CHAPTER II

RELATED LITERATURE REVIEW,

THEORETICAL FRAMEWORK AND HYPOTHESIS

2.1 Previous Study

To this recent study, the same relevant previous study would be presented in

this part. First, Salam (2011) applied clustering technique in his research which was

conducted at SMPN 2 Tarumajaya to reveal whether or not the VIII grade student’s

improvement in writing recount text. There were 30 students involved as respondents.

In conducting his research, there were 4 stages of research instrument. This was

consisted of questionnaire, observation, documentation of the teaching learning

process, and evaluation.

The implementation of clustering technique in the process of teaching writing

recount text at the VIII grade students of SMPN 2 Tarumajaya gave a positive result

or had shown an improvement. It was proven by the 3rd post-test, the researcher

gained 22 students or about 73.3% students who passed the standard of the

minimum completeness chriteria. It was also proven by seeing the student’s

percentage of mean score, whereas at pre questionnaire, they just could get 38.33, but

in post questionnaire it rose to 88.00 and the achieved percentage of mean score was

49.67%. Based on this result, the researcher concluded that the implementation of

clustering technique could improve students’ writing ability of grade VIII-2 of SMPN

2 Tarumajaya.

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Najmuddiyah at SMPN 17 Pontianak conducted the other previous research in

academic year 2013/2014. Aimed to know how effective clustering technique to

improve the student’s recount writing. In conducting her research, she applied quasi

experimental research design with control and experimental group. The researcher

divided the sample into two classes and each of group was from 9F(33 students) and

9E(33 students) as the control. The both of those classes were considered as the

experimental and the control group. The reason for the researcher deciding both of

those classes was either 9E or 9F having the same number of students as well as in

their average score of writing subject competence of the previous semester.

Based on her finding result, at the experimental group gave mean score 78.3

which was higher than the mean score achieved by posttest in control group which

was about 54.7. She states “The interval of the students’ mean score in experimental

group was higher than control group (25.1> 0.2). The result of effect size was 14.4

(categorized as “strong effect”). The t-value (16.27) was bigger than t-table (1.671).”

Thus related to this significant improvement, she took a conclusion that the use of

clustering technique is effective as a technique in order to improve the student’s

achievement in writing recount text.

Besides that, clustering technique was also applied in a research which was

conducted by Hendrawaty (2017) at SMK Mahadika 1 Ciracap which used

quantitative method and a quasi experimental research design. As the most important

thing, there were 60 students taken from 2 classes to be involved as the sample for
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her research. With 30 student number of each class, Those students were taken from

X AP1 as experimental group and X AP3 as control group.

Based on data analysis, the range score from experimental group was higher

than control group, where the range score at experimental was counted about 57 up to

86, the while it was enough different from the control group which was just counted

50 up to 84. Furthermore, the research findings shown that t-count was 3.098 and t-

table was 2.002 or for short the t-count > t-table. This fact was considered as a

significant improvement so that the researcher concluded that there was a significant

effect of the using of clustering technique towards student’s writing skill in recount

text.

Dealing with the implementation of clustering technique, another related

research was conducted by Marjenny (2014). The research aimed to reveal clustering

technique and motivation gave a significant impact toward the student’s skill at the

X Grade of SMAN 1 Batang Anai in writing recount paragraph. This research was

conducted by using quasi experimental design as well as two factorial designs. Before

going furthermore, the researcher gave her population normality and homogeneity

test to ensure whether they were normal and homogeneous as well.

For the sample, the researcher took the grade which consisted of 32 students

then decided as an experimental group. Meanwhile in the similar number of students,

the X2 grade was decided as the control group and another class was also involved as

the participant where the X3 grade was chosen for trying out the instrument, it

covered testing the validity, reliability, normality, and homogeneity.

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At the final result, based on the statically analysis of hypothesis testing, so

there were four findings were revealed in her research. The four findings as follows:

First, students who were taught by using clustering technique have better writing skill

in writing a recount paragraph than those who were taught by using conventional

technique. Second, high motivated students who were taught by using clustering

technique have better writing skill that those who were taught by using conventional

technique.

Third, low motivated students who were taught by using clustering technique

have better writing writing skill than those who were taught by using conventional

technique. Last, there was no interaction between teaching techniques (clustering and

conventional) and students’ learning motivation toward students’ writing skill, it

means that clustering technique can be interpreted could be able to give a positive

effect toward students skill in writing recount paragraph at the X Grade of SMAN 1

Batang Anai.

After seeing the empirical data from several related researches, so then the

researcher also applied the clustering technique in his research with a few basic

differences from the other previous ones. First, in his research the application of the

clustering technique was at the VIII grade. Second, it aimed to improve the students

achievement in writing recount text which just cover the both of simple or continuous

tenses and adverb of time. Last, for minimizing the student problems, like less

vocabulary and constructing paragraphs to be a good recount text.

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2.2 Related Literature Review

2.2.1 Definition of Writing

In my opinion, writing is a process where people have to involve their

brainstorm, and hand together in the progressive time in order to give any information

by the unity of words, flow down with some of components through a media. In

line with Swann (1980), he states “Writing is a process of communication using

conventional graphyc system to convey a massage to the reader”.

The other statement comes from Peha (2015), he states “Writing is the

communication of the content for a purpose to an audience.” The while an other

simple definition is also stated by Brown (2001), “Writing is a way to end up thinking

something could not have started out thinking.” Dealing with the statement the

researcher offers that writing activity definately done with some ideas and thingking

as it is strating out and not exeption for a recount text.

2.2.2 Purpose of Writing

For the purpose, writing is done by people to communicate, share, and

inform what things, thoughts, or sense in their mind into written symbols. On the

other hand, by writing, people is doing something that surely will have a feedback,

based on what kind of writing is that and who the reader will be. As stated by

Setiyabudi (2012:12). “The purpose of writing has to do with goals or aims of

writing. Thinking about the purposes of writing, a writer should think to motivate

people to write.” The four main purposes as follow:

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1. Expressing idea

Ones writing product expresses his or her feeling or sense, expressions,

personality, likes, and dislikes in his writing in order to make readers

understand something within the materials.

2. Providing information

It means to give information and explain it. This purpose is to focus on the

materials being discussed.

3. Persuading readers

It means to convince readers about a matter of an opinion. This also focuses

on the readers’ point of view.

4. Creating literary work

It means that a work which is based on one’s point of view (opinion, attitude,

and observation) of other matters occurring in one’s environment.

2.2.3 Components of Writing

Component as element that really supports anything in fisically, testy,

evenmore performance. In writing, components are very needed as fulfillment in

delivering information or massege clearly. Containing suficiently components

specially in writing will be keeping what is the information talking about, where the

massage is sent to, what is the goal of topic written for, and shape how is a good

writing like. Thus, five components of writing are provided bellow:

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[Link] Contnet

Content refers to the substance of writing, a content must be focus on the topic

that is going to imply or talk about. The content of writing can be indentified by

seeing the topic sentnece which concerns on expressing the main idea and reflect the

entire paragraph as well. Additionally, Heaton (1986) states “Component is treatment

of content that is the ability to think creatively and develop thoughts, excluding all

irrelevant information.”

[Link] Organization

Organization is more alike shaping the sequence of taught. Organization just

focuses on how the arrangement of some paragraps orderly as well as maintain the

very main idea run well. So then in the proces of writing, keeping the organization

flow down should be done carefully, In line with Jacobs (1981), “Organization is the

internal structure of a piece of writing, the pattern and sequence should fit the central

idea.”

[Link] Grammar

Without grammar, there will not be understanding in every life conversation.

Human being experess so many words for their daily conversation. The conversation

can be oraly even more writenly, having sufficiently grammar, the words that

produced in daily conversation can be formed and being understanable as sentences

which definately contain the important information. By that stigma, the researcher

thinks that grammar is extremely needed within the oraly or writenly conversation.
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As Sulaiman (1999:2), he states “Grammar is a description of the structure of

a language and the way in which linguistics units, such as words and phrases are

combined to produce sentences in the language.” Veit (1986:6) defines, “Grammar is

a person’s subconscious language knowledge. Whenever we speak or write English

or we understand someone else’s speech or writing we use our English Grammar.” In

writing, grammar is very important because it will help to construct sentence in the

right way.

[Link] Vocabulary

Vocabulary is also one of the important components of writing. Without

vocabulary, people cannot arrange a composition and imply the information that they

want to share and express. In relation to this statement, Kustaryo (1988:24) states,

“Vocabulary proficiency effects not only the students reading skill, but in their

speaking, listening, and writing skill as well. In listening, their vocabulary influences

how much they understand in classroom, speech and class discussion.”

[Link] Mechanics

In writing mechanics are important. In writing academic, mechanics had been

becoming a rule. Dealing with Jacobs (1981), he explains “Mechanics is the role in

writing of items such as punctuation, capitalization, and the correct spelling of each

word.” In short, the totality of mechanics in writing can give a good image and

convey clear information in a writing product. For the clear clarification of

mechanics, the reasercher briefly presented each of the the definition bellow.
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[Link].1 Punctuation

Punctuation includes an important symbol that should be there in every

written text. Punctuations are used to control in arranging words then become a

sentence and produce clear meaning. Or “Punctuation is the body language of written

communication. Like body language, marks of punctuation give off signals. These

signals help reader to interpret the written communication correctly.” (Neufeld

1987:21). Punctuations are also functioning to clarify and separate words group in a

sentence. There are fourteen major punctuation marks stated by Luis (2002:108) in

this figure of the range of punctuation marks in the figure 1.

(.) the full stop (“”) the quotation marks

(,) the comma (;) the semi colon
(-) the dash (:) the colon
(_) the hyphen (( )) the parentheses
(?) the question mark (‘) the apostrophe
(!) the exclamation mark ([ ]) the brackets
(/) the slash (*) the asterisk

Figure 2.1 Punctuation Marks

[Link].2 Capitalization

Capitalization is a particular mechanic in a writing that refers to be a rule.

When we are going to make a writing, for the first word in previous line, it must be

began with capital letter, meanwhile a good writing must contain a capitalization or

capital letter. As the function, capitalization marks certain word that is known as a

name of person, place, or other particular things. Capitalization is also included one

of the prevail rules in composing a writing.

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This is dealing with Scot statement (2011) that capital letters are also used in the

beginning of name of sacred writing, name of important historic days, name

committees or organizations, titles of honor, and titles of a book or an essay.

[Link].3 Spelling

Spelling is combination of letter and forming a phrase. In writing spelling

should be attended by the writer, a correct spelling will give clear information or

particular main ideas. In other words, spelling is a part of the mechanic of writing,

which contributes in considering meaning of words and avoiding misspelling ensures

that a writing is clear, precise, and comprehensible.

2.2.4 Recount Text

[Link] Definition of Recount Text

Generally, recount text is a text that tells or informs anything that happened in

the past time. According to Coogan (2006) “Recount text written with the purpose of

either informing or entertaining their audience or reader (or both).” Meanwhile

Andreson (1997:84) states “Recount text is a piece of writing that tells past events

usually in order in which they happened.” Another definition that:

Recount text besically it is a written out to make a report about an

experience of a states of related event. A recount is written out to
inform an event or to entertain people. Recount text function as for
telling an accident in the past (Knapp 2005:224).
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[Link] Generic Structure of Recount Text

Generic structure is a set of frameworks in a text which supports each of the

parts keeping the main idea. Every part of a text is surely imply different ideas, that is

why the generic structure of a text should be arranged orderly to maintain every

single main idea of each the part. Beside that, generic structure limits the paragraph in

conveying the information. As the function, generic structures have a role in parting

all the elements of a story in a text. The generic structure of recount text organizes the

plot of story within. Start from introducing the participants, places or settings

where the story went on, Afterward presenting how the it took place orderly up to

concluding or giving the solution as the closure of the story. Writing a recount text

contains good generic structures will be surely giving clear information. According to

Lewis (2002:4), recount text usually consists of orientation, event, and reorientation.

[Link] Language Features of Recount text

Language feature is one of important things that should be fulfilled in every

kinds of text. Language features of every text as element which distinguishes them

each other. In my opinion, writing is a text specially the recount one, the correct

usage of a language feature will be determined by the comprehension of tha grammar

usage. Recount text is more differences from the other kinds. It caused of recount text

is typically about something which has been passed. By that the language feature

becomes an important thing to be recognized. Boardman (2008) in Saragih, Silalahi,

Pardede (2014) states that the language feature usually found in recount text include:
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1. Using of nouns and pronouns

2. Using of past action verbs
3. Using of past tense
4. Using conjunctions and time connectives
5. Using of adverb and adverbial phrases

2.2.5 Clustering Technique

[Link] Definition of Clustering technique

Dawson and Essid argue that “Clustering is a type of prewriting that allows

you to explore many ideas as soon as they occur to you.” prewriting is one of

activities that prepare to write the first draft. Clustering is one of activities that helps

students to find a topic. Langan states “Clustering is also known as diagramming or

mapping, is another strategy that can be used to generate for a paper. This method is

helpful for people to think in a visual way. In clustering, you use lines, boxes, arrows,

and circle to show relationships among the ideas that details occurs to you.”

Diagramming or mapping is more alike clustering, it helps the students to generate

the idea before they start to write.

Meanwhile, Deporter and Hernacki (1999:181) defines clustering is the way

to classify the ideas and share into a piece of paper by making the connection with the

core of the idea. Dawson and Essid (2010:1) argue that clustering is a type of

prewriting that allows the learners to explore many ideas as soon as they occur to the

learners. Like brain storming or free associating, clustering allows learners to begin

without clear ideas. Another thought comes from Dietsch (2003), she states
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“Clustering is uncensored brain storming combined with doodling, clustering

produces an overview of a subject, suggest specific topic and yield related details.”

She also states that clustering helps to enrich ideas in details and also differs broad

topic and narrow topics. Thus relevant with the statements and thoughts above,

generally clustering can be said as an easy way to produce many ideas.

Sometimes people think that the clustering technique as a diagramming or

mind mapping technique, it is caused of the both of techniques have similar way for

the application. However the clustering and mind mapping generally are different.

Further more, mind mapping as a method to figure a basic theme or problem out by

making a lot of correlations to every point of few or aspect, the concept of application

in mind mapping is made in varied models, depends on what class or the

environment where it is implemented in.

The while, nowdays the clustering technique basically is used a lot in writing

activity, so that for the application, clustering technique is more simple than mind

mapping. Here the clustering technique refers to allow people to generate the main

topic and classify the relevant ideas as they come to their mind. Commonly the

application of clustering technique supported by using lines, balons, ovals, capsules,

or boxes. Sometime for the main topic people mark with color, bold, or capitalization

then circle it. After that it connect to the new idea with line. Having such the

application, the clustering technique is more simple than mind mapping.

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As a technique, the researcher offers the clustering technique is a flexible, as

well as eassy way in expressing one or more words without any worries for writing

activity, just by circling the word or topic in the middle of paper then afterwards

connect to the new idea that easily comes to the students’ mind with keeping the

central topic that is going to be elaborated.

[Link] Procedures of Clustering Technique

Clustering technique contributes enough toward student’s improvement in

writing recount text. Since it applied in the process of teaching writing, it has been

gave much good responsibility in writing, such as the improvement of students

writing components that found in the previous research. Clustering technique is done

to classify ideas by circling and connecting them. According to Proett & Gill (1986),

in clustering, the students form words related to a stimulus supplied by the teacher.

The words are circled and then linked by lines to show discernible clusters. Made

(2010) mentions, there are some procedures to do the clustering technique :

a. Write a word or phrase on a clean piece of paper;

b. Circle the word and let connections flow, writing down each new word or

phrase that come to mind, circling it, and connecting it with a line;

c. Keep hand moving all the time;

d. Cluster for a while;

e. Continue adding to the cluster;

f. Write a piece without worrying about perfection.

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Clustering is an easy technique to be applied, in order to arrange text by

applying this technique it just needs to have a word or phrase to be written in the

center of paper. After that circle the word and connect to the new relevant word that

easily comes to mind, keep hand moving all the time then cluster and classify

anymore for a while and continue add to the cluster.

For example, to write or arrange a recount text by applying the clustering

technique, first of all provide a blank paper. Put the main subject, or phrase that is

already to be elaborated in the middle of the paper. The very previous must be the

thing which had done or happened in the past time. For the instance My Funtastic

Holyday, so the main subject is going to be circled in the middle of paper then

connect to the new three ideas. Make sure that you already have three ideas first. The

three ideas are orientation, event, and reorientation or called as the organizations.

Once you have those organizations, do not forget to keep circling each of

them. After that, let us firstly start to classify the orientation, the orientation covers

the participants, time, and place where the story was going on. Socondly the event,

the event must have more things to cluster, event paragraph covers all the things that

involved in the holiday that was taking about, for example having many activities.

Thirdly reorientation, the reorientation is the last paragraph, so it contains only the

conclusion or closure as the final paragraph. After you have already enough the

classification, finally you just need to write down into a recount text by having the

classification for each of the organizations. To make the clustering technique more

understandable, the researcher adapted the application bellow.

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Writer Place
Last week

Family Setting
Participants Time Last
month
friends Orientatio Last
n year

Event Holiday Reorientation

Having fun
Playing Game

Going to Solution
somewher Enjoying something Conclusion
e

Figure 2.2 Clustering Technique Application

(Adapted from Najamuddiyah 2014:11)

[Link] The Strenghts of Clustering Technique

Clustering technique helps the writers to see and make a connection of the

ideas. To develop or generate students ideas and trace to every one’s mind until in

some point arrive in certain concept. The five strenghts of clustering technique as

follows:

 This technique is simple to be applied by the students. It means that it is easy

for the students to find out the words as a keyword relate to the topic.

 The students could show their knowledge to produce the words in limited

time but it was still related to the topic.

 Overcoming the student’s woryness about the perfectness in wrting process.

 Making good organizations of recount text.

 Reducing boredom in writing process.

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[Link] The Weakness of Clustering Technique

The clustering technique has already been known as one of good alternative

way in the process of writing and has some strenghts as the way it is. However, the

clustering technique can not overcome the whole problem in writing completely, the

reseacher believe that it definitely also has some weakness, the weakness of

clustering technique as follows:

 Can not be implemented in every kinds of writing process.

 Can not be implemented by all students well.

 Some students were getting confused about which the first idea to strat with.

 Sometimes making the grammatical component ignored.

2.3 Hypothesis of the Research

The hypothesis of this research was to prove whether the use of clustering

technique is effective or not in improving the VIII grade students achievement in

writing recount text.