(KODE : PTK-0713) : SKRIPSI PTK USING CLUSTERING TECHNIQUE TO IMPROVE STUDENTS WRITING OF RECOUNT TEXT (MAPEL BAHASA INGGRIS KELAS VIII)
CHAPTER I
INTRODUCTION
A. The Background of the Study
As we know, language is an integral part that can not be separated from human being, because of its function as communication. Communication is mainly divided into two, there are verbal and non-verbal. Verbal language consists of spoken and written language. On the other hand, non-verbal language is like gestures and body language. Human language has chanced form simple to complex from time to time. “communication between humans is an extremely complex and ever-changing phenomenon.” Undoubted, language is needed to interact one to another.
Nowadays, the most language which used widely is English language. People surround the world who use English as lingua franca is bigger than another languages, such as; French, Latin, Spanish, Chinese or Arabic. English has become an international language. Jack C Richards and Theodore S. Rodgers said,
“latin was most widely studied as foreign language five hundred years ago. However, English has become the most widely studied foreign language today.” So that, if we want to communicate to another countries, nations, from any place in the world, we should master English which is lingua franca.
There are many reasons why people learn language. One of the reasons is Advancement, some people want to learn English because they think it offers a chance for advancement in their professional lives. They will get better jobs by mastering two languages than if they only know their mother tongue. “English has a special position since it has become the international language of communication.”
There are many aspects that can not be separated from English language, moreover; English domination takes technology, social-culture, economy, education, art, science, ideology, research, information, etc. By mastering English we can enhance and enrich many aspects. In many countries, English is used as a first language, a second language or a foreign language.
English is one of the important foreign languages in Indonesia that has purpose to absorb and to develop knowledge, technology, and to establish relationship with other nations. Thus, it is essential to learn English to help people’s need to get information and knowledge in every aspect such as education, science, religion, social and technology.
Because of the reason our government puts English as a first foreign language. Minister of Education and culture decree No : 372/2003, stated that English becomes the first foreign language and the compulsory subject that should be thought in Indonesia school from junior high school up to university level.4 It means that students in our country in any level must study English.
Commonly, English is divided into two; written and oral. It also consists four skills that should be learned by students. They are listening, speaking, reading and writing. Listening and reading are included as receptive skills, on the other hand speaking and writing are included as productive skills.
Among the skills, writing is the most difficult skill. “many people find it easy to speak but hard to write things down on paper.” Writing is a complex skill, Leo Masiello stated “writing is hard work, or one students explains, „for me, writing is like running or exercise. The reason that say this is because both of these activities take a lot of effort.” Writing is unlike another skills, it requires background knowledge, vocabulary, spelling, grammar, punctuation, coherence, etc. In learning writing, students face several problems in their writing such as; limited vocabularies, difficulty in organizing ideas, no ideas to write about, no motivation to write and lack of confidence in grammar. The effect can be seen in English writing score, it is regarded as a main problem in many schools. To overcome this problem, a technique which can improve students’ score in English writing is needed.
One of the techniques is clustering, it is kind of prewriting activity that enrich idea before students start writing. As Regina L. Smalley and Mark K. Ruetten said that “clustering is making a visual map of the ideas.” At the beginning writing activity, students have to find out the ideas what they want to write about. Dorothy Sedley said that “the most common complaint English Composition teachers hear from students is “I don’t have anything to write about”. Actually, you have plenty to write about. After all, you live in the same world that “real” writers live in, and that world provides the raw material for millions of books every year. What you really need is not “something to write about”, but some suggestions that will help you exploit the resources all around you.”
Developing ideas for making a composition cause problems in writing class, if the teacher does not conduct pre-writing activity. Getting stuck of ideas and a block of writing can be problems in writing activity. As a result, writing process goes slowly and stops immediately.
Students at junior high school learn two kinds of writing. There are narrative text and recount text. Both of texts talk about past events, besides they have similarities and dissimilarities. Narrative text is a text that tells a story and entertains the reader, for example novel. While recount text is a text that retells past events, its purpose is to provide the reader with a description of what occurred and when it occurred. For students at junior high school are emphasized in personal recount text.
“Personal recount text usually retells an experience in which the writer was personally involved. It lists and describes past experiences by retelling events. It presents the events chronologically (in order in which they happened). The purpose of a personal recount are to inform, entertain the audience (listener or reader), or both”.
Even though the basic differentiation between narrative and recount is the purpose, recount is more emphasize to entertain and to inform.
In addition, Based on the writer’s personal experiences while he took PPKT in SMP Z, he found students’ problems in writing especially in developing idea. The students could not start their writing because they did not have any idea. Meanwhile, the writer had been learned a technique how to develop idea in fourth semester, the technique is clustering. So, he decided to apply it in order to solve students’ problem in writing. The writer assumed that students in other school had the same problem in writing, but to convince there is a problem in writing or not. The writer observes the school before.
Based on the writer’s observation on SMPN X, in teaching learning process the English teacher did not use the clustering technique in teaching writing especially recount text. Students did not understand clearly what recount text is, how to identify generic structure of recount text. Besides, the teacher also less preparation in teaching recount text. Moreover, SMPN X is not far from the writer’s house, so it is easier for him to do a research.
Because of the reasons that have been mentioned above, the writer takes a title of this “skripsi” “USING CLUSTERING TECHNIQUE TO IMPROVE STUDENTS’ WRITING OF RECOUNT TEXT AT SECOND GRADE OF SMPN X”.