THE EFFECT OF DICTOGLOSS TECHNIQUE ON
STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements For the Degree of SarjanaPendidikan
By
FANNY AMELIA PURBA
Registration Number : 2113121025
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.
I understand that this thesis may be screened electronically or otherwise for plagiarism.
Medan, March 2016
Fanny Amelia Purba
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ABSTRACT
Purba, Fanny Amelia. 2113121025. The Effect of Dictogloss Technique on
Students’ Achievement in Writing Spoof Text. A Thesis. English Department.
Faculty of Language and Arts. State University of Medan. 2016.
This study intended to find out the effect of Dictogloss technique on students’ achievement in writing spoof text. It was conducted by using experimental research design. The population of this study was the second (XI) grade students of SMA Dharmawangsa Medan. It consisted of 120 students with four parallel classes. Forty students were chosen as the sample by using random sampling technique. Class XI IPS1 with 20 students became the experimental group while class XI IPS 2 with 20 students became the control group. The experimental group was taught by using Dictogloss technique and the control group was taught by Phonics Dictation technique. The instrument used for collecting the data was writing test. The data were analyzed by using t-test formula. The result showed that in experimental class, the lowest score was 72 and the highest score was 93. In control group, the lowest score was 60, and the highest score was 85. The mean score in experimental group was higher than control group, namely 83 for experimental group and 75 for control group. The value of tobserved (3.785) was higher than the value of ttable (2.024) (α = 0.05) with the degree of freedom (df) = 38. Therefore, the students’ achievement in writing spoof text taught by dictogloss technique was higher than taught by phonics dictation technique.
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ACKNOWLEDGMENT
All praises and the greatest thankfulness to almighty Allah SWT who has blessed, given time, opportunity, health, and mercy to the writer in finishing this thesis entitled “The Effect of Dictogloss Technique on Students’ Achievement in Writing Spoof Text” to fulfill the requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department, Faculty of Languages and Arts, State University of Medan.
In the process of writing this thesis, so many people that always assist, support, prayers, suggest, help, advice, and motivate the writer. Therefore, the writer would like to express her thankful and her sincere appreciation that directed to:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. 3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
4. Dra. Meisuri, M.A., the Secretary of English Department and as her Reviewer and Examiner who have given their precious time, guidance, suggestions and comments.
5. Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education Study Program.
8. Rita Suswati, S.Pd., M.Hum., her second Thesis Advisor who has given many suggestion and guidance in the process of writing this thesis.
9. Dr. Siti Aisah Ginting, M.Pd., her Reviewers and Examiners who have given suggestion and comments.
10.All the lecturers of English Department who have taught and adviced her during the academic years.
11.Eis Sri Wahyuningsih, S.Pd.,M.Pd., and Mr. Pantes, the Administration Staffs of English and Literature Department who always helped the writer during her academic year. love, prayers, support, advice, suggest, motivation, financial support, and has struggled so much for her. And also for her beloved younger brother and sister, Mhd. Fauzi Purba, S.E and Delilah Purba for the support and prayer.
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14.All her best friends, Diaz Pradya Azmi, Liza Ismaniar Lubis, Adeliany Putri, Suhartina, Weny Ardianti, Sri Lestari Setyawan, and Atikah Sarayah.
15.Muhammad Reza, Aulia Ilham Prayitno, and Afriansyah that always give their support, motivation, and suggest to her.
16.All her friends in PPLT Seroja Karser, Desi Lubis, Ayu Atika, Reni Handayani, M. Reza Fahlevi, Resta Siagian, M. Rizky, and Mauritz Angga.
17.Regular B 2011 for helping, support, suggest, and so nice friendship. Finally, the writer hopes this thesis can give the contribution to the English Education students and also further pedagogical research.
Medan, March 2016 The Writer
Fanny Amelia Purba NIM. 2113121025
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A. Theoretical Framework ... 6
1. Students’ Achievement in Writing ... 6
2. Genre Writing ... 7
a. Characteristic of Genre Writing ... 8
b. Spoof Text ... 8
c. Teaching Writing by Dictogloss Proces ... 15
5. Assessment of Writing Test ... 16
C. The Instrument of Data Collection ... 25
D. Procedures of Data Collection ... 25
1. Pre-test ... 25
2. Treatment ... 25
3. Post-test ... 31
E. The Validity and Reliability of the Test ... 31
1. Validity of the Test ... 31
2. Reliability of the Test ... 32
F. Technique of Data Analysis ... 33
G. Statistical Hypothesis ... 33
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CHAPTER IV. DATA, DATA ANALYSIS AND DISCUSSSION ... 34
A.The Data ... 34
B. Testing Reliability of the Test ... 35
C.Data Analysis ... 36
1. Test for Homgeneity of Variance ... 36
2. Testing Nomarlity ... 36
3. Analyzing the Data by Using t-test Formula ... 37
4. Testing Hypothesis ... 38
D.Discussion ... 38
CHAPTER V. CONCLUSION AND SUGGESTION ... 40
A.Conclusion ... 40
B. Suggestion ... 40
REFERENCES ... 41
APPENDICES ... 43
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LIST OF TABLES
Pages
Table 1.1. Students’ Score in Writing Competences ... 3
Table 2.1. Assessment of Writing Test (Content) ... 17
Table 2.2. Assessment of Writing Test (Organization)... 17
Table 2.3. Assessment of Writing Test (Vocabulary) ... 18
Table 2.4. Assessment of Writing Test (Language Use) ... 18
Table 2.5. Assessment of Writing Test (Mechanic) ... 19
Table 3.1. Research Design ... 23
Table 3.2. Teaching Procedure for Experimental Group ... 28
Table 3.3. Teaching Procedure for Control Group ... 30
Table 4.1. Students’ achievement score in pre-test and post-test ... 34
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LIST OF APPENDICES
Pages
Appendix A. Assessment of Writing Test... 43
Appendix B. Writing Test ... 46
Appendix C. Students’ Score of Pre-Test and Post-Test of Experimental Group ... 47
Appendix D. Students’ Score of Pre-Test and Post-Test of Control Group 48 Appendix E. Testing the Reliability of the Test ... 49
Appendix F. The Calculation of t-test in Experimental Group ... 51
Appendix G. The Calculation of t-test of Control Group ... 52
Appendix H. Percentage Point of T Distribution ... 55
Appendix I. Lesson Plan for Experimental Group ... 57
Appendix J. Lesson Plan for Control Group... 61
Appendix K. Sample of Score for Experimental and Control Group ... 65
Appendix L. Sample of Score for Experimental and Control Group ... 69
Appendix M. The Calculation of the Mean (M) and the Standard Deviation (SD) ... 73
Appendix N. Percentage Points Of The T Distribution ... 77
Appendix O. Percentage Points Of The T Distribution ... 79
Appendix P. Lesson Plan Experimental Class (Meeting I) ... 81
Appendix Q. Lesson Plan Experimental Class (Meeting II) ... 87
Appendix R. Lesson Plan Experimental Class (Meeting III) ... 94
Appendix S. Lesson Plan Control Class (Meeting I) ... 102
Appendix T. Lesson Plan Control Class (Meeting II) ... 108
Appendix U. Lesson Plan Control Class (Meeting III) ... 115
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CHAPTER I
INTRODUCTION
A.The Background of the Study
English is an international language that the people in the world use to
communicate one to another. In today’s global world, the importance of English
cannot be denied and ignored since English is the most common language spoken everywhere by the help of developing technology. English has been playing a major role in many sectors including education, which is the most important arena where English is needed.
In learning English, there are four skills that the students should be mastered in their study. They are speaking, listening, reading, writing. Writing is one of the four basic skills in learning English holds an important role in daily communication. People use writing from simple activity to complex activity. It is also one of the most important skills that can improve students’ achievement in
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While the researcher did an observation in SMA Dharmawangsa Medan
also found those problems. The students’ competence in writing English was low.
The researcher found that most of the students were not able to write spoof text successfully because they learned spoof text only once as the students get formal education in school. One of the genre text that Senior High students learn about type of texts for Grade XI is spoof text. Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. The teacher used phonics dictation technique in teaching’s technique. The teacher wanted to ask them to re-write a spoof text. The students didn't know even the first step how to write the spoof text although factually they have good enough amount of English words they know. The teacher only read the text and the students just write what they have heard from the teacher. There was no improvement in their writing skill.
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technique such as phonics dictation technique. Here, the teacher takes the major role explaining everything, doing what the student is supposed to do while the student's role is only listening to what is uttered to their teacher.
In fact, many students could not pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) applied at the school, which is 70 in English subject.
The data can be seen in table 1.1 below:
Table 1.1 Students Score in Writing Competence
Class Score < 70 Score > 70
XI IPS I 17 students ( 56.1% ) 13 students ( 43.9% ) XI IPS 2 19 students ( 62.7% ) 11 students ( 37.3% ) XI IPS 3 20 students ( 66% ) 10 students ( 34% ) XI IPS 4 18 students ( 75,6% ) 12 students ( 24,4% ) Total 74 students ( 59.4% ) 46 students ( 40.6% ) (Source: SMA Dharmawangsa Medan academic year 2015/2016)
From the data of these 4 classes, it could be seen that 59.4% of 120 students had score under the minimal completeness criterion. It could be concluded that by applying phonics dictation, the students’ achievement in writingwas low.
Responding to these problems, teachers hold an important role in solving
students’ problems in writing.Making the teaching-learning process interesting
and meaningful, teachers can apply strategy in the process to increase students’
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Wajnryb (1990) states that dictogloss technique is an integrated-skills technique for language learning in which students work together to create a reconstructed version of a text read to them. Dictogloss technique provides environment for students to practice their writing skill and even in the other language skills (listening, reading, and speaking). Dictogloss technique helps students to create ideas which make students easier to write and teaches students about vocabulary and grammar in context, which makes grammar learning more purposeful and meaningful. Because of that, by writing spoof text were more progress if the class were taught by using dictogloss technique.
According to the research that has been done by Sidabutar (2013) found Dictogloss was a proper technique to solve the teaching learning process which was still weak in the teaching learning process in the classroom. Setiana (2012) in Bandung found that the result of testing by applying dictogloss technique showed that the experimental class students got better score than the control class students. However,
dictogloss technique made a better progress in writing achievement. Another researcher,
Susanti (2012) found that dictogloss technique is a potent technique which empower students’ imagination. It also made students more enjoyable and
interested in learning writing genre text.
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B.The Problem of the Study
The research problem was formulated as follows: ”Was the students’ achievement in writing spoof text taught by Dictogloss Technique higher than that taught by using Phonics Dictation Technique?”
C.The Scope of The Study
This study was focused on the application of Phonics Dictation Technique and Dictogloss Technique in teaching writing spoof text to the students of the second year of SMA DHARMAWANGSA MEDAN.
D.The Objective of The Study
The objective of the study was to find out the students’ achievement in writing spoof text taught by Dictogloss Technique was higher than that taught by using Phonics Dictation Technique.
E.The Significance of the Study
The findings of this study were expected to be useful and relevant:
1. Theoretically, to develop and enhance the concept and knowledge about teaching writing spoof text by applying Dictogloss Technique.
2. Practically
For the teachers, to selected dictogloss technique as better way in increasing students’ achievement in writing spoof text.For the students, to improved
students’ ability in writing spoof text by applying Dictogloss Technique.For
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CHAPTER V
CONCLUSION AND SUGGESTION
A.Conclusion
Based on the result of the data analysis, the study showed that the application of Dictogloss Technique in teaching writing enabled the students to explore their ideas in writing spoof text. The mean of pre-test (58.95) to post-test (83) in experimental group, while the mean of pre-test (56.55) to post-test (75) in control group. So, the mean of post-test in experimental froup (83) was higher than the mean of post-test in control group (75). (See appendix C and D).
The result of test calculation on testing hyphotesis showed that t-observed (3.785) > t-table (2.024). It showed that the hyphothesis stating that student’s achivement in writing spoof text taught by dictogloss was higher than by phonics dictation technique was accepted.
B.Suggestion
The findings of this study were expected to be useful and relevant:
1. Since this research is limited to investigation of the Dictogloss Technique, it is suggested to develop and enhance the concept and knowledge about teaching writing spoof text by applying Dictogloss Technique.
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