| dc.description.abstract | Then, it was continued to the second cycle. The second cycle was conducted
in five meetings. The process of the second cycle were giving an example of recount
text, asking the students to identify the generic structure and the language feature of
the text given, introducing new vocabularies, showing the cluster of the text, asking
the students to make a cluster and develop it into recount text, giving feedback to the
students writing and asking them to rewrite or revise their work. The actions given in
the second cycle resulted in the students’ active participation reached 88.10%, the
students’ mean score reached 72.29, and the precentage of the students who got good
and excellent category of writing achivement reached to 76.19%. It means that the
second cycle reached the target of this research. Since the result of writing
achievement test and students’ active participation in the second cycle had achieved
the target requirement in this research, the action was stopped.
Based on the above result, it can be concluded that the implementation of
clustering technique could improve the VIII-B students’ writing achievement of
recount text. Clustering technique is expected to be beneficial model as prewriting
technique for the English Teacher and the students. The English teacher is suggested
to implement clustering technique to improve the students writing achievement.
Furthermore, the students are expected to practice writing a lot using clustering
technique and enrich their vocabularies to improve their writing achievement. | en_US |
