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THE IMPLEMENTATION OF CLUSTERING TECHNIQUE FOR STUDENTS’ WRITING ABILITY IN CAMBRIDGE CHECKPOINT TEST AT AL-IZZAH INTERNATIONAL ISLAMIC BOARDING SCHOOL BATU-EAST JAVA

Raharjo, Priyo (2018) THE IMPLEMENTATION OF CLUSTERING TECHNIQUE FOR STUDENTS’ WRITING ABILITY IN CAMBRIDGE CHECKPOINT TEST AT AL-IZZAH INTERNATIONAL ISLAMIC BOARDING SCHOOL BATU-EAST JAVA. Masters (S2) thesis, University Of Muhammadiyah Malang.

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Abstract

Cambridge Checkpoint test is a test which is designed to assess learners at the end of Cambridge Secondary 1 (for learners aged 11 to 14 years or junior high school level). The tests cover all major areas of learning in the Cambridge Secondary 1 curriculum frameworks, including English, Mathematics and Science. SMP Al-Izzah IIBS Batu as one of Islamic boarding schools that uses Cambridge curriculum has a problem on improving the students’ English score in Cambridge Chekpoint test, especially on writing ability. Bourdin and Fayol (2000) state that appropriate writing planning supports positive writing performance, while inadequate writing planning may lead to poor writing performance. Therefore, the researcher that is also as the Cambridge coordinator in this school conducts the research which is focused on the implementation of clustering technique for students’ writing ability. The aim of this research is to know whether students who are taught using clustering technique achieve a better writing ability than the students who are taught using other pre-writing techniques in Cambridge Checkpoint test. This research was quasi-experimental research that used non-equivalent control group design. The reseacher divided the Cambridge classes into experimental class and controlled class. In the experimental class, the researcher trained the students using clustering technique treatments, while in the controlled class, the students were trained using other pre-writing techniques, including brainstorming, mind mapping, free writing and journalist questions, without using clustering technique.The reseracher employed the quantitative data that were collected through through pretest and posttest. The average values of pretest and posttest in both classes showed that the implementation of clustering technique in the experimental class and also other pre-writing techniques in the controlled class gave a better achievement on students’ writing ability in Cambridge Checkpoint test. However, based on the significance values of the paired sample t-test tables, the treatments in the experimental class gave more achievement than the treatments in the controlled class. So, it means that the students who were taught using clustering technique achieve a better writing ability than the students who were taught using other pre-writing techniques.

Item Type: Thesis (Masters (S2))
Student ID: 201410560211020
Keywords: Implementation, Clustering Technique, Writing Ability, Cambridge, Checkpoint Test.
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > PR English literature
Divisions: Postgraduate > Master of English Language Education (88103)
Depositing User: Moh. Zawawi
Date Deposited: 01 Nov 2018 03:59
Last Modified: 01 Nov 2018 03:59
URI : http://eprints.umm.ac.id/id/eprint/39065

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