CHAPTER IV RESEARCH FINDING AND DISCUSSION
C. Discussion
1. The purpose of teaching writing skill through Dictogloss
The purpose of teaching writing skill through Dictoglos Activity, According to Mr. Ghofar Ismail as the English teacher of MTsN 1 Buleleng said that:
“Dictogloss Activity should be used when teaching writing skills in the classroom so that the students are more engaged and interested in the subject. with the teacher in lerning process. The students are able to have curious and enthusiastic in joining teaching and learning process. Students are able to absorb the material more easily, and they are no longer afraid
to express their ideas or opinions to their friends, despite making some mistakes. The students are able to write greeting card schematic structure in a better organization”40
Based on the interview with the English teacher, it can be said that the purpose of teaching witing skill through Dictogloss Activity were 1) The students are able to become more interesting with the material and pay attention with the teacher in learning process. 2) The students are able to have curious and enthusiastic in joining teaching and learning process. 3) Students are able to absorb the material more easily, and they are no longer afraid to express their ideas or opinions to their friends, despite making some mistakes. 4) The sudents are able to write greeting card schematic structure in a better organization.
The same thing was also conveyed by M Zarkasyi Hidayat, one of the student of grade eight MTsN 1 Buleleng said that:
“when the teacher using Dictogloss Activity in teaching writing skill in the class, students become more interested in participating in all of the steps of that activity and could be active, the Dictogloss Activity motivates us to write a better greeting card, because we had fun with the activity and the material.”41
Based on the interview with M Zarkasyi Hidayat, it can be said that the purpose of teaching writing skill through Dictogloss Activity were: The students become more interested in participating in all of the steps of Dictogloss Activity and could be active and Dictogloss
40 Mr Ghofar, Interview, 9th November 2022
41 M Zarkasyi Hidayat, Interview, 10th November 2022
Activity motivates the students to write a better greeting card because they had fun with the activity and the material.
The statement above were emphasized on the Lesson Plan (RPP) point C regarding learning objective, where it was stated that:
“First, become more interested in the material so that students pay close attention to the teacher's explanation. Second, become more curious and enthusiastic about the teaching and learning process. Third, easier to absorb the material being taught. Fourth, be more creative in writing a greeting card according to its structure.”42
Here, the researcher discusses document review as it relates to the Dictogloss activity used to teach writing skills.
From the observation in the classroom, the researcher found that implementing Dictogloss Activity students become more interesting with the material because Dictogloss encourages active and creative thinking skills, as students should reconstruct their texts using their own choice of phrases, sentences or even words. Some of them can even creatively add accurate and pertinent material outside of what is given in the teacher's written text. The activity of reconstruction marks the consciousness, discussion, knowledge acquisition and points of view. Students analyze newly constructed texts for the first time using reasoning skills. It makes the students pay attention with the teacher in learning writing through Dictogloss Activity.
The students also were curious and enthusiastic in joining teaching process, they were good at making full use of every chance to
42 Lesson plan, Document Review, 14th November 2022
improve themselves. High motivation students are more likely to take an active role in their education. As their motivation rises, they engage fully in the compositional tasks. They respond quickly to how the professors present the lesson, simulating that they are more enthusiastic, joyful, active, and engaged during the writing exercises.
The learners commit to the group, the task, and the learning process when they offer their assistance to the group during the reconstruction stage. Additionally, because the task is finished in groups, the students will feel confident in their ability to contribute to the group's success and inspired to participate in the teaching and learning process. In both the reconstruction stage and the analysis stage of dictogloss, grammar is addressed in a contextual manner.
Learners are required to complete a context-based activity throughout the reconstruction phase. They rebuild a text whose subject and points of view are already known using their notes and their mastery of the language. This technique also demonstrates the discussion grammar issue during the final step of analysis and correction. The context that has been provided informs how the learner groups handle the various text versions that they produce.43
The researcher concluded that the result of interviews, observations, and documents review during the teaching writing skill through Dictogloss Activity were: the purposes of teaching writing
43 Observation, 7th November 2022
skill through Dictogloss Activity students are able to become more interesting, curious and enthusiastic in joining teaching and learning process because they had fun with the activity and the material. The Dictogloss Activity motivates students to write greeting card schematic structure in a better organization.
2. The materials of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng
The material of teaching writing skill through Dictogloss Activity, According to Mr. Ghofar ismail as the English teacher of MTsN 1 Buleleng said that “The material that I gave to the students was greeting card, included the simple present tense with it’s generic structure, language features and the social function of the text.”44
Based on interview with Mr. Ghofar Ismail, it can be said that the material of teaching writing skill through Dictogloss Activity is about greeting card included the simple present tense with it’s generic structure, language features, and the social function of the text.
M Abhista Fafian Azizi as an eight grade student of MTsN 1 Buleleng stated about the material for writing skill through Dictogloss Activity, he said:
“Mr. Ghofar Ismail often using Dictogloss Activity in the teaching English especially writing skill, and the material is about greeting card. It is required because the material needs more understanding about the simple present tense, generic stucture, language features and the social function of greeting
44 Mr Ghofar, Interview, 9th November 2022
card”45
Based on the interview with M Abhista Fafian Azizi one of the eight grade student of MTsN 1 Buleleng, it can be said that the material presented by the teacher on teaching writing skill through Dictogloss Activity were about greeting card. It is necessary since the subject requires additional comprehension about the simple present tense, generic structure, language features and the social function of greeting card.
The statement above were emphasize on the Lesson Plan (RPP) point D, where it was stated that: “Greeting Card (Simple Present Tense, Language Features, Generic Structure, and Social Function of Greeting card)”46
Based on the observation, the researcher found that the materials of teaching writing skill through Dictogloss Activity is about greeting card included the simple present tense with it’s generic structure, language features, and the social function of the text. The simple present tense is the tense form used to express fact, habitual action, general truth, or present. The verb used in this tense is the verb 1. The teacher also explained abot the generic structure of greeting card. Greeting card consist of 3 structures, that are: Receiver, Body,
45 M Abhista Fafian Azizi, Interview, 10th November 2022
46 Lesson Plan, Document Review, 14th November 2022
The steps of teaching writing skill based on the result of the observations, Dictogloss Activity were applied in eight grade of MTsN 1 Buleleng. Regarding the process of the teaching writing skill through Dictogloss Activity, Mr. Ghofar Ismail stated that:
“Through the Dictogloss Activity, writing skill is taught in four steps. First is preparation, in this stage the teacher have a brief discussion about the text topic to active schemata and teacher should also pre-teach any difficult vocabulary, after that teacher divided class into small groups and explain to the class that they are to listen and takes note while the teacher read the text. Second is dictation, in this stage the teacher read the text aloud from start to finish and the teacher could do multiple readings of the text. Thrid is reconstruction, in this stage the students use their notes, discuss, and collaborate with
47 Observation, 7th November 2022
their group to reconstruct the text, and they should assign one writer for each group, after a set time period they could produce a written summary that includes most of key details.
The last step is analysis and correction, in this stage a student from each group can read their group’s reconstructed text aloud for the class to hear, and the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.”48
Based on the interview with Mr. Ghofar Ismail, it can be said that the steps of teaching writing skill through Dictogloss Activity were: 1) Preparation, in this stage the teacher explained the class about Dictogloss Activity and how to do Dictogloss Activity, after that the teacher have a brief discussion about the greeting card and the teacher should also pre-teach any difficult vocabulary. 2) Dictation, the teacher read the text aloud and the teacher could do multiple readings of the text. 3) Reconstruction, in this stage the students use their notes, discuss, and collaborate with their group to reconstruct the text. 4) Analysis and Correction, a students from each group can read their group’s reconstructed text aloud and the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.
The statement above to the steps of teaching writing skill through Dictogloss Activity strengthened by Fatiha Sadiya Maulidina Isnaini one of student of eight grade said that:
“for the first Mr. Ghofar Ismail explained about the greeting card generic structure, language features and the social function, after that Mr. Ghofar Ismail explained about Dictogloss Activity. Next, Mr. Ghofar Ismail read the text twice and the students take notes and discuss with their group
48 Mr Ghofar, Interview, 9th November 2022
to reconstruct the text. The last, representative from each group can read their group’s reconstructed text aloud for the class to hear and the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.”49
Based on the interview with Fatiha Sadiya Maulidina Isnaini, it can be said that the steps of teaching writing skill through Dictogloss Activity were: for the first Mr. Ghofar Ismail explained about the greeting card generic structure, language features and geeting card’s social function after that Mr. Ghofar ismail explained how to do Dictogloss Activity. Next, the teacher read the text twice and the students take notes and discuss with their group to reconstruct the text.
The last step is representative from each group read their group’s reconstructed text, the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.
The statement were emphasized on the lesson plan (RPP) point G , where it was stated that:
“1) The teacher explains about Dictogloss Activity and tells students how to do Dictogloss Activity. 2) The teacher focuses on assessing the fluency and understanding of the task. 3) The teacher forms several groups in the class. 4) Students sit together in a predetermined group. 5) Then, the teacher starts reading the greeting card aloud and repeats it twice. 6) Students write key words and reconstruct the text with their respective groups. 7) After the time is up, representatives from each group will read out the results of the reconstruction that have been made in a clear and loud voice. Then, the teacher will provide corrections for errors in student grammar, fluency, and accuracy.”50
49 Fatiha Sadiya Maulidina Isnaini, Interview, 10th November 2022
50 Lesson Plan, Document Review, 14th November 2022
Picture 4.1
The researcher found that in the class the teacher explained about Dictogloss Activty and told the students how to do Dictogloss Activity and explained about greeting card. Second, the teacher read text aloud from start to finish and could do multiple readings of the text. Next step, the students use their note and discuss with their group to reconstruct the text. The last step, a student from each group read their group’s reconstructed text for the class to hear and the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.51
Based on the interviews, observations, and documents review, the researcher concluded that there are 4 steps in Dictogloss Activity, there were: 1) Preparation, the teacher have a brief discussion about the topic to activate schemata and the teacher should also pre-teach any difficult vocabulary. After that, the teacher explain to the class into small groups and explain to the class that they are to listen and takes
51 Obsevation, 7th November 2022
note while the teacher read the text. 2) Dictation, the teacher read the text twice from start to finish. 3) Reconstruction, after the teacher read the text, the students use their notes, discuss, and collaborate with their group to reconstruct the text. 4) Analysis and Correction, a student from each group can read their group’s reconstructed text aloud for the class to hear and the teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.
4. The evaluations of teaching writing skill through Dictogloss
with their group reconstruct the text with their key notes and after a set period a students from each group read their group’s reconstructed text aloud and the teacher led feedback, corrected any repetitive errors in grammar. Moreover, the teacher gave students filling the blank test about simple present tense, generic structure, language features, and social function of the text and asked them to make a greeting card.
A student in the eighth grade was interviewed for the statement above, Maulida said that “after the students finished reconstructing the text, Mr. Ghofar Ismail led feedback and provide corrections on errors grammar, and also Mr. Ghofar Ismail gave us filling the blank test about simple present tense, generic structure, language features, and social function of greeting card and asked to make a greeting card.”53
After interview with Maulida, it was determined that the evaluations of teaching writing skill through Dictogloss Activity were Mr. Ghofar Ismail payyed attention on student’s grammar. Besides that, Mr. Ghofar Ismail gave filling the blank test about simple present tense, and it’s generic structure, language features, and social function of greeting card and asked them to make a greeting card. Formative assessment is the type of evaluation Mr. Ghofar Ismail uses when teaching, where students reconstruct the text that has been read by the teacher and filling the blank test about simple present tense, generic structure, language features, and social function of greeting card.
53 Maulida, Interview, 10th November 2022
The statement above were emphasized on the lesson plan (RPP) point H regarding assessment, where it was stated that: filling the blank test about simple present tense, generic structure, language features, and social function of greeting card, and Oral test (grammar, fluency and pronunciation).
The result of the document review above are supported by the result of observation that the teacher read a greeting card and the students with their group reconstructed the text. The teacher led feedback, corrected any repetitive errors in grammar. Besides that, the teacher evaluated the students knowledge with filling the blank test about simple present tense, generic structure, language features, and social function of greeting card and asked them to make a greeting card.54
Based on the interviews, observations, and document review, the researcher concluded that the evaluation of teaching writing skill through Dictogloss Activity were used formative assessment, where students reconstruct the text that has been read by the teacher, formative assessment included filling the blank test about simple present tense, generic structure, language features, and social function of greeting card and make a greeting card, and oral test about grammar, fluency, and pronunciation.
54 Observation, 7th November 2022
Table 1.2
Matrix of Research Findings No. Research Focus Research Findings
1 2 3
1. How is the purpose of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng?
The purpose of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng was:
a. Students are able to become more interesting with the material and pay attention with the teacher in learning process.
b. Students are able to have curious and enthusiastic in joining teaching and learning process.
c. Students are able to absorb the material more easily, and they are no longer afraid to express their ideas or opinion to their friends, despite making some mistakes.
d. Students are able to write greeting card schematic structure in a better organization.
2. How is the materials of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng?
The material of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng was:
a. Greeting Card
b. Simple present tense, social function, language Features, and the Schematic Structure of Greeting Card.
3. How is the step of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng?
The step of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng was:
a. Preparation, The teacher have a brief discussion about the text topic to activate schemata. The teacher should also pre-teach any difficult
vocabulary. Divide class into small groups and the teacher explain to the class that they are to listen and takes note while the teacher read the text.
b. Dictation, the teacher read the text twice from start to finish.
c. Reconstruction, , the students use their notes, discuss, and collaborate with their group to reconstruct the text. After a set time period they could produce a written summary that includes most of key details.
d. Analysis and Correction, a student from each group can read their group’s reconstructed text aloud for the class to hear. The teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation.
4. How is the evaluation of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng?
The evaluation of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng was:
a. Written Test (filling the blank test about greeting card and make a greeting card)
3. Discussion
In this section, the researcher explained and discussed the relationship between the data obtained and the theories that have been described. Field data has been analyzed in previous studies, The discussion elaborated on predetermined research priorities in order to be able to answer questions in the field. The results of the discussion are as follows:
1. The purpose of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng
The purpose is the first aspect that must be determined when starting the teaching and learning process, because by determining the purpose of the teaching and learning process, the activities that will be carried out become directed. Simply put, teaching seeks to impart knowledge and shape students' thought processes. According to H.
Daryanto, as a goal of classroom activities that are explained with an action that might be examined or measured, a teaching aim is one that pulls knowledge, ability, skill, and attitude that students must have.55
According to the finding, the purpose of teaching writing skill through Dictogloss Activity, The teacher accomplishes the required objectives, which are: The students are able to become more interesting with the material and pay attention with the teacher in learning process. The students are able to have curious and enthusiastic in joining teaching and learning process. Students are able to absorb the material more easily, and they are no longer afraid to express their ideas or opinions to their friends, despite making some mistakes. The sudents are able to write greeting card schematic structure in a better organization.
Regarding to the finding above, there are four purposes on teaching writing skill through Dictogloss Activity, the first is students
55 Daryanto, Evaluasi Pendidikan (Jakarta: Rineka cipta, 2005) 58