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Writing is productive skill which demands students to think logically. In this research, the researcher used two groups consisting Group A (20 students) who was given clustering as prewriting activity, and Group B (20 students) who was given freewriting as their prewriting activity. The result shows that clustering which was used by Group A did not show significant effect toward students’ writing ability. While, freewriting which is used in Group B shows significant effect towards students’ writing ability. The two different results found might be caused by grammatical and vocabulary items scores in students writing draft. Writing force students’ logical thinking to delivering their idea as written product. It does not only demand English fluency, but also English accuracy. In transforming knowledge, writing instruction increase role in foreign language education as writing effectively (Weigle, 2002). Richards and Renanadya (2002) assumes that writing is one of highest skill for EFL because it demands to generate and organize idea, and also transfer it become a good paragraph or essay. Hence, the way to transfer the ideas also consider the vocabulary items used, mechanics, and grammatical. In order to arrange the ideas into a good paragraph or essay, students do prewriting activity. “The term “pre-writing” has two different meanings. It can mean the stage before children learn writing, which is referred to as hand skills. The other meaning, which is the concern of this article, points to the first stage of the writing process, followed by drafting, revision, editing and publishing” (Mogahed, 2013).Zheng and Dai (2012) adds that “the prewriting activities generate ideas which can encourage a free flow of thoughts and help students discover both what they want to say and how to say it on paper”. Brown (2007) mentions some prewriting activities, such as clustering, freewriting, brainstorming, reading, and so on. Mogahed (2013) states that prewriting activity is the basic stage done in writing before continue to next stages such as drafting and revising, while it also encourages students to write. Mahnam and Nejadansari (2012) applied concept mapping in their research. They used 2 groups consist 11 and 12 participants. The experimental group was given mind mapping which is similar to clustering, reading relevant texts, and negotiation. The result shows that the prewriting is significant. In this research, the researcher tries to apply clustering and freewriting as prewriting activity to be used as prewriting activity. Pretest and post test will be given for those two groups.Based on the background above, the statements of problem are as follows: 1. How is the effect of clustering applied as prewriting activity for students’ writing ability in IKIP Budi Utomo Malang? 2. How is the effect of freewriting applied as prewriting activity for students’ writing ability in IKIP Budi Utomo Malang?

THE EFFECTIVENESS OF CLUSTERING AND FREEWRITING AS PREWRITING ACTIVITY FOR STUDENT’S WRITING ABILITY IN IKIP BUDI UTOMO MALANG