| dc.description.abstract | Writing is one of the four basic skills in English language learning. It is
one of the ways to communicate by using written language. It is regarded as the
most important skill that can be seen from the use of writing at almost all of the
subject matter at school whether on the language subject or the other lessons.
Even, it is very important for students’ future endeavor because it is one of the
requirements in every higher level of their study and for their future career.
Writing is regarded as a difficult skill. To deliver a good writing, writer
needs to follow some writing steps. They are: prewriting, organizing, drafting,
revising, editing and proofreading. Prewriting is an important step of writing
because in this activity the ideas are come up and the topic are developed. One
of the prewriting techniques is clustering. In clustering, the students write
various ideas and details. It helps students produce ideas more creative without
inhibition. Moreover, there is no judgment to the ideas producing in clustering.
The students get a relax situation and far from inhibition when they are
clustering their ideas. Moreover, clustering help students to organize their ideas
well, because it can also be used for grouping the ideas. It helps students group
the ideas as they are connected each other by grouping the ideas in a graphic
design. Besides, clustering can provide an interesting learning activity since
there is no inhibition and limitation in producing ideas, therefore the students
will be motivated to write. In other words, if the students are interested and
motivated in writing, it can influence their achievement.
This research was a quasi experimental research. The purpose of this
research was to know whether or not there was a significant effect of using
Clustering Technique on the eighth grade students’ recount writing
achievement at SMP Negeri 1 Siliragung Banyuwangi in the 2015/2016
academic year. The area of this research was SMP Negeri 1 Siliragung
Banyuwangi. It was chosen purposively because the researcher wanted to prove
whether or not there was a significant effect of using clustering technique to
teach writing recount text in this school. The population of this research was the
eighth grade students in the 2015/2016 academic year. The research
respondents were determined by cluster random sampling by using lottery since
the population was homogeneous based on the result of homogeneity test. The
total number of the respondents was 72 students that consisted of 36 students of
VIII A as the experimental group taught by clustering technique, while the
control group consisted of 36 students of VIII B taught without using clustering
technique.
The data of this research were collected from the students’ scores of
post test to make comparison of the mean scores between the two groups, and
the data were analyzed by using independent sample t-test formula. Based on
the calculation, the mean score of the experimental group was higher than the
mean score of the control group. The result of the data analysis showed that the
statistical value of the students’ post-test was 3.428 while the value of t-table at
significant level 5% with degree of freedom (Df) 70 was 1.994. It indicates that
the value of t-test was higher than of t-table (3.428>1.994). Based on the output
of independent sample t-test, it could be concluded that there was a significant
difference between the control group and the experimental group. It indicated
that there was a significant effect using clustering technique on the eighth grade
students’ recount text writing achievement at SMP Negeri 1 Siliragung
Banyuwangi in the 2015/2016 academic year. Therefore, it is recommended for
the teacher to use clustering as a technique in teaching writing. | en_US |
