THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO … · THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO...
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THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL (A Pre-Experimental Research Design at the 8 th Grade Students’ in SMPN 11 MAROS BARU) A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for Degree of Education in English Department NURLIAH 10535624615 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2020
Transcript of THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO … · THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO...
THE IMPLEMENTATION OF CLUSTERING TECHNIQUE TO
IMPROVE STUDENTS’ WRITING SKILL
(A Pre-Experimental Research Design at the 8th
Grade Students’ in SMPN 11
MAROS BARU)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment of the Requirement for Degree of
Education in English Department
NURLIAH
10535624615
ENGLISH EDUCATION DEPARTMENT FACULTY OF
TEACHERS TRAINING AND EDUCATION MAKASSAR
MUHAMMADIYAH UNIVERSITY
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : NURLIAH
NIM : 10535 6246 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Implementation of Clustering Technique to Improve
Students’ Writing Skill (A Pre-Experimental Research
Design at the 8th
Grade Students’ in SMPN 11 MAROS
BARU)
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji
adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh
siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020
Yang Membuat Pernyataan
NURLIAH
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : NURLIAH
NIM : 10535 6246 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan
menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang Membuat Perjanjian
NURLIAH
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MOTTOS AND DEDICATIONS
o Everything Who Comes From Our Heart Exactly Will Be In Every Heart.
o Learn From The Mistakes In The Past, Try By Using A Different Way And
Always Hope For A Successful In The Future.
o Q.S. Al- Insyirah 5-6
o Prayer Can Change Our Destiny And Goodness Can Extent Our Age.
This little words I dedicated to:
My beloved parents, My hero, My beloved brothers, My beloved sister
and all of My best friends, British Class, UKM SB Talas, Rumah Ceria.
“Thanks for always support me everyday”
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ABSTRACT
Nurliah. 2020. The Implementation of Clustering Technique to Improve Students’
Writing Skill (A Pre-Experimental Research Design at the 8th
Grade Students’ in
SMPN 11 Maros Baru). A study of English Education Department, Faculty of Teacher
Training and Education, Universitas Muhammadiyah Makassar. Supervised by
Syamsiarna Nappu and Farisha Andi Baso.
The study aimed at finding out whether or not clustering technique improves
students‟ writing in terms of content and vocabulary. The method of this study was A
Pre-Experimental design. The population of this study was the first semester students‟
in academic years 2019/2020 at the 8th
Grade Students‟ in SMPN 11 Maros Baru, which
selected by using cluster random sampling technique, while the sample of this study
was 30 students. The instrument of this study was a test that used pre-test and post-test.
The mean score of the pre-test in content 74,1 was greater than post-test 69,1. While the
mean score of the pre-test in vocabulary 72,7 was lower than post-test 76,3. From t-test,
the study found that the value of t-test in content 4,47 was greater than t-table 2,045 and
the value of t-test in vocabulary 9,66 was greater than t-table 2,045. There was a
different between the students‟ writing before and after applying clustering technique in
the class. It shows that the null Hypothesis ) was rejected and alternative hypothesis
) was accepted. The result of the data show that writing in terms of content and
vocabulary through clustering technique was fairly effective method to improving
students‟ writing in terms of content and vocabulary.
Key Words: Clustering Technique, Writing, Content and Vocabulary.
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ABSTRAK
Nurliah. 2020. Pelaksanaan Teknik Clustering untuk Mengembangkan
Kemampuan Menulis Siswa (Rancangan Penelitian Pre-Experimental pada Siswa
Kelas Delapan di SMPN 11 Maros Baru). Sebuah Penelitian Pendidikan Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Makassar. Dibimbing oleh Syamsiarna Nappu dan Farisha Andi Baso.
Penelitian ini bertujuan untuk mengetahui apakah Teknik clustering
mengembangkan kemampuan menulis siswa dalam hal konten dan kosa kata. Metode
penelitian ini adalah rancangan Pre-Experimental. Populasi penelitian ini adalah siswa
semester pertama tahun akademik 2019/2020 pada siswa kelas 8 di SMPN 11 Maros
Baru, yang dipilih dengan menggunakan Teknik cluster random sampling, sedangkan
sampel aaaapenelitian ini adalah 30 siswa. Instrumen penelitian ini adalah tes yang
menggunakan pre-test dan post-test. Skor rata-rata dari pre-test pada konten 74,1 lebih
besar dari post-test 69,1. Sedangkan skor rata- rata pre-test pada kosakata 72,7 lebih
rendah dari poast-test 76,3. Dari t-test, penelitian ini menemukan bahwa nilai t-test
dalam konten 4,47 lebih besar dari t-tabel 2,045 dan nilai t-test dalam kosakata 9,66
lebih besar dari t-tabel 2,045. Ada perbedaan antara tulisan siswa sebelum dan sesudah
menerapkan teknik clustering di kelas. Ini menunjukkan bahwa Hipotesis nol )
ditolak dan hipotesis alternative ) diterima. Hasil data menunjukkan bahwa menulis
dalam hal konten dan kosa kata melalui teknik clustering adalah metode yang cukup
efektif untuk meningkatkan tulisan siswa dalam hal konten dan kosa kata.
Kata Kunci: Teknik Clustering, Penulisan, Konten dan Kosakata.
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ACKNOWLEDGMENT
Bismillahirrahmanirrahim.
Alhamdulillahirabbil‟alamin, the writer expresses her highest gratitude to Allah
subhanahu wata‟ala for blessing, love, opportunity, health, and mercy to complete this
undergraduate thesis. This undergraduate thesis entitled “The Implementation of
Clustering Technique to Improve Students‟ Writing Skill (A Pre-Experimental Research
Design at the 8th
Grade Students‟ in SMPN 11 Maros Baru)”.
In arranging this thesis, a lot of people have provided motivation, advice, and
support for the writer. In this valuable chance, the writer intended to express her
gratitude and appreciation to all of them. First, the writer‟s deepest appreciation goes to
her beloved parents for the endless love, pray, and support and call every week in order
to remind me to keep going and never give up.
The writer would like to express her gratitude to advisor Dr. Syamsiarna Nappu,
M.Pd. and Farisha Andi Baso, S.Pd., M.Pd. for their patient guidance, kindness,
valuable advice, and correction of this thesis. Writer would like to express her deep
appreciation and gratitude to:
1. All of the lectures of English Education Department who have taught a new
knowledge.
2. Ummi Khaerati Syam, S.Pd., M.Pd., the head of English Education
Department.
3. Erwin Akib, S.Pd., Ph.D., the dean of Faculty of Teacher Training and
Education.
4. Idrus, S.Pd., head master of SMPN 11 Maros Baru.
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5. All of the teachers, especially Nur Aeni Darwis, SS., as a English teacher of
SMPN 11 Maros Baru.
6. All of students‟ of SMPN 11 Maros Baru.
7. Some close friends who always support writer and always a good listener for
her every problem, opinions never stop surprise her and also allow her to see
her problem from a different angle.
8. Her beloved brother and sister who always pray, support, and motivate.
9. The last all of her P2K friends‟ in Rumah Ceria and English Education
Department British Class 2015.
May Allah, the Almighty bless them all. Aamiin.
Finally, writer would like to thank everybody who was important to the
successful realization of this undergraduate thesis. This undergraduate thesis is far from
perfect, but it is expected that it will be useful not only for the writer, but also for the
readers. For this reason, constructive thoughtful suggestion and critics are welcomed.
Makassar, January 2020
Writer
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TABLE OF CONTENT
COVER .................................................................................................... i
TITTLE PAGE ....................................................................................... ii
LEMBAR PENGESAHAN .................................................................... iii
APPROVAL SHEET ............................................................................... iv
COUNSELLING SHEET ...................................................................... v
SURAT PERNYATAAN ……………………………………………. ... vii
SURAT PERJANJIAN ………………………………………………. . viii
MOTTO AND DEDICATION ………………………………….……. ix
ABSTRACT …………………………………………………………… x
ACKNOWLEDMENT ……………………………………………. ...... xii
TABLE OF CONTENT ......................................................................... xiv
LIST OF TABLE ……………………………………………………… xvi
LIST OF FIGURE …………………………………………………… .. xvii
LIST OF APPENDICES ......................................................................... xviii
CHAPTER I: INTRODUCTION ........................................................... 1
A. Background ................................................................................... 1
B. Problem Statement ......................................................................... 3
C. Objective of the Research .............................................................. 3
D. Significance of the Study ............................................................... 4
E. Scope of the Research .................................................................. 4
CHAPTER II: REVIEW THE RELATED LITERATURE .............. 5
A. Previous of Related Findings ......................................................... 5
B. Definition of Writing ..................................................................... 6
C. Content .......................................................................................... 11
D. Vocabulary .................................................................................... 12
E. Clustering Technique ..................................................................... 16
F. Conceptual Framework ................................................................. 22
G. Research Hypothesis ..................................................................... 23
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CHAPTER III: RESEARCH METHOD .............................................. 24
A. Research Design ............................................................................ 23
B. Population and Sample .................................................................. 25
C. Research Variables and Indicators ................................................ 25
D. Research Instrument ...................................................................... 25
E. Procedure for Collecting Data ....................................................... 26
F. Data Analysis ................................................................................. 27
CHAPTER IV: FINDING AND DISCUSSION ................................... 31
A. Findings …………………………………………………………. 31
B. Discussion ………………………………………………………. . 35
CHAPTER V: CONCLUSION AND SUGGESTION ........................ 39
A. Conclusion .................................................................................... 39
B. Suggestion .................................................................................... 39
BIBLIOGRAPHY………………………………………………………. 41
CURRICULUM VITAE
APPENDICES
DOCUMENTATION
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LIST OF TABLE
Table 3.1: Score of the content ................................................................................. 27
Table 3.2: Score of the vocabulary .......................................................................... 27
Table 4.1: The students’ score in content ................................................................ 30
Table 4.2 : The students’ score in vocabulary ....................................................... 31
Table 4.3 : The students’ mean score in term of content ..................................... 31
Table 4.4 : The students’ mean score in term of vocabulary ............................... 32
Table 4.5 : The calculating t-test of the students‟ improvement ............................... 34
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LIST OF FIGURES
Figure 2.1 : The Application of the Clusterig Technique Relate of the Word
Classes ........................................................................................................................ 19
Figure 2.4 : Conseptual Framework ....................................................................... 21
Figure 3.1 : Research Design ................................................................................... 22
Figure 4.1 : The Mean Score in Term of Content .................................................. 32
Figure 4.2 : The Mean Score in Term of Vocabulary ........................................... 33
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LIST OF APPENDIXES
Appendix A: RPP ............................................................................................................
Appendix B: Writing Test of Pre-Test ............................................................................
Appendix C: Writing Test of Post-Test ...........................................................................
Appendix D: The List of Students‟ Score Pre-Test and Post-Test in Terms of Content
and Vocabulary ................................................................................................................
Appendix E: Table of Writing Component ..................................................................
Appendix F: Documentation ...........................................................................................
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CHAPTER I
INTRODUCTION
A. Background
English is an international language that very important and many relationships
with various aspect of life owned by human being. In Indonesia, English is one of
foreign language. Foreign language is a subject matter in the school. Being successful in
teaching English is the dominant factor that the English teacher should pay attention to.
People can get a good English if they have four skill mastery. There are listening,
speaking, reading and writing.
Writing is one of four basic skills in learning foreign language besides listening,
reading, and speaking. In fact, writing becomes the most difficult lesson to understand
by the students, so that the writing always becomes passive class in every meeting.
People should have English writing skill because it easier them toward era
globalization. Writing ability not only for students‟ English education program, but all
of people can be used like children, teenager, and adults.
In this research, the writer improved the students‟ writing skill by guiding them
in writing a content. Content is a part of writing containing of someone‟s ideas in
written form. It consists of several sentences which talk about one topic. It includes
some information or message for reader. Content has some type such as descriptive,
narrative, procedure, recount and report paragraph. The writer limited the discussion on
writing in terms of content and vocabulary. People have a problem when they want to
write English text to other people because their lack of vocabulary and they are not
understand how to make a content in English.
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There are three of language aspects, that is; structure, vocabulary, and
pronunciation. Because the knowledge of those aspects are important to help students in
building more effective and understandable communication with other. The three aspect
are always connected with each other but one of the important aspects of language
learning is vocabulary. Mastering vocabulary can help to get easier to use of language.
Wilkins in Indriani (2007) found that the students‟ learning depends upon the
effectiveness of the teachers‟ technique.
Interest is one of the successful keys in learning English vocabulary mastery.
There were many factors that make the students‟ lack vocabulary, that is internal and
external factor. The internal is the factors from inside of the students themselves like
motivation and interest. While external is the factors from outside of the students like
learning material and teachers‟ performance including their teaching methods or
strategy. Pieter (1991) said that vocabulary can be taught by using different techniques,
for example: games, translation, text, picture, etc.
Building vocabulary is necessary in today‟s age. Use of strong vocabulary plays
a very important to build a good interaction with anyone. Strong vocabulary gave a
positive touch of students. It is so important to pay attention to the way the people talk
about things in personal relations. By those condition above, the writer assumes that the
teaching of English vocabulary must be improve with some practical and easy ways, for
example by using clustering technique, so that such problems appear above can be
solved. Learning vocabulary with this technique was more enjoyable and the students
would learn them more easily.
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From those problem, the writer finding out the solution to improve the students‟
writing vocabulary mastery by using clustering technique. Clustering technique is a
technique to divide some related ideas and write down in a blank of paper without
evaluating the truth or value of the ideas themselves. This technique can help the
student to develop their vocabularies and make the students to think creativity and also
stimulus their mind.
In the clustering technique, classroom much vocabulary was not taught on the
form of word list of isolated words anymore but taught in different ways. Clustering
makes the students easier to acquire vocabulary knowledge naturally, rather than
learning internationally. Considering from the background above, the writer intent to
research under the topic “The Implementation of Clustering Technique to Improve
Students‟ Writing Skill at the 8th
Grade Students‟ of SMPN 11 Maros Baru”.
B. Problem Statement
Based on the background above, the writer formulates the questions of problem as
follow: Does clustering technique improve the students‟ writing in terms of content
and vocabulary?
C. Objective of the Research
Based on the problem statement above, the objective of this research as follow:
To find out whether or not clustering technique improves students‟ writing in terms
of content and vocabulary.
D. Significance of the Study
The significance of this research was classifying into theoretically and
practically. Theoretically, this research was expected to give information by teachers
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as effectiveness and as an alternative to enrich their teaching technique. It can gave
contribution theory especially the lesson to learn. For the next researcher, the result
of this research was expected to be reference for them in doing their investigation.
Practically, this research was expected to gave meaningful information and
more reference for the students to motivate students‟ in learning English especially
writing vocabulary. It can be improved students‟ ability to increase their interest
about writing content and vocabulary by using clustering technique.
E. Scope of the Study
This research was restricted to use of clustering technique in taught writing
skill for 8th
grade of the students‟ at SMPN 11 Maros Baru in 2019/2020 academic
year. The kinds of writing represent in this research would focus on content and
vocabulary.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Preview Related Findings
There were some researcher who have conducted similar research namely:
1. Hayati (2017) conducted a research entitle “The Use of Clustering Technique to
Improve Students Achievement in Writing Recount Text at MAS. PAB 1 Sampali”
found that the result of post-test in cycle 1, there are 17 or 60% students who pass
KKM considering their mean score of the test is 68.96. The result of post-test in
cycle II, the are 29 or 90% students who pass the KKM in which their mean is
81,72. It means that the students‟ achievement in writing recount text is improving
significantly. Based on the result of data, the researcher concludes that the use of
clustering technique to improve students‟ achievement in writing recount text.
2. Andayani (2017) conducted a research entitle “The Effectiveness of Using
Clustering Technique to Teach Vocabulary to the Students” found that clustering
technique helped the students easier to understand the material. the result of Sig.
(2-tailed) of the equal variance was 0.000 < α = 0.05. It means that H0 is rejected
and Ha is accepted. Based on the computation, it can be concluded that there was
effectiveness of using clustering technique to teach vocabulary to the students at
the first semester of the tenth grade of SMA Muhammadiyah Gisting in the
academic year of 2017/2018.
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3. Styati (2010) conducted a research entitle “The Effectiveness of Clustering
Technique to Teach Writing Skill Viewed from Students’ Linguistic Intelligence”
found that the use of clustering technique can affect the student‟s writing
competence optimally. It is proved from the research findings showing that
students who are taught using clustering technique have better writing competence
that those who are taught using direct instruction.
The similarities between this research and previous research finding above
was the using of clustering technique to improve the students‟ skill in English
learning. There were some differences between this research and previous research.
Previous research used clustering technique to improve the students writing and the
clustering as a media. Previous research did not focus on the effectiveness of using
clustering technique. While this research was going to focus on writing skill and how
to improve the students writing in terms of content and vocabulary through clustering
technique.
B. Definition of Writing
Writing is the important of language skill, writing is a productive skill of
language learning. Writing very important for the students to practice their capability
and their understanding, how to send ideas, and how to spell word well; in this case
the students‟ motivation and interest were very need to make the process of their
understanding more easily. Writing is a process, and it has to be done little by little,
not instantly. Sometime, we are as a teacher still face a little bit difficult in starting
writing. It is also still very difficult for the students as a beginner. Writing a content
or genre, students‟ have to get the keywords or main idea first. The teachers know
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that in the process of writing, students‟ have some stages or steps to produce final
text. One of them is through clustering technique. It is the first step to generate
students‟ ideas by making such cluster after students got their keywords for the
content.
According to Suheni (2011: 22) Writing is a process, which may refer into
two activities: the inscribing characters on a medium, with the intention of forming
words and other lingual constructs that represent language and recording information
to be conveyed through written language. It means that the writers need a process to
record something and write about it. Written text is considered as a product of
communication. Communication in writing tends to involve a thinking process.
Writer need to think about what topic or idea should choose, think and consider
about the choice of words, vocabulary, content, and grammar. It is a thinking process
to make unity all components to produce a written product.
Another definition of writing skill is also defined by Harmer (2004) stated
that writing encourages students to focus on accurate language use. It is because
students consider the language use when the students engage in their writing process.
This activity will provoke language development because the students resolve
problems what writing puts in students‟ minds. Based on the definition above, it can
be said that writing is one of the productive activities in developing ideas, feelings
and anything in writing. Teaching writing cannot be apart from writing process for
achieving expected text.
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a. Process of Writing
This section includes a description of the activities leading to thewriting of
the previous essay. This activities include prewriting, writing and re-writing.
1) Prewriting
Graham and Perin (2007: 18) explain that pre-writing engages students
in activities designed to help them generate or organize ideas for their
composition. Involving students in these activities before writing the draft aims
to improve the quality of student writing. The pre-writing activity consists of
gathering information through reading and developing a visual representation
of students' ideas before sitting down to write. Students register subtopics for
two or three choices and then choose topics that produce the largest number of
subtopics. Students will be easier to write ideas when students think of general
topics or specific topics.
2) Writing
Graham and Perin (2007:20) state that the process of writing approach
stress activities that emphasize extend opportunities for writing. Writing for
real audiences, self-reflection, personalize, instruction and goals, and cycles of
planning, and reviewing.
3) Rewriting
At the process stage caution is need. Reread what has been write and
then correct if there is an error. after the writing is considered correct and clear,
then the next is to write back more carefully and as neatly as possible.
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b. Characteristics of Good Writing
There are several characteristics of a good writing. White (1986: 7) said that there
are four characteristics of a good writing as follows:
a) The appeal to a target audience, it means that writer should know that his or her
writing is wanted to read by many readers and it appropriates with the readers‟
desire.
b) A coherent structure, it means that writing have organizational scheme or
outline.
c) A smooth detail development, it means that a writer should build his idea like
discussing the idea in detail
d) An appropriate, well-articulated style. It means that a writer should be able to
choose the appropriate words to explain his idea. It is also called diction. It also
means that a writer should avoid such as ambiguous sentence or necessary
complicated wording.
c. Components of Writing
Jacob et al (1981: 31) state that there are five significant components in writing,
they are:
a) Content
There are at least four things that can be measured in connecting with
content, the composition should contain one central purpose only, should have
unity, should have coherence, completeness and continuity, and should be
adequately developed.
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b) Organization
The purpose of organizing material in writing involves coherence, order
of importance, general to specific, specific to general, chronological, order and
spatial order of pattern. When writing, the learner should arrange their writing
chronologically. They should present their ideas based on the order of which
happened from the beginning to the end.
c) Vocabulary
The effective use of words will always result good writing both specific
and technical writing, the dictionary is very considerable. Vocabulary is one in
writing to express ideas people always deal with vocabulary. The lack of
vocabulary makes it difficult to express ideas.
d) Language Use
Language use in writing description and other from writing involves
correct languages and point of grammar. An adequate grammar should be one
that is capable of producing writing. We should not be able to do anything
more that utter separate items of language for separate function. While
grammar can help students improve the use of formal language.
e) Mechanics
There were at least two main parts of mechanics in writing namely
punctuation and capitalization. Punctuation is important as the way to clarify
meaning. In English writing capital letters have two principals, first they are
used to distinguish between particulars and things. Second, it is used as first
word in questions, a formal statement and proper adjectives.
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C. Content
The content of writing should be clear for the readers so that the readers
can understand the message convey and gain information from it. In order to
have a good content of writing, its content should be well unified and completed.
Jacob in Nawir (2019: 11) state that there are two point that usually known as
unity and completeness, which become characteristic of good writing.
a. Unity
The writing regards to have unity, if it has some main ideas and the
sentences contained in it develop that idea. The main idea is stated in the
topic sentences and each or every supported sentences and related to that
idea of the topic sentences. If a writer wants his writing is unified, her or she
should not include the sentences that do not support the main idea of the
topic sentences.
b. Completeness
Writing is said to have completeness if the main idea have been
explained and developed fully completeness. The controlling idea with
develop thoroughly by these of particular information. It is relative to know
how complex or general the topic sentences by having a complete writing. It
is expected that the content of writing will be clear and understandable for
readers.
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D. Vocabulary
1. The Definition of Vocabulary
Vocabulary is one of important thing to make easy to writing. Hayati
(2017) said that the master vocabulary can support the students‟ to speaking
communication. In learning English vocabulary people have to know the
meaning of the other people say and it is makes understand quickly. According
to Wilkins (1972) Vocabulary learning is learning to discriminate progressing
the meaning of words in the target language from the meaning of their nearest
„equivalent‟ in the mother tongue. It is also learning to make the most
appropriate lexical choices for particular linguistic and situational context.
According to Hatch and Brown (1995), vocabulary is a list or set of
words for a particular language or list or set of words that individual speakers of
language might use. Moreover, Harmer (1991) states that if language structures
make up the skeleton of a language, then it is vocabulary that provides that vital
organs and the flesh. That is clear that vocabulary is very important. Several
definitions of vocabulary or word have given by different researcher. vocabulary
is knowlegde that study about word, part of word that gives clues to the meaning
of whole words.
Richard and Renandya (2002) state that vocabulary is a core component
of language proficiency and provides much of the basis for how well learners
speak, listen, read and write. It means that the first think people should learn is
vocabulary because with vocabulary people can learn the language skills easier
and will be usefull for the process of achieving language teaching objectives.
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Cambridge learner‟s dictionary (2001: 708) said that vocabulary is all the words
people know in a particular language; all the words that exist in language, or that
are used when discussing a particular subject; a list of words and their meanings.
Vocabulary sometimes is the course. This usually happens when the new words
are labels for concepts and the teacher wants to teach for concepts development.
Building vocabulary is necessary in today‟s age. Use of strong
vocabulary plays a very important to build a good interaction with anyone.
Strong vocabulary give a positive touch of students‟. It is so important to pay
attention to the way the people talk about things in personal relations. By those
condition above, the researcher assumes that the teaching of English vocabulary
must be improve with some practical and easy ways, for example by using
clustering technique, so that such problems appear above can be solved.
Learning vocabulary with this technique was more enjoyable and the
students will learn them more easily. Richards (2002: 255) state that vocabulary
is the core component of language proficiency and provides much of the basis
for how well learners speak, listen, read, and write. However, learning
vocabulary is not only write about words, but also about how to use the
vocabulary into correct usage. The word book sometimes means the kind of
thing you read from, but it can also mean a number of other things.
2. Definition of Vocabulary Mastery
Vocabulary is a total number of the word to make the languages, it
means that vocabulary is the basic element of language. Vocabulary important
17
part in learning it will make languages meaningful. Vocabulary in this study is
the words that we use in English. Andayani (2017: 18) said that mastery means
understanding well of the vocabulary or simply reaching a certain level of
understanding of particular content, whereas competence represents the ability to
apply what has been mastered.
According to Dictionary of Education in Natsir (2015: 15) vocabulary is
the content and function words language, which are learn so thoroughly, that
become a part students‟ understanding, speaking and later reading and writing.
Graves in Dewang (2017) ideal vocabulary that must be owned by the novice
learner is between 2500 or 5000 words to support language learning. However,
this is not own by most of students in our country because there are some
differences between Bahasa and English.
Ur (1996) said that vocabulary can be defined, roughly, as the words we
reach in the foreign language. However, a new item of vocabulary may be more
than single words, for example, post office and mother in low, which are made
up of two of three words but express a single idea.
3. Types of Vocabulary
There are many classifications by experts about types of vocabulary
based on many aspects. Aeborsold and Lee (1997), divides vocabulary into
active vocabulary and passive vocabulary:
a. Active vocabulary; is also called as productive vocabulary. Students
must know how to pronounce vocabulary well, they must know and be
18
able how to use grammar of the target language. This type is often used
in speaking skill.
b. Passive vocabulary; refers to language items that can be recognized and
understood in the context of reading and listening, and it also as
receptive vocabulary.
4. Problem in Teaching Vocabulary
In teaching and learning vocabulary, many problems that can be found,
from difficult words until applying the words. Even though students realize the
importance of vocabulary when learning English, most Indonesia students learn
vocabulary passively due to several factors. According to Surya (2014:8) there
are several factors, 1) They consider the teacher‟s explanation for meaning or
definition, pronunciation, spelling and grammatical functions boring. In this
case, language learners have nothing to do in a vocabulary learning section but
to listen of their teacher. 2) Students only think of vocabulary learning as
knowing the primary meaning of new words. Therefore, they ignore other
functions of the words. 3) Students usually only acquire new vocabulary through
new words in their textbooks or when gave by teachers during classroom
lessons. 4) Many Indonesia learners do not want to take risks in applying what
they have learnt.
5. Clustering Technique
1. The Definition of Clustering Technique
Clustering is a brainstorming activity that can be used to generate
ideas and feelings around a topic or stimulus words. According to Langan in
19
Fitriani (2018), clustering also known as diagramming or mapping is another
strategy that can be used to generate material for a paper. Clustering is very
important to know so that it can be used well. According to Hartina (2013)
clustering technique is a part of writing and to tap the “secret reserves of
imaginative power” has aroused must enthusiasm among writing teachers.
This technique was precisely and clearly explained with many valuable
examples, clustering makes use of the imaginative mind letter in the process.
To make clustering the students must wrote in the paper and make a circles
or balloon around the topic. The students wrote topic of vocabulary into
circle or balloon. More cluster associate with the activities aimed at a group
of people.
Oshima and Hogue in Styati (2010: 15) said that clustering technique
is another brainstorming activity that the students can use to generate ideas.
This technique was hoped to solve the problem because usually students get
difficulties to develop their idea in speaking activity because they were still
poor in vocabulary. Coffin, et al. (2005: 37) said that clustering technique
can help to see a visual representation of ideas. Kalandadze (2007: 6) state
that clustering is a technique used to see a visual map of our ideas and able
to make us think more creatively in making new association. This technique
would lead the students to more creatively in writing.
Talking about technique there were three point that must be
differentiated. They were approach, method, and technique. Technique is the
implementation that used in a classroom. Technique must be consistent with
20
a method and an approach as well. Method is an overall plan for orderly
presentation of language material and all of which is based upon the selected
approach. While an approach is a set of correlative assumptions dealing with
the nature of language teaching and in learning. Technique was method of
doing something expertly or needs skill. Referring of the ideas above,
clustering was one of technique in teaching writing skill by using English
vocabulary.
2. The Function of Clustering Technique
According to Rico (2000: 2) the function of clustering that are:
a. Clustering is the process like free association. Clustering should help you
find and generate ideas and having found them to structure and
restructure then long before any ordering actually takes place.
b. Clustering helps unblock our mind and generates inspiration.
c. Clustering helps overcome anxiousness about where to store and what to
write.
d. Clustering evokes association unique to each individual.
e. Clustering is a technique for collecting thoughts around some stimulus,
for finding a focus and for allowing a sense of the whole configuration to
emerge even though all the details are not yet apparent.
3. Types of Clustering Technique
Although the structure of clustering technique by certain writers to
the slightly different but the working principle are basically the same. Gaunt
21
(2002) state that clustering technique such concept forms of spider web and
brainstorming. And how they work in presented as follows:
a. Spider Web
Spider web or semantic mapping is a technique for make notes at
random on paper. Spider web a drawing used to show topics, words, ideas,
task, or other things. Everything is writing around a words or ideas in the
middle. Burns and Rose in Warni (2010) state that spider web or semantic
webbing is a process for constructing visual display of categories. This
words and ideas is the main topic of the mind mapping, and the things
linked to it a related to the main idea. The mind map strategy can be used to
explore almost any topic, though discursive essays and narrative work
particularly well as they from students‟ ideas and lend them to discussing
ideas in groups.
Gaunt (2002) state that spider web or semantic mapping is a
technique that can be used in all disciplines to demonstrate the relationships
between ideas. When teaching vocabulary explicitly, it can be used as a
tool for students to discover the relationship between vocabulary words. As
semantic mapping builds on prior knowledge, and is an active form of
learning, it is very effective teaching tool for the teacher.
b. Brainstorming
Brainstorming is a technique that used to gather a large quantity of
ideas. The ideas generated are geared towards solving a specific problem.
There are different brainstorming techniques which have been used.
22
However, often group creativity techniques, where by a group of individual
join together so as to find a solution to a specific problem. According to
White and Arndt (1991: 18) brainstorming is a widely used a word and
effective way to getting ideas flowing. Its ideas may be ideal for actual
content or ideas for organizing the content.
The use of brainstorming is becoming an exceedingly common
technique to gather ideas for both academic and business purpose. The
group approach used in brainstorming is several vary benefits such as
improving relationship amidst colleagues and participants. Advance models
of brainstorming that have and are being developed are geared towards
bring even further benefits in the productiveness in the process of gathering
ideas.
The related of clustering technique and both of type above, the
students were able to provide ideas and motivation students easily to
understand English vocabulary by using that technique. Hopefully, using
this technique the students were expected to have an interest in continuing
to cultivate their writing abilities by increasing their knowledge about
English vocabulary. And in this case, the writer using a clustering
technique to improve students‟ writing vocabulary mastery.
4. Application of Clustering Technique in Teaching
Based on the statement above, it can be said that clustering is a
strategy that can be generating or connecting ideas related to one for
developing subtopics by using material for a paper.
23
The steps of clustering technique in this research were:
1. The student taken a sheet of blank paper and wrote down the topic in the
middle of a sheet paper and circle it.
2. The students made a connecting line to show how they related as well.
3. Made a circle on each connecting line and wrote down ideas in the circle.
4. Wrote down examples, facts, or other details relating to each idea, and
join them to the appropriate circles.
5. Made a new circle inside of the ideas and wrote down each example for
each idea. Keep going until the students cannot think anymore relating to
the topic.
6. After completion, the students made a content or paragraph about the
ideas.
7. The Student come forward according to the group and present what they
got.
For examples of the topic My Family. Think of ideas and details relate
to this topic. And wrote words to connecting with the “My Family” in the
cluster. The picture below as example of the clustering technique.
24
Figure 2.1 The Application of the Clustering Technique
Relate of the Word Classes
From figure 2.1 explain about the application of clustering technique,
relation of the word classes it would be explain with the topic “My Family”.
The surrounding words was related to noun. There are grandmother,
grandfather, mother, father, sister, brother, nephew, and niece.
5. The Advantages of Clustering Technique
In general, every technique of teaching have advantages and
disadvantages. Teachers must consider kind of technique that suitable with
the students and they were to be active in a process in teaching and learning.
By using clustering technique there were some advantages that can be found
as follow:
a) Students were able to find a new vocabulary to other terms and concepts
they were already familiar with, it helping them to connecting a new
vocabulary into their knowledge.
b) Students more creative to connect new words to what they know before.
MY FAMILY
Grandmother Grandfather
Mother
Father
Sister Brother
Niece Nephew
25
c) Clustering technique can gave the students motivation in learning
process.
d) Clustering technique can help the students to organize the student mind
and their interest.
6. The Weakness of Clustering Technique
a) The students were difficult to find words related to the topic because lack of
vocabulary.
b) Not all the students can think fast to find the ideas from the topic.
c) Class might would be noisy during learning for all group because students were
busy to discussing.
d) The students need more control and it would be taken a lot of time to make the
students understand.
7. Conceptual Framework
The mastery of vocabulary was not easy to do because there were
several words that difficult to understand the meanings, it was need time to
remember it words. In teaching English vocabulary there were many
techniques that the teacher can apply in the class. One of them was the use of
clustering technique, by using this technique the students were more
interested and would be motivated to learning English vocabulary.
The conceptual framework underlying this research would given in
the following diagram.
The diagram of conceptual framework, as below:
26
8. Research Hypothesis
The hypothesis of this research would formulate as follow:
The alternative hypothesis ( ) that clustering technique effective in
improving students writing in terms of content and vocabulary.
The null hypothesis ( ) that clustering technique is not effective in
improving students writing in terms of content and vocabulary.
English Material
Clustering Technique
Writing Skill
Vocabulary
Content
Figure 2.2: Conceptual Framework
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter consist of research design, population and sample, research variable
and indicator, instrument of research, procedure for collecting data and data analysis.
A. Research Design
The writer applied a pre-experimental research design which consist one group
pre-test and post-test. The group would given pre-test before giving treatment and post-
test would given after the treatment applied. Represent in the following diagram:
Pre-test Treatment Post-test
O1 X O2
Figure 3.1: Research Design
Where:
O1 : Students‟ achievement on writing in terms of content and vocabulary before
being taught by using clustering technique.
X : Clustering Technique
O2 : Students‟ achievement on writing in terms of content and vocabulary after
being taught by using clustering
Gay, (2012)
25
B. Population and Sample
1. Population
The population of this research was the 8th
grade of the students‟ at SMPN 11
Maros Baru, in 2019-2020 academic years.
2. Sample
This research was applied cluster random sampling technique. The writer
was chosen one class of the 8th
grade students‟ at SMPN 11 Maros Baru, that
consist of 30 students. The writer was divided those students into 4 group, each
group consist of 8 students.
C. Research Variables and Indicators
a. Variable
A variable is everything that would become that object of research or the
influencing that would study. Variable is everything to which the writer expects.
There are two variables in this research, namely:
a) Independent variable, that is the using of clustering technique.
b) Dependent variable in this research that was improving the students writing in
terms of content and vocabulary.
b. Indicators
The indicators of this research was the improvement of students writing in terms
of content and vocabulary.
D. Research Instrument
The instrument of this research was writing test. The writing test was used to
find out the students writing. The writer gave pre-test to get data on the students’ prior
26
knowledge before treatment and the post-test gave to identify the students’ improvement
in writing content and vocabulary after treatment. The function here was to knowthe
improvement of students’ writing content and vocabulary test.
E. Procedure for Collecting Data
In collecting the data, the writer follows the procedure below:
1. Pre-test
Before giving treatment, the writer gave a pre-test for each students‟ in the
pre-experimental class. The pre-test intend to know the students writing in terms
of content and vocabulary before giving a treatment.
2. Treatment
After the pre-test, the writer taught the students for 6 meetings. Teaching
and learning about the objective of material and writer gave the information about
the procedure of using clustering technique.
Opening activities
1) The writer introduced the rules or system of learning to the students.
2) The writer introduced Clustering Technique to the students.
Lesson activity
1) The writer explained what is Clustering Technique.
2) The writer explained the benefit of Clustering Technique in terms of content
and vocabulary for teaching and learning process.
3) The writer explained the materials of content and vocabulary in teaching and
learning process.
27
4) The writer divided the students into four groups and each group should choose
one of topic. After getting one topic to be collect, than students‟ find out the
ideas of the topic. Before that the students take a sheet of blank paper and
wrote down the topic in the middle of sheet paper and circle it. The students
made several connecting lines and made a circle on each connecting lines than
wrote down the ideas. The students made a new circle inside of the ideas and
wrote down each example for each ideas. The students‟ made a content from
the ideas. After completion, each group came forward according to the group
and present what they got.
Closing activities
1) The writer summarized the learning material.
2) The writer closed the class.
3. Post-test
Post-test was given to the class after the last treatment, the procedure of
the post-test was the same with the pre-test. Functions of the post-test that was to
know the students‟ knowledge and ability in writing content and vocabulary after
teaching by using clustering technique.
F. Data Analysis
In analyzing the data from writing test, the writer applied some steps as
follows:
1. Scoring the result of the students‟ test classify
The writer correct the students writing based on the analogies scale for writing.
28
a. Content (Completeness)
Table 3.1: Scores of the Content
Score Classification Indicator of Completeness
90-100 Excellent The event is well describe, going readers very clear
information to gain the aim.
80-89 Very Good The event are quite comprehensible, adequate relevant,
generally well development.
70-79 Good The event is adequate describe, going reader sufficient
information to gain the aim.
60-69 Fair The event are not clearly stated, the ideas are get limit to
support, not quite relevant, the ideas are lack of
developing.
50-59 Poor The event is a poorly described going the readers
incomplete information to gain the aim.
(Dastgeer G, 2015)
b. Vocabulary
Table 3.2. Score of the Vocabulary
Score Classification Criteria
80-100 Very Good to
Excellent
Effective complex constructions, few errors of agreement,
tense, number, word order/function, article, preposition.
70-79 Good Effective but simple construction, minor problems in
complex constructions, several errors of agreement, tense,
number, word order/function, articles, prepositions, but
meaning seldom obscured.
60-69 Fair Major problems in simple/complex constructions, frequent
errors of negation, agreement, tense, number, word
order/function, articles, preposition and fragments, meaning
confused or obscured.
0-59 Poor Virtually no mastery of sentence constructions rules,
dominated by errors, does not communicate, or not enough
to evaluate.
(Dastgeer G, 2015)
2. Calculating the mean score of students‟ pre-test and post-test using formula, as
follow:
29
Where:
X = Mean score
= The sum of all score
N = The total number of subject
Gay (1981)
3. Find out the standard deviation of the students‟ answer by using the following
formula:
√
)
Where:
SD = Standard Deviation
= Total raw score
N = Total number of students‟
Gay (1981)
4. Finding the significant difference between the mean score of pre-test and post-
test by calculating the value of t-test by using the following formula:
√ (
)
)
30
Where:
T = Test of significance
= The mean of different score
= The sum of total score significance
= The square of the sum for difference
= The total number of subject
Gay (1981)
31
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings of the research and discussion. The findings of
the research covered with the result of the data collected through the test. In discussion
part, the writer described the interpretation of the findings.
A. Findings
1. Clustering Technique Improve the Students’ Writing in Terms of Content
and Vocabulary
In findings section, the writer has calculated the result of research at
SMPN 11 MAROS BARU. The findings of this research deal with the students‟
score which cover students‟ score classification, the mean score and standard
deviation of pre-test and post-test, and hypothesis testing. These finding describe
as follows:
a. The Classification of Students Scores Writing in Term of Content
Table 4.1: The Students’ Score
in Content
No. Classification Score Frequency Percentage
1. Excellent 90-100 3 5%
2. Very Good 80-89 12 45%
3. Good 70-79 7 30%
4. Fair 60-69 4 10%
5. Poor 50-59 4 10%
Total 30 100%
32
While, the rate percentage of score pre-experimental class in content
from 30 students as table 4.1 shows that there are students got excellent score.
There were 3 (5%) students got excellent score, 12 (45%) students got very good
students, 7 (30) students got good score, 4 (10%) students got fair score, and 4
(10%) students acquired poor score.
b. The Classification of Students Scores Writing in Term of Vocabulary
Table 4.2: The Students Score
in Vocabulary
No. Classification Score Frequency Percentage
1. Excellent 90-100 0 0%
2. Very Good 80-89 7 20%
3. Good 70-79 9 30%
4. Fair 60-69 12 45%
5. Poor 50-59 2 5%
Total 30 100%
Table 4.2 shows the rate percentage scores of pre-experimental class in
Vocabulary from 30 students, there are students got very good and good score
and there is no got excellent. There were 7(20%) students got very good score, 9
(30%) students got Good Score, 12 (45%) students got Fair score and 2 (5%)
students acquired poor score.
Base on the result above, writer conclude that the rate percentage in post-
test was greater than the rate of percentage in pre-test.
2) The Mean Score and Standard Deviation of Pre-Test and Post-Test
The following figure shows the distribution of mean score and
standard deviation in pre-test and post-test.
33
a. The Mean Score and Standard Deviation of Pre-Test and Post-Test in Term
of Content
Table 4.3: The Students’ Mean Score
in Term of Content
Components
Pre-test Post-test
Mean score Standard
deviation
Mean
score
Standard
deviation
Content 74,1 7,53 72,7 7,02
Table 4.3 show that the mean score of content in pre-test was 74,1 and
standard deviation of content in pre-test was 7,53, while the mean score of content
in post-test was 72,7 and the standard deviation of post-test in content was 7,02.
Figure 4.1 The Mean Score in Term of Content
74.1
72.7
72
72.5
73
73.5
74
74.5
Pre-Test Post-Test
34
Figure 4.1 showed that none improvement of the students‟ writing in
term of content through clustering technique, from pre-test with the mean score
was 74,1 while post-test with the mean score was 72,7.
b. The Mean Score and Standard Deviation of Pre-Test and Post-Test in Term
of Vocabulary
Table 4.4: The Students’ Mean Score
in Term of Vocabulary
Components
Pre-test Post-test
Mean score Standard
deviation
Mean score Standard
deviation
Vocabulary 69,1 7,39 76,3 7,76
Table 4.4 show that the mean score of vocabulary in pre-test was 69,1 and
the standard deviation was 7,39. While mean score of vocabulary in post-test was
76,3 and standard deviation of vocabulary in post-test was 7,76. It means that, the
mean score of content in pre-test and post-test was higher than mean score of
vocabulary. While standard deviation of content in pre-test and post-test was
lower than standard deviation of vocabulary.
69.1
76.3
64
66
68
70
72
74
76
78
Pre-Test Post-Test
35
Figure 4.2 The Mean Score in Term of Vocabulary
Figure 4.2 showed that there was improvement of the students‟
writing in term of vocabulary through clustering technique, from pre-test
with the mean score was 69,1 while post-test with the mean score was 76,3.
2. Hypothesis Testing
To know the level of significance of the pre-test and post-test, the
writer uses t-test analysis on the level of significance (p) = 0.05 with the
degree of freedom (df) = N-1 (30-1=29), where N = number of subject (30
subject) and the value of t-table is 2.045. the following figure show the result
of t-test calculation:
Table 4.5: The Calculating T-Test of the Students’
Improvement
Component t-test value t-table value
Content 4,47 2.045
Vocabulary 9,66 2.045
Table 4.5 shows that the t-test value of content was higher than t-table that
was (4,47>2,045). it means that there was a significance difference between the
students‟ writing in content before and after applied the clustering technique in the
class. While t-test in vocabulary also higher than t-table (9,66>2.045). it means
that there was a significance different between the students‟ writing before and
after applied clustering technique. From the statement above shows that the null
hypothesis ) was rejected and the alternative hypothesis ) was accepted.
36
Based on the statement above, the writer conclude that there was a
significant difference between the result of the students‟ pre-test and post-test
achievement after given treatment through clustering technique, Thus, teaching
writing in terms of content and vocabulary through clustering technique was fairly
effective method in improving the students‟ writing skill at the 8th
grade students‟
in SMPN 11 MAROS BARU.
B. Discussion
Clustering Technique Improves the Students’ Writing in Terms of Content and
Vocabulary
The description of the data collected through test as explained in the previous
section shows that the students‟ writing in terms of content and vocabulary improved
considerably. It was supported by the mean score rate of the students‟ pre-test and
post-test. The used of clustering technique and implementation it in the classroom,
help the students could know more about how makes a content and vocabulary. It can
be inferred statistically based on t-test value that clustering technique was fairly
effective in improving students‟ writing in terms of content and vocabulary.
Teaching content and vocabulary is not easy to do. There were some
problems encountered by the writer during the teach content and vocabulary in the
classroom; the first they were not interested in learning and the second the students‟
difficulties to improve their vocabulary words because lack of vocabularies. Almost
of them were confused, spend much time to think. Clustering technique is one of the
technique that can help the students to improve their writing content and
vocabularies. Moreover, the clustering technique can stimulus their mind. The
37
finding of this research is same with what Oshima and Hogue in Styati, (2010: 15)
point out that clustering technique is another brainstorming activity that the students
can use to generate ideas. This technique was hoped to solve the problem because
usually students get difficulties to develop their ideas in writing activity because they
were still poor in vocabulary. This technique was helpful for the students‟ to improve
their writing content and vocabulary. In furthermore Smalley and Mary in Andayani,
(2017: 67) state that there are some procedure of using clustering technique namely;
first the students‟ wrote the topic in the middle of a blank paper and made a circle
around it. Then made a line out from the circle and wrote an idea with the topic.
Continue to map or cluster until the students‟ cannot think anymore ideas. Clustering
technique helped the students‟ easier to understand the material. The students‟ were
more interested and making students‟ think creatively in learning English especially
content and vocabulary.
To overcome the problem, clustering technique in term of content and
vocabulary was proposed to be applied in teaching writing. Students become
increasingly motivated to complete a writing in term of vocabulary as their ideas
emerge in organized form. Significant difference in writing content and vocabulary
were found between learners who received traditional writing that depended on the
text books only and those who were trained to use clustering technique to brainstorm,
generate and organize idea. It means that use of clustering technique proved to be a
powerful way for improving students‟ writing in terms of content and vocabulary to
generate the ideas. It made the topic more structured. Students‟ were using clustering
technique became faster and more efficient in generating and organizing ideas in the
38
content and were able to generate more detailed ideas than students‟ who did not use
clustering technique. Moreover, the present study revealed positive effect of
clustering technique on students‟ attitudes towards clustering technique activity.
The using of clustering technique was fairly effective in improving the
students‟ writing skill in content and vocabulary. It was supported by the mean score
of students‟ on pre-test in content 74,1 which were categorized as good and the mean
score of the students‟ on the post-test was 69,1 where categorized as fairly. The mean
score on pre-test in vocabulary was 72,7 which were categorized as good
classification and the mean score of the students on the pos-test was 76,3 which were
categorized as very good. It means that the using of clustering technique fairly
effective in improving the students‟ writing in terms of content and vocabulary. This
finding of this research is similarities with Surya (2014: 45) state that after
conducting the action, the researcher gave positive responses about the action. The
researcher felt satisfied with the improvement made by the students‟ focus on
vocabulary score. The researcher also motivated to use vocabulary clustering
technique because it could facilitate the students‟ in improving their vocabulary.
Based on the result of the students‟ vocabulary score, it was found out that the
students‟ vocabulary score was improving. It was indicated that the use of
vocabulary cluster could motivate to retain and enrich their vocabulary. Most of the
students‟ gained good score at the end of each cycle. The students‟ average score in
preliminary study was 59.3 in the first cycle, and the average score in the first cycle
was 68.9 second cycle was 75.1.
39
The result of the t-test also supported this technique. The pre-test and post-
test result from content and vocabulary shows that t-test value for pre-test and post
test score of students writing was (4,47>2,045) for content and vocabulary
(9,66>2,045). It was said that the null hypothesis ) was rejected and the
alternative hypothesis ) was accepted. It means that there was a significant
difference between the result of the students‟ pre-test and post-test achievement after
giving treatment through clustering technique, Thus, teaching writing content and
vocabulary through clustering technique was fairly effective method in improving
the students‟ writing skill at the 8th
grade students in SMPN 11 MAROS BARU.
38
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings in the previous chapter, the writer concludes
that using clustering technique as teaching media was fairly effective to improve
students‟ writing skill in terms of content and vocabulary at the 8th
grade students‟ in
SMPN 11 Maros Baru. It was supported by the mean score of students on pre-test in
content was 74,1. This was categorized as good and after post-test was 69,1 become
fairly. The mean score on pre-test in vocabulary was 72,7. This was categorized as
good and after post-test was 76,3 become good too.
B. Suggestion
Based on the conclusion that has been written, the writer would like to
recommend some suggestion as follows:
1. For the teacher
a. The teacher should know the students‟ difficulties in vocabulary.
b. The teacher should use Clustering technique as interesting method in teaching
learning process to motivate the students‟ writing in content and vocabulary.
c. The teacher should give more exercise to the students in vocabulary, so that
they don‟t have any difficulties when doing exercise more.
d. The teacher should be creative to create a new media and new method in
learning process.
39
2. For the Students‟
a. The students should pay attention to the teacher when they are gives the lesson.
b. The students should enrich their writing vocabulary.
c. The students should more practice in writing content and vocabulary.
d. The students should consult the difficulties that they got in content and
vocabulary to the teacher.
e. The student should be brave to express their idea and share about their opinion.
3. For the Researcher
a. The researcher should be able to take the benefit of this research such as using
this final project as a reference to do the research on content and vocabulary.
b. The researcher should be more creative in creating an interesting media to
teach and improve the students‟ content and vocabulary.
ix
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(http://repository.radenintan.ac.id./2640/1/A_Thesis_Full) Accessed on July
10, 2019).
Cambridge learner‟s dictionary. 2001. Cambridge University Press.
Coffin, C. et al. 2003. Teaching Academic Writing. London: Routledge.
Dastgeer, G., & Afzal, M.T. 2015. Improving English Writing Skill: A Case of Problem
Based Learning. American Journal of Educational Research, 3 (10), 1315-
1319. Accessed on January 22, 2020.
Dewang, Syarif Alqadri., & Kamsinah. 2017. Clustering Method in Enriching Students’
vocabulary Mastery. Makassar: UIN Alauddin. Vol. 3 No. 1
Fitriani, Nindy. 2018. Using Clustering Technique in Teaching Writing Recount Text at
Tenth Grade Students in SMAN 1 Gresik. Surabaya: Sunan Ampel State
Islamic University.
Gaunt, Michelle. 2002. Teachers: How to Use Semantic Mapping to Increase
Vocabulary. Retrieved from
(http://www.essortment.com/all/teachersusesem_tvej.htm). Accessed on
January 25, 2020.
Gay, L.R. 2006.Educational Research. Columbus: Prentice-Hall.
Gay, et all 2012. Educational Research Competence for Analysis and Application.
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Charles E. Meeril Publishing Company.
Graham and Perin. 2007. A Plan for Writing Skill. New York: CBS College Publishing.
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Hartina. 2013. The Application of Clustering Technique in Improving the Students
Writing Skill in Narrative Text. A Thesis Makassar: Unismuh. Unpublishe.
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Accessed on July 10, 2019.
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Their Fluency in Speaking English. (A Descriptive Study of the Eleventh Grade
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xii
APPENDIX A
RENCANA PELAKASANAA PEMBELAJARAN
(RPP)
Pendidikan : SMPN 11 Maros Baru
Kelas/Semester : VIII/1
Mata Pelajaran : Bahasa Inggris
Topik Pembelajaran : Vocabulary And Content
Skill : Writing
Alokasi Waktu : 3 Kali Pertemuan ( 6 JP)
A. KOMPETENSI INTI
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
social dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata.
4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, Mengurai,
merangkai, memodifikasi dan membuat) ranah abstrak (menulis, Membaca, menghitung,
menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain
yang sama dalam sudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI (IPK)
No. Kompetensi Dasar (KD) IndikatorPencapaian Kompetensi (IPK)
1. 3.8 Memahami fungsi social, struktur teks
untuk menyatakan dan menanyakan tingkah
laku/tindakan/fungsi kosa kata kerjaa dan sifat
sesuai dengan konteks penggunaannya.
3.8.1 Menemukan kata-kata sifat yang dapat
digunakan untuk mendeskripsikan warna,
emosi, dan pribadi.
3.8.2 menemukan kata-kata kerja yang dapat
digunakan untuk mendeskripsikan aktivitas
rumah, sekolah, dan olahraga.
2. 4.9 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan tentang
4.9.1 Siswa terampil menggunakan teks lisan
dan tulisan untuk menyatakan, merespon, dan
xiii
tindakan/kejadian yang sedang dilakukan/
berlangsung saat ini, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
mendeskripsikan suatu tindakan dan kata
sifat.
C. TUJUAN PEMBELAJARAN
Pengetahuan: Produk
1. Siswa dapat membuat diagram clustering
2. Siswa menulis paragraf berdasarkan topic dan ide-ide pada diagram clustering yang telah
dibuat.
Pengetahuan: Proses
Siswa dapat membuat kesimpulan pada paragraf berdasarkan diagram pada clustering.
Psikomotor
Siswa dapat menyusun/ menulis sebuah paragraf sesuai dengan panduan yang dibuat.
Afektif
1. Siswa dapat melakukan komunikasi yang baik dan yang benar meliputi: ceramah, bertanya,
dan berpendapat.
2. Siswa dapat melakuakan kerja sama yang baik
D. METODE PEMBELAJARAN
Metode : Clustering Technique
Pendekatan : Scientific Learning
E. MATERI PEMBELAJARAN
Writing Vocabulary
Fungsi Sosial : To find out vocabulary and content about topic home activity,
school activity dan sport activity
Structure Teks
Identification
Description
Fungsi, manfaat, tindakan, kebiasaan.
Unsur Kebahasaan
- Kosa kata terkait dengan aktivitas siswa dirumah, di sekolah dan kegiatan olahraga.
- Adverbial terkait sifat seperti quite, very, extremely, dst.
xiv
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
Topic
Menyebutkan kosa kata terkait tentang aktivitas siswa di rumah, sekolah, dan kegiatan
olahraga.
F. MEDIA PEMBELAJARAN
Media : Power Point Presentation, Picture.
Alat : Laptop, Papan Tulis, Spidol.
Sumber : Kurikulum 2013, Buku Bahasa Inggris SMP/MTs, Kementrian Pendidikan
Dan Kebudayaan.
G. SUMBER BELAJAR
- Contoh peragaan dalam bentuk power point, CD
- Buku Bahasa Inggris : When English Rings the Bell
- Sumber dari internet : www.esllibrary.com
H. LANGKAH-LANGKAH PEMBELAJARAN
1. Pertemuan Ke-1 ( 2 x 45 Menit )
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
Kegiatan
Pendahuluan
Pembukaan
1. Mengucapkan salam dan
berdoa bersama
2. Mengecek kehadiran
Apersepsi
1. Member stimulus berupa
pertanyaan yang sesuai dengan
materi yang akan disampaikan
2. Menjelaskan tujuan
pembelajaran atau kompetensi
dasar yang akan dicapai
3. Memberikan motivasi pada
siswa untuk giat dan aktif
dalam pembelajaran
1. Siswa menjawab salam
2. Member informasi siswa
yang tidak hadir kepada
guru
3. Menerima informasi awal
yang diberikan oleh guru
10
menit
xv
Kegiatan Inti ( 70 menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
Vocabulary (Home activity) dengan cara :
Melihat
(tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary (Home
activity).
Mengamati
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan Vocabulary (Home activity).
Mendengar
Peserta didik diminta mendengarkan pemberian materi oleh guru yang berkaitan
dengan Vocabulary (Home activity).
Menyimak,
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai : Vocabulary (Home activity).
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak
mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab
melalui kegiatan belajar, contohnya :
Mengajukan pertanyaan tentang :
Vocabulary (Home activity).
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan
informasi tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai
ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin
tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu
untuk hidup cerdas dan belajar sepanjang hayat.
Misalnya : How to learn Vocabulary (Home activity). (Hot)
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (Home Activity), contoh dan
xvi
penggunaannya yang sedang dipelajari dalam bentuk gambar yang disajikan dan
mncoba menginterprestasikannya.
Wawancara dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (Home Activity),
contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber
tentang Vocabulary (Home activity).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (Home activity).
Mendiskusikan
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (Home activity).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
rasa percaya diri tentang pengumpulan data (clustering) dalam bentuk vocabulary
(Home activity).
Saling tukar informasi tentang :
Vocabulary (Home activity).
Dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh
sebuah pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian,
dengan menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau
pada lembar kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari,
mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara
:
Berdiskusi tentang data:
Vocabulary (Home activity).
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada
lembar kerja.
xvii
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (Home activity).
Verification
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan:
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang
bersifat mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda
sampai kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin,
taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan:
Vocabulary (Home activity).
Antara lain dengan: Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalizatio
(menarik
kesimpulan)
Peserta didik berdiskusi untuk menyimpulkan
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara
lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (Home activity).
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan
untuk menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa : Laporan hasil pengamatan secara tertulis tentang
Vocabulary (Home activity).
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar lerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan)
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
xviii
Kegiatan
Penutup
(10 Menit)
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru:
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
2. Pertemuan Ke-2 (2 x 45 Menit )
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
Kegiatan
Pendahuluan
Pembukaan
3. Mengucapkan salam dan
berdoa bersama
4. Mengecek kehadiran
Apersepsi
4. Member stimulus berupa
pertanyaan yang sesuai dengan
materi yang akan disampaikan
5. Menjelaskan tujuan
pembelajaran atau kompetensi
dasar yang akan dicapai
6. Memberikan motivasi pada
siswa untuk giat dan aktif
dalam pembelajaran
4. Siswa menjawab salam
5. Member informasi siswa
yang tidak hadir kepada
guru
6. Menerima informasi awal
yang diberikan oleh guru
10
menit
Kegiatan Inti ( 70 menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
Vocabulary (School activity) dengan cara :
Melihat
(tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary (School
activity).
Mengamati
xix
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain dari internet/materi yang berhubungan dengan Vocabulary (School activity).
Peserta didik diminta mendengarkan pemberian materi oleh guruyang berkaitan
dengan Vocabulary (School activity).
Menyimak,
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai: Vocabulary (School activity).
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak
mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab
melalui kegiatan belajar, contohnya:
Mengajukan pertanyaan tentang:
Vocabulary (School activity).
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan
yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan
belajar sepanjang hayat.
Misalnya : How to learn Vocabulary (School activity). (Hot)
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (School activity), contoh dan
penggunaannya yang sedang dipelajari dalam bentuk gambar yang disajikan dan
mncoba menginterprestasikannya.
Wawancara dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (School activity),
contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber
tentang Vocabulary (School activity).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (School activity).
Mendiskusikan
xx
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (School activity).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
rasa percaya diri tentang pengumpulan data (clustering) dalam bentuk vocabulary
(School activity).
Saling tukar informasi tentang :
Vocabulary (School activity). Dengan ditanggapi aktif oleh peserta didik dari
kelompok lainnya sehingga diperoleh sebuah pengetahuan baru yang dapat
dijadikan sebagai bahan diskusi kelompok kemudian, dengan menggunakan
metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar
kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi,
menerapkan kemampuan mengumpulkan informasi melalui berbagai cara yang
dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara:
Berdiskusi tentang data :
Vocabulary (School activity).
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada
lembar kerja.
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (School activity).
Verification
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang
bersifat mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda
sampai kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin,
taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan :
Vocabulary (School activity).
Antara lain dengan : Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Peserta didik berdiskusi untuk menyimpulkan
xxi
Generalizatio
(menarik
kesimpulan)
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara
lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (School activity).
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan
untuk menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan
pembelajaran yang baru dilakukan berupa : Laporan hasil pengamatan secara tertulis
tentang
Vocabulary (School activity).
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar lerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan)
Penutup
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru :
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
5. Pertemuan ke-3 ( 2 x 45 Menit )
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
xxii
Kegiatan
Pendahuluan
Pembukaan
6. Mengucapkan salam dan
berdoa bersama
7. Mengecek kehadiran
Apersepsi
8. Member stimulus berupa
pertanyaan yang sesuai
dengan materi yang akan
disampaikan
9. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai
10. Memberikan motivasi
pada siswa untuk giat dan
aktif dalam pembelajaran
7. Siswa menjawab salam
8. Member informasi siswa
yang tidak hadir kepada
guru
9. Menerima informasi awal
yang diberikan oleh guru
10
menit
Kegiatan Inti ( 70 menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
Vocabulary (Sport activity) dengan cara :
Melihat
(tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary (Sport
activity).
Mengamati
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan Vocabulary (School activity).
Peserta didik diminta mendengarkan pemberian materi oleh guruyang berkaitan
dengan Vocabulary (Sport activity).
Menyimak
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai : Vocabulary (Sport activity).
xxiii
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak
mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab
melalui kegiatan belajar, contohnya :
Mengajukan pertanyaan tentang :
Vocabulary (Sport activity).
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan
yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan
belajar sepanjang hayat.
Misalnya : How to learn Vocabulary in (Sport activity).
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (Sport activity), contoh dan
penggunaannya yang sedang dipelajari dalam bentuk gambar yang disajikan dan
mncoba menginterprestasikannya.
Wawancara dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (Sport activity), contoh
dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber
tentang Vocabulary (Sport activity).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (Sport activity).
Mendiskusikan
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (Sport activity).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
rasa percaya diri tentang pengumpulan data (clustering) dalam bentuk vocabulary
(Sport activity).
Saling tukar informasi tentang :
Vocabulary (Sport activity). Dengan ditanggapi aktif oleh peserta didik dari
kelompok lainnya sehingga diperoleh sebuah pengetahuan baru yang dapat
xxiv
dijadikan sebagai bahan diskusi kelompok kemudian, dengan menggunakan
metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada lembar
kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi,
menerapkan kemampuan mengumpulkan informasi melalui berbagai cara yang
dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara
:
Berdiskusi tentang data :
Vocabulary (Sport activity)
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada
lembar kerja.
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (Sport activity)
Verification
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang
bersifat mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda
sampai kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin,
taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan :
Vocabulary (Sport activity)
Antara lain dengan : Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalizatio
(menarik
kesimpulan)
Peserta didik berdiskusi untuk menyimpulkan
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara
lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (Sport activity)
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan
xxv
untuk menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa: Laporan hasil pengamatan secara tertulis tentang
Vocabulary (Sport activity)
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar lerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan)
Kegiatan
Penutup
(10 Menit)
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru:
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
I. PENILAIAN HASIL BELAJAR
1. Sikap Spiritual
a. Teknik : Observasi
b. Bentuk instrument : Lembar Observasi
c. Kisi-kisi :
No. Sikap/Nilai Butir Instrument
xxvi
2. Sikap Sosial
a. Teknik : Observasi
b. Bentuk instrument : Lembar Observasi
c. Kisi-kisi :
No. Sikap/Nilai Butir Instrument
Kejujuran 1-3
Kedisiplinan 4-6
Tanggung jawab 7-9
3. Pengetahuan
a. Teknik : Tulis
b. Bentuk instrument : Uraian
c. Kisi-kisi :
No. Indikator Soal Butir Instrument
1. Siswa mampu memahami arti
dari kosa kata dan isi paragraph
To find out vocabulary and
content of the topic!
2. Siswa mampu mengidentifikasi
struktur kata dan isi paragraf
Identify of vocabulary and
content of the topic!
4. Norma Penilaian
Nilai maksimal masing-masing elemen = 35
Nilai maksimal = 100
Nilai siswa = Skor perolehan x 100
Skor maksimal
Rubrik Penilaian:
Element Score
Vocabulary 35
Content 35
Standard of each element:
Excellent 90-100
Very good 80-89
Good 70-79
Fair 60-69
Poor 50-59
xxvii
5. Pengetahuan
a. Teknik : Praktik
b. Bentuk instrument : Unjuk kerja
c. Kisi-kisi :
No. Indikator Soal Butir Instrument
xxviii
RENCANA PELAKASANAA PEMBELAJARAN
(RPP)
Pendidikan : SMPN 11 Maros Baru
Kelas/Semester : VIII/1
Mata Pelajaran : Bahasa Inggris
Topik Pembelajaran : Vocabulary and Content
Skill : Writing
Alokasi Waktu : 3 Kali Pertemuan (6 JP)
A. KOMPETENSI INTI
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
social dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata.
4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, Mengurai,
merangkai, memodifikasi dan membuat) ranah abstrak (menulis, Membaca, menghitung,
menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain
yang sama dalam sudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
(IPK)
No. Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi (IPK)
1. 3.8 Memahami fungsi social, struktur teks untuk
menyatakan dan menanyakan tingkah
laku/tindakan/fungsi kosa kata kerja dan sifat sesuai
dengan konteks penggunaannya.
3.8.1 Menemukan kata-kata sifat yang dapat
digunakan untuk mendeskripsikan warna, emosi, dan
pribadi.
3.8.2 menemukan kata-kata kerja yang dapat
digunakan untuk mendeskripsikan aktivitas rumah,
sekolah, dan olahraga.
2. 4.9 Menyusun teks lisan dan tulis untuk 4.9.1 Siswa terampil menggunakan teks lisan dan
xxix
menyatakan dan menanyakan tentang
tindakan/kejadian yang sedang dilakukan/
berlangsung saat ini, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
tulisan untuk menyatakan, merespon, dan
mendeskripsikan suatu tindakan dan kata sifat.
C. TUJUAN PEMBELAJARAN
Pengetahuan: Produk
3. Siswa dapat membuat diagram clustering
4. Siswa menulis paragraf berdasarkan topic dan ide-ide pada diagram clustering yang telah
dibuat.
Pengetahuan: Proses
Siswa dapat membuat kesimpulan pada paragraf berdasarkan diagram pada clustering.
Psikomotor
Siswa dapat menyusun/ menulis sebuah paragraf sesuai dengan panduan yang dibuat.
Afektif
3. Siswa dapat melakukan komunikasi yang baik dan yang benar meliputi: ceramah, bertanya,
dan berpendapat.
4. Siswa dapat melakuakan kerja sama yang baik
D. METODE PEMBELAJARAN
Metode : Clustering Technique
Pendekatan : Scientific Learning
E. MATERI PEMBELAJARAN
Writing Vocabulary Teks
Fungsi Sosial : To find out vocabulary and make a content about colours, emotions,
dan personality.
Structure Teks
Identification
Description
Fungsi, manfaat, tindakan, kebiasaan.
Unsur Kebahasaan
- Kosa kata terkait tentang colours, emotions, dan personality.
- Adverbial terkait sifat seperti quite, very, extremely, dst.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
xxx
Topic
Menyebutkan kosa kata terkait tentang colours, emotions, dan personality.
F. MEDIA PEMBELAJARAN
Media : Power Point Presentation, Recording
Alat : Laptop, papan tulis, Pictures.
Sumber : Kurikulum 2013, Buku Bahasa Inggris SMP/MTs, Kementrian Pendidikan
Dan Kebudayaan.
G. SUMBER BELAJAR
- Contoh peragaan dalam bentuk power point, CD
- Buku Bahasa Inggris : When English Rings the Bell
- Sumber dari internet : www.esllibrary.com
H. LANGKAH-LANGKAH PEMBELAJARAN
1. Pertemuan Ke-4
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
Pendahuluan
Pembukaan
11. Mengucapkan salam dan
berdoa bersama
12. Mengecek kehadiran
Apersepsi
13. Member stimulus berupa
pertanyaan yang sesuai
dengan materi yang akan
disampaikan
14. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai
15. Memberikan motivasi
pada siswa untuk giat
dan aktif dalam
pembelajaran
10. Siswa menjawab salam
11. Member informasi siswa
yang tidak hadir kepada
guru
12. Menerima informasi awal
yang diberikan oleh guru
10
menit
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
xxxi
(stimullasi/
pemberian
rangsangan)
Vocabulary (Colours) dengan cara :
Melihat (tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary (Colours).
Mengamati
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan Vocabulary (Colours).
Mendengar
Peserta didik diminta mendengarkan pemberian materi oleh guruyang berkaitan
dengan Vocabulary (Colours).
Menyimak
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai : Vocabulary (Colours).
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan
belajar, contohnya :
Mengajukan pertanyaan tentang :
Vocabulary (Colours)
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan
informasi tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai
ke pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin
tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu
untuk hidup cerdas dan belajar sepanjang hayat. Misalnya : How to Play Vocabulary
and make a content in topic (Colours). (Hot)
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (Colours), contoh dan penggunaannya
yang sedang dipelajari dalam bentuk gambar yang disajikan dan mncoba
menginterprestasikannya.
Wawancara dengan narasumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (Colours), contoh dan
penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
xxxii
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber tentang
Vocabulary (Colours).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (Colours).
Mendiskusikan
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (Colours).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
rasa percaya diri tentang pengumpulan data ( clustering) dalam bentuk vocabulary
(Colours).
Saling tukar informasi tentang :
Vocabulary (Colours)
Dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah
pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan
menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada
lembar kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari,
mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :
Berdiskusi tentang data : Vocabulary (Colours)
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada lembar
kerja.
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (Colours)
Verification
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat
mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai
kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat
aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
xxxiii
(pembuktian)
induktif serta deduktif dalam membuktikan :
Vocabulary (Colours)
antara lain dengan : Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalizatio
(menarik
kesimpulan)
Peserta didik berdiskusi untuk menyimpulkan
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara lisan,
tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (Colours)
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa : Laporan hasil pengamatan secara tertulis tentang
Vocabulary (Colours)
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar lerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan).
Kegiatan
Penutup
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru :
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
xxxiv
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
2. Pertemua Ke-5 (2 x 45 menit)
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
Pendahuluan
Pembukaan
16. Mengucapkan salam dan
berdoa bersama
17. Mengecek kehadiran
Apersepsi
18. Member stimulus berupa
pertanyaan yang sesuai
dengan materi yang akan
disampaikan
19. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai
20. Memberikan motivasi
pada siswa untuk giat
dan aktif dalam
pembelajaran
13. Siswa menjawab salam
14. Member informasi siswa
yang tidak hadir kepada
guru
15. Menerima informasi awal
yang diberikan oleh guru
10
menit
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
Vocabulary (Emotions) dengan cara :
Melihat (tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary (Emotions).
Mengamati
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan Vocabulary (Emotions).
xxxv
Mendengar
Peserta didik diminta mendengarkan pemberian materi oleh guruyang berkaitan
dengan Vocabulary (Emotions).
Menyimak,
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai : Vocabulary (Emotions).
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan
belajar, contohnya :
Mengajukan pertanyaan tentang :
Vocabulary (Emotions)
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan
yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan
belajar sepanjang hayat. Misalnya : How to Play Vocabulary (Emotions). (Hot)
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (Emotions), contoh dan penggunaannya
yang sedang dipelajari dalam bentuk gambar yang disajikan dan mencoba
menginterprestasikannya.
Wawancara dengan narasumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (Emotions), contoh dan
penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber tentang
Vocabulary (Emotions).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (Emotions).
Mendiskusikan
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (Emotions).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
xxxvi
rasa percaya diri tentang pengumpulan data (clustering) dalam bentuk vocabulary
(Emotions).
Saling tukar informasi tentang :
Vocabulary (Emotions).
Dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah
pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan
menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada
lembar kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari,
mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :
Berdiskusi tentang data : Vocabulary (Emotions)
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada lembar
kerja.
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (Emotions)
Verification
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat
mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai
kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat
aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan :
Vocabulary (Emotions)
antara lain dengan : Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Peserta didik berdiskusi untuk menyimpulkan
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara lisan,
tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (Emotions)
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
xxxvii
Generalizatio
(menarik
kesimpulan)
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa : Laporan hasil pengamatan secara tertulis tentang
Vocabulary (Emotions)
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar lerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan)
Kegiatan
Penutup
(10 menit)
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru :
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
3. Pertemua Ke-6 (2 x 45 menit)
Tahapan Vocabulary Mastery Alokasi waktu
Kegiatan guru Kegiatan siswa
Kegiatan
Pembukaan
21. Mengucapkan salam dan
berdoa bersama
22. Mengecek kehadiran
Apersepsi
23. Member stimulus berupa
pertanyaan yang sesuai
16. Siswa menjawab salam
17. Member informasi siswa
yang tidak hadir kepada
guru
18. Menerima informasi awal
yang diberikan oleh guru
10
menit
xxxviii
Pendahuluan dengan materi yang akan
disampaikan
24. Menjelaskan tujuan
pembelajaran atau
kompetensi dasar yang
akan dicapai
25. Memberikan motivasi
pada siswa untuk giat
dan aktif dalam
pembelajaran
Kegiatan Inti ( 70 Menit )
Sintak Model
Pembelajaran
Kegiatan Pembelajaran
Stimulation
(stimullasi/
pemberian
rangsangan)
Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik
Vocabulary (Personality) dengan cara :
Melihat (tanpa atau dengan alat) / Menayangkan gambar/foto tentang
Peserta didik diminta untuk mengamati penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat pada buku siswa tentang Vocabulary
(Personality).
Mengamati
Peserta didik diminta mengamati gambar / foto yang yang terdapat pada buku
maupun melalui gambar yang disajikan oleh guru di depan papan tulis.
Membaca (dilakukan di rumah sebelum kegiatan pembelajaran berlangsung),
Peserta didik diminta membaca materi dari buku paket atau buku-buku penunjang
lain, dari internet/materi yang berhubungan dengan Vocabulary (Personality).
Mendengar
Peserta didik diminta mendengarkan pemberian materi oleh guruyang berkaitan
dengan Vocabulary (Personality).
Menyimak,
Peserta didik diminta menyimak penjelasan pengantar kegiatan secara garis besar/global
tentang materi pelajaran mengenai : Vocabulary (Personality).
Problem
statemen
(pertanyaan/
identifikasi
masalah)
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin
pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan
belajar, contohnya :
Mengajukan pertanyaan tentang : Vocabulary (Personality)
Yang tidak dipahami dari apa yang diamati atau pertanyaan untuk mendapatkan informasi
xxxix
tambahan tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke pertanyaan
yang bersifat hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu, kemampuan
merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan
belajar sepanjang hayat. Misalnya : How to Play Vocabulary and make a content in the topic
(Personality).
Data
collection
(pengumpulan
data)
Peserta didik mengumpulkan informasi yang relevan untuk menjawab pertanyan yang telah
diidentifikasi melalui kegiatan:
Mengamati obyek/kejadian
Mengamati dengan seksama materi vocabulary (Personality), contoh dan
penggunaannya yang sedang dipelajari dalam bentuk gambar yang disajikan dan
mencoba menginterprestasikannya.
Wawancara dengan narasumber
Mengajukan pertanyaan berkaiatan dengan materi Vocabulary (Personality), contoh dan
penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru.
Mengumpulkan informasi
Peserta didik diminta mengumpulkan data yang diperoleh dari berbagai sumber tentang
Vocabulary (Personality).
Membaca sumber lain selain buku teks
Peserta didik diminta mengeksplor pengetahuannya dengan membaca buku referensi
Vocabulary (Personality).
Mendiskusikan
Peserta didik dan guru bersama-sama membahas contoh dalam buku tentang
vocabulary (Personality).
Mempresentasikan ulang
Aktivitas :
Peserta didik mengomunikasikan secara lisan atau mempresentasikan materi dengan
rasa percaya diri tentang pengumpulan data (clustering) dalam bentuk vocabulary
(Personality).
Saling tukar informasi tentang :
Vocabulary (Personality)
Dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga diperoleh sebuah
pengetahuan baru yang dapat dijadikan sebagai bahan diskusi kelompok kemudian, dengan
menggunakan metode ilmiah yang terdapat pada buku pegangan peserta didik atau pada
lembar kerja yang disediakan dengan cermat untuk mengembangkan sikap teliti, jujur,
sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari,
mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
xl
Data
processing
(pengolahan
Data)
Peserta didik dalam kelompoknya berdiskusi mengolah data hasil pengamatan dengan cara :
Berdiskusi tentang data : Vocabulary (Personality)
yang sudah dikumpulkan / terangkum dalam kegiatan sebelumnya.
Mengolah informasi yang sudah dikumpulkan dari hasil kegiatan/pertemuan
sebelumnya mau pun hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada lembar
kerja.
Pesertadidik mengerjakan beberapa soal mengenai
Vocabulary (Personality)
Verification
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil pengamatannya
dengan data-data atau teori pada buku sumber melalui kegiatan :
Menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat
mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai
kepada yang bertentangan untuk mengembangkan sikap jujur, teliti, disiplin, taat
aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan :
Vocabulary (Personality)
antara lain dengan : Peserta didik dan guru secara bersama-sama membahas
jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalizatio
(menarik
kesimpulan)
Peserta didik berdiskusi untuk menyimpulkan
Menyampaikan hasil diskusi berupa kesimpulan berdasarkan hasil analisis secara lisan,
tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.
Mempresentasikan hasil diskusi kelompok secara klasikal tentang :
Vocabulary (Personality)
Mengemukakan pendapat atas presentasi yang dilakukan dan ditanggapi oleh
kelompok yang mempresentasikan
Bertanya atas presentasi yang dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.
Menyimpulkan tentang point-point penting yang muncul dalam kegiatan pembelajaran
yang baru dilakukan berupa : Laporan hasil pengamatan secara tertulis tentang
Vocabulary (Personality)
Menjawab pertanyaan yang terdapat pada buku pegangan peserta didik atau lembar
kerja yang telah disediakan.
xli
Bertanya tentang hal yang belum dipahami, atau guru melemparkan beberapa
pertanyaan kepada siswa.
Menyelesaikan uji kompetensi yang terdapat pada buku pegangan peserta didik atau
pada lembar kerja yang telah disediakan secara individu untuk mengecek penguasaan
siswa terhadap materi pelajaran
Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam pembelajaran yang meliputi
sikap: disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin
tahu, peduli lingkungan).
Kegiatan
Penutup
(10 menit)
Peserta didik :
Membuat resume dengan bimbingan guru tentang point-point penting yang muncul
dalam kegiatan pembelajaran yang baru dilakukan.
Mengagendakan pekerjaan rumah.
Mengagendakan projek yang harus mempelajari pada pertemuan berikutnya di luar
jam sekolah atau dirumah.
Guru :
Guru memberikan umpan balik terhadap proses dan hasil pembelajaran
Guru mengapresiasi hasil kerja siswa
Guru memberikan kegiatan tindak lanjut dalam bentuk pemberian tugas individu.
I. PENILAIAN HASIL BELAJAR
1. Sikap spiritual
a. Teknik : Observasi
b. Bentuk instrument : Lembar Observasi
c. Kisi-kisi :
No. Sikap/Nilai Butir Instrument
2. Sikap Sosial
a. Teknik : Observasi
b. Bentuk instrument : Lembar Observasi
c. Kisi-kisi :
No. Sikap/Nilai Butir Instrument
Kejujuran 1-3
Kedisiplinan 4-6
Tanggung jawab 7-9
xlii
3. Pengetahuan
a. Teknik : Tulis
b. Bentuk instrument : Uraian
c. Kisi-kisi :
No. Indikator Soal Butir Instrument
J. Siswa mampu memahami arti
dari kosa kata kerja dan sifat
To find out vocabulary verbs and
adjectives!
K. Siswa mampu mengidentifikasi
struktur kata kerja dan sifat
Identify of vocabulary verbs and
adjective!
4. Norma Penilaian
Nilai maksimal masing-masing elemen = 35
Nilai maksimal = 100
Nilai siswa = Skor perolehan x 100
Skor maksimal
Rubrik Penilaian:
Element Score
Vocabulary 35
Content 35
Standard of each element:
Excellent 90-100
Very good 80-89
Good 70-79
Average 60-69
Poor 50-59
5. Pengetahuan
a. Teknik : Praktik
b. Bentuk instrument : Unjuk kerja
c. Kisi-kisi :
No. Indikator Soal Butir Instrument
Makassar, November 2019
Nurliah
10535624615 u
r
l
i
a
xliii
APPENDIX B
PRE-TEST
KEMBANGKAN TOPIK DI BAWAH INI DENGAN MENGGUNAKAN CLUSTERING
TECHNIQUE KEMUDIAN BUATKAN PARAGRAF TENTANG IDE-IDE PADA DIAGRAM
CLUSTERING
STUDENTS ACTIVITY AT SCHOOL
Student
Activity
At School
Reading
Arts
Dancing
Breakfast
Lunch
Science
Studying
Books
Experiment
Playing
Eating
Singing
Drawing
Practice
Volley
Story
Football
Knowledge
xliv
APPENDIX C
POST-TEST
KEMBANGKAN TOPIK DI BAWAH INI DENGAN MENGGUNAKAN
CLUSTERING TECHNIQUE KEMUDIAN BUATKAN PARAGRAF TENTANG
IDE-IDE PADA DIAGRAM CLUSTERING
COLOURS
COLORS
Purple Orange
Green
White
Yellow
Blue Pink
Red
Bone
Navy
Violet
Maroon
Blue-green
Banana
Rust
Peach
Light pink
xlv
APPENDIX D
1. Table of Writing Component (Vocabulary)
xlvi
Name
Students
Vocabulary
Pre-test ( ) Pre-test ( )2 Score Post-test Post-test ( )2
AS 75 5625 79 9409
ASB 75 5625 79 9409
ALD 75 5625 79 9409
HSA 75 5625 79 9409
HSN 75 5625 79 9409
ISN 75 5625 79 9409
KMW 75 5625 79 9409
MRH 75 5625 79 9409
MMR 65 4225 89 7921
MFZ 65 4225 89 7921
MDE 75 5625 89 7921
MUT 65 4225 89 7921
NSB 65 4225 89 7921
ND 65 4225 89 7921
NAS 70 4900 69 4761
NFD 70 4900 69 4761
RDY 70 4900 69 4761
RSK 70 4900 69 4761
RMW 70 4900 69 4761
MRW 70 4900 69 4761
SNB 70 4900 69 4761
SHR 70 4900 80 6400
SNT 89 7921 80 6400
STZ 89 7921 80 6400
SNR 89 7921 80 6400
TN 89 7921 80 6400
UMR 89 7921 80 6400
WDWN 89 7921 80 6400
ZZP 89 7921 80 6400
Total 2183 166397 2289 207325
xlvii
2. Table of Writing Component (Content)
Name
Students
Content
Pre-test ( ) Pre-test ( )2 Score Post-test Post-test ( )2
AS 79 6241 89 7921
ASB 79 6241 0 -
ALD 79 6241 70 4900
HSA 79 6241 69 4761
HSN 79 6241 70 4900
ISN 79 6241 0 -
KMW 79 6241 79 6241
MRH 79 6241 79 6241
MMR 69 4761 70 4900
MFZ 69 4761 80 6400
xlviii
APPENDIX E
MDE 79 6241 55 3025
MUT 69 4761 55 3025
NSB 69 4761 80 6400
ND 69 4761 89 7921
NAS 68 4627 80 6400
NFD 68 4627 80 6400
RDY 68 4627 80 6400
RSK 68 4627 70 4900
RMW 68 4627 80 6400
MRW 68 4627 80 6400
SNB 68 4627 80 6400
SHR 68 4627 90 8100
SNT 89 7921 80 6400
STZ 89 7921 90 8100
SNR 89 7921 80 6400
TN 89 7921 70 4900
UMR 89 7921 80 6400
WDWN 89 7921 60 3600
ZZP 89 7921 90 8100
Total 2223 172437 2075 161935
Name
Students
Vocabulary
Score Pre-test Classification Score Post-test Classification
AS 75 Good 79 Good
ASB 75 Good 79 Good
ALD 75 Good 79 Good
HSA 75 Good 79 Good
HSN 75 Good 79 Good
ISN 75 Good 79 Good
KMW 75 Good 79 Good
MRH 75 Good 79 Good
MMR 65 Fair 89 Very Good
MFZ 65 Fair 89 Very Good
MDE 75 Good 89 Very Good
MUT 65 Fair 89 Very Good
NSB 65 Fair 89 Very Good
ND 65 Fair 89 Very Good
NAS 70 Fair 69 Fair
NFD 70 Fair 69 Fair
RDY 70 Fair 69 Fair
xlix
1. The list of students score pre-test and post-test in Vocabulary
RSK 70 Fair 69 Fair
RMW 70 Fair 69 Fair
MRW 70 Fair 69 Fair
SNB 70 Fair 69 Fair
SHR 70 Fair 80 Very Good
SNT 89 Very Good 80 Very Good
STZ 89 Very Good 80 Excellent
SNR 89 Very Good 80 Very Good
TN 89 Very Good 80 Very Good
UMR 89 Very Good 80 Very Good
WDWN 89 Very Good 80 Very Good
ZZP 89 Very Good 80 Very Good
Name
Students
Content
Score Pre-test Classification Score Post-test Classification
AS 79 Good 89 Very Good
ASB 79 Good 0 Poor
ALD 79 Good 70 Good
HSA 79 Good 69 Fair
HSN 79 Good 70 Good
ISN 79 Good 0 Poor
KMW 79 Good 79 Good
MRH 79 Good 79 Good
MMR 69 Fair 70 Good
MFZ 69 Fair 80 Very Good
MNF 50 Poor 60 Fair
MDE 79 Good 55 Poor
l
2. The list of students’ score pre-test and post-test in Content
MUT 69 Fair 55 Poor
NSB 69 Fair 80 Very Good
ND 69 Fair 89 Very Good
NA 50 Poor 69 Fair
NAS 68 Fair 80 Very Good
NFD 68 Fair 80 Very Good
RDY 68 Fair 80 Very Good
RSK 68 Fair 70 Good
RMW 68 Fair 80 Very Good
MRW 68 Fair 80 Very Good
SNB 68 Fair 80 Very Good
SHR 68 Fair 90 Excellent
SNT 89 Very Good 80 Very Good
STZ 89 Very Good 90 Excellent
SNR 89 Very Good 80 Very Good
TN 89 Very Good 70 Good
UMR 89 Very Good 80 Very Good
WDWN 89 Very Good 60 Fair
ZZP 89 Very Good 90 Excellent
li
2. Calculating mean score
1. Mean score of content
a. Mean score of pre-test : X=
b. Mean score of post-test : X=
2. Mean score of vocabulary
c. Mean score of pre-test : X=
72,7
d. Mean score of post-test : X=
76,3
3. Calculating the standard deviation of content
1. Standard deviation of pre-test 2. Standard deviation of
post-test
SD = √
)
SD =
√ )
SD = √
)
SD =
√ )
SD = √
SD =
√
SD = √
SD =
√
SD = √
SD = √
SD = √ SD = √
SD = 16.30 SD = 25,19
lii
4. Calculating the standard deviation of vocabulary
1. Standard deviation of pre-test 2. Standard deviation of
post-test
SD = √
)
SD =
√ )
SD = √
)
SD =
√ )
SD = √
SD =
√
SD = √
SD =
√
SD = √
SD = √
SD = √ SD = √
SD = 16,13 SD = 10,61
liii
5. Calculating the t-test
a. Significance different of pre-test and post-test in content
t =
√
)
1258
t =
√ )
)
1258
t =
√
)
1258
t = √
1258
t = √
1258
t = √
t =
= 4,47
liv
b. Significance different of pre-test and post-test in vocabulary
t =
√
)
1364
t =
√ )
)
1364
t =
√
)
1364
t = √
1364
t = √
1364
t = √
t =
= 9,66
lv
APPENDIX F
DOCUMENTATION
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lviii
CURRICULUM VITAE
Nurliah was born in Maros on April, 21th 1996. She is the five
daughter of Mr. Yukka and Mrs. Tallasa. She started her study
when she was 7 years old. She had her elementary school at SDN
109 Inpres Lekoala. Then, she continued her study to junior high
school on 2009 at SMP Negeri 1 Kelumpang-Selatan, on 2012 she
continued to senior high school SMA Negeri 1 Kelumpang-Selatan, Kotabaru. She
finished her senior high school on 2015 and directly continued her collage to study at
Muhammadiyah University of Makassar, and she chose English Education Department
Faculty of Teacher Training and Education. She was joined UKM Seni dan Budaya
TALAS on 2016 as a member of Dancer. After that on 2018 she got responsibility in
same organization as a member of Litbang. At the end of her study, she could finish her
thesis with the title “The Implementation of Clustering Technique to Improve
Students’ Writing in Content and Vocabulary” (A Pre-Experimental Research
Design at the 8th
Grade Students‟ in SMPN 11 MAROS BARU).
