IMPROVING STUDENTS’ ENGLISH VOCABULARY

THROUGH CLUSTER TECHNIQUE

( A Classroom Action Research at the Second Grade of SMP Al-Kautsar
BKUI Jakarta)

By

DIAN SURYA
107014003325

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
 ABSTRACT

IMPROVING STUDENTS’ ENGLISH VOCABULARY THROUGH

CLUSTERING TECHNIQUE (A Classroom Action Research at the Second
Grade Students’ of SMP Al-Kautsar BKUI, Jakarta). Skripsi of English Education
at the Faculty of Tarbiya and Teachers Training of Islamic University Syarif
Hidayatullah Jakarta, 2014.

This Study was aimed to know the Empirical evidence about the
improvement of the students’ English vocabulary through Clustering Technique at
the Second Grade Students of SMP Al-Kautsar BKUI. The problem of the study
was how to improve student’s English vocabulary through
Clustering Technique. The research method is classroom action research that
follows the design pattern of Kurt Lewins. The research was conducted in two
cycles. Subject in this study were second grade students of SMP Al-Kautsar
BKUI. Techniques of data collection were interviews, observation and test. The
result of this study was that the implementation of learning English vocabulary
trough Clustering Technique has increased. The results showed that 81.8% of the
students can reach values >70 and has achieved the minimum passing criterion
(KKM). In addition, the results of observations showed that students appear more
motivated in learning English, especially for English vocabulary mastery. Based
on the result above, it can be concluded that using Clustering Technique on the
second grade students of SMP Al-Kautsar BKUI can improve students English
vocabulary mastery.

DIAN SURYA (PBI)

i
 ACKNOWLEDGMENT

   

In the name of Allah the Beneficent and Merciful

All praise and gratitude to Allah, because of His Blessing and Grace to
complete this “Skripsi”. Shalawat is also sent to Prophet Muhammad
shalallahu’alaihi wa sallam who had delivered the truth to human beings in
general and Muslim in particular.
This “Skripsi” is presented to the faculty of Tarbiya and Teachers’
Training in a partial fulfillment of the requirement for the degree of S. Pd. In
English language teaching.
In this occasion, the writer would like to express his great honor and
deepest gratitude to his beloved parents, Fauzy Yusuf and Masnani who always
thanks to his beloved brothers and sisters Andi Wijaya, Rina Rosita, Riani, Budi
Mulya, Himawan Putra and Tedy Rachmat. And Nova Silviana for her supports
and helps.
His appreciation and thanks are also to:
1. Dr. Alek, M.Pd., the writer’s advisor.
2. All Lecture in English Department for teaching precious knowledge, sharing
philosophy of life and giving wonderful study experience.
3. Drs. Syauki, M.Pd., as the Head of English Education Department.
4. Zaharil Anasy, M.Hum., Secretary of English Education Department.
5. Prof. Dra. Nurlena Rifa’I, M.A, Ph.D., as the Dean Tarbiya and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta.
6. Nur Azizah, S.E.Ak as the Principal of SMP Al-Kautsar BKUI Jakarta.
7. Ahmad Fahrul Roji, S.Pd., as the English Teacher of SMP Al-Kautsar BKUI
and the 8th Grade of Students of SMP Al-Kautsar BKUI Jakarta.
8. All friends in English Education Department especially classmates of PBI
class C of academic year 2007.

ii
The writer realizes that this “skripsi” is still far from perfect. In this “Skripsi”
there are still shortcomings and hopefully the presence of this “Skripsi” can be a
positive contribution to all parties and may be useful to readers.

Jakarta, 7 March 2014

Writer

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 TABLE OF CONTENTS

ABSTRACT ............................................................................................ i
ACKNOWLEDGMENT ........................................................................ ii
TABLE OF CONTENTS ........................................................................ iv
LIST OF TABLES ................................................................................. vii
LIST OF FIGURES ................................................................................ viii
LIST OF APPENDIXES ........................................................................ ix

CHAPTER I. INTRODUCTION
A. Background of the Study .................................................... 1
B. Formulation ......................................................................... 4
C. Objective of the Study ........................................................ 4
D. Significance of Study .......................................................... 4

CHAPTER II. THEORETICAL STUDY

A. Vocabulary .......................................................................... 5
1. Definition of Vocabulary ................................................ 5
2. Kinds of Vocabulary ....................................................... 7
3. Problem in Teaching Vocabulary ................................... 8
4. Technique in Teaching Vocabulary ................................ 9
B. Clustering Technique .......................................................... 11
1. Definitions of Technique ................................................. 11
2. Clustering Technique ...................................................... 11
3. Application of Clustering Technique .............................. 13
4. Relevant of the Study ...................................................... 15

iv
CHAPTER III. RESEARCH METHODOLOGY
A. Place and Time of the Study ............................................... 16
B. Research Method and Design ............................................. 16
C. Subject of the Research ....................................................... 19
D. Writer’s Role on the Research ............................................ 19
E. Classroom Action Research ................................................ 20
F. Data and Data Sources. ........................................................ 21
G. Instrument of the Research .................................................. 21
H. Technique of Data Collection ............................................. 22
I. Technique of Data Analysis ................................................ 23
J. Criteria of the Action Success ............................................ 25
K. Truthwortiness of the Study ................................................ 25
L. Validity of the Test ............................................................. 27

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION

A. Before Implementing the Action ........................................ 28
1. Result of pre Interview ..................................................... 28
2. Result of Pre observation ................................................. 29
3. Result of Pre Test ............................................................. 30
B. The Implementing the Action ............................................. 31
1. Cycle One ......................................................................... 31
a. Planning Phase .......................................................... 32
b. Acting Phase .............................................................. 32
c. Observing Phase ........................................................ 34
d. Reflecting Phase ........................................................ 37
e. Revision for the first cycle ........................................ 37
2. Cycle Two ......................................................................... 38
a. Planning Phase ........................................................... 38
b. Acting Phase .............................................................. 39
c. Observing Phase ........................................................ 40
d. Reflecting Phase ......................................................... 44

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 C. Interpretation ........................................................................ 44
D. Cycle 1 and 2 ....................................................................... 46
a. Cycle 1 ........................................................................ 46
b. Cycel II ....................................................................... 46

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................... 47
B. Suggestion ............................................................................ 47

BIBLIOGRAPHY ................................................................................... 48
APPENDIXES ......................................................................................... 51

vi
 LIST OF TABLES

3.1 Score Conversion ......................................................................... 27

4.1 Students’ Vocabulary Score ........................................................ 30

4.2 Students’ Vocabulary Score in Post-Test 1 .................................. 36

4.3 Students’ Vocabulary Score in Post-Test 2 .................................. 42

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 LIST OF FIGURES

2.1 The Application of Clustering Technique .................................... 17

3.1 The Kurt Lewin’s Design ............................................................ 20

4.1 The Students’ Improvement in Vocabulary Score in

the Second Cycle ........................................................................ 43

viii
 LIST OF APPENDIXES

1. Profile of Smp Al-Kautsar BKUI Jakarta

2. The Graph Improvement of Students’ Score
3. Observational Notes for Need Analysis (Before Car)
4. Observational Notes of Teacher’s Activity
5. Observation Notes of Teacher’s Activity
6. Interview Guideline (Before Car)
7. Interview Guideline (After Car)
8. Kisi-Kisi Penulisan Soal Pre-Test Classroom Action Research Tahun
Pelajaran 2013-2014
9. Kisi-Kisi Penulisan Soal Post-Test 1 Classroom Action Research (Car) Tahun
Pelajaran 2013-2014
10. Kisi-Kisi Penulisan Soal Post Test 2 Classroom Action Research (Car) Tahun
Pelajaran 2013-2014
11. Item Analysis Of English Pre-Test
12. Soal Instrument Pre-Test

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 CHAPTER I
INTRODUCTION
A. Background of the Problem
Language as a tool of communication plays an important roles in society.
People use language to communicate among people whether in their society or in
this world. As Elaine Chaika said every social instruction in this world is using
languages to communicate each other: law, religion, education, and family all of
them interacted by using language.1 And the language which is frequently used in
international communication is English language.
There are many students with learning difference; problems and
disabilities have weak language skills that directly impact their vocabulary
development. Most individuals who can read and have least vocabulary in a
school education would consider their vocabulary adequate. Adequate meaning
that the person can understand oral communication, express one’s thoughts in
speech and is able to comprehend common reading material. But many individual
with learning differences have weak vocabularies.
Mastering vocabulary can help to get easier to use a language as Norbert
Schmitt says “large vocabulary can help to express ideas precisely in
communication. Vocabulary knowledge enables language use; language enables
the increased of it, and knowledge of the world enables the increase of it and
language use and so on”.2
The teaching of vocabulary has an important role for the students,
especially at the second grade of junior high school. According to the curriculum
that progresses now, which is called the “Kurrikulum Tingkat Satuan Pendidikan
(KTSP) or issued in 2006 Curriculum of KTSP. In English Curriculum of KTSP,
each skill has competency standard (Standar Kompetensi) for the next term
competency Standard (Standar Kompetensi) is used and Basic Competency
(Kompetensi Dasar). Based on curriculum of 2006 especially in second grade of

1
Elaine Chaika, Language the Social Mirror, (Massachusetts: Newbury House Publisher,
1982), p. 3.
2
Norbert Schmit, Vocabulary in Language Teaching, (New york: Cambridge University
press, 2000), p. 6.

1
Junior High School, that has 1 competency standard (Standar Kompetensi) and 2
Basic Competency (Kompetensi Dasar). Competency Standard (Standar
Kompetensi) of writing of English subject involves:
“SK. 12.Mengungkapkan makna dalm teks tulis fungsional dan esei
pendek sederhana berbentuk recount, narrative dan descriptive untuk
berinteraksi dengan lingkungan sekitar.
KD. 12.1Mengungkapkan makna dalam bentuk teks fungsional pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
KD. 12.2 Mengungkapkan makna dan langkah retorika essay pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recount, narrative dan descriptive.”

According to the explanations of English curriculum above, writing skill

in second grade of Junior high school has 1 SK and 2 KD’s that need to be
achieved. It means that the students need to master a large number of vocabularies
to deliver their opinions or interact with the environment around them.
Naturally, learning vocabulary is complex. It is because a lot of cases
where the learners have to understand certain elements, such as, spelling, word
classes, such as, noun, verb, adverb, adjective, conjunction, article, etc. This also
shows that learning vocabulary is very difficult to master especially in SMP Al-
Kautsar, according to the observation before implementing Classroom Action
Research (CAR). Many students faced difficulties in gaining vocabulary, some is
because they feel bored in classroom and also the way the teacher taught.
Appropriately, learning vocabulary requires a lot of time, efforts and the like.
It is indeed very necessary to help our learners to acquire sufficient
vocabulary for communication in the second language. The use of creative
methods in teaching vocabulary can improve students’ word knowledge and
continue to acquire more words outside classroom.
Vocabulary is important elements of language knowledge because they
appear in speaking, listening, reading and writing. Jim Scrivener said: vocabulary
is powerful carrier meaning. Beginners often manage to communicate in English
by using the accumulative effect of individual words. Without a proportional

2
amount of vocabulary, anyone will get trouble in their language skills. 3 It means
that vocabulary is the main point of the students in beginning of process in
English language learning. According to Graves (1986) ideal vocabulary that must
be owned by the novice learner is between 2,500 to 5,000 words to support
language learning. 4 However this is not owned by ESL students in our country.
In Indonesia, certainly, English language has affects many aspects in
Indonesia especially in education. However, students entering college or school
are expected to know enough word knowledge and proficiency in English to
overcome with the demands arising from having to handle it. Sometimes, it is
because the learner needs to go to another state or to other parts of the country for
educational or occupational purposes. A student is usually required to take an
examination, for entry into a specialist field of study or a job or face interviews
that use English language. In such cases, the learner has to master English words
to communicate and overcome the demands of the present day society.
Based on the explanation above the researcher interested to improve
students’ vocabulary and try to apply Clustering Technique as a strategy in
teaching vocabulary. Because this technique will be easier for the students to
figure the meaning of the target word, to memorize it, and to use it when they find
the right situation based on the context clues they have known. It is also fun so
that the students will find that learning language is enjoyable. Thus, this technique
can effectively be used in teaching vocabulary. In this case, the researcher will do
an action research entitled “Improving Students’English vocabulary through
Clustering Technique (A Classroom action Research at the second grade of SMP
Al-Kautsar BKUI, Jakarta)”.

3
Jim Scrivener, Learning Teaching: A Guide for English Language Teachers. (England:
Heinemann ELT, 1994), p. 73.
4
Baker, Scott K., Vocabulary Acquisition: Synthesis of the Research accessed on 28 June
2013.
http://doetest.vi.virginia.gov/instruction/response_intervention/training/higher_ed/vocab_acquisiti
on_synthesis_of_research.pdf.

3
B. Formulation of the Problem
Based on the background of the problem, the research formulated as
follows: How were the students’ English vocabulary improved through Clustering
Technique at the Second Grade of SMP AL-Kautsar BKUI Jakarta?

C. The Objective of the Study

Based on formulated above, the objective of this research was to know the
empirical evidence about the improvement of the students’ vocabulary through
Clustering Technique at the Second Grade of SMP Al-Kautsar BKUI Jakarta.

D. Significance of the Research

The result of this research expected to give significant effects not only
theoretical but also practical:
Students: it is expected to make process of learning more enjoyable and
communicative so that it will increase not only their motivation and interest but
also their vocabularies in learning English. The researcher hopes that this research
will give significant advantages in reinforcing vocabulary on students.
Teacher: it is expected to able to enrich the teachers’ knowledge in term of the
teaching English through Clustering Technique at the second grade of SMP AL-
Kautsar BKUI, Jakarta.
Other researcher: it is expected that the result of this study as a basic consideration
and basic information to do further investigation.

4
 CHAPTER II
THEORETICAL STUDY

A. Vocabulary
1. The Definition of Vocabulary
Mastering vocabulary is very important for the students who learn English
as a foreign language. That is why everybody who learns English or a certain
language should know the words. The mastery of vocabulary can support them in
speaking when they communicate to people and able to write and translate the
meaning of words when they definite English language. If they do not know the
meaning of the words, they will not be able to speak, write and translate anything
in English. The students can be said gaining progress in English, if they mastery
vocabulary.
When someone talks about vocabulary, the first come to one‘s mind:
vocabulary deals with words; they come from, how they change, how they relate
to each other and how we use them to communicate.1 Words are instrument for
saying what a person want to say in our thought, feeling, ideas, desires, dislikes,
hopes, and fears. As the instrument, the number of words we have can help us
fulfill our needs. We can say what we need in language.
Vocabulary is very important thing because it can arrange the words and
that used in some enterprise, a language user‘s knowledge of words and system of
technique or symbol serving as a means of expression.
There are many definitions of vocabulary which are defined by expert.
Moreover, so many definitions of vocabulary can be found and it is impossible to
discuss all of them.
According to Nunan: Vocabulary is more than list of target language
words. As part of the language system, vocabulary is intimately interrelated with
grammar. In fact, it is possible to divide the lexical system of most languages into

1
Laurie bauer, Vocabulary. (London: Routledge Press, 1988), p. 8.

5
grammatical words, such as prepositions, articles, adverbs, and so on, and content
words‖.2
According to Penny Ur, ―Vocabulary is one of the most important
aspects in language teaching, besides grammar and pronunciation. As a stock of
words used by a person, it can be defined, roughly as the words we teach in the
foreign language‖.3
In Oxford Advance Learner‘s Dictionary, vocabulary defines as follow: ―
a. All words that a person knows or uses.
b. All words in a particular language.
c. The words that people use when they are talking about a particular subject.
d. A list of words with their meanings, especially in a book for learning a foreign
language‖.4
Meanwhile, Finnochiaro states that ―Vocabulary is a set of words known
to person or either entity, or that are part of specific language. the vocabulary of
person is defined either as the set of all the words that are understood by the
person or the set of all words likely to be used by that constructing new sentences.
The richness person‘s is populary through though to be reflection or intellegence
or level education.5
Thus, from the definition above, it shows vocabulary is a list of words
known by person, it is a words of a language and the sum of words used by,
understood by, or at the command of a particular person or group or specially
vocabulary in English words that are related to the meaning of the words and the
way to use them in communication.

2
David Nunan, Second Language Teaching and Learning, (Boston, Massachussetts: New
House Teacher Development, 1999), p. 101.
3
Penny Ur; A Course in Language Teaching: Practice and Theory (New York:
Cambridge University Press, 1996), p. 60.
4
A.S. Hornby, Oxford Advance Learner’s Dictionary, (Oxford: Oxford university Press,
2000), p. 1506.
5
Marry Finnochiaro, English as A Second Language: From Theory to Practice, fourth
edition, (New York: Prentice Hall Regents, 1989), p. 40.

6
2. Kinds of Vocabulary
There are many classifications made by experts about kinds of
vocabulary based on many aspects. Jo Ann Aeborsold and Mary Lee distinguishes
vocabulary into active vocabulary and passive vocabulary:
a. Active vocabulary; is also called as productive vocabulary. Students must
know how to pronounce the vocabulary well, they must know and be able how to
use grammar of the target language, they also must be familiar with collocation
and understand the connotation meaning of the word. This type is often used in
speaking and writing 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.6
According to S. H. Burton and Humpries, there are two types of
vocabulary used by the people for communication, namely: general and special
vocabulary. General vocabulary is all of the words that are used in general; there
is no limit of field or users, general in meaning and use. Special vocabulary is all
of the words that are used in a certain field or job, profession or special science,
for example: politicians, journalists, and lawyers. All these have specialized
vocabulary arising from particular circumstances of their lives and work.7
From the explanation above, we know that every expert in every book is
differentiated in classifying vocabulary, because every person has different ways
in showing and telling their opinions and ideas.
Some of the expert emphasizes vocabulary into the items which the
learners can use appropiately in speaking and writing, and to the language items
that can be recognized and understood in the context of reading and listening,
little or empty words, content words and cluster of words. Some other experts
classify vocabulary into general and special.

6
Jo Ann Aeborsold and Marry Lee Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p. 139.
7
S.H Burton and J. Humpries, “Mastering English Language”, (London: The Macmillan
Press, 1992), p. 100.

7
3. Problems in Teaching Vocabulary
Vocabulary is the first and foremost important step in language
acquisition. In a classroom where students are not finding themselves comfortable
with second language, language learning can be made interactive and interesting
with the introduction of appropriate vocabulary exercises and teaching vocabulary
methods.
In teaching and learning vocabulary, many problems found, from
understanding difficult words until applying the words. Even though students
realize the importance of vocabulary when learning English, most Indonesian
students learn vocabulary passively due to several factors. First, 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 to their teacher. Second, students
only think of vocabulary learning as knowing the primary meaning of new words.
Therefore, they ignore all other functions of the words. Third, students
usually only acquire new vocabulary through new words in their textbooks or
when given by teachers during classroom lessons. For example, learners find
many new words in a text and then ask the teacher to explain the meanings and
usages. Forth, many Indonesian learners do not want to take risks in applying
what they have learnt. Students may recognize a word in a written or spoken form
and think that they already "know the word", but they may not be able to use that
word properly in different contexts or pronounce it correctly.
Meanwhile, Michael J. Wallace mentioned three categories about
problems in teaching vocabulary, they are: 1) Pronunciation and spelling, 2)
Stress, 3) Cognates and ‗false friend‘.8
From the definitions above, it shows problem that students face in learning
English. The student faced difficulty in achieving vocabulary especially how the
teacher presents vocabulary to students. Language learning can be made
interactive and interesting with the introduction of appropriate vocabulary
exercises and teaching vocabulary methods.

8
Michael J. Wallace. Teaching Vocabulary .(Oxford: Heinemann Books. 1989),p. 23

8
4. Techniques in Presenting Vocabulary
There are many ways in presenting vocabulary, those are:‖
a. Say the word clearly and write it on the board
The teacher gives the example firstly how to pronounce this word
correctly, and say it clearly, then teacher asks to students follow and
repeat it, after that write it on the board.
b. Get the class to repeat the word in chorus
Teacher tries to repeat word, so that students can practice more, and
they understand it.
c. Translate the word into the students‟ own language
Teacher gives the word on the text that has prepared, and also asks
them to translate it into students‟ own language.
d. Ask students to translate the word
Commonly, the teacher gives the text, read it correctly, after that he or
she asks students to translate the word.
e. Draw a picture to show what the word means
One technique of presenting new word is drawing a picture to show and
explain the word means.
f. Give an English example to show how the word is used
The teacher gives an English example firstly, and students follow and
repeat it, it hopes can show how the word is used.
g. Ask questions using the new word
After the teacher gives an English example, follow, and repeat it
correctly. Then the teacher asks questions using the new word to
measure whether students can understand or not. Here, it can be argued
that this way is very good for all of teachers to use this way, because
many things can be gotten, they are: students can know, pronounce,
use, and understand new word means. Besides that, teacher has to
choose one of ways based on the students‟ level, students‟ ability,
and conditions of vocabulary‖.9

As Jeremy harmer stated that: there are many occasions when some form
of presentations and explanations are the best way to bring new words into the
classroom, those are:10
a. Realia
One way of presenting words is to bring the things they represent into the
classroom – by bringing ―realia‖ into the room. Words like ―postcard‖,
―ruler‖, ―pen‖, ―ball‖, etc. can obviously be presented in this way. The

9
See Adrian Doff, Teach English a Training Course for Teachers, (Australia: Cambridge
University Press (1988), p. 1.
See 10 Jeremy Harmer, The Practice of English Language Teaching, New Edition, (New
York: Longman 1991). pp. 161—162.

9
 teacher holds up the object (or points it). Says the word and then gets
students to repeat it.
b. Pictures
Pictures can be used to explain the meaning of vocabulary items; teachers
can draw things on the board or bring in pictures. They can illustrate
concepts such as above and opposite just as easily as hats, coats, walking,
sticks, cars, smiles, frowns, etc. words
c. Mime, action and gesture
It is often impossible to explain the meaning of words and grammar
either through the use of realia or in pictures. Actions, in particular, are
probably better explained by mime. Concepts like smoking or running
are easy to present in this way; those are ways of walking, expressions,
prepositions (―to‖, ―toward‖, etc). And times (a hand jerked back over
the shoulder to represent the past, for example).
d. Contrast
Teachers saw how words exist because of their sense relations and it can
be used to teach meaning. We can present the meaning of ―empty‖ by
contrasting it with ―full‖, ―cold‖, by contrasting it with ―hot‖, ―big‖ by
contrasting it with ―small‖. We may present these concepts with pictures
or mime, and by drawing attention to the contrasts in meaning we ensure
our students‟ understanding.
e. Enumeration
Other sense relation is that of general and specific words. We can use this
to present meaning. We can say ―clothes‖ and explain this by
enumerating or listing various items. The same is true of ‗vegetable‖ or
―furniture‖, for example.
f. Explanation
Explaining the meaning of vocabulary items can be very difficult,
especially at beginner and elementary levels. But with more intermediate
students such a technique can be used. It is worth remembering that
explaining the meaning of a word must include explaining any facts of
word use which are relevant. If we are explaining the meaning of ―mate‖
(friend) we have to point out that it is a colloquial word use in informal
context and that it is more often used for males than for females.
g. Translation
Translation is quick and easy way to present the meaning of words but it
is not without problems. In the first place it is not always easy to translate
words, and in the second place, even where translation is possible, it may
make it a bit too easy for students by discouraging them from interacting
with the words.

From explanations above, it can be believed that there are many ways to
present vocabulary, teacher as a facilitator has to be able to choose a good
technique to teach how to provoke students‘ interest in learning vocabulary. In
his research, the writer teaches vocabulary through Clustering Technique.

10
B. Technique
1. Definition of Technique
When we talk about technique, there are three elements that must be
differentiated because these elements use in teaching and learning activity and
people often confuse with these elements. They are approach, method, and
technique.
In line with the statements above, the American applied linguistic, Edward
Anthony in 1963 identified three levels of conceptualization and organization,
which he termed approach, method and technique. The arrangement is
hierarchical. The organization key is that technique carry out a method which is
consistent with an approach. An approach is a set of correlative assumptions
dealing with the nature of language teaching and learning. An approach is
axiomatic. It describes the nature of the subject matter to be taught. While method
is overall plan for the orderly presentation of language material, no part of which
contradicted and all of which is based upon, the selected approach. An approach is
axiomatic, a method is procedural. Within an approach, there can be many
methods.
From the idea previously, it can be concluded that a technique is
implementation-that which actually takes place in a classroom. It is particular
trick, stratagem, or contrivance used to accomplish and immediate objective.
Technique must be consistent with method, and therefore in harmony with an
approach, there can be many methods.11
Based on the idea above, clustering is a technique that can be taught in
teaching vocabulary because it is a teacher‘s strategy which implemented in
classroom.

2. Clustering Technique
Since the ―Kurrikulum Tingkat Satuan Pendidikan (KTSP) curriculum
pays a lot of attention on the ability of students to use English contextually so it is

11
Jack C. Richards and Theodore S. Rodgers, Approach and Method in Language
Teaching, (New York: Cambridge university Press, 1986), p. 15.

11
interested to choose clustering technique to be researched in this research.
Clustering technique is good way to turn a broad subject into a limited and more
manageable way in teaching especially in teaching vocabulary, it is also called
mapping, webbing, looping, or diagramming. It is another effective way to gather
information for an essay in writing skill and also in teaching vocabulary.
Clustering uses free association. To cluster ideas, begin with blank sheet of paper.
In the center, write and circle the word or phrase that expresses the broad subject
you want to write about.12
Another expert said that clustering is a technique that tries to develop an
outline in the beginning of topic from the most general ideas and moving to most
specific one.13 It is beneficial to see the relationship between details, in organizing
information in an orderly fashion, and developing specific support for the main
ideas.
Relationships between words can be illustrated through word maps. Create
word maps by writing the focus word in a central circle and then asking the
students to brainstorm related words. Link these brainstormed words to the focus
word as in an elementary mind map. The word maps could be:
a. Words with similar meanings to that of the focus word;
b. Words from the same word family
c. Cords that relate to the same topic or theme;
d. Different meanings of the focus word - introduce another meaning of a
word only when the most frequently used meaning is well understood by
students, otherwise they will get confused.
Word maps help students to make connections between their prior
knowledge and the new words. They show conceptual relationships between
words. By showing these relationships students can modify their existing
framework of knowledge (schema) and more effectively construct meaning when
they meet the words in the text.

See 12 Santi V. Buscemi, A reader for developing writers, (new York: McGraw Hill
Company, 2002), p. 14.
13
Thomas E. Tyner, Writing Voyage, (California: Wadswoth, Inc., 1985), pp. 176 —177.

12
3. Application of Clustering Technique in Teaching
From the concept stated above, it can be known that clustering is strategy
that can be used to generate material for a paper. This method is helpful for people
who like to their thinking in a visual way. In clustering, you use lines, boxes,
arrows, and circles to show relationships among the ideas and details that occur.
The steps to make clustering are:
1. Begin by stating your subject in a few words in the centre of blank sheet of
paper. The, ideas and details come to you; put them in boxes or circles,
and uses connecting lines to show how they relate as well.
2. Keep in mind that there is no right or wrong way clustering or
diagramming. It is a way to think on paper about how various ideas and
details relate to another.14
Furthermore, the application of clustering in teaching begins with a key
words of central idea placed in the center of a page (or on the blackboard) around
with the students (or teacher using students-generated suggestions) jots down in
few minute all of free association triggered by the subject matter-using simply
words or short phrase. Unlike listing, the words or phrases generated are put on
the page or board in a pattern which takes shape from the connections the writer
sees as each new thought emerges. Completed clusters can look like spokes on a
wheel or any other patterns or any other pattern of connected lines, depending on
how the individual associations are drawn to relate each other. By having students
share their cluster patterns with other students in the class, teachers allow students
to be exposed to a wide variety of approaches to the subject matter, which might
further generate material for writing.15 We use this method as a way to cluster
vocabulary.
Axelrod and Cooper have the similar ideas of clustering application in
teaching. They said that clustering is an invention activity which reveals possible
relation among facts and ideas. Unlike listing, clustering requires a brief period of

14
John Langan, College Writing Skills, (USA: McGraw Hill Higher Education, 2003), p.
29.
15
Marianne Celce Murcia, Teaching English as second Language or foreign Language,
(Boston: Hainle & Heinle, 1991), p. 253.

13
initial planning. You must come up with a tentative division of the topic into
subparts or main ideas. Clustering works as follows:
―1. In a word or phrase, write the center of a piece of paper. Circle it.
2. Also in a word or phrase, write down the main ideas of your topic in
the center.
3. The next step is to generated facts, details, examples, or ideas related
in any way to these main parts‖.16
In line with the experts‘ idea above, clustering, devised by Gabriele Rico,
is combination of uncensored brainstorming with doodling. This technique
produce an overview of a subject, suggests specific topics, and yields related
details. First; take a fresh sheet of paper and write a general subject in the center.
Then circle the word. Jot it near the word then prompted it. Circle the new word.
Third; draw a line between the two. Repeat the procedure. The sample cluster
(figure 2.1) began with the main topic. That central idea branched out, leading to
the key words related to the topic.17

Smash
Serve Court

Badminton

Interesting Racket
Popular

Figure 2.1

The Application of Clustering Technique

One key word or target word must be has relation to other problem or
situation. It can be seen that the word badminton has relation to words smash and
serve because smash and serve are activities in badminton. While the word
badminton has relation to words interesting and popular because badminton is
kind of sport which is very interesting and popular. Whereas, the word badminton

See 16 Rise B. Axelrod and Charles R. Copper, The St. Martin’s Guided Writing, (New
York: ST. Martin‘s press, 1985), p. 461.
17
Betty Mattix Dietsch, Reasoning and Writing Well, (New York: Mc. Graw Hill, 2003),
pp. 26 – 27.

14
has relation to words racket and court because racket is one of equipment which is
used to play badminton, and court is the place to play badminton.
By giving a certain key word or target word to the students and ask them
to make clustering based on it, we made the students to increase their connected
vocabularies. It‘s also able to trigger their background knowledge and help them
in memorizing of new vocabulary. Even though clustering is actually a technique,
which is usually used in pre-writing paragraph but the researcher assumes that the
technique is also applicable in increasing the vocabulary of the students.

4. Relevant of the Study

The research about clustering technique has been done by Mela Eka
Faransari that was ―Increasing Students’ Vocabulary Achievement through
Clustering Technique at the First Year of SMP Gajah Mada Bandar Lampung‖ this
research explain about the application of Clustering Technique in teaching
vocabulary. She conducted the observation on april 28th, 2010 to mei 23th 2010.
She used Clustering technique to teach vocabulary in order to overcome students
difficulties and as a technique to improve students vocabulary. In fact, the result
of analysis of interpretation of the data shows that teaching vocabulary is probably
more effective by using Clustering Technique. It can be seen from the result of
the test. By using Clustering Technique in teaching vocabulary, the researcher
hopes that the students will be interested in achieving vocabulary. Based on the
result of research has been observed by Mela Eka Faransari the researcher continue
to the research about implementation of Clustering Technique. The researcher
expected Clustering Technique help the teacher to improve students‘ vocabulary.

15
 CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study

The Classroom Action Research (CAR) went on from January up to
March. The research takes place at SMP Al-Kautsar BKUI Jakarta which is
located Jl. Jembatan Selatan no. 06, Petogogan, Kebayoran Baru. The writer holds
CAR in this school. The writer thinks that it is important to improve students’
vocabulary mastery and the student’s achievement in English.

B. Research Method and Design

The research method which is used is classroom action research (CAR).
CAR is viewed as a device to improve the quality of teaching learning ability in
the physical classroom. Beside of solving diagnosed problems in conditional
classroom activity, CAR also helps the teacher through any new methods, skills,
and strategies through pair-teaching between the researcher and the teacher as
collaborative study.1 It means that this method can help quality of teaching
learning ability and solve real problems in the classroom through new methods,
skills, and strategies through collaborative between researcher and teacher.
Creswell said that CAR is the practical design which explores a problem
with an aim toward developing a solution to a problem, and also action research
designs are systematical procedure done by the teachers (or other individual in an
educational setting) to improve their teaching, and their students learning.2 It
means that teachers have an aim at improving the practice of education by
studying issues or problems they face, and teachers reflect about these problems,
collect and analysis data, and also implement changes based on their findings.
Meanwhile Wallace stated that CAR is a type of classroom research that the
teacher found the problem in order to solve problems or to find answers toward

1
Suharsimi Arikunto, et al., Peneltian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp.
106—108.
2
John w. Creswell, Educational Research, (Pearson Educational International, 2008), pp.
596—597.

17
context-specific issues.3 It means that to begin the CAR, the researcher or the
teacher needs to identify any real problems which are found in the classroom
concerning students’ condition in teaching-learning process.

In this Classroom Action Research, the writer used Kurt Lewin’s design.
Kurt Lewin’s design for Classroom Action Research consists of four phases
within one cycle. Those are planning, acting, observing, and reflecting.4 Teacher
might probably find a new problem or the previous unfinished problem yet after
implementing first cycle. If it happens, it is necessary to continue to the second
cycle in line with the same concept of the first cycle.

Planning Acting

Cycle 1

Reflecting Observing

Planning Acting

Cycle 2

Reflecting Observing

Figure 3.1

The Kurt Lewin’s Research Design

(Adapted from Suharsimi ArikuntoPenelitian Tindakan Kelas: Bumi Aksara 2009)

3
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 15.
4
Arikunto, op. cit., p.16.

18
 Based on the design above, the researcher uses two cycles and every
cycle has 4 steps as follow:
1. Planning
The writer planned some actions based on the research goal. The writer
prepares learning scenario and the instrument for research, such as teaching aid,
observation form and evaluating test.
2. Acting
The second step of the cycles is acting which is implementation of the
planning. The writer and the teacher collaborated to overcome the solution
finding. The teacher becomes an observer in learning activities when the writer
uses the determined strategy.
3. Observing
The third step is observing students’ activities and observing general
condition of class in teaching learning process in order to gather relevant data.
The writer who assisted the teacher to note all the things occurring teaching-
learning process which covers the implementation of the classroom condition, and
students’ responses during teaching-learning activities.
4. Reflecting
In this step, the results of collecting data and analyzing data by the
researcher, whether the next cycle need to be continued or not. Meanwhile the
research will be stopped if require these criterions.

C. The Subject of the Research

The subject of this research is the second grade students of SMP Al-
Kautsar BKUI Jakarta, which comprises of 33 students/ one class.

D. The Writer’s Role on the Research

In conducting this research, the writer worked collaboratively with the
teacher at SMP Al-Kautsar BKUI, Jakarta. In this study, the writer had some roles
as the teacher and the observer. In the 1st cycle, the writer took a role as the
observer and in the 2nd cycle the writer took a role as a teacher. Thus, in the first

19
role, the writer observed the teacher who taught English vocabulary. Meanwhile,
in the second role the writer took a role as the teacher who implemented the
action. Out of those roles, the writer also needs to collect and to analyze data
taken from students’ pre-test and post-test, interview, and observation. And then,
report the result of the study.

E. The Classroom Action Research (CAR) Procedures

The Classroom Action Research using Kurt Lewin’s design consists of
four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problems yet. Therefore, it is necessary to
continued to the second cycle in line with the same concept of the first cycle.
Based on the experiences in the first cycle, the writer and the teacher will follow
the same phases because the best cycle normally occurs for two cycles.
Here are the explanations of what happen in every phase:
1. Planning Phase
In this phase, the writer made the lesson plan, and chosen the topics and
teaching aids in teaching learning process then, the writer used students’ work
book, list of vocabularies, and draw material and other things in implementing
clustering. The writer also made the evaluation form to know about students’
achievement at the end of this cycle.
2. Acting Phase
In this phase, the writer gave the material to the students based on the
lesson plan that has been made. Beside of that, the writer and teacher collaborate
their ideas and opinions each other to carry out the planned action. The teacher
used strategy as he was teaching, and the writer observed the condition of class
during teaching learning process. Here, it began the process of research problems
that the researcher found it, and also there were two cycles in which each cycle
consisted of two meetings in action.

20
3. Observing Phase
When observing, the observer had to look all the activities in the physical
classroom. It may be about the teacher’s performance, condition of class,
students’ response, how to the teacher teaches vocabulary, and sometimes the
observer asked some students’ opinion about the process of teaching and learning
vocabulary. Besides that, the observer also collected the data derived from
evaluation or post-test.
4. Reflecting Phase
After collecting the data, both teacher and observer analyzed the data that
had been collected. Then, they would reflect completely by seeing observation
result, and it was necessary to hold evaluation for completing the next cycle.
Thus, the reflection was able to be determined after implementing the action and
observation outcome. If there was still might have found problems, so it needed to
move to the next cycle concerning re-planning, re-acting, and re-observing.
Therefore, the unfinished problems yet could be solved.

F. Data and Data Sources

In this study, the data sources took at the second grade students of SMP
Al-Kautsar BKUI, Jakarta. The researcher just took one class of VIII A.
The research used Qualitative and Quantitative Data. The qualitative data
consists of observation within the physical activity in the classroom and interview
to be presented for the teacher and students. On the other side, the quantitative
data used is pre-test and post-test.

G. Instrument of Research
There are three instruments to get the data in this Classroom Action
Research. They are Observation Sheet, interview guideline and test. To obtain
qualitative data, the writer uses observation and interview. On the otherside, the
writer uses test to obtain qualitative data. Those three research instruments are
explained more details follow:
1. Observational Sheet

21
 Observational sheet that used to get the data during the observational in
the class. It is used to monitor and record the data of the teachers’ and students’
performance during the teaching and learning process. The information obtained
from the observation is used as a basis to determine the planning for the following
cycle.
2. Interview Guideline
Besides observation sheet, interview guideline used to complete the data
needed. The interview was conducted to the English teacher and students of SMP
Al-Kautsar BKUI Jakarta. It was applied before and after Classroom Action
Research.
3. Test
Pre-action test and post-test conducted before and after the
implementation of visual scaffolding technique in teaching vocabulary. The aim
of giving the test is to measure students’ vocabulary mastery.

H. The Technique of Data Collection

There were three techniques of collecting data applied in this study; they
are observation, test, and interview. In this research used qualitative data and
quantitative data. The qualitative data consists of observation within the physical
activity in the classroom and interview to be presented for the teacher and
students. On the other side, the quantitative data used is pre-test and post-test.5
The completely explanation as follows:
1. Observation
Observation technique is the main technique in collecting the data about
the teacher’s performance, condition of class, students’ response concerning the
use Clustering Technique. It deals with the activities of the English teacher in
presenting English materials to the students. The observation conducted to
observe teaching-learning vocabulary in the real classroom activities at second
grade students of SMP Al-Kautsar BKUI Jakarta in 2013/2014 academic years. It

5
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127—
132.

22
used to know about the implementation of Clustering technique. Thus, in
vocabulary material, the writer observed their vocabulary aspect, such as: words
(meaning, spelling, pronunciation, level of usage).
2. Interview
One of the ways to get deep information in the classroom is by
interviewing the English teacher and the students. The unstructured and structured
interview is conducted by the writer for this research. The structured interview
conducted by using interview guide and it was conducted before and after
implementing the classroom action research. The interview was about the English
teaching learning process at SMP Al-Kautsar BKUI Jakarta. Primarily, about
English teaching learning process, especially in vocabulary mastery.
3. Test
The test was used to find out the result of students’ achievement in
learning vocabulary by using Clustering technique and it is as main Technique in
collecting the data. The test was used to compare students’ English vocabulary
mastery before conducting the research and after conducting the research.

I. The Technique of Data Analysis

The writer took the average of students’ vocabulary score to analysis the
quantitative data in one cycle. It is used to measure how well students’ ability on
vocabulary. It uses the formula as below:6

X : mean

x : individual score

n : number of students

6
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta, Raja Grafindo Persada, 2008),
p. 80.

23
 Next, the writer tried to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 70
(seventy). The formula is:7

P : the class percentage

f : total percentage score

N : number of students

After getting mean of students’ score per actions, the writer analyzed
whether there are any improvement of students’ vocabulary score from pre-test up
to students’ average score in cycle 1 and cycle 2 or not. In analyzing that, the
writer used the formula:

P : percentage of students’ improvement

y : pre-test result

y1 : post-test 1

P : percentage of students’ improvement

y : pre-test result

y2 : post-test 2
7
Ibid., p. 43.

24
 To know how extend do the improving students’ English vocabulary
mastery by using visual Clustering, the writer used the percentage scale as the
table below.

Table 3.1
Score Conversion Table

Score Qualification
75—100 Very Good
65—74 Good
55—64 Fairly
45—54 Poor
35—44 Failed

J. Criteria of the Action Success

Classroom action research (CAR) is able to be called successful if it can
fulfill the criteria which have been determined, and fail if it cannot fulfill the
criteria which have been determined.
Based on The criterion of minimum completeness (KKM), when there is
75% of students achieve any improvement; gaining score 70 (seventy) of
vocabulary test started from the pre-test until the second post-test in cycle two, it
means that this research could be called success. Then the next action would be
stopped, but if this condition has not been reached yet, the alternative action
would be done in the next cycle.

K. The Trustworthiness of Study

In trustworthiness, the researcher will discuss about data collection in

every observation from performing action research cycles are analyzed
descriptively by using percentage to see tendency that happened in learning
activity.

25
 In analyzed the test item, the researcher uses to ways to know the
trustworthiness of the data follow:

1. Discrimination Power

The analysis of discriminating power test items is to know the

performance of the test through distinguishing students who have high
achievement and low achievement. Discriminating power provides more detailed
analysis of the test items than the item difficulty, because it shows how the top
score and lower score performed on each item.8 The computing of discriminating
power uses the formula following:9

D = U-L
N
In which, D : The index of discriminating power
U : The number of pupils in upper group who answered
the item correctly
L : The number of pupils group who answered item
Correctly
N : Number of pupils in each group
Next, the discriminating power scale uses:
Table 3.2
The classification of Discriminating Power

DL REMARKS

0.6- 10 Very Good

0.4-0.6 Good

0.1-0.3 Ok

-1-0.0 Bad

8
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decissions, and
Direction (London:Heinle & Heinle Publisher, 1998), p. 135.
9
Tambunan Willmar, Evaluation of Students Achievement, (Jakarta:Depdiknas, 1998), p.
139.

26
2. Difficulty Items
The researcher analyzes the students’ test. It categorized into high,
medium, and low. In this study the researcher compares the difficulty items
analysis by comparing students who answer correctly with all of students who
follow the data. The formula which is used is:
Table 3.3
The Classification of Difficulty Level
DL REMARK
0-0.30 High
0.30-0.79 Medium
0.80-1.00 Low

L. Validity of the Test

“Validity is a measurement instrument which shown whether the
instrument valid or not”.10 It means that validity is one of the crucial conditions in
implementing a research including Classroom Action Research (CAR). By using
the validity, there should be no irrelevant point of misleading in reflecting the
data. The researcher uses the Anates to get the validity of the instruments before
implementing the test.
The test result of pre test instrument shows that the mean was 20.52, the
correlation was 0.53 and the reliability of the test was 0.70. The test result of post
test 1 instrument shows that the mean was 19.61, the correlation was 0.55 and the
reliability of the test was 0.71. The test results of post test 2 instrument shows that
the mean was 23.61, the correlation was 0.57 and the reliability test was 0.72.

10
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktek, (PT Rineka
Cipta:Jakarta, 2002), p. 144.

27
 CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION

This chapter presents the finding of research. In this case the way to
develop students’ vocabulary through clustering technique. At VIII class of SMP
Al-Kautsar BKUI Jakarta. Academic year 20013/2014. Related to the discussion
of the finding, it is divided into three parts. Those are before applying the action,
the implementation of the action and discussion of the data after implementation
the action.
A. Before Implementing the Action
There are three parts related to the fact-finding before implementing the
action. Those are pre interview, pre observation, and pretest. Those explanations
as following:
1. The Result of Pre Interviewed
Pre-interview conduct in this study was unstructured interview. The writer
asked the question divided into three categories of questions, involving the
general condition in English class, especially in vocabulary learning, the strategy
in teaching vocabulary used by the teacher, and the difficulties faced by the
students in vocabulary learning and asking about clustering strategy. It was held
on January 20th 2014 stated at 10:00 A.M and finished at 11:00 A.M.
First category discussed about the general condition in English class
especially in vocabulary learning. The teacher said that most of the students who
did not like English class gained low competence in English. Besides, they still
faced problem in following the English lesson. They thought that English is
complicated subject to be learned.
The second category discussed about the strategy used by the teacher in
teaching vocabulary, the teacher said that sometimes he said the vocabulary and
give the meaning of it or finding it in a dictionary. The researcher asked the
teacher about vocabulary clustering strategy. He hoped that this technique
(clustering technique) can be effective in retaining students’ English vocabulary.

28
 The third category is the difficulty faced by the students focus on
vocabulary. The teacher said that vocabulary was not the difficult English sub-
skills to be learned but the vocabulary were the main things of language, then we
have to give special attention on this one of the elements of language without
knowledge of vocabulary the students will find many problems in learning
language especially English. The students must achieve the Minimum Mastery
Criterion-Kriteria Ketuntasan Minimal (KKM) then they have to master from the
essential things of language in this case of vocabulary.
The result of the interview in term of students’ difficulties in gaining
vocabulary were the students’ of SMP Al-Kautsar second grade still have
difficulties in gaining vocabulary.

2. The Result of Pre-observation

Pre observation was conducted to observe the process of teaching
learning in gaining vocabulary before implementing the action. It was held at XIII
class of SMP Al-Kautsar BKUI academic 2013/2014. There consisted 33 students
in this class. The pre observation was conducted on 22th January 2014. It started
on 08:30 A.M and finished at 09:50 A.M. The writer observed and took notes
about teaching learning activity; it could be conclude that most of the students at
the second year of SMP Al-Kautsar had difficulties in gaining vocabulary,
because most of them had lack of vocabulary. They are not interested to learn
English, as they think English was difficult to study like Mathematics. This
situation appeared because they felt bored and there was no fun in the learning
process. Their English teacher tended to use traditional technique in teaching
vocabulary. In this technique, the teaching learning process as the main role was
only dominated by the teacher. The students were not given chance to be active to
develop their vocabulary.

29
3. The Result of Pre-test
The pre test had been done before the classroom Action Research (CAR).
It was conducted on Monday, January 24th 2014. It started at 08:30 A.M. and
Finished at 09:50 A.M. Students should answer 30 questions in multiple choice.
Table 4.1
Students’ Vocabulary Score in Pre-test
No. Students’ Name Post-Test Score
1 Students 1 63
2 Students 2 79*
3 Students 3 63
4 Students 4 66
5 Students 5 59
6 Students 6 40
7 Students 7 43
8 Students 8 59
9 Students 9 56
10 Students 10 50
11 Students 11 63
12 Students 12 56
13 Students 13 76*
14 Students 14 56
15 Students 15 50
16 Students 16 76*
17 Students 17 53
18 Students 18 56
19 Students 19 63
20 Students 20 69
21 Students 21 46
22 Students 22 56
23 Students 23 56
24 Students 24 66
25 Students 25 46
26 Students 26 53
27 Students 27 59
28 Students 28 59
29 Students 29 73*
30 Students 30 73*
31 Students 31 69
32 Students 32 53
33 Students 33 53
MEAN 59.3

30
 *Students who passed the KKM the score are processed from students’
answer sheets.
To get the result of pre-test, firstly, the researcher calculated the mean
score.
__ = ∑
X n

__ = 1958
X 33

__ = 59.3
X

Then the percentage of students’ who passed the KKM score, the
researcher used the following formula:

P = F x 100%
N

P = 5x100%
33

P = 15.1%

Based on the result of pre test, the data showed that the mean score
of pretest is 59.3. There were only five students or 15.1% of the students
who gained the score above the Minimum Mastery Criterion (KKM)
meanwhile the other 28 students were below that criterion. The lowest
achievement gained score 40. From that analyzing, it could be seen that
almost the XIII students’ score in gaining vocabulary is still very low.

B. The implementation of Classroom Action Research (CAR).

1. Cycle 1
a. Planning
In this phase, the writer and the teacher made a planning for the action
dealing with preparing vocabulary clustering technique and determining the
criteria of success. In this phase the researcher made a planning for the action

31
 research based upon the problems faced by students about vocabulary. In this
case the writer determined the selected material and exercises into a lesson
plan. Based on syllabus, there are some kinds of text on this term, as follows:
narrative, descriptive and procedure. Narration text was chosen as the text to
be delivered for students. That was only discussing some vocabulary about
Zoo. In the lesson plan there were some texts to identify the relation of each
word.
Besides planned the lesson plan, the researcher also prepared
observation sheet to observe the students and the researcher’s activities in
teaching learning process whether it was in line with the lesson plan that has
been made before or not. And the researcher also prepared the post test 1 to
collect data; to know there are some students’ improvement scores from pre-
test to post-test.
Next, the researcher and collaborator determined the criteria of
success. The criteria of success were 75% of students’ vocabulary score
achieved the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal
(KKM) of English (70.0) or above and 75% of students participated in English
vocabulary class. Beside, the researcher prepared the instruments for the
research such as; post-test I, observation checklist, and camera to take pictures
of the action. And here the summary of the researcher steps in planning phase:
1. Making lesson plan with the collaborator.
2. Preparing model of vocabulary cluster
3. Preparing material (taken from English book and internet)
4. Prepare student worksheet.
5. Preparing the instrument (post-test I and observational note).
6. Determining the criteria of success with collaborator (75% of 33
students or 23 students achieve the Minimum Mastery Criterion –
Kriteria Ketuntasan Minimum (KKM) of English 70 or above).
b. Acting
The action of the first cycle was done on January to February 29th, 31st, 5th
2014. The researcher implemented the teaching learning process based on the

32
lesson plan had been made. In the first meeting, before involving students in
vocabulary cluster technique, the researcher act as teacher and he done based on
the lesson plan before, the researcher gave the hand out to students and asked
them to listen to what the teacher read, next the researcher asked the students to
read the material, then asked them to do the task on their hand out, showed them
how to make a vocabulary cluster based on the text given,
First Meeting (Wednesday 29th 2014 07:30 am– 08:50 am)
1. Implemented the teaching learning process based on the lesson plan.
2. Though to student about the text and how to cluster the vocabulary based
on the text.
3. Introduced the students how to make vocabulary cluster.
4. Asked the students about the main idea of the text.
5. Asked the students to make vocabulary cluster based on the word related
to the text.
Second Meeting (Friday 31st 2014 08:30 am – 09:50 am)
1. Implemented the teaching and learning process based on the lesson plan.
2. Asked their understanding about last lesson.
3. Give a text to the students about Zoo
4. Asked the student to make their own cluster.
5. Asked the students to make sentences from the vocabulary given.
6. Give the students homework as a feedback.
7. Asked the students to remember their vocabulary by keep their memory
through vocabulary cluster.
Third Meeting (Wednesday 5th 2014 at 07:30 am – 08:50)
1. Review the material and student’s home work.
2. Give a text to the students about Zoo
3. Asked the students to mention the vocabulary and teacher write them on
the white board.
4. Asked the student to make their own cluster.
5. Asked the students to make sentences from the vocabulary given.
6. Give the students homework as a feedback.

33
 7. Asked the students to remember their vocabulary by keep their memory
c. Observing
In this phase, the researcher observed the students’ participation in the
process of vocabulary teaching learning process on pre, and post vocabulary
through observation.
In the first meeting, the researcher watched the students interested in the
lesson given through vocabulary cluster. But there were students still had problem
in making vocabulary cluster. The students couldn’t concrete on the explanation
given by the teacher about vocabulary cluster.
In the second meeting, the observer watched the better classroom
condition; they already known how to develop vocabulary and students do not a
lot of noise in the class. The students were interested to follow the teacher
instruction to cluster the vocabulary. Students were enthusiasm to share their
opinions about vocabulary cluster. Many students responded to the teacher’s
instructions, they enjoyed to follow English lesson and the class become
interactive.
In the third meeting, the observer watched the class was in good condition
but, there still had a problem because there are two students did not bring their
vocabulary cluster. But outside of the problem the class could understand the
activity given.
The next is collecting data or materials for the post test 1. The result of the
post-test showed the mean score of the class increased to 68.9% in which there
were 18 students who passed the Minimum Mastery Criterion or KKM 70. The
detailed result of instruments used in the first cycle can be seen bellow.

1) The Result of Student’s Vocabulary Achievement (Cycle 1)

To know the result of students’ vocabulary achievement, first, the
researcher needs to calculate the mean score. The mean scorer derived from the
following formula:

__= ∑ .
X n

34
__= 2276
X 33

__= 68.9
X

Then the researcher calculated the class percentage that’s passed the
Minimum Mastery Criterion, Using the following formula:

P = F x 100%
N
P = 16x100%
33

P = 48.4%

35
 Table 4.2
The Students’ Vocabulary Score of Post-Test 1

No. Students’ Post-Test Score

Name
1 Students 1 73*
2 Students 2 83*
3 Students 3 67
4 Students 4 73*
5 Students 5 56
6 Students 6 50
7 Students 7 56
8 Students 8 73*
9 Students 9 73*
10 Students 10 56
11 Students 11 69
12 Students 12 63
13 Students 13 83*
14 Students 14 69
15 Students 15 76*
16 Students 16 73*
17 Students 17 69
18 Students 18 59
19 Students 19 76*
20 Students 20 73*
21 Students 21 59
22 Students 22 63
23 Students 23 66
24 Students 24 73*
25 Students 25 76*
26 Students 26 66
27 Students 27 76*
28 Students 28 63
29 Students 29 69
30 Students 30 76*
31 Students 31 73*
32 Students 32 63
33 Students 33 76*
MEAN 68.9
The score as seen in the table 4.2 above showed that the mean score of
post-test 1 was 68.9. There were sixteen students or 48.4% of the students who got
score above the Minimum Mastery Criterion, meanwhile the other students were
below that criterion. It implied that the first criterion has no fulfilled.

36
 Based on the result of students’ vocabulary achievement in the cycle 1,
there was an increase of students’ mean score from the students’ vocabulary
achievement on the preliminary study to the students’ vocabulary achievement on
the first cycle. It was from preliminary study mean score from the mean class 59.3
increased to 68.9 or from 5 students who passed the score above the Minimum
Mastery Criterion to 16 students. It means that was 13.9% of mean score
improvement. The improvement score derived from the formula:
P = y1 – y x100%
y

P = 59.3 – 68.9 x 100%

68.9

P = 13.9%

d. Reflecting
In this phase is discussing the result of the action. The researcher and his
collaborator talked about the result of the action. Based on the analysis of the
students’ vocabulary score in post-test 1 have not achieved the criteria of success
that 75% of students must achieved the Minimum Mastery Criterion – Kriteria
Ketuntasan Minimal (KKM). It can be seen that only 48.4% of students who got
the score above the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal
(KKM). So, the implementation of the Clustering Technique has not given
satisfactory result yet on the improvement of students’ vocabulary.
Therefore, it needs to revise the acting and planning before implement to
the next cycle so that it could achieve the criteria of success of this study. The test
result indicated that the action in the first cycle did not achieve the action success
yet, it need 26.6% to achieve the Minimum Mastery Criterion – Kriteria
Ketuntasan Minimal (KKM) so thee teacher and the researcher had to move to the
next cycle.
e. Revision of the First Cycle
Based on the analysis of the students’ score achievement on vocabulary in
the first cycle, the implementation of Clustering Technique did not yet give

37
satisfactory result on the improvement of students’ vocabulary. Therefore, the
researcher and the collaborator concluded some revision before the
implementation of the next cycle in order to achieve the criteria of success of this
study.
First, the revision was focused on teaching narration. In the first cycle, the
students were confused on making a vocabulary cluster.
Second revision was classroom rule. In this cycle especially in second and
third meeting some students do not bring their last vocabulary cluster and it make
the other students disturbed because her or his friend borrowed their vocabulary
cluster for them. Because of this action this problem the teacher should remain the
students to bring their vocabulary cluster example in every meeting.
The last the students had to bring dictionary, in order to help them to find
out the meaning of the word as their learning sources except the teacher.

3. Finding of the Second Cycle

a. Planning
The researcher collaborated with his collaborator planned the action
dealing with preparing of vocabulary cluster technique, instructional material and
media, and determining the criteria of success. In this phase, the researcher made
a planning for the Action Research based upon the problem faced by the students
about vocabulary. In this case, the teacher determined selected material and
exercises into a lesson plan. Based on the syllabus, there are some kinds of text on
this term, as follow: narrative, descriptive and procedures. Narrative text as the
text to delivered to the students. That was only discussing some vocabulary that
consists of some vocabulary.
Beside of making lesson plan, the researcher also prepared observation
sheet to observe the students and the researcher’s activities in teaching learning
process whether it was in line with the lesson plan had made before or not. And
the researcher also prepared the post test 1 to collect the data; to know there are
some students’ improvement scores from pre-test to post-test.

38
b. Acting
The action of the second cycle was done on February 12th, 14th, 19th 2014.
The researcher implemented the teaching learning process based on the lesson
plan had been made. In the first meeting, before involving students in vocabulary
cluster technique, the researcher act as teacher and he done based on the lesson
plan before, the researcher give the hand out to students and asked to listen to
what the teacher read, next the researcher asked students to read the material, then
asked to them to do the task on their handout, showed them how to make a
vocabulary cluster technique by using the vocabulary in the text given, asked them
to make a vocabulary cluster technique.
First meeting (Wednesday, 12th 2014 at 07:30 am – 8:50 am)
1. Implemented the teaching learning process based on the lesson plan.
2. Giving the students handout about Farming, and asked them to fill in the
blank according to fill the missing cluster.
3. Explained the students about farming from the text
4. Asked them to change their handout with their partner
5. Asked the students to make a vocabulary cluster based on the word related
to the texts individually.
6. Asked the students to keep their vocabulary cluster and retain their
vocabulary by keep their memory through vocabulary cluster.
Second Meeting (Friday, 14th 2014 at 08:30 am – 09:50 am)
1. Implemented the teaching learning process based on the lesson plan.
2. Brain storming by asking the last lesson Farming
3. Asked the student to mention some vocabulary related to Farming
4. Asked the students to make vocabulary cluster by using the word on the
board.
5. Teacher made them a group of six and gives them a set of vocabulary
cluster.
6. Giving the students home work as feedback.
7. Asked the students to keep their vocabulary cluster and retain vocabulary
by keep their memory through vocabulary cluster.

39
Third Meeting, Wednesday 19th 2014 at 07:30 – 08:50 am)
1. Review the material and student’s home work.
2. Give a text to the students about Farming
3. Asked the students to mention the vocabulary and teacher write them on
the white board.
4. Asked the student to make their own cluster.
5. Asked the students to make sentences from the vocabulary given.
6. Asked the students to remember their vocabulary by keep their memory

c. Observing
The researcher and the teacher collaborative in observing the teaching
learning process through observational notes. The condition of the class was very
well after implementing vocabulary cluster; there were fewer the students didn’t
follow the rule such as do not bring the last vocabulary cluster and dictionary, all
of the students become actively to the activity given by the teacher so the
atmosphere of class make the students interested to follow the lesson.
The next cycle, the researcher and the teacher collected the data for post-
test 2. The result of post-test 2 showed that the average score of the class
increased to 81.8% in which there 27 students who passed the Minimum Mastery
Criterion or KKM 70.
The calculation of the mean of students’ score in vocabulary posttest 2
gained 75.1 it was derived from:

___ = ∑ xi
X n

___ = 2480
X 33

___ = 75.1
X

Then the calculation of class percentage about the students who passed the
Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM):

40
P = F x 100%
N
P = 27 x 100%
33

P = 81.8%

41
 Table 4.3
The Students’ Vocabulary Score of Post-Test 2

No. Students’ Name Post-Test Score

1 Students 1 76*
2 Students 2 73*
3 Students 3 76*
4 Students 4 76*
5 Students 5 69
6 Students 6 73*
7 Students 7 69
8 Students 8 79*
9 Students 9 76*
10 Students 10 63
11 Students 11 76*
12 Students 12 83*
13 Students 13 79*
14 Students 14 66
15 Students 15 79*
16 Students 16 86*
17 Students 17 56
18 Students 18 63
19 Students 19 83*
20 Students 20 76*
21 Students 21 73*
22 Students 22 73*
23 Students 23 76*
24 Students 24 79*
25 Students 25 83*
26 Students 26 76*
27 Students 27 83*
28 Students 28 76*
29 Students 29 83*
30 Students 30 79*
31 Students 31 76*
32 Students 32 73*
33 Students 33 73*
MEAN 75.1

Finally, based on the score of the post-test score in the cycle 2 the
calculation of the implementation percentage is gained from the following
formula:

42
 P = y2 – y x100%
y

P = 75.1 – 59.3 x 100%

59.3

P = 26.6 %

Based on the result of the students’ vocabulary score, there was

better improvement of students’ average score from the students’
vocabulary achievement in the preliminary study to the students’
vocabulary in the second cycle. The mean score of the pretest in the
preliminary study was 15.1% and the mean score of the students’ score on
the first cycle was 48.4%. It means that there was 13.9 points or 26.6% of
average improvement. The students’ vocabulary improvement from the
first cycle to the second cycle recapped in the following chart:

80

70

60

50
Series 2
40
Cycle 1
30

20

10

0
Cycle 1 Cycle 2

Figure 4.1 The Students’ Improvement in Vocabulary Score in the

First Cycle to Second Cycle

The students who passed the Minimum Mastery Criterion – Kriteria

Ketuntasan Minimal (KKM) (70.0) were 27 students or 81.8% it calculated into

43
class percentage, while 5 out of 33 students (15.1%) achieved bellow 70.0 of 33.
It indicated that the first criterion of success which required 75% of the students
who got at the same as or above the Minimum Mastery Criterion has been
achieved. The following was the table of students’ vocabulary score.

d. Reflecting
1. Students activity in making vocabulary cluster and learn from it.
In this cycle 2 the researcher and the collaborator reflect about the activity
in making and keeping the vocabulary cluster. The students could use vocabulary
cluster as their media in memorizing and retaining their vocabulary.
2. Discussing the Result of the Action
The result from the students score in this cycle was 81.8% of the students
or 27 students got the score above the Minimum Mastery Criterion.
After getting the result of the observation note and posttest 2, the
researcher and the collaborator carried out the reflection. They felt satisfaction
with the result of the action. The result of the posttest 2 showed that 81.8% of the
students got the score above the Minimum Mastery Criterion – Kriteria
Ketuntasan Minimum (KKM). So it has met the first criterion of success that 75%
of the students must get the score above the Minimum Mastery Criterion –
Kriteria Ketuntasna Minimal (KKM). Because of the satisfied result, so the
researcher and the collaborator decided to stop the action.

C. Interpretation
In this subtopic will be delivered about the interpretation the result of the
research.
1. Based on the data gained from first observation before classroom action
research (CAR) and during the CAR. Based on the result of the students’
participation during teaching and learning process of English vocabulary
class through observation note, in observation before CAR it was the
technique given by the teacher in teaching vocabulary is not interested for
students, the teacher just giving a list of vocabulary and asked them to

44
 memorize individually then students could not memorize the vocabulary
easily. This problem effect to another problem of students’ proficiency in
the skills of English such as their listening, speaking, reading and writing
ability, if the students had a little vocabulary they could not speak fluently,
or do not understand while listening English and many others because the
limitation of their vocabulary. Vocabulary is not one of the skills in
learning a language but it is the essential part of language.
However, after the students learning vocabulary through
vocabulary cluster they feel enjoy and motivated to memorize and learning
English. It seen from their enthusiastic and interested in the lesson whiles
the teaching learning process and the increase of their understanding and
memorizing from their score.
2. Based on the data gained from the pre interview with the English teacher
indicated that the students’ vocabulary was poor because the students had
some difficulty in memorizing the new word and keeping their last
vocabulary. Besides, the students, participation in English vocabulary class
was not too active. Therefore, it needed to find the suitable technique in
teaching vocabulary. The researcher suggested implementing vocabulary
cluster as a strategy in teaching vocabulary. After conducting the action,
the English teacher gave positive responses about the action. The English
teacher felt satisfied with the improvement made by the students focus on
vocabulary score. The English teacher also motivated to use vocabulary
cluster technique because it could facilitate the students in retaining their
vocabulary.
3. Based on the result of the students’ vocabulary score, it was found out that
the students’ vocabulary score was improving. It indicated that the use of
vocabulary cluster could increase and 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.

45
D. Cycle 1 and 2

The overall finding of the research after accomplishing the classroom

action research at SMP Al-Kautsar BKUI found that the good result from
implementing Cluster Technique to improve students’ vocabulary.

1. Cycle 1
The finding of the research proved that Clustering Technique can retain
students’ vocabulary. It can be seen from the improvement of the students score.
The students’ average mean score of pre-test was 59.3. And after the
implementation of Clustering Technique, the average mean score of post-test 1
cycle 1 was 68.9. It is mean that there was an improvement of students’ mean
score after implementing Clustering technique in the first cycle.
2. Cycle 2
The researcher continued to the second cycle. The mean score was 75.1.
The result of the research through Clustering Technique indicated that there was
an increase in students’ vocabulary and motivated the students to retain and enrich
their vocabulary, from 15.1% in the preliminary study to 81.8% in the second
cycle. The result of the second cycle passed the Minimum Mastery Criterion –
Kriteria Ketuntasan Minimal (KKM) 70 as the criterion of success
determined.The implementation of clustering technique gradually improved
students’ vocabulary.
Some points that can be concluded from the research is Clustering
Technique (1) stimulated the students to memorize and retain their vocabulary
easily and enjoy the class activities, (2) increase students’ achievement and
motivation, and (3) give a good influence to their four English skills.

46
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
After conducting the research and analyzing the data in the process of
teaching vocabulary through clustering technique at the second grade of SMP Al-
Kautsar BKUI Jakarta, the researcher concluded that vocabulary cluster can be
alternative strategy for teacher in teaching vocabulary. It means that there is a
significant increase of students’ vocabulary achievement after being taught through
clustering technique. Related to the students’ achievement, there were twenty seven
students who passed The Minimum Mastery Criterion – Kriteria Ketuntasan Minimal
(KKM) 70 with the improvement of students’ means score from pre-test to the post-
test of the second cycle in the pre-test, there were only five students who passed the
Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). Meanwhile, in
the post-test of cycle one there were sixteen students who passed the Minimum
Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) in which their mean score
of vocabulary test. Next in the result of post-test in the cycle two, there gained twenty
seven students who passed the Minimum Mastery Criterion – Kriteria Ketuntasan
Minimal (KKM) in. So it achieved the criteria of success.

B. Suggestion
Based on the research, there are some suggestions to offer the English
teacher and the other researcher based on the research findings.
Students
Vocabulary Cluster Technique is effective to improve students’
vocabulary
Vocabulary Cluster Technique can be alternative to overcome students’ boredom.
Teacher
This strategy or technique is suggested to the English teacher or other
researcher who want to conduct in similar research study.

47
Other Researchers
The researcher hopes the result of this research can be used as an
additional reference; there will be further research with different discussion which
can make a revision within development of this vocabulary cluster.

48
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