56 75 19 361

18 MDA 61 85 24 576

19 MF 55 79 24 576

20 MIP 65 86 21 441

21 MLFT 60 81 21 441

22 NJA 66 80 14 196

23 NJP 63 83 20 400

24 NHA 63 80 17 289

25 PEPW 55 76 21 441

26 PMDH 74 94 20 400

27 RFR 63 84 21 441

28 RY 60 86 26 676

29 RDNA 53 77 24 576

30 RAP 57 71 14 196

31 SO 64 86 22 484

32 SR 58 68 10 100

33 THN 55 77 22 484

34 VDS 67 86 19 361

35 WMI 65 89 24 576

36 WNG 63 86 23 529

61

= 733 15962

Then, the writer calculated the deviation standard by using

SPSS 16.00. It can be shown as follows:

b) The Descriptive Statistic Cycle II

Table 4.9Descriptive Statistics Cycle II

From the table above can be seen that the mean of pre-test in

cycle II is 61.47 with standard deviation 4.481. While mean post-

test in cycle II is 82.25 with standard deviation 5.261. The quantity

(N) of the students is 36 students.

(1) The passing grade of cycle II

Cycle II also has shown that the students can improve their

English score especially in writing skills mean of post-test

82.25 it is better than mean of pre-test 61.47. The researcher

also calculates the passing grade is 65.

N Minimum Maximum Mean Std. Deviation

Pre2 36 53.00 74.00 61.4722 4.48162

Post2 36 68.00 94.00 82.2500 5.26104

Valid N

(list wise)

36

62

(2) Significant

To know there is a significant improvement in writing

skills, the researcher analyzes the result of pre-test and post-test

by using SPSS 16.00.

c) Paired Samples Test Cycle II

Table 4.10 Paired Samples Test

From the table above can be seen that:

1) T-test cycle I is 35.979

2) T-table (a=0,050) from the quantity (n) 36 is 2.030

3) T-test > T-table = 35.979> 2.030

From the explanation above it can conclude that there is a

significant improvement using clustering technique in cycle II

because the value of T-test is bigger than T-table

Paired Differences

T df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Pre2 -

Post2 -2.07778E1 3.46502 .57750 -21.95017 -19.60538 -35.979 35 .000

63

2. Discussions

After analyzing the students’ score in the cycle, I and cycle II the

researcher concluded that there is a significant improvement of the writing

skills in the descriptive text after being taught by using clustering

technique. The improvement can be seen as follows:

Table 4.11Table of Data Analysis

No Analysis Cycle I Cycle II

1 Mean of Pre-test

Mean of Post-test

58.02

78.38

61.47

82.25

2 Standard Deviation

Pre-test

Post-test

5.613

5.447

4.481

5.261

3 T-table

N = 36

a = 0.050

2.030

2.030

4 T-test 27.005 35.979

From the table above, it could be seen that the t-test is bigger than t-

table. It means that there was an improvement of writing skills in the

descriptive text after using clustering technique. It is shown the result of

T-test in cycle I is 27.005 and cycle II is 35.979.At the cycle, I the mean of

post-test is higher than the mean of the pre-test. The mean of post-test is

78.38 and pre-test are 58.02. In the cycle II, the mean of post-test is higher

than the mean of the pre-test. The mean post-test is 85.25 and pre-test are

64

61.47.Moreover, the t-test in the cycle II is bigger than the t-test of the

cycle II. It means that there was a significant influence on the cycle I up to

the cycle II.

Based on the explanation above, the researcher concluded that using

clustering technique can improve writing skills in descriptive text.

65

CHAPTER V

CLOSURE

This chapter consists of the conclusion and suggestion. After completing this

research, the research provides some conclusions and suggestion of the research.

A. Conclusion

After conducting the research and analyzing the data, the researcher

comes to several conclusions to answer the problems of the research that:

1. There is an improvement of writing skills in descriptive text using

clustering technique for seventh-year students of SMP Muhammadiyah

Salatiga. It can be seen from students’ scores of pre-test and post-test. It is

shown in the mean of students’ score of pre-test in cycle I and cycle II are

58.02 and 61.47. It means that writing skills in the descriptive text without

clustering technique was low because the result showed that the

standardized score (65) is higher than the mean of pre-test in cycle I

(58.02) and II (61.47).

While using clustering technique the students’ score of post-test in

cycle I and II are 78.38 and 82.2. The mean of pre-test in cycle I (58.02)

and the mean of post-test in cycle II (78.38) are higher than the mean of

pre-test in cycle II (61.47). The mean of post-test in cycle II is higher than

the mean of post-test in cycle I. It means that using clustering technique,

the students’ writing skills in the descriptive text was improved.

Based on the result above, the researcher concluded that using

clustering technique successfully improving writing skills in descriptive

text for seventh-year students of SMP Muhammadiyah Salatiga.

66

2. There is a significant influence of using clustering technique in improving

writing skills in descriptive text for seventh-year students of SMP

Muhammadiyah Salatiga. It can be seen from the score of pre-test and

post-test which are increased from the result of the calculation of t-test in

two cycles. The t-test of the cycle I is 27.005 and t-test of the cycle II is

35.979. The quantity (N) of this research is 36, based on the quantity of

this research; the t-table is 2.030. In cycle I, the t-test is higher than t-table

that is 27.005 > 2.030. While in the cycle II, the t-test is higher than t-table

that is 35.979>2.030.

In addition, the result showed that there is a significant influence of t-

test in the cycle I and cycle II, in cycle I 27.005 and the cycle II 35.979.

The researcher concluded that there is a significant influence of using

clustering technique in improving writing skills in descriptive text for

seventh-year of SMP Muhammadiyah Salatiga in the academic year

2017/2018.

67

B. Suggestion

Based on the research findings and discussion, the following

suggestions addressed to the teacher, the students, and the future researcher

are presented:

1. For the Teacher

The teacher can use the clustering technique to improve the

students’ writing skills indescriptive text. Using clustering as a technique

in teaching-learning process is an interesting and really enjoyable activity

for students. Moreover, using clustering technique in teaching-learning

process is very easy to be applied. It can motivate and make the students

easier in writing a subject.

2. For the Students

The students can apply and practice the clustering technique by

following the steps. It will help the students to solve their problems in

writing and to improve their writing skills.

3. For the Future Researcher

The researcher suggests the future researcher to conducted

Classroom Action Research in using clustering technique to improve

students’ writing skills especially in writing descriptive text. The future

researcher can also examine the effectiveness of using clustering technique

in the teaching-learning process if it is applied in Junior High School.

REFERENCES

Alawi, Fikri Fauzi. 2011. Improving Students’ Ability in Writing Descriptive Text

Using Clustering Technique. Jakarta: English EducationDepartment,

Faculty of Tarbiyah and Teachers’ Training, SyarifHidayatullah State

Islamic University.

Anderson, Mark and Kathy Anderson. 1997. Text Types in English 2. Australia:

MacMillan.

Anderson, Mark and Kathy Anderson. 1998. Text Types in English 3. Australia:

MacMillan.

Axelord, Rise B and Charles R Chooper, The St Martin’s Guide to Writing, New

York: St Martin’s Press, Inc., 1985.

Blanchard, Karen and Christine Root. 2003. Ready to write: A first Composition

Text. New York: Pearson Education.

Brown, H. D. 2004. Language assessment: Principles and Classroom Practice.

New York: Pearson Education, Inc.

Buscemi, Santi V. 2002. A Reader for Developing Writers. New York: McGraw-

Hill Companies, Inc.

Clouse, Barbara Fine. 2005. A Troubleshooting Guide for Writers: Fourth

Edition. New York: McGraw Hill.

Depdiknas.2003.Peraturan Menteri Pendidikan Nasional, No 22 tentang

Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS.

Jakarta.

Dietsch, Betty Mattix. 2003. Reasoning and Writing Well: Third edition. New

York: McGraw-Hill Companies, Inc.

Dietsch, Betty Mattix. 2006. Reasoning and Writing Well: Fourth edition. New

York: McGraw-Hill Companies, Inc.

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

Clustering Technique. Jakarta: English Education Department, Faculty of

Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic

University.

Fraenkel, Jack. R. and Wallen, Norman. E. 2009. How to Design and Evaluate

Research in Education. New York: MCGraw-Hill.

Gerrot, L and P. Wignell. 1995. Making Sense of Functional Grammar. Sidney:

Anteropodean Educational Enterprises.

Hartono, R. 2005. Genres of texts. Semarang: English department.

Http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-tentang

hewan.html

Kothari, C. R. 2004. Research Methodology Methods & Techniques (Second

Revision Edition). India: New Age International.

Landau, Sabine and Brian S. Everitt. 2003. A Handbook of Statistical Analyses

using SPSS. Washington DC: Chapman & hall/CRC.

Langan, John. 2006. English Skill with Readings: sixth edition, New York:

McGraw-Hill. Companies, Inc.,

Mulyasa, H. E. 2009. Praktik Penelitian Tindak Kelas. Bandung: PT Remaja

Rosdakarya.

Mumtazati, Rifqa. 2014. Improving Students’ Skill in Writing Descriptive Text

through Clustering Technique. Jakarta: Department of English Education

Faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah State

Islamic University.

Murcia, C. Marianne. 1991. Teaching English as a Second or Foreign Language.

Boston: Heinle Publisers.

Mushlich, Masnur. Melaksanakan PTK Itu Mudah (Classroom Action Research).

Jakarta: Bumi Aksara, 2009.

Oishima, Alice and Hogue. 2007. An Introduction to Academic Writing. New

York: Pearson Longman.

Pharr, Donald & Santi Buscemi. 2005. Writing Today: Context and Options for

the Real World. New York: McGraw-Hill Companies, Inc.

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Richards, Jack C. and Willy A. Renandya. 2002. Methodology in Language

Teaching (An Anthology of Current Practice). Cambridge: Cambridge

UniversityPress.

Sukardi. 2003. Metodologi Penelitian Pendidikan. Yogyakarta: BumiAksara.

Wachidah, S, et.al. 2016. Bahasa Inggris, When English Rings The Bell, SMP/Mts

Kelas VII. Kementrian Pendidikan dan Kebudayaan. ISBN 978-602-282-

976-8 (jilid-lengkap).

Wardiman, Artono et.al. 2008. English in Focus: for Grade VII Junior High

School (SMP/MTs). Jakarta: Pusat Perbukuan, DEPDIKNAS.

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Litton Educational Publishing.

CURRICULUM VITAE

Name : Ossi Rinawati

Student Number : 113-13-122

Gender : Female

Address : Karanganyar Ambarawa, Kab. Semarang

E-mail Address :ossirinawati@gmail.com

Phone : 0856 4066 4404

Educational Background : Kindergarten (TK) Sudirman VI Tambakboyo

Elementary School (SD) N 1 Tambakboyo

Junior High School (SMP) N 1 Ambarawa

Vocational High School (SMK) N 11 Semarang

State Institute for Islamic Studies (IAIN) Salatiga

Organization Experiences

2013-2014 : Member of Communicative English Club (CEC)

APPENDICES

LIST OF APPENDICES

1. Syllabus of Seventh-year student of Junior High School

2. Analytical Scoring Rubric adapted By Brown (2004, p.244-245)

3. Lesson plan Cycle I

4. Lesson Plan Cycle II

5. The Pre-Test Cycle I

6. The Material of Descriptive Text Cycle I

7. Example of Design Clustering Technique (Describing People)

8. The Picture of People Cycle I

9. The Post-Test Cycle I

10. The Pre-Test Cycle II

11. The Material of Descriptive Text Cycle II

12. Example of Design Clustering Technique (Describing Animals)

13. The Picture of Animal Cycle II

14. The Post-Test Cycle II

15. The Students’ Score of Pre Post Test in Cycle I and II

16. Photos Documentation of Cycle I and Cycle II

17. Interview Guidance

18. Certification For Graduating Paper Counselor

19. Letter For Research Permission

20. Consultation sheet of Graduating Paper

21. Proof of Conducted Research

22. Satuan Kredit Kegiatan (SKK)

1. Syllabus of Seventh year student of Junior High School

Kompetensi Dasar Materi Pokok dan

Materi Pembelajaran

Kegiatan

Pembelajaran

Penilaian

3.7

membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

deskriptif lisan dan

tulis dengan member

dan meminta

informasi terkait

dengan deskripsi

orang, binatang, dan

benda sangat pendek

dan sederhana,

sesuai

dengan konteks

penggunaannya

Teks Deskriptif

4.7.1

Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsure kebahasaan

teks deskriptif lisan

dan tulis, sangat

pendek dan

Fungsi sosial

- membanggakan

seseorang,

- mempromosikan

benda tertentu,

- mengenalkan

binatang

kesayangan

Struktur teks

Mencakup:

- Identifikasi

- deskripsi tentang

sifat orang, tempat,

binatang

- deskripsi tentang

perilaku, fungsi

manfaat, tindakan,

kebiasaan yang

menjadi penciri

orang, tempat dan

binatang, yang

dibicarakan.

Unsur kebahasaan

- Kalimat deklaratif

dalam simple

present tense

- This is my teacher.

- Membaca

beberapa teks

deskriptif tentang

orang, binatang-

binatang dan benda

di sekitar satuan

pendidikan dengan

atau tanpa media.

- Bertanya tentang

informasi yang

terkait di dalam

teks tersebut

(fungsi sosial,

struktur teks dan

unsure

kebahasaan)

- Mempelajari

fungsi sosial,

struktur teks dan

unsur kebahasaan

dari teks deskripsi

yang telah dibaca

secara lebih cermat

dengan

menggunakan a.l.

alat analisis

(misalnya table

Cara menilai

Penilaian

dilakukan pada

tiga unsur

kompetensi, yaitu

sikap,

pengetahuan,

dan keterampilan

Sikap Observasi

terhadap sikap

yang menonjol

selama proses

pembelajaran,

baik yang positif

maupun yang

negative yang

dicatat dalam buku

jurnal.

Pengetahuan

penilaian lisan

/tertulis yang

mencakup: Fungsi

social, Struktur

teks

dan Unsur

kebahasaan

Keterampilan

sederhana, terkait

orang, binatang, dan

benda

4.7.2

Menyusun teks

deskriptif lisan dan

tulis sangat pendek

dan sederhana,

terkait

orang, binatang, dan

benda, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai

konteks

His name is Mr ...

He teaches us

English.......

- I live in Cianjur.

It’s not far from

here. It’s popular

for its rice.

- I have a pet. It’s a

cat. It’s name is

Pussy.......

- Nomina singular

dan plural dengan

atau tanpa a, the,

this, those, my,

their, dsb.

- Ucapan, tekanan

kata, intonasi,

ejaan, tanda baca,

dan tulisan tangan

Topik

- Orang, binatang,

benda di sekitar

satuan

pendidikan

atau bagan mind-

map)

- Mengumpulkan

data tentang orang,

binatang dan benda

yang diperlukan

untuk

mendeskripsikan

sesuai dengan

tujuannya.

- Dalam kelompok

membuat proyek

kecil: dengan

bantuan mindmap,

membuat teks

deskripsi tentang

orang, benda dan

binatang.

- Menempelkan teks

di dinding kelas

dan bertanya jawab

dengan pembaca

(siswa lain, guru)

yang dating

membacanya

- Melakukan

refleksi tentang

proses dan hasil

belajarnya

Penilaian praktik

atau proyek

mendeskripsika

n orang, binatang

dan benda dengan

memperhatikan

ketepatan

penggunaan

Fungsi social,

Struktur teks

dan Unsur

kebahasaan

Kompetensi Dasar Materi Pokok dan

Materi Pembelajaran

Kegiatan

Pembelajaran

Penilaian

3.7

membandingkan

fungsisosial, struktur

teks, dan unsur

kebahasaanbeberapa

teks deskriptif lisan

dan tulis dengan

member dan

meminta informasi

terkait

dengandeskripsi

orang, binatang, dan

bendasangat pendek

dansederhana, sesuai

dengan konteks

penggunaannya

Teks Deskriptif

4.7.1

Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsure kebahasaan

teksdeskriptif lisan

dan tulis,sangat

pendek

dansederhana,

terkait

orang,binatang, dan

Fungsi sosial

- membanggakanses

eorang,

- mempromosikanbe

nda tertentu,

- mengenalkan

binatang

kesayangan

Struktur teks

Mencakup:

- Identifikasi

- deskripsi tentang

sifat orang, tempat,

binatang

- deskripsi

tentangperilaku,

fungsi manfaat,

tindakan,kebiasaan

yangmenjadi

penciriorang,

tempat

danbinatang,

yangdibicarakan.

Unsur kebahasaan

- Kalimat

deklaratifdalam

simple present

tense

- Membaca

beberapa

teksdeskriptif

tentang orang,

binatang-binatang

danbenda di sekitar

satuan pendidikan

dengan atautanpa

media.

- Bertanya tentang

informasi yang

terkait didalam

teks tersebut

(fungsi sosial,

strukturteks dan

unsure

kebahasaan)

- Mempelajari

fungsi sosial,

struktur teks

danunsur

kebahasaan dari

teks deskripsi yang

telah dibaca secara

lebih cermat

denganmenggunak

an a.l. alat analisis

(misalnya table

atau bagan mind-

Cara menilai

Penilaian

dilakukan pada

tiga unsur

kompetensi, yaitu

sikap,

pengetahuan,

dan keterampilan

Sikap Observasi

terhadap sikap

yang menonjol

selama proses

pembelajaran,

baik yang positif

maupun yang

negative yang

dicatat dalam buku

jurnal.

Pengetahuan

penilaian lisan

/tertulis yang

mencakup: Fungsi

social, Struktur

teks

dan Unsur

kebahasaan

Keterampilan

Penilaian praktik

atau proyek

benda

4.7.2

Menyusun teks

deskriptif lisan dan

tulissangat pendek

dansederhana,

terkait

orang, binatang, dan

benda, dengan

memperhatikan

fungsisosial, struktur

teks, danunsur

kebahasaan,secara

benar dan sesuai

konteks

- This is my

teacher.His name

is Mr ... He teaches

us English.......

- I live in Cianjur.

It’s not far from

here. It’s popular

for its rice.

- I have a pet. It’s a

cat. It’s name

isPussy.......

- Nomina singular

dan plural dengan

atau tanpa a, the,

this,those, my,

their, dsb.

- Ucapan, tekanan

kata, intonasi,

ejaan, tanda baca,

dan tulisan tangan

Topik

- Orang,

binatang,benda di

sekitar satuan

pendidikan

map)

- Mengumpulkan

data tentang orang,

binatangdan benda

yangdiperlukan

untukmendeskripsi

kan sesuai dengan

tujuannya.

- Dalam

kelompokmembuat

proyek kecil:

dengan bantuan

mindmap,membuat

teksdeskripsi

tentang orang,

benda dan

binatang.

- Menempelkan teks

di dinding kelas

danbertanya jawab

dengan pembaca

(siswa lain, guru)

yang dating

membacanya

- Melakukan

refleksi tentang

proses dan

hasilbelajarnya

mendeskripsika

n orang, binatang

dan benda dengan

memperhatikan

ketepatan

penggunaan

Fungsi social,

Struktur teks

dan Unsur

kebahasaan

2. Analytical Scoring Rubric adapted By Brown (2004, p.244-245)

1. Organization;

introduction,

Body, and

Conclusion

Appropriate title effective introductory

paragraph, the topic is stated, leads to the

body; transitional expressions used;

arrangement of material shows plan

(could be outlined by the reader),

supporting evidence given for

generalizations; conclusion logical and

complete

20-18

Excellent to

Good

The adequate title, introduction, and

conclusion body of the essay is

acceptable, but some evidence may be

lacking some ideas aren't fully

developed; the sequence is logical but

transitional expressions may be absent or

misused

17-15

Good to

Adequate

Mediocre or scant introduction or

conclusion; problems with the order of

ideas I body; the generalizations may be

not fully supported by the evidence

given; problems of organization interfere

14-12

Adequate to

Fair

Shaky or minimally recognizable

introduction; the organization can barely

be seen; severe problems with the

ordering of ideas, lack of the supporting

evidence. Conclusion weak or illogical,

inadequate effort at organization

11-6

Unacceptable

The absence of introduction or

conclusion; no apparent organization of

body; severe lack of supporting evidence;

the writer has not made any effort to

organize the composition (could be

outlined by the reader)

5-1

Not College-

level work

2. The logical

development

of ideas:

Content

The essay addresses the assigned topic;

the ideas are concrete and thoroughly

developed; no extraneous material; essay

reflects the thought

20-18

Excellent to

Good

The essay addresses the issues but misses

some points; ideas could be more fully

developed; some extraneous material is

present

17-15

Good to

Adequate

Development of ideas not complete or

essay is somewhat off the topic;

paragraphs aren’t divided exactly right

14-12

Adequate to

Fair

Ideas incomplete; essay does not reflect

careful thinking or was hurriedly written;

inadequate effort in the area of content

11-6

Unacceptable

The essay is completely inadequate and

does not reflect college-level work; no

apparent effort to consider the topic

carefully

5-1

Not College-

level work

3. Grammar Native-like fluency in English grammar;

correct use of relative clause,

prepositions, modal, articles, verb forms,

and tense sequencing; no fragments or

run-on sentences

20-18

Excellent to

Good

Advanced proficiency in English

grammar, some grammar problems don’t

influence communication, although the

reader is aware of them; no fragments or

run-on sentences

17-15

Good to

Adequate

Ideas are getting through to the reader,

but grammar problems are apparent and

have a negative effect on

communication; run on sentences or

fragments presents

14-12

Adequate to

Fair

Numerous serious grammar problems

interfere with communication of the

writer’s ideas; grammar review of some

areas clearly needed; difficult to read

sentences

11-6

Unacceptable

Severe grammar problems interfere

greatly with the message; reader can’t

understand what the writer was trying to

say; unintelligible sentence structure

5-1

Not College-

level work

4. Punctuation,

spelling, and

mechanics

Correct use of English Writing

conventions: left and right margins, all

needed capitals, paragraphs intended,

punctuation and spelling; very neat

20-18

Excellent to

Good

Some problems with writing conventions

or punctuation; occasional spelling

errors; left margin correct; paper is neat

and legible

17-15

Good to

Adequate

Uses general writing conventions but as

errors; spelling problems distract reader;

punctuation errors interfere with ideas

14-12

Adequate to

Fair

Serious problems with the format of

paper; parts of easy not legible; error n

sentence punctuation and final

punctuation; unacceptable to educated

readers

11-6

Unacceptable

Complete disregard for English writing

conventions; paper illegible; obvious

capitals missing, no margins, severe

spelling problems

5-1

Not College-

level work

5. Style and

quality of

expression

Precise vocabulary usage; use of parallel

structures; concise; register well

20-18

Excellent to

Good

Attempts variety; good vocabulary; not

wordy; register OK; style fairly

17-15

Good to

Adequate

Some vocabulary misused; lacks

awareness of register; may be too wordy

14-12

Adequate to

Fair

Poor expression of ideas; problems in

vocabulary; lacks a variety of structure

11-6

Unacceptable

Inappropriate use of vocabulary; no

concept of register or sentence variety

5-1

Not College-

level work

6. Organization;

introduction,

Body, and

Conclusion

Appropriate title effective introductory

paragraph, the topic is stated, leads to the

body; transitional expressions used;

arrangement of material shows plan

(could be outlined by the reader),

supporting evidence given for

20-18

Excellent to

Good

generalizations; conclusion logical and

complete

The adequate title, introduction, and

conclusion body of the essay is

acceptable, but some evidence may be

lacking some ideas aren't fully

developed; the sequence is logical but

transitional expressions may be absent or

misused

17-15

Good to

Adequate

Mediocre or scant introduction or

conclusion; problems with the order of

ideas I body; the generalizations may be

not fully supported by the evidence

given; problems of organization interfere

14-12

Adequate to

Fair

Shaky or minimally recognizable

introduction; the organization can barely

be seen; severe problems with the

ordering of ideas, lack of the supporting

evidence. Conclusion weak or illogical,

inadequate effort at organization

11-6

Unacceptable

The absence of introduction or

conclusion; no apparent organization of

body; severe lack of supporting evidence;

the writer has not made any effort to

organize the composition (could be

outlined by the reader)

5-1

Not College-

level work

7. The logical

development

of ideas:

The essay addresses the assigned topic;

the ideas are concrete and thoroughly

developed; no extraneous material; essay

20-18

Excellent to

Good

Content

reflects the thought

The essay addresses the issues but misses

some points; ideas could be more fully

developed; some extraneous material is

present

17-15

Good to

Adequate

Development of ideas not complete or

essay is somewhat off the topic;

paragraphs aren’t divided exactly right

14-12

Adequate to

Fair

Ideas incomplete; essay does not reflect

careful thinking or was hurriedly written;

inadequate effort in the area of content

11-6

Unacceptable

The essay is completely inadequate and

does not reflect college-level work; no

apparent effort to consider the topic

carefully

5-1

Not College-

level work

8. Grammar Native-like fluency in English grammar;

correct use of relative clause,

prepositions, modal, articles, verb forms,

and tense sequencing; no fragments or

run-on sentences

20-18

Excellent to

Good

Advanced proficiency in English

grammar, some grammar problems don’t

influence communication, although the

reader is aware of them; no fragments or

run-on sentences

17-15

Good to

Adequate

Ideas are getting through to the reader,

but grammar problems are apparent and

have a negative effect on

communication; run on sentences or

fragments presents

14-12

Adequate to

Fair

Numerous serious grammar problems

interfere with communication of the

writer’s ideas; grammar review of some

areas clearly needed; difficult to read

sentences

11-6

Unacceptable

Severe grammar problems interfere

greatly with the message; reader can’t

understand what the writer was trying to

say; unintelligible sentence structure

5-1

Not College-

level work

9. Punctuation,

spelling, and

mechanics

Correct use of English Writing

conventions: left and right margins, all

needed capitals, paragraphs intended,

punctuation and spelling; very neat

20-18

Excellent to

Good

Some problems with writing conventions

or punctuation; occasional spelling

errors; left margin correct; paper is neat

and legible

17-15

Good to

Adequate

Uses general writing conventions but as

errors; spelling problems distract reader;

punctuation errors interfere with ideas

14-12

Adequate to

Fair

Serious problems with the format of

paper; parts of easy not legible; error n

sentence punctuation and final

punctuation; unacceptable to educated

readers

11-6

Unacceptable

Complete disregard for English writing

conventions; paper illegible; obvious

capitals missing, no margins, severe

spelling problems

5-1

Not College-

level work

10. Style and

quality of

expression

Precise vocabulary usage; use of parallel

structures; concise; register well

20-18

Excellent to

Good

Attempts variety; good vocabulary; not

wordy; register OK; style fairly

17-15

Good to

Adequate

Some vocabulary misused; lacks

awareness of register; may be too wordy

14-12

Adequate to

Fair

Poor expression of ideas; problems in

vocabulary; lacks a variety of structure

11-6

Unacceptable

Inappropriate use of vocabulary; no

concept of register or sentence variety

5-1

Not College-

level work

3. Lesson plan Cycle I

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CYCLE I

Sekolah : SMP Muhammadiyah Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII B/2

Tema : Descriptive text (describing people)

Alokasi Waktu : 2 kali pertemuan (4x40 menit)

A. Kompetensi Inti

1. Menunjukkan perilaku yang berterima dalam lingkungan personal, sosial

budaya, akademik, dan profesi;

2. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari

teks pendek dan sederhana, dalam kehidupan dan kegiatan siswa sehari-

hari;

3. Berkomunikasi secara interpersonal, transaksional dan fungsional tentang

diri sendiri, keluarga, serta orang, binatang dan benda, kongkrit dan

imajinatif, yang terdekat dengan kehidupan dan kegiatan siswa sehari-hari

di rumah, sekolah, dan masyarakat;

4. Menangkap makna dan menyusun teks lisan dan tulis, pendek dan

sederhana dengan menggunakan struktur teks secara urut dan runtut serta

unsur kebahasaan secara akurat, berterima, dan lancar.

B. Kompetensi Dasar

3.7 Membandingkan fungsi sosial, struktur teks, dan unsure kebahasaan

beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta

informasi terkait dengan deskripsi orang, binatang dan benda, sangat

pendek dan sederhana, sesuai dengan konteks penggunannya.

4.7 Teks Deskriptif

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks

dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek dan

sedehana, terkait orang, binatang, dan benda.

4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,

terkait orang, binatang, benda dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

Siswa dapat mengkomunikasikan secara terintegrasi lisan dan tulis tentang

deskripsi orang (termasuk diri sendiri), tokoh, untuk tujuan

membanggakan/mengenalkan/mengambil teladan, secara kontekstual, terkait

ketiga aspek teks berikut ini:

1. Fungsi Sosial

Menentukan (menyebutkan/memilih) secara lisan dan tulis:

a. Tujuan dari beberapa teks pendek dan sederhana tentang orang/ tokoh

yang berbeda,

b. Fokus yang dibicarakan dalam masing-masing deskripsi,

c. Pembaca yang akan tertarik membaca masing-masing deskripsi,

d. Manfaat yang dapat dipetik dari masing-masing deskripsi.

2. Struktur Teks

Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis:

a. Nama orang/tokoh, pekerjaan/jabatan/perannya, serta orang-orang lain

yang terkait serta pekerjaan/jabatan/perannya,

b. Karakteristik fisik/psikis/personal lainnya dari masing-masing

orang/tokoh,

c. Kebiasaan/pekerjaan/kegiatan rutin/tertentu yang menjsdi penciri

masing-masing orang/tokoh,

d. Aspek lain yang dipaparkan untuk mendeskripsikan masing-masing

orang/tokoh.

3. Unsur Kebahasaan

Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan

tulis unsur-unsur kebahasaan yang mendukung cara pendeskripsian

orang/tokoh:

a. Makna kata dan ungkapan tetentu (verba, nomina, adjectiva, adverbial,

frasa),

b. Tata bahasa (kalimat, klausa, verba, nomina, konjungsi, dll),

c. Ucapan, tekanan kata, dan intonasi yang benar,

d. Ejaan dan tanda baca yang benar,

e. Tulisan tangan yang rapih dan benar.

D. Tujuan Pembelajaran

Setelah melewati proses pembelajaran yang menerapkan 5M:

1. Siswa mampu membandingkan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan

meminta informasi terkait dengan deskripsi orang, binatang dan benda,

sangat pendek dan sederhana, sesuai dengan konteks penggunannya.

2. Siswa menangkap makna secara kontekstual terkait fungsi sosial, struktur

teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek dan

sedehana, terkait orang, binatang, dan benda.

3. Siswa menyusun teks deskriptif lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang, benda dengan memperhatikan fungsi

sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai

konteks.

E. Materi Pembelajaran :

1. The definition of descriptive text

2. The purposes of descriptive text

3. Generic structures of a descriptive

4. Generic features of a descriptive text

5. Example of descriptive text

(Lihat lampiran 6)

F. Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Model Pembelajaran : Discovey Learning, Project Based Learning

3. Clustering technique

According to Langan (2006, p.25), “clustering, also known as

diagramming or mapping, is another strategy that can be used to generate

material for a paper”. In clustering, the writer can use lines, boxes, arrows, and

circle to show relationships among the ideas and details. Clustering is making

a visual map to produce a topic related to each other. Clustering technique will

stimulus students’ ideas, also they can make a good paragraph for every type

of writing.

Axelrod & Cooper (2013, p.509) explained that clustering works as follows:

a. In a word or phrase, write your topic in the center of a piece of paper.

Circle it.

b. 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.

c. 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.

G. Alat dan Sumber Pembelajaran

1. Alat/bahan :Bolpoin, kertas, karton, gambar terkait materi

:papan tulis, spidol.

2. Sumber Belajar :Kementrian Pendidikan dan Kebudayaan, Bahasa

Inggris, When English Rings The Bell, SMP/Mts Kelas VII, hal 160,

internet

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan ke-1

PRE-TEST 20’

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pembukaan Pendahuluan

1. Guru membuka kegiatan dimulai

dengan salam.

2. Guru meminta salah satu siswa

untuk memimpin doa sebelum

pelajaran dimulai.

5’

3. Guru mengabsen siswa, dan

menyiapkan suasana belajar yang

kondusif.

4. Menyebutkan tujuan pembelajaran

5. Menyebutkan kegiatan belajar

yang akan dilakukan.

Kegiatan Inti Mengamati

1. Guru memberikan contoh teks

deskriptif tentang orang kepada

siswa untuk dipelajari (lihat

lampiran 6).

2. Guru bersama siswa menganalisa

fungsi sosial dan unsur kebahasaan

yang digunakan dari teks

deskriptif tersebut (lihat lampiran

6).

15’

Menanya

1. Guru membimbing siswa

mempertanyaan informasi yang

tedapat dalam teks tersebut (fungsi

sosial, struktur teks dan unsur

kebahasaan).

2. Siswa merespon pertanyaan yang

berkaitan dengan teks secara lisan.

5’

Mengeksplorasi

1. Dengan bimbingan guru, siswa

dibagi kedalam beberapa

kelompok diskusi untuk menyusun

teks deskriptif.

10’

Mengasosiasi

1. Guru mengamati dan merespon

siswa selama diskusi berlangsung.

2. Siswa menyusun teks deskriptif

dengan tema “describing people”.

15’

Mengkomunikasi

1. Siswa dapat mempresentasikan

kepada teman sekelasnya tentang

isi teks deskriptif yang mereka

buat dalam situasi nyata

2. Guru mengamati dan menilai

presentasi siswa dari aspek

ketrampilan.

5’

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran hari

itu.

2. Guru memberikan umpan balik

pembelajaran.

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya.

4. Guru memberikan feedback

(umpan balik) kepada siswa.

5’

Pertemuan ke-2

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pembukaan Pendahuluan

1. Guru membuka kegiatan dimulai

5’

dengan salam.

2. Guru meminta salah satu siswa

untuk memimpin doa sebelum

pelajaran dimulai.

3. Guru mengabsen siswa, dan

menyiapkan suasana belajar yang

kondusif.

4. Menyebutkan tujuan

pembelajaran.

5. Menyebutkan kegiatan belajar

yang akan dilakukan.

Kegiatan Inti Mengamati

1. Guru memperkenalkan tehnik

clustering dan menjelaskannya.

3. Siswa mengamati contoh desain

clustering dari teks deskriptif di

papan tulis (lihat lampiran 7).

15’

Menanya

1. Guru membimbing siswa

mempertanyaan informasi yang

tedapat dalam teks tersebut.

2. Siswa merespon pertanyaan yang

berkaitan dengan teks secara lisan.

5’

Mengeksplorasi

1. Dengan bimbingan guru, siswa

dibagi kedalam beberapa

kelompok diskusi untuk menyusun

teks deskriptif menggunakan

tehnik clustering dengan tema

“describing people”.

10’

2. Guru membagikan gambar (orang)

untuk dibagikan ke setiap siswa

dalam tiap kelompok untuk di

deskripsikan (lihat lampiran 8).

3. Dengan kata atau frasa, siswa

menulis topik di tengah dalam

selembar kertas berdasarkan

gambar yang sudah didapat

dengan melingkari topik tersebut.

4. Dengan kata atau frasa, siswa

kemudian menulis bagian utama

atau gagasan utama topik tersebut.

Kemudian melingkari dan

menghubungkan gagasan utama

tersebut dengan topik yang berada

di tengah.

5. Langkah selanjutnya, siswa

menuliskan fakta, rincian, contoh,

atau gagasan yang terkait dengan

topik di tengah.

Mengasosiasi

1. Guru mengamati dan merespon

siswa selama diskusi berlangsung.

2. Siswa menyusun teks deskriptif

bersama kelompok diskusinya,

bedasarkan gambar (orang) yang

sudah didapat dengan tehnik

clustering yang sudah di susun

sebelumnya.

15’

Mengkomunikasi

1. Siswa dapat mempresentasikan

kepada teman sekelasnya tentang

isi teks deskriptif yang mereka

buat dalam situasi nyata.

2. Guru mengamati dan menilai

presentasi siswa dari aspek

ketrampilan.

5’

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran hari

itu.

2. Guru memberikan umpan balik

pembelajaran.

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya.

4. Guru memberikan feedback

(umpan balik) kepada siswa.

5’

POST-TEST 20’

I. Penilaian

1. Teknik : Tes tertulis

2. Bentuk : menyusun teks deskriptif

3. Instrumen :

PRE-TEST

1. Write the descriptive text about describing people!

POST-TEST

1. Write the descriptive text about describing people using clustering

technique!

J. Pedoman penilaian

Rubrik Penilaian, adapted from Brown, (2004, p.244-245).

Komponen writing Indikator Nilai

Organization Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Content Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Grammar Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Punctuation Excellent to Good 20-18

Good to Adequate 17-15

4. Lesson plan Cycle II

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CYCLE II

Sekolah : SMP Muhammadiyah Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII B/2

Tema : Descriptive text (describing animals)

Alokasi Waktu : 2 kali pertemuan (4x40 menit)

A. Kompetensi Inti

1. Menunjukkan perilaku yang berterima dalam lingkungan personal, sosial

budaya, akademik, dan profesi;

2. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari

teks pendek dan sederhana, dalam kehidupan dan kegiatan siswa sehari-

hari;

3. Berkomunikasi secara interpersonal, transaksional dan fungsional tentang

diri sendiri, keluarga, serta orang, binatang dan benda, kongkrit dan

imajinatif, yang terdekat dengan kehidupan dan kegiatan siswa sehari-hari

di rumah, sekolah, dan masyarakat;

4. Menangkap makna dan menyusun teks lisan dan tulis, pendek dan

sederhana dengan menggunakan struktur teks secara urut dan runtut serta

unsur kebahasaan secara akurat, berterima, dan lancar.

B. Kompetensi Dasar

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta

informasi terkait dengan deskripsi orang, binatang dan benda, sangat

pendek dan sederhana, sesuai dengan konteks penggunannya.

4.7 Teks Deskriptif

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur

teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek

dan sedehana, terkait orang, binatang, dan benda.

4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,

terkait orang, binatang, benda dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.

C. Indikator Pencapaian Kompetensi

Siswa dapat mengkomunikasikan secara terintegrasi lisan dan tulis tentang

deskripsi orang (termasuk diri sendiri), tokoh, untuk tujuan

membanggakan/mengenalkan/mengambil teladan, secara kontekstual, terkait

ketiga aspek teks berikut ini:

1. Fungsi Sosial

Menentukan (menyebutkan/memilih) secara lisan dan tulis:

a. Tujuan dari beberapa teks pendek dan sederhana tentang orang/ tokoh

yang berbeda,

b. Fokus yang dibicarakan dalam masing-masing deskripsi,

c. Pembaca yang akan tertarik membaca masing-masing deskripsi,

d. Manfaat yang dapat dipetik dari masing-masing deskripsi.

2. Struktur Teks

Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis:

a. Nama orang/tokoh, pekerjaan/jabatan/perannya, serta orang-orang

lain yang terkait serta pekerjaan/jabatan/perannya,

b. Karakteristik fisik/psikis/personal lainnya dari masing-masing

orang/tokoh,

c. Kebiasaan/pekerjaan/kegiatan rutin/tertentu yang menjsdi penciri

masing-masing orang/tokoh,

d. Aspek lain yang dipaparkan untuk mendeskripsikan masing-masing

orang/tokoh.

3. Unsur Kebahasaan

Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan

tulis unsur-unsur kebahasaan yang mendukung cara pendeskripsian

orang/tokoh:

a. Makna kata dan ungkapan tetentu (verba, nomina, adjectiva,

adverbial, frasa),

b. Tata bahasa (kalimat, klausa, verba, nomina, konjungsi, dll),

c. Ucapan, tekanan kata, dan intonasi yang benar,

d. Ejaan dan tanda baca yang benar,

e. Tulisan tangan yang rapih dan benar.

D. Tujuan Pembelajaran

Setelah melewati proses pembelajaran yang menerapkan 5M:

1. Siswa mampu membandingkan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan

meminta informasi terkait dengan deskripsi orang, binatang dan benda,

sangat pendek dan sederhana, sesuai dengan konteks penggunannya.

2. Siswa menangkap makna secara kontekstual terkait fungsi sosial, struktur

teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek

dan sedehana, terkait orang, binatang, dan benda.

3. Siswa menyusun teks deskriptif lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang, benda dengan memperhatikan fungsi

sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai

konteks.

E. Materi Pembelajaran :

1. The definition of descriptive text

2. The purposes of descriptive text

3. Generic structures of a descriptive

4. Generic features of a descriptive text

5. Example of descriptive text

(Lihat lampiran 11)

F. Metode Pembelajaran

1. Pendekatan : Scientific Approach

2. Model Pembelajaran : Discovey Learning, Project Based Learning

3. Clustering technique

According to Langan (2006, p.25), “clustering, also known as

diagramming or mapping, is another strategy that can be used to generate

material for a paper”. In clustering, the writer can use lines, boxes, arrows, and

circle to show relationships among the ideas and details. Clustering is making

a visual map to produce a topic related to each other. Clustering technique will

stimulus students’ ideas, also they can make a good paragraph for every type

of writing.

Axelrod & Cooper (2013, p.509) explained that clustering works as follows:

a. In a word or phrase, write your topic in the center of a piece of paper.

Circle it.

b. 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.

c. 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.

G. Alat dan Sumber Pembelajaran

1. Alat : Bolpoin, kertas, karton, gambar terkait materi

: papan tulis, spidol.

2. Sumber Belajar : Kementrian Pendidikan dan Kebudayaan, Bahasa

Inggris, When English Rings The Bell, SMP/Mts Kelas VII, hal 161

http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-

tentang hewan.html

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan ke-1

PRE-TEST 20’

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pembukaan Pendahuluan

1. Guru membuka kegiatan dimulai

dengan salam.

2. Guru meminta salah satu siswa

untuk memimpin doa sebelum

5’

pelajaran dimulai.

3. Guru mengabsen siswa, dan

menyiapkan suasana belajar yang

kondusif.

4. Menyebutkan tujuan pembelajaran

5. Menyebutkan kegiatan belajar yang

akan dilakukan.

Kegiatan Inti Mengamati

1. Guru memberikan contoh teks

deskriptif tentang binatang kepada

siswa untuk dipelajari (Lihat

lampiran 11).

2. Guru bersama siswa menganalisa

fungsi sosial dan unsur kebahasaan

yang digunakan dari teks deskriptif

tersebut (Lihat lampiran 11).

15’

Menanya

1. Guru membimbing siswa

mempertanyaan informasi yang

tedapat dalam teks tersebut (fungsi

sosial, struktur teks dan unsur

kebahasaan)

2. Siswa merespon pertanyaan yang

berkaitan dengan teks secara lisan.

5’

Mengeksplorasi

1. Dengan bimbingan guru, siswa

dibagi kedalam beberapa kelompok

diskusi untuk menyusun teks

deskriptif.

10’

Mengasosiasi

1. Guru mengamati dan merespon

siswa selama diskusi berlangsung.

2. Siswa menyusun teks deskriptif

dengan tema “describing animal”.

15’

Mengkomunikasi

1. Siswa dapat mempresentasikan

kepada teman sekelasnya tentang

isi teks deskriptif yang mereka buat

dalam situasi nyata.

2. Guru mengamati dan menilai

presentasi siswa dari aspek

ketrampilan.

5’

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran hari

itu.

2. Guru memberikan umpan balik

pembelajaran.

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya.

4. Guru memberikan feedback (umpan

balik) kepada siswa.

5’

Pertemuan ke-2

Kegiatan Deskripsi Kegiatan Alokasi

Waktu

Pembukaan Pendahuluan

1. Guru membuka kegiatan dimulai

dengan salam.

5’

2. Guru meminta salah satu siswa

untuk memimpin doa sebelum

pelajaran dimulai.

3. Guru mengabsen siswa, dan

menyiapkan suasana belajar yang

kondusif.

4. Menyebutkan tujuan pembelajaran.

5. Menyebutkan kegiatan belajar yang

akan dilakukan.

Kegiatan Inti Mengamati

1. Guru memperkenalkan tehnik

clustering dan menjelaskannya.

2. Siswa mengamati contoh desain

clustering dari teks deskriptif di

papan tulis (Lihat lampiran 12).

15’

Menanya

1. Guru membimbing siswa

mempertanyaan informasi yang

tedapat dalam teks tersebut (fungsi

sosial, struktur teks dan unsur

kebahasaan).

2. Siswa merespon pertanyaan yang

berkaitan dengan teks secara lisan.

5’

Mengeksplorasi

1. Dengan bimbingan guru, siswa

dibagi kedalam beberapa kelompok

diskusi untuk menyusun teks

deskriptif menggunakan tehnik

clustering dengan tema

mendeskripsikan binatang.

10’

2. Guru membagikan gambar

(binatang) untuk dibagikan ke

setiap kelompok untuk di

deskripsikan (Lihat lampiran 13).

3. Dengan kata atau frasa, siswa

menulis topik di tengah dalam

selembar kertas berdasarkan

gambar yang sudah didapat dengan

melingkari topik tersebut.

4. Dengan kata atau frasa, siswa

kemudian menulis bagian utama

atau gagasan utama topik tersebut.

Kemudian melingkari dan

menghubungkan gagasan utama

tersebut dengan topik yang berada

di tengah.

5. Langkah selanjutnya, siswa

menuliskan fakta, rincian, contoh,

atau gagasan yang terkait dengan

topik di tengah.

Mengasosiasi

1. Guru mengamati dan merespon

siswa selama diskusi berlangsung.

2. Siswa menyusun teks deskriptif

bersama kelompok diskusinya,

bedasarkan gambar (binatang) yang

sudah didapat dengan tehnik

clustering yang sudah di susun

sebelumnya.

15’

Mengkomunikasi

1. Siswa dapat mempresentasikan

kepada teman sekelasnya tentang

isi teks deskriptif yang mereka buat

dalam situasi nyata.

2. Guru mengamati dan menilai

presentasi siswa dari aspek

ketrampilan.

5’

Penutup 1. Siswa dengan bimbingan guru

menyimpulkan pembelajaran hari

itu.

2. Guru memberikan umpan balik

pembelajaran.

3. Guru menyampaikan rencana

pembelajaran untuk pertemuan

berikutnya.

4. Guru memberikan feedback (umpan

balik) kepada siswa.

5’

POST-TEST 20’

I. Penilaian

a. Teknik : Tes tertulis

b. Bentuk : menyusun teks deskriptif

c. Instrumen :

PRE-TEST

2. Write the descriptive text about describing animal!

POST-TEST

2. Write the descriptive text about describing animal using clustering

technique!

J. Pedoman penilaian

Rubrik Penilaian, adapted from Brown, (2004, p.244-245).

Komponen

writing

Indikator Nilai

Organization Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Content Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Grammar Excellent to Good 20-18

Good to Adequate 17-15

Adequate to Fair 14-12

Unacceptable 11-6

Not College-level work 5-1

Punctuation Excellent to Good 20-18

Good to Adequate 17-15

5. The Pre-Test Cycle I

Name :

NIS :

Class :

PRE-TEST

1. Write the descriptive text about describing people!

6. The Material of Descriptive Text Cycle I

1. The definition of descriptive text

Descriptive text is a part of factual genres. Its social function is to

describe a particular person, place or thing (Wardiman, 2008, p.122).

2. The purposes of descriptive text

Hartono (2005, p.6) state that descriptive text aims to describe a

particular person, place, or thing. It means that descriptive text aims at

giving vivid details of how something or someone looks.

3. Generic structures of a descriptive

a. Identification / a general opening statement in the first paragraph:

identifies phenomenon to be described.

1) This statement tells the audience what the text is going to be about

2) This includes a short description of the subject

3) This can include a definition of subject

b. Description / a series of paragraph about the subject: describes part,

qualities, characteristic

1) Each paragraph usually begins with a topic sentence

2) The topic sentence at the beginning of each paragraph previews the

information contained in the rest of the paragraph

3) The sentence after the preview give more details

4) Each paragraph should give information about one feature of the

subject

5) These paragraphs build a description of the subject of the report

6) They may include technical language that is related to the subject.

4. Generic features of a descriptive text

According to Anderson (1998: p.26), the generic features of

description are:

a. Verb in the present tense

b. Adjective to describe the features of the subject

c. Topic sentences to begin paragraphs and organize the various aspects

of the description.

5. Example of descriptive text

Buku Paket halaman hal 160 (Kementrian Pendidikan dan

Kebudayaan, Bahasa Inggris, When English Rings The Bell, SMP/Mts

Kelas VII)

Identification / identifikasi : I love my mum very much.

Description / deskripsi : She is an elementary school teacher.

She is very patient. She is never angry. She

always smiles and never complains. My

mum is my best friend. I can talk to her

about everything. She can sing! She has a

beautiful voice.

I love my mum very much. She is an elementary school teacher.

She is very patient. She is never angry. She always smiles and never

complains. My mum is my best friend. I can talk to her about

everything. Oh ya, she can sing! She has a beautiful voice.

7. Example of Design Clustering Technique (Describing People)

Memberikan contoh teks deskriptif menggunakan tehnik clustering:

Addapted by (Alawi, 2011, p.31)

My Favorite Artist

I have a favorite artist. His name is Sule. His true name is

Entis Sutisna. Sule has long blond hair. He looks so funny with a

flat nose. He is very popular in one of television program “OVJ”

as a funny comedian. Besides, He also has a good voice. I like

Him very much.

Artist Funny

SULE

Appearance

Flat nose

Comedian

Blonde hair

8. The Picture of People Cycle I

9. The Post-Test Cycle I

Name :

NIS :

Class :

POST-TEST

1. Write the descriptive text about describing people using clustering

technique!

10. The Pre-Test Cycle II

Name :

NIS :

Class :

PRE-TEST

1. Write the descriptive text about describing animal!

11. The Material of Descriptive Text Cycle II

1. The definition of descriptive text

Descriptive text is a part of factual genres. Its social function is to

describe a particular person, place or thing (Wardiman, 2008, p.122).

2. The purposes of descriptive text

Hartono (2005, p.6) state that descriptive text aims to describe a

particular person, place, or thing. It means that descriptive text aims at

giving vivid details of how something or someone looks.

3. Generic structures of a descriptive

d. Identification / a general opening statement in the first paragraph:

identifies phenomenon to be described.

1) This statement tells the audience what the text is going to be about

2) This includes a short description of the subject

3) This can include a definition of subject

c. Description / a series of paragraph about the subject: describes part,

qualities, characteristic

1) Each paragraph usually begins with a topic sentence

2) The topic sentence at the beginning of each paragraph previews the

information contained in the rest of the paragraph

3) The sentence after the preview give more details

4) Each paragraph should give information about one feature of the

subject

5) These paragraphs build a description of the subject of the report

6) They may include technical language that is related to the subject.

4. Generic features of a descriptive text

According to Anderson (1998: p.26), the generic features of

description are:

a. Verb in the present tense

b. Adjective to describe the features of the subject

c. Topic sentences to begin paragraphs and organize the various aspects

of the description.

5. Example of descriptive text

Buku Paket halaman hal 161 (Kementrian Pendidikan dan

Kebudayaan, Bahasa Inggris, When English Rings The Bell, SMP/Mts

Kelas VII)

Identification / identifikasi : I love my cat, Manis.

Description / deskripsi : When I tickle her, she rolls around and taps

her paws on my hand. I like the feeling. She

has three colors, white, yellow, and black.

She often lies on my feet when I study or

watch TV. Sometimes also sleeps in my bed

with me, on my feet. It feels warm.

I love my cat, Manis. She makes me happy. When I tickle her, she

rolls around and taps her paws on my hand. I like the feeling. She has

three colors, white, yellow, and black. She often lies on my feet when

I study or watch TV. Sometimes also sleeps in my bed with me, on my

feet. It feels warm.

12. Example of Design Clustering Technique (Describing Animals)

Memberikan contoh teks deskriptif tentang binatang menggunakan

Tehnik clustering:

(http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-

tentang hewan.html)

Cute

Panda

Panda is a cute animal. It has little eyes with black spots

around them. His body is black and white. Panda's body is almost

looking alike with the bear. Panda looks like tame animals but it's

actually not. Panda eats bamboo and they almost eat 40 kg bamboo

in just one day. Panda is animal from China.

Black

Body

White

From China

Panda

Eats bamboo

Little eyes

Alike with bear

Cute

13. The Picture of Animal Cycle II

\

14. The Post-Test Cycle II

Name :

NIS :

Class :

POST-TEST

1. Write the descriptive text about describing animal using clustering

technique!

15. The Students’ Score of Pre Post Test in Cycle I and II

a. The students’ score of pre-test in cycle I

No Students’ name C O G P V Total

1 APP 12 13 5 5 5 40

2 ABS 17 15 9 10 11 62

3 AY 14 12 8 8 8 50

4 AS 16 16 9 12 11 64

5 BBM 17 16 7 8 11 59

6 DEP 17 18 9 10 10 64

7 ENK 18 17 8 7 9 59

8 EAS 18 17 11 10 9 65

9 GNS 17 13 9 9 11 59

10 GSA 15 12 8 8 9 52

11 GAA 15 14 10 8 9 56

12 IF 17 17 9 8 9 60

13 KZA 16 13 7 7 7 50

14 KNS 17 17 9 8 9 60

15 LSW 17 16 10 8 9 60

16 MT 15 14 8 8 5 50

17 MRES 13 14 8 8 9 52

18 MDA 18 17 7 8 8 58

19 MF 15 13 8 8 8 52

20 MIP 15 14 9 9 10 57

21 MLFT 15 14 10 9 8 56

22 NJA 17 18 10 10 9 64

23 NJP 16 14 10 9 11 60

24 NHA 18 17 9 8 10 62

25 PEPW 15 14 8 7 7 51

26 PMDH 17 17 13 12 10 69

27 RFR 17 16 8 9 10 60

28 RY 14 15 9 10 10 58

29 RDNA 17 16 9 9 9 60

30 RAP 17 15 10 10 8 60

31 SO 14 15 12 11 12 64

32 SR 16 15 7 10 8 56

33 THN 16 15 9 8 10 58

34 VDS 18 17 11 8 10 64

35 WMI 15 16 9 9 11 60

36 WNG 15 14 9 9 11 58

=

2089

Explanation =

O = Organization C = Content

G = Grammar P = Punctuation

V = Vocabulary

b. The students score of post-test in cycle I

No Students’ name C O G P V Total

1 APP 17 16 12 14 11 70

2 ABS 18 18 15 14 14 79

3 AY 17 17 12 10 10 66

4 AS 18 18 15 14 16 81

5 BBM 18 18 14 15 14 79

6 DEP 18 18 17 17 17 87

7 ENK 18 18 15 14 13 78

8 EAS 18 18 16 16 15 83

9 GNS 17 18 16 13 14 78

10 GSA 18 18 15 15 14 80

11 GAA 18 18 14 13 14 77

12 IF 15 17 16 15 15 78

13 KZA 16 16 14 14 13 73

14 KNS 18 18 13 15 14 78

15 LSW 18 18 16 16 16 84

16 MT 18 17 14 10 14 73

17 MRES 18 18 15 11 12 74

18 MDA 18 18 16 15 16 83

19 MF 17 18 13 12 12 72

20 MIP 18 17 17 16 15 83

21 MLFT 18 18 15 16 13 80

22 NJA 18 18 15 14 14 79

23 NJP 18 16 14 16 17 81

24 NHA 18 18 16 16 17 85

25 PEPW 18 16 13 13 12 72

26 PMDH 18 18 16 16 16 84

27 RFR 18 17 16 15 16 82

28 RY 18 17 16 16 17 84

29 RDNA 18 18 17 15 16 84

30 RAP 18 17 11 12 12 70

31 SO 18 18 15 14 15 80

32 SR 17 16 11 9 12 65

33 THN 18 18 12 14 12 74

34 VDS 18 18 16 15 16 83

35 WMI 17 18 16 15 16 82

36 WNG 18 18 16 15 14 81

=

2822

Explanation =

O = Organization C = Content

G = Grammar P = Punctuation

V = Vocabulary

c. The students’ score of pre-test in cycle II

No Students’ name C O G P V Total

1 APP 18 15 9 10 10 62

2 ABS 18 18 10 9 12 67

3 AY 15 15 6 10 10 56

4 AS 18 16 10 9 12 65

5 BBM 18 15 12 8 10 63

6 DEP 18 17 9 9 12 65

7 ENK 17 15 11 11 12 66

8 EAS 17 16 8 12 12 65

9 GNS 17 13 9 11 10 60

10 GSA 16 17 9 8 8 58

11 GAA 15 14 10 12 11 62

12 IF 17 14 9 10 13 63

13 KZA 15 17 10 10 11 63

14 KNS 17 16 7 7 10 57

15 LSW 18 16 8 9 11 62

16 MT 15 15 6 10 10 56

17 MRES 17 15 8 6 10 56

18 MDA 15 16 9 11 10 61

19 MF 15 12 8 10 10 55

20 MIP 16 17 10 10 12 65

21 MLFT 16 16 10 9 9 60

22 NJA 18 14 12 12 10 66

23 NJP 17 15 10 9 12 63

24 NHA 17 16 10 9 11 63

25 PEPW 17 15 7 7 9 55

26 PMDH 17 18 15 14 10 74

27 RFR 18 18 8 10 9 63

28 RY 12 18 10 10 10 60

29 RDNA 14 13 8 10 8 53

30 RAP 16 15 7 9 10 57

31 SO 17 17 8 12 10 64

32 SR 16 15 10 9 8 58

33 THN 14 14 8 10 9 55

34 VDS 17 18 11 10 11 67

35 WMI 16 15 13 10 11 65

36 WNG 16 15 9 12 11 63

=

2213

Explanation =

O = Organization C = Content

G = Grammar P = Punctuation

V = Vocabulary

d. The students’ score of post-test in cycle II

No Students’ name C O G P V Total

1 APP 17 18 15 14 15 79

2 ABS 18 18 17 16 17 86

3 AY 18 17 15 15 15 80

4 AS 18 18 17 16 15 84

5 BBM 18 18 17 17 16 86

6 DEP 18 18 18 17 17 88

7 ENK 18 17 17 16 18 86

8 EAS 18 18 16 16 16 84

9 GNS 18 18 17 16 17 86

10 GSA 18 18 15 14 16 81

11 GAA 18 18 17 14 12 79

12 IF 18 18 17 17 15 85

13 KZA 18 18 17 17 18 88

14 KNS 18 17 15 15 14 79

15 LSW 18 18 17 15 16 84

16 MT 17 16 15 15 14 77

17 MRES 18 18 15 12 12 75

18 MDA 18 18 17 16 16 85

19 MF 18 17 16 15 13 79

20 MIP 18 18 16 17 17 86

21 MLFT 18 18 15 16 14 81

22 NJA 18 18 16 15 13 80

23 NJP 18 18 15 16 16 83

24 NHA 18 18 17 13 14 80

25 PEPW 16 17 14 14 15 76

26 PMDH 19 19 19 19 18 94

27 RFR 17 18 17 16 16 84

28 RY 18 18 16 16 18 86

29 RDNA 17 17 14 14 15 77

30 RAP 13 17 14 12 15 71

31 SO 18 18 16 17 17 86

32 SR 17 16 12 11 12 68

33 THN 17 15 14 15 16 77

34 VDS 18 17 17 17 17 86

35 WMI 18 18 18 17 18 89

36 WNG 17 18 16 17 18 86

=

2961

Explanation =

O = Organization C = Content

G = Grammar P = Punctuation

V = Vocabulary

16. Photos Documentation of Cycle I and Cycle II

Treatment of Cycle I

The Teacher explain about descriptive text

Pre-test (People) Cycle I

The students make descriptive text with theme “describing people”

Treatment of Cycle I

The Teacher give the example of describing people using clustering technique

Post-test Cycle I

The Students make descriptive text with theme “describing people” using

clustering technique

Treatment of Cycle II

The Teacher explain about descriptive text

Pre-test Cycle II

The students make descriptive text with theme “describing animal”

Treatment Cycle II

The Teacher give the example of describing animal using clustering

technique

Post-test Cycle II

The Students make descriptive text with theme “describing animal” using

clustering technique

17. Interview Guidance

Interview for the English teacher in the Preliminary Study

(Before Classroom Action Research)

Pedoman wawancara dengan guru Bahasa Inggris terkait masalah

pengajaran di kelas

Pewawancara : Ossi Rinawati

Narasumber : Khaliyatul Husna, S.Pd.I

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Jum’at/ 19 Januari 2018

Waktu : 09.15 – 09.45

Tempat : Ruang guru SMP Muhammadiyah Salatiga

1. Skill apa yang Ibu anggap paling sulit dalam pengajaran bahasa inggris?

2. Berapakah Standardized of Minimum Score (KKM) pada mata pelajaran

Bahasa nggris di SMP Muhammadiyah Salatiga?

3. Kurikulum apakah yang digunakan untuk kelas 7 pada mata pelajaran

Bahasa Inggris di SMP Muhammadiyah Salatiga?

4. Apa kendala yang dihadapi siswa saat pelajaran Bahasa Inggris khususnya

writing?

5. Tehnik apa yang Ibu gunakan dalam pengajaran writing?

6. Apakah anda pernah mendengar teknik clustering dalam pembelajaran

writing?

The result of interview in the preliminary study (Before CAR)

HASIL WAWANCARA

1. Tanya: Skill apa yang anda anggap paling sulit dalam pengajaran

bahasa inggris?

Jawab: writing

2. Tanya: Berapakah Standardized of Minimum Score (KKM) mata

pelajaran Bahasa nggris di SMP Muhammadiyah Salatiga?

Jawab: KKM kelas 7 untuk mata pelajaran Bahasa Inggris di SMP

Muhammadiyah salatiga adalah 65

3. Tanya: Kurikulum apakah yang diterapkan di kelas 7 mata pelajaran

Bahasa Inggris di SMP Muhammadiyah Salatiga?

Jawab: Kurikulum yang diterapkan di kelas 7 adalah Kurikulum 2013

4. Tanya: Apa kendala yang dihadapi siswa saat pelajaran Bahasa

Inggris khususnya writing?

Jawab: minat siswanya yang lemah, mereka tidak memiliki ide untuk

menyusun sebuah teks, kemudian mereka sangat minim sekali dalam

penguasaan vocabulary, maupun pemahaman grammar.

5. Tanya: Tehnik apa yang Ibu gunakan dalam pengajaran writing?

Jawab: Biasayanya saya hanya menjelaskan teks terlebih dahulu baik

dari jenis teksnya, karakteristiknya, maupun garammaticalnya, setelah itu

terkadang mereka saya buat kelompok-kelompok untuk bekerja sama

dalam mempelajari teks yang diajarkan.

6. Tanya: Apakah anda pernah mendengar teknik clustering dalam

pengajaran writing?

Jawab: Ya pernah mendengar, tapi saya belum pernah mempraktekannya

di kelas.

18. Certification For Graduating Paper Counselor

19. Letter For Research Permission

20. Consultation sheet of Graduating Paper

21. Proof of Conducted Research

22. Daftar Satuan Kredit Kegiatan (SKK)

Nama : Ossi Rinawati

NIM : 113-13-122

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

No Tanggal Kegiatan Penyelenggara Sebagai Nilai

1 26-27

Agustus

2013

OPAK STAIN Salatiga

2013 “Rekonstruksi

Paradigma Mahasiswa yang

Cerdas, Peka dan Peduli

DEMA STAIN

Salatiga

Peserta 3

2 29

Agustus

2013

OPAK Jurusan Tarbiyah

STAIN Salatiga 2013

“Menjunjung Tinggi Nilai-

Nilai Kearifan Lokal

sebagai Identitas Pendidikan

Indonesia”

HMJ Tarbiyah

STAIN Salatiga

Peserta 3

3 16

September

2013

Library User Education UPT

Perpustakaan

STAIN Salatiga

Peserta 2

4 18

Sebtember

2013

Training Pembuatan

Makalah

Lembaga

Dakwah Kampus

(LDK) Darul

Amal STAIN

Salatiga

Peserta 2

5 28-29

September

2013

English Friendship Camp

2013

English Club

(CEC) STAIN

Salatiga

Participant 2

6 1 April

2014

Dialog Interaktif &

Education “Diaspora Politik

Indonesia di tahun 2014,

Memilih Untuk Salatiga

Hati Beriman ”

Senat Mahasiswa

(SEMA) STAIN

Salatiga

Peserta 2

7 03 Juni

2014

Seminar Nasional

“Idealisme Mahasiswa”

LPM Dinamika

STAIN Salatiga

Peserta 8

8 15

Desember

2014

Seminar Nasional

“Perlindungan Hukum

Terhadap Usaha Mikro

Menghadapi Pasar Bebas

ASEAN”

Himpunan

Mahasiswa

Program Studi

AS

Peserta 8

9 25

Desember

2014

MUJAROFADZ

(Musyawaroh Jam’iyyatul

Qurro’ wal Huffadz)

JQH Al-Furqon

IAIN Salatiga

Panitia 3

10 22 April

2015

Seminar Kepemudaan

tingkat Jateng-DIY

“Membumikan Peran dan

Tantangan Pemuda dalam

Masyarakat Ekonomi

ASEAN”

Himpunan

Mahasiswa Islam

(HMI) Cabang

Salatiga

Komisariat

Karnoto

Zarkasyi

Peserta 2

11 06 Mei

2015

Seminar Nasional

“Mencegah Generasi

Pemuda Islam dari

Pegaruh Radikalisme ISIS ”

Anjangsana

Ahwal Al-

Syakhsiyyah

(AS) IAIN

Salatiga

Peserta 8

12 22 Januari

2016

Bhakti Sosial “Warga Desa

Tambakboyo”

Karang Taruna

Karang Anyar

(New Coral V)

Panitia 3

13 26 April

2016

Seminar Nasional

“Memperkuat Peran

Pemuda Dalam

Meningkatkan Ekonomi

Nasional Melalui

Kewirausahaan”

Koperasi

Mahasiswa

(KOPMA)

“FATAWA”

IAIN Salatiga

Peserta 8

14 31 Mei

2016

Seminar Nasional “Budaya

Sebagai Attitude

Pendidikan”

Dewan

Mahasiswa IAIN

Salatiga

Peserta 8

15 27 Juli

2016

A 2-hour Teacher Training

Workshop focusing on Ice

Breaking to Teach

Language Skills

IALF Bali Attended 2

16 16

Agustus

2016

Lomba Voly tingkat RW

“Memperingati hari

Kemerdekaan RI KE-71”

Karang Taruna

Karang Anyar

(New Coral V)

Panitia 3

17 24

September

2016

Seminar Internasional

“Petani Untuk Negeri”

dalam rangka Festival

Solidaritas untuk Petani

Indonesia

Krida Taruna

Bumi Persada

Salatiga

Peserta 2

18 09

November

2016

Seminar Nasional

“Dimanakah Kiblat

Pendidikan Kita?”

DEMA FTIK

IAIN Salatiga

Peserta 8

19 30 Januari

2017

Dialog Kebangsaan “Kami

Pemuda, Kami Berbangsa,

Kami Indonesia”

Pondok

Pesantren An-

Nur Klego

Peserta 2

Candirejo

Tuntang

20 26 Maret

2017

Piagam Penghargaan

“Offroader Peduli Bakti

Sosial Yatim Piatu

Petinglah #3”

R-TRACKS

Rider Trail

Adventure

Community

Salatiga

Panitia 3

21 27 April

2017

Pemasyarakatan

Kewirausahaan

Kementerian

Koperasi dan

UKM Republik

Indonsesia

Peserta 2

22 12 Juni

2017

Kegiatan “Peringatan

Nuzulul Qur’an 1437

Hijriyah

Aktifitas Remaja

ISLAM

Karanganyar

(ARISKA)

Panitia 3

23 03 Juli

2017

Kegiatan “Penyelenggaraan

Bibit Padi Unggulan Desa

Karanganyar”

Kelompok Tani

Margo Mulyo I

Desa Karang

Anyar

Panitia 3

24 17

Agustus

2017

Kegiatan “Memperingati

Hari Kemerdekaan RI ke-

72”

Lingkungan

Karang Anyar

RW 05

Tambakboyo

Ambarawa

Panitia 3

25 29

Agustus

2017

Pelantikan Pengurus

Cabang dan Kohati HMI

Cabang Salatiga Periode

2017/2018 dan Seminar

Nasional

Himpunan

Mahasiswa Islam

(HMI) Cabang

Salatiga

Peserta 8