TEACHING WRITING RECOUNT TEXT THROUGH CLUSTERING TECHNIQUE AT 10 Th GRADE OF MA DDI

This study analysed teaching writing recount text through clustering technique, writing is the process of using symbols to communicate and recount is speaking or writing about past events. Students need to write their recount as final test at tenth grade in curriculum 2013, Not easy to make a good recount text it has generic structure, characteristic and students need much vocabulary to choose to make their sentences on recount text much better. The fact students has felt harder to make a recount text they may miss some of the events that are supposed to be recounted and gotten stuck in the middle. To solve their problem researcher brings clustering technique to make their recount text easier. The main purpose of this thesis is to find out the effect of using clustering technique towards student ability in writing recount text at tenth grade of MA Darud Da’wah Wal-Irsyad Pulau Kijang. This thesis is categorized as experimental research because it is intended to know the effect of clustering technique towards student ability in writing recount text at tenth grade of MA Darud Da’wah Wal-Irsyad Pulau Kijang, these subject of research were taken 1 class (tenth IPS) it contains 23 students. The research instrument that used in this thesis is the writing recount text test. There are two kinds of tests: pre-test and post-test used to find out whether there is a significant effect for students in that class. After the data had been collected by using test it was found that the pre-test average is 49.89 categorized E and post-test is 74.02 categorized C. the obtained t-observe was 4.19, whereas the t-table 2.074 for 5% and 2.819 for 1%, it means t-observe is higher than t-table (2.074 < 4.19 > 2.819) Ha was accepted while Ho was rejected. Since t-observe score was higher than t-table clustering technique is effective as media in students' ability in writing recount text at tenth grade of MA Darud Da’wah Wal-Irsyad Pulau Kijang. Based on the findings, the writer concluded that there is a significant effect of using the clustering technique as one of the media teaching writing recount text at tenth grade of MA Darud Da’wah Wal-Irsyad Pulau Kijang..


INTRODUCTION
Language is a tool to communicate, without it, people cannot understand what would be communicated with other people, not only using for communication from the language we will get and know many kinds of information from people all around the world who have a different culture. English is an international language that we should learn, it is used by many people in the world. English is used in people's activities like education, technology, and others, in learning English people should learn four language skills namely listening, speaking, reading, and writing.
Writing skill has a role to help student in their study. Oshima and Hogue (1991: 3) describe that it is one of the four skills in English that must be studied by learners in both ESL and EFL contexts. Writing is the process of using symbols (letters of the alphabet, punctuation, and spaces) to communicate thoughts and ideas in a readable form.
In curriculum 2013 at tenth grade students study about recount text.
According to Mark and Kathy (2003: 48), a recount is speaking or writing about past events, a piece of text that retells past events, usually in the order in which they happened.
To get to know about how to understand students about the material as a final test from recount text usually teacher gave a task for students to make a simple recount text. Not easy to make a good recount text it has generic structure, characteristic and students need much vocabulary to choose to make their sentences on recount text much better. The fact students has felt harder to make a recount text they may miss some of the events that are supposed to be recounted and gotten stuck in the middle.
To solve the problem and make it easier the researcher brings the Clustering Technique to help the students to make their recount text, what is clustering? clustering is brainstorming words grouping which later becomes a story, students need brainstorming words before they write their recount text, it helps them to J-SHELVES OF INDRAGIRI (JSI) VOL.3. NO.2. MAY 2022E-ISSN. 2721 134 memories what a experience they want to tell without left a small piece in their experience.
Based on the definition, the researcher assumed that clustering is one of the appropriate media in writing comprehension. Because it contains helped students to retell story what they want without any left.
From the explanation above, the writer is interested to research "Teaching Writing Recount Text through Clustering Technique at 10th Grade of MA Darud Da'wah Wal-Irsyad Pulau Kijang".

LITERATURE REVIEW
The Definition of Writing Harmer (2004: 31) stated that writing is a skill and a craft that needs to be taught and which is learned from practice. Writing as one of the four skills has always formed part of the syllabus in the teaching of English. Writing can be used for a variety of purposes. In writing, used recursive process, where mastering the ability to write effectively is seen as a key objective for learners.
Writing is a medium for a human to communicate that represents language and emotion not only in the form of writing but signs and symbols too. In most languages, writing is a complement to speech or spoken language. Writing is not a language, but a tool used to make languages can be read. The result of writing is called text, and the recipient of text is called a reader. Peha (2010: 58) states that writing is the communication of content for a purpose to an audience. Therefore, writing can be said as a process of giving and putting an idea or message into words.
Referring to the expert above, it can be concluded that writing is not the only skill that we should be learning in English but it is a tool to make language can be read wherever the writer put their idea or message and the result called a text. Heaton (1990: 135) states that writing skill is complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements. The following analysis attempts to group the many and varied skills necessary for writing good prose into five general components or main areas as in the following: 1) Language use: the ability to write correct and appropriate sentences 2) Mechanical skills: the ability to use correctly those conventions peculiar to the written languagee.g. punctuation, spelling.

Component of Writing
3) Treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information. 4) Stylistic skill: the ability to manipulate sentences and paragraphs, and use language effectively. 5) Judgment skills: the ability to write appropriately for a particular purpose with a particular audience in mind, together with an ability to select, organize and order relevant information.
According to Byrne in Roza (2011), five components should be considered in writing like organizing ideas, grammar, vocabulary, mechanics, and content. From Harris (1979:68) he purposes five aspects of writing, it can be explained as follows : 1) Grammar is the employment of grammatical form and syntactic pattern; 2) Form means the organization of the content; 3) Vocabulary refers to the selection of the word which is suitable for the content; 4) Mechanic refers to using of punctuation, capitalization, and spelling in the content; 5) Style means the choice of structure and lexical items to give a particular tone to the writing.
From the opinion of the expert above, it can be concluded there are so many parts of the component writing that should we know before we write something such as mechanical writing we should give more attention to put the punctuation. VOL.3. NO.2. MAY 2022E-ISSN. 2721 When we put wrong punctuation on a text the reader cannot understand what we write and the reader will not get the message from the text. Based on the notions suggested by linguists above researchers conclude that recount text is a text telling the reader about one story, action, or activity. Its goal is to entertaining or informing the reader or Recount is a text which retells event or experiences in the past.

Generic Structure
The common grammatical features of recount text (Ken Hyland, 2004;135) are: 1) Orientation: provides the setting and produces participants. It provides information about whom, where, and when.
2) Record of Events: tell what happened; present the event in a temporal sequence.
It is usually recounted in chronological order. Personal comments and/ or evaluative remarks, which are interspersed throughout the record of events.
3) Re-orientation: optional-closure of events. It is rounded off the sequence of events.

Characteristic or Language Feature
The language features usually found in recount text as follow: 1) Proper nouns to identify those involved in the text.
2) Descriptive words to give details about who, what, when, where, why, and how.
3) The use of past tense to retell the events. 4) Words that show the order of events (for example, first, next, then).

The Definition of Clustering
Clustering is a kind of technique that can be used in the pre-writing stage. Oshima and Hogue (1999:8) define that Clustering as another brainstorming activity that could be used to produce ideas in writing. It aims to be easier to explore ideas by blocking them on a sheet of paper. Gabriel Lusser Rico (1980) said that Clustering is a kind of technique that can be used in the pre-writing stage. It is a technique that provides an alternative way for writers to do the brainstorming before starting to write. In conclusion, Clustering is one writing technique that we can use before we start writing something.
Doing clustering involves several simple steps which can be easily accomplished. First, it is started by writing down a word or phrase in the center of a blank sheet and circling it. Next, it continues by immediately writing down related words or phrases which come into mind, circling each of them, and making a line that connects each to the main, initial circle, or bubble. Finally, writers may stop after the given time has passed, then they can examine the cluster to pick the subtopics that interest them most or are considered to be covered by their competence. Overall, the words or phrases in the cluster provide a starting point for writers to see and understand their world from a new perspective.

Advantage of Clustering
The advantage of clustering is in this era many students are stuck when they first get a writing assignment. They may have a vague idea of what they want to write about, or not, but either way they are not ready to sit at the computer and dive right in. One way to develop ideas for a paper is cluster mapping, which, according to Empire State College, is a way to consider a topic in new and hopefully, more interesting ways.

How to Make Clustering
According to Buddy Shay (2017), There is more than one way to generate a cluster map: 1) Choosing a Topic The first step is to choose a general topic. Some students try to take on too much at once. They try to come up with a full thesis statement or main idea right off the bat, but all you need at this point is a single word that describes the general idea of your paper. Based on the definitions above, the researcher conducted that experimental research to find out the cause and effect of a treatment strategy toward the subject of research. In this research, the writer uses treatment to find out the effectiveness of using the Clustering Technique through teaching writing recount text.

FINDINGS AND DISCUSSION
Due to Covid-19 the writer only taught fourth times a week for experiment class. The experiment class was taught by using the clustering technique as a medium of teaching writing recount text. The procedures of the treatment experiment group are below: 142 The result of data analysis can be described as follows: Based on the final result first rater in pre-test the mean score was 57,1 in level criteria "D" and post-test was 81,9 in level criteria "B" In the result of the pre-test, the highest score was 80 (student 19) and the lowest score was 35 (student 10 and 11). On the other hand, in the post-test, the high score was 95 (student 8, 20, and 22) and the lowest score was 65 (student 1).

Table 4 Final Score First Rater
From the table, we can see at pre-test 0 to 23 students got "A" criteria on the other hand after post-test 10 to 23 got "A" in level criteria Based on the final result second-rater in pre-test the mean score was 42,6 in level criteria "E" and post-test was 66,1 in level criteria "C".
In the result of the pre-test, the highest score was 75 (student 7) and the lowest score was 25 (student 10 and 15). On the other hand, in the post-test, the high score was 75 (student 2, 5, 7, 8, 9, 13, 14, 20, 21, and 23) and the lowest score was 35 (student 17 and 18).  Based on the final result of two raters in pre-test the mean score was 49,8 in level criteria "E" and post-test was 74 in level criteria "C". In the result of the pretest, the highest score was 67,5 (student 9) and the lowest score was 30 (student 10).
On the other hand, in the post-test, the high score was 85 (student 20) and the lowest score was 60 (student 18). In analyzing the data from the result of pre-test and post-test. The writer used statistic calculation of the t-test formula degree of significance 5% and 1%, as follows: Based on the data above the writer conclude that mean of the pre-test was 49,8 and the post-test was 74.

The step of analysis:
Determine the standard deviation (SD) of Difference: Therefore, t-observe is greater (≥) than t-critical value (table); the null hypothesis is rejected and the alternative hypothesis is accepted. To sum up, there is a significant effect of using the clustering technique as a medium in teaching writing recount text.
Based on the data presentation above, the research shows that the teaching writing recount text through clustering technique at tenth grade of MA Darud Da'wah Wal-Irsyad Pulau Kijang based on t-table is success there is significant effect using clustering technique as a medium in teaching writing, the result t-observe is greater (≥) than t-critical value (table); means the null hypothesis is rejected and the alternative hypothesis is accepted.

CONCLUSION
Based on the findings and discussion in chapter IV before, the writer concluded that Teaching Writing Recount Text Trough Clustering Technique at 10th Grade of MA DDI Pulau Kijang. It was proved through the result of the t-test. the ttest showed that t-observe 4,19 was higher than t-table 2,074 (5%) and 2,819 (1%). It means that Ha was accepted and Ho was rejected.
In other words. There was a significant difference in the achievement between students before they are using the clustering technique and after they are using it. The average score of the post-test was 74,02 greater than the pre-test.
Therefore, the writer concludes that teaching writing recount text through clustering technique at 10th grade of MA DDI Pulau Kijang in the academic year 2021/2022 is effective.