Ulum)
By:
EVI SHOFIYAH
1110014000087DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-063
UIN JAKARTA Tgl. Terbit : 1 Maret 2013
FITK No. Revisi: : 01
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama : Evi Shofiyah
Tempat / Tgl. Lahir : Jakarta, 13 Oktober 1992
NIM : 1110014000087
Jurusan / Prodi : Pendidikan bahasa Inggris Fakultas : Ilmu Tarbiyah dan Keguruan
Judul Skripsi : The Effectiveness of Dictogloss Technique in Teaching Writing of Narrative Text
Dosen Pembimbing : 1. Ismalianing Eviyuliwati, M.Hum. 2. Desi Nahartini, M.Ed.
Dengan ini menyatakan bahwa skripsi yang saya buat benar – benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqasah
Jakarta, Januari 2015 Mahasiswa Ybs,
Evi Shofiyah 1110014000087
“
English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Keywords: Dictogloss Technique, Writing, Narrative Text
The aim of this study was to find out the empirical evidence about the effectiveness of dictogloss technique towards students’ narrative writing at the first grade students of SMA Manba’ul Ulum.
The method of this study was quantitative method. This study used quasi experimental design with pre-test and post-test design approach. The population of this study were 114 first grade students of SMA Manba’ul Ulum in 2014/2015 academic year. By using purposive sampling, the writer took two classes as the samples of this study. The samples of this study were X IPA 3 as experimental class which was taught by dictogloss technique and X IPA 2 as controlled class which was taught without dictogloss technique. Both classes consisted of 20 students. The writer gave pre-tests to both classes before giving treatment and gave post-tests after giving treatment. The instrument used in this study was writing test in which the students were asked to write a narrative text for pre-test and post-test. To score the students’ writing, the writer adapted analytic scoring rubric developed by Jacobs et al. The data obtained from pre-test and post-test were analyzed by using t-test formula to see the effectiveness of dictogloss technique towards students’ narrative writing.
The result of this study showed that the value of to (tobservation) was 5.26. The value of tt (ttable) with degree of freedom 38 in significance degree 5 % was 2.02 and in significance degree 1% was 2.71. It indicated that to was higher than tt or 2.02 < 5.26 > 2.71. As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was inferred that there was significant difference between students’ narrative writing score who were taught by dictogloss technique and those who were taught without dictogloss technique. In other word, dictogloss technique is effective in teaching writing of narrative text.
ABSTRAK
Evi Shofiyah, 1110014000087. “The Effectiveness of Dictogloss Technique in Teaching Writing of Narrative Text; Sebuah Studi Kuasi Experimen pada Siswa Kelas I SMA Manba’ul Ulum, Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Kata kunci: Dictogloss Technique, Writing, Narrative Text
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang keefektifan teknik dictogloss terhadap karangan naratif siswa pada siswa/i kelas I SMA Manba’ul Ulum.
Metode penelitian ini adalah metode kuantitatif. Penelitian ini menggunakan desain kuasi ekperimen dengan pendekatan desain pre-tes dan post–tes. Populasi penelitian ini adalah 114 siswa kelas I di SMA Manba’ul Ulum pada tahun ajaran 2014/2015. Dengan menggunakan teknik sampling purposive, peneliti mengambil 2 kelas sebagai sampel penelitian ini. Sampel penelitian ini adalah kelas X IPA 3 sebagai kelas eksperimen yang diajarkan dengan menggunakan teknik dictogloss dan kelas X IPA 2 sebagai kelas kontrol yang diajarkan dengan tanpa menggunakan teknik dictogloss. Kedua kelas terdiri dari 20 siswa. Peneliti memberikan pre-tes kepada kedua kelas tersebut sebelum memberikan perlakuan dan memberikan post-tes setelah memberikan perlakuan. Instrumen yang digunakan dalam penelitian ini adalah tes menulis yang mana siswa diminta untuk membuat karangan naratif sebagai pre-tes dan post-tes. Untuk menilai hasil tulisan siswa, peneliti mengadaptasi rubrik penilaian analitik untuk menulis yang dikembangkan oleh Jacobs, dkk. Data yang diperoleh dari pre-tes dan post-tes dianalisis dengan menggunakan rumus t–tes untuk melihat keefektifan teknik dictogloss terhadap karangan naratif siswa.
Hasil dari penelitian ini menunjukkan bahwa nilai to atau thitung adalah sebesar 5.26. Nilai tt atau ttabel dengan derajat kebebasan 38 pada taraf signifikansi 5% adalah 2.02 dan nilai ttabel pada taraf signifikansi 1% adalah 2.71. Hal tersebut menujukkan bahwa nilai to lebih besar dari nilai tt atau 2.02 < 5.26 > 2.71. Hasilnya, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Oleh karena itu dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara skor karangan naratif siswa yang diajarkan dengan teknik dictogloss dengan skor karangan naratif siswa yang diajarkan dengan tanpa teknik dictogloss. Dengan kata lain, teknik dictogloss efektif dalam pengajaran menulis teks atau karangan naratif.
All praises be to Allah, Lord of the world, who has been giving His blessing, grace, health, power, inspiration, and everything to the writer so the writer can accomplish this final project. Peace and salutation be upon Prophet Muhammad SAW, his families, his companion, and his followers.
This skripsi is presented to Departement of English Education at Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirements for the Degree of S.Pd. (S-1) in English Education.
In this opportunity, the writer would like to express her greatest gratitude and honor to her wonderful parents, Mr. Muhammad Subhan and Mrs. Maslahah, and her beloved brother, Muhammad Fahri Hasan, who always give their endless love, support, motivation, guidance, and pray to the writer.
Furthermore, the writer would also like to express her deepest gratitude and honor to her advisors, Mrs. Ismalianing Eviyuliwati, M.Hum., and Mrs. Desi Nahartini, M.Ed., who have given their valuable knowledge, time, energy, comments, corrections, and suggestions for the writer so the writer can finish her skripsi.
Moreover, the writer’s sincere gratitude also goes to:
1. Nurlena Rifa’i, Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’ Training.
2. Drs. Syauki, M.Pd., as the head of Department of English Education.
3. Zaharil Anasy, M.Hum., as the secretary of Department of English Education. 4. All lectures and staffs of Department of English Education who have helped and shared their valuable knowledge, inspiration, and motivation to the writer during her study.
5. Zaenuri Yasmin, S.Ag, M.Pd., as the headmaster of SMA Manba’ul Ulum, who has given permission to the writer to conduct the research.
6. Arin Setyorini, S.Pd., as the English teacher of SMA Manba’ul Ulum, who have assisted the writer in collecting the data during the research.
7. All teachers, staffs, and students of SMA Manba’ul ulum who have helped the writer during conducting the research.
8. All her dormitory friends, Ello, Yuli, and Salamah, who have never been tired to remind the writer to do her skripsi.
9. All her best friends, Delima, Syifa, Lela, Erien, and Nay, for sharing time, happiness, and sadness.
10. All her friends in Department of English Education 2010, especially at ‘C class’ (Rizka, Fitri, Feni, Fahda, Atus, Indah, Tini, Irma, Anis) for the wonderful time, friendship, support, togetherness, and knowledge which have been shared for these several years.
May Allah the Almighty bless them all for their help and contribution. Aamiin. Finally, the writer realizes that this skripsi still cannot be considered
perfect. Therefore, critiques and suggestions for this skripsi are really expected to make this skripsi better.
Jakarta, January 2015
The Writer
APPROVAL SHEET ... ii
ENDORSEMENT SHEET ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problems ... 5
C. Limitation of the Study ... 6
D. Formulation of the Problem... 6
E. Objective of the Study ... 6
F. Significance of the Study... 6
CHAPTER II. THEORETICAL FRAMEWORK A. Writing ... 8
1. The Definition of Writing ... 8
2. Process of Writing ... 9
3. Purposes of Writing ... 11
B. Narrative Text ... 13
1. The Definition of Narrative Text ... 13
2. Purposes of Narrative Text ... 14
3. Generic Structures of Narrative Text ... 14
4. Linguistic Features of Narrative Text ... 15
C. Dictogloss ... 18
1. The Nature of Dictogloss ... 18
2. Procedures of Dictogloss ... 20
3. Advantages of Dictogloss ... 22
D. Teaching Writing of Narrative Text UsingDictoglossTechnique ... 24
E. Conceptual Framework ... 25
F. Relevant Previous Studies ... 27
G. Hypotheses of the Study ... 29
CHAPTER III. RESEARCH METHODOLOGY A. Place and Time of the Study ... 30
B. Research Method ... 30
C. Population and Sample ... 31
D. Technique of Data Collecting ... 31
E. Technique of Data Analysis ... 34
F. Statistical Hypotheses ... 37
CHAPTER IV. RESEARCH FINDINGS A. Data Description ... 39
1. The Data of Experimental Class ... 39
2. The Data of Controlled Class ... 40
B. Data Analysis ... 41
1. Normality Test ... 42
2. Homogeneity Test ... 43
3. Hypothesis Test ... 44
C. Data Interpretation and Discussion ... 48
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 51
APPENDICES
LIST OF TABLES
Table 3.1 : Analytic Scoring Rubric ... 32
Table 4.1 : Normality Test Result of Experimental Class ... 42
[image:12.595.136.486.282.614.2]Table 4.2 : Normality Test Result of Controlled Class ... 42
Table 4.3 : Homogeneity Test Result of Pre-test ... 43
Table 4.4 : Homogeneity Test Result of Post-test ... 43
[image:12.595.191.423.285.521.2]Experimental and Controlled Class ... 41
[image:13.595.193.423.279.525.2]LIST OF APPENDICES
Appendix 1 Students’ Scores of Experimental Class Appendix 2 Students’ Scores of Controlled Class
Appendix 3 Frequency Distribution of Pre-test and Post-test in Experimental Class
Appendix 4 Frequency Distribution of Pre-test and Post-test in Controlled Class Appendix 5 Calculation of Pre-test Normality in Experimental Class
Appendix 6 Calculation of Post-test Normality in Experimental Class Appendix 7 Calculation of Pre-test Normality in Controlled Class Appendix 8 Calculation of Post-test Normality in Controlled Class Appendix 9 Homogeneity Test
Appendix 10 The Result of Statistical Calculation of Gained Score fromBoth the Experimental Class and the Controlled Class
Appendix 11 Lesson Plan for Experimental Class Appendix 12 Lesson Plan for Controlled Class Appendix 13 Instrument of Pre-test
Appendix 14 Instrument of Post-test Appendix 15 Students’ Writing Samples Appendix 16 Surat Izin Penelitian
Appendix 17 Surat Keterangan Penelitian
Appendix 18 Tabel Distribusi Probabilitas t-student
In this chapter, the researcher would like to present background of the study, identification of the problems, limitation of the study, formulation of the problem, objective of the study, and significance of the study.
A.
Background of the Study
Writing is one of the ways used by people to communicate or to express their ideas, thoughts, etc., to other people when it is impossible to communicate orally. In this globalization era, the ability to write effectively is becoming increasingly important, especially in English language. It is because, in this globalization era, people are indirectly forced to be able to communicate through English writing with foreigners all over the world, who widely use English, for any purposes by using social media such as facebook, gmail, blog, twitter, etc, in order to expand their world. As Weigle stated that “As advances in technology allow people from nations and cultures throughout the world to interact with each other, the ability to write a second or foreign language is becoming widely recognized as an important skill”.1
In addition, people actually will have to perform their writing skill throughout their life for academic and occupational purposes such as composing simple stories, writing letters, reports, papers, theses, and so forth that can be accessed by people all over the world. As Dietsch stated that skill in writing is crucial for suceeding in college and for advancing a career.2 Furthermore, writing is also important for English language learners to develop and reinforce their understanding of new language that has been studied.3 Learners can learn and
1
Sara Crushing Weigle, Assessing Writing, (New York: Cambridge University Press, 2002), p.1.
2
Betty Mattix Dietsch, Reasoning and Writing Well; A Rhetoric, Research Guide, Reader, and Handbook, 3rd Edition, (New York: McGraw Hill, 2003), p.3.
3
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 1998), p. 79.
1
2
commit the new language to their memory as they go along with a process of writing sentences or texts. Consequently, the skill of writing in English is important to be mastered by all people, especially by English foreign learners.
However, writing is not easy and simple to do, especially when it is compared with speaking. In speaking, speakers will get direct feedback from the hearers. Hence, if the hearers seems to not understand the message conveyed, the speakers can use gesture, intonation, stress, and facial expression, to make the message clearer. Meanwhile, in writing, writers cannot get immediate feedback from readers or even did not get any feedback at all to know whether or not the messages in their writing has been well understood.4 In addition, Hedges pointed out that effective writing requires a number of things such as a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; a careful choice of vocabulary, grammatical patterns, and sentence structures.5 As a result, writing needs greater requirements than speaking to make readers understand what has been written without asking for clarification.
Due to the importance and the complexity of writing, in English language learning, Indonesian students are also expected to learn and master writing skill besides other English skills; listening, speaking, and reading.It means that the students do not only have to learn and be able to get the meaning from English text and speech through listening and reading, and be able to speak in English, but they also have to learn and be able to write some types of texts in English. Based on the English syllabus in Curriculum 2013 for first grade students of Senior High School, there are some text types that should be learned and mastered by the students. One of those texts is narrative text.
Narratives are stories. Calfee and Drum in Dymock stated that “Stories generally tell ‘what happened’, who did what to whom and why.6 Hence, narrative
4
Jeremy Harmer, The Practice of English Language Teaching, (London and New York: Longman,1996), p. 53.
5
Tricia Hedge, Writing, (Oxford : Oxford University Press, 1988), p.5.
6
Susan Dymock. “Comprehension Strategy Instruction: Teaching Narrative Text Structure Awareness”. The Reading Teacher 6, no.2 (2007) : 161.
text is a text that tells about story or event that happened in the past time. Narrative text can be fiction and non-fiction story. There are some kinds of narrative text. They are adventure, fairy tale, fantasy, fable, myth, legend, and etc.
However, based on the result of preliminary study that the researcher did in SMA Manba’ul Ulum, she found that many students still get low score in their English achievement, especially in writing. The students still cannot produce a good writing in English. Furthermore, based on the result of interview with the English teacher, the teacher stated that there are many problems faced by the students when they are asked to write. They often do not know how to get started their writing. They often feel difficulty to get ideas to write so they cannot write smoothly to develop the topic and often get stuck in the middle of their writing. Also, they often get difficulties to organize their ideas in their writing. In addition, they have limited vocabulary and poor knowledge of English grammatical rules so their written sentences and paragraphs are often not good and grammatically incorrect.
According to Ngalim Purwanto,there are two kinds of factor that can influence students’ learning and achievement. Those are students’ internal factors which include students’ personality, IQ, internal motivation, etc., and students’ social factors which include condition of family, teacher and his/her teaching technique, teaching and learning media or equipment, learning environment, and social motivation.7 As the factor that is considered having big influence toward students’ learning achievement, a teacher who formally facilitates students in learning should carefully select the teaching technique that can be used appropriately in the classroom. The teacher should also be able to create interesting atmosphere by using various teaching techniques so the students will be motivated in learning and students’ boredom and anxiety in learning can also be released.
Unfortunately, from the preliminary study, the researcher also got information that when the teacher teach English, she spent much time to explain
7
M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT Remaja Rosdakarya, 2010), p.102.
4
the materials. She does not create learning activities which can make students become active and does not provide much time for students to interact each other during learning. Moreover, the learning activities used for writing practice is often meaningless and not communicative. She often just asks students to do the exercises in English textbook or students’ workbook, such as asking students to arrange the jumbled paragraph, and completing narrative text. Also, she often asks students to write or compose a text individually or in pair from the topic given after she explains the material, and asks the students to submit it to the teacher to be assessed dirrectly. As a result, it makes students bored, frustated, and anxiety to practice their writing especially for those whose writing skill is still low.
To solve the problems stated above, the teachers who teach English should be creative and they should choose the suitable technique in teaching. The technique they use to teach especially writing have to make students become actively involved and have high motivation in learning how to write effectively. Moreover, The technique that they implement should also have interesting activities that can make students want to practice their writing frequently. As what Langan stated that because writing is a skill, so the more someone practices writing, the better he or she will write.8
There are actually a lot of techniques that can motivate and actively involve students in English teaching – learning process. One of those techniques is “Dictogloss technique”. Dictogloss is a new way to do dictation developed by Ruth Wajnryb.9 Dictogloss is different with the traditional dictation in which the teacher reads the text slowly and repeatedly and ask students to write exactly what the teachers read without doing any thinking.
In dictogloss, there is a gap between listening and writing phases. A text is read twice to learners. They may not do anything except listening to the text at first reading and they are asked to take brief notes at second reading. Next, they work cooperatively in a group to reconstruct the text from their shared notes. The task of reconstruction the whole text dictated from their notes requires the
8
John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p.13.
9
Ruth Wajnryb, Grammar Dictation, (Oxford: Oxford University Press, 1990), p.5.
students in groups to discuss and recall their prior knowledge about grammar, vocabulary, and language features of text that they have to use in their reconstructed text and they also have to organize well their shared notes and ideas into paragraph form in order their reconstructed version will be coherent and have closely meaning to the original text. At last, they analyze and compare their various works to the original text each other.10
By dictogloss, students can learn and train to write good paragraph/s in different way. Students are given much time to interact with their friends during learning. Vasiljevic stated that dictogloss also gives opportunities for students to learn something new from their group because every person in a group has different skill in writing. From the other members of groups, students can get feedback and correction to their mistakes in writing, so that they can identify their strengths and weaknesses in writing that can help them to produce better writing. Moreover, students can decrease their anxiety in learning writing because they work in a group. Besides, using dictogloss do not only train students’ writing skill but it also trains other language skill, such as listening.11 In other word, using dictogloss technique to learn writing may give some benefits for the learners.
From the explanation above, the researcher is interested to conduct the research on the effectiveness of dictogloss technique in teaching writing of narrative text.
B.
Identification of the Problems
Based on the explanation of background of the study, There are some problems that can be identified, those are:
1. Many students still get low score in English and they still cannot produce a good writing
2. Many students do not know how to start writing and organize their writing well in order to be coherent
10
Ibid., p.5.
11
Zorana Vasiljevic, Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners. English Language Teaching 3, No. 1, 2010, p.45.
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3. Many students are having limited vocabulary and limited knowledge about grammar
4. Many students feel bored in learning process because the teacher just uses monotone technique.
C.
Limitation of the Study
In order to avoid misunderstanding in interpreting the problems, the writer limits this research on the effectiveness of dictogloss technique in teaching writing of narrative text at the first grade students of SMA Manba’ul Ulum in academic year 2014/2015.
D.
Formulation of the Problem
The formulation of problem studied in this research is “is dictogloss technique effective in teaching writing of narrative text?”
E.
Objective of the Study
The objective of this study is that the writer wants to find out empirical evidence about the effectiveness of dictogloss technique in teaching writing of narrative text.
F.
Significance of the Study
This research is expected to be useful for the writer and English teachers to add their knowledge about the technique that they can use in teaching writing of narrative text to their students.
It is also hoped that this research will give input and new learning experience to the students in learning writing narrative text.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains generally about the definition of writing, process of writing, purposes of writing, the definiton of narrative text, purposes of narrative text, generic structures of narrative text, linguistic features of narrative text, the nature of dictogloss, procedures of dictogloss, and advantages of dictogloss. Moreover, this chapter also presents about conceptual framework, relevant previous studies, and hypotheses of this study.
A.
Writing
1. The Definition of Writing
There are several definitions given by linguists about writing. According to Flynn and Stainthorp, Writing is used by writers to translate their ideas into words on the page so they can communicate their ideas to other people.1 It means that writing is a way of communicating and sharing one’s idea to other people through a written language.
In addition, Raymond defined that “Writing is a way of learning in which none of us can write much of interest without first thinking, probing, observing, asking questions, experimenting, and reading”.2 This statement actually implies that when we write something, we unconciously also learn many things because we should do some activities, such as observing and reading, to gain information about a topic that we want to write.
Other definition about writing was also given by Langan who stated that writing is a skill like driving, typing, or cooking and like any skill that can be learned through practice.3 Similarly, Harmer also stated that in order to be able to write, students need to have special instruction and learn consciously. It
1
Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing, (West Sussex: Whurr Publishers Limited, 2006), p. 34.
2
James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper and Row Publishers, 1980), p. 2.
3
John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p. 10.
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is unlike speaking which is acquired naturally as a result of being exposed and the students do not need to get formal instruction.4 From those two statements, it is clearly stated that writing is not a skill that can be mastered instantly and automatically. In order to be able to write, all people need to learn and practice it continuously.
Based on the above explanation, it can be concluded that writing is not only a medium that can be used for sharing and communicating ideas or information to other pople in written form, but it is also a way to learn because we need to do some activities such as reading, thinking, experimenting, etc., during our writing process. Furthermore, writing is also a skill that can be learned and mastered by all people through continuous practice.
2. Process of Writing
Good writing brought effective communication. Surely, people expect that they can write effectively. They want the message or the idea they want to share can be conveyed well to other people through their writing. However, to be able to make an effective writing needs a process. The writers should go through that process. They cannot expect their writing will be good if they write quickly or in short time.
As what Clouse said, “You cannot expect to write a polished piece quickly any more than you can expect to plan a big event-such as wedding- quickly”.5
Miller divided the process of writing into prewriting, drafting, revising, and editing stages and he explained that the stage in writing process is not as a fixed sequence but as a dynamic and unpredictable process in which there is no obligation to complete one stage before begining others.6 This means that
4
Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p.3.
5
Barbara Fine Clouse, The Student Writer; Editor and Critic 7th Edition, (New York : McGraw Hill, 2008), p.33.
6
Robert Keith Miller, Motives for Writing 5th Edition, (New York: McGraw Hill, 2006), p.27.
10
writers must not follow and do this process systematically from prewriting to editing stage because this process is actually flexible.
a. Planning (Prewriting)
The first step in writing process is planning what kind of theme or topic of the writing. First, the writers need to select a theme and then narrow the theme to a topic. At the same time, the writers think about the purpose of why they choose that topic, who the readers will be, and what the writers will do to gather information.
Prewriting is any activity in the classroom that helps students to generate ideas and encourages students to write. Brainstorming, clustering, free writing, and wh-questions are several variety activities in prewriting stage that provide the learning experiences for students.7
b. Drafting
Drafting is the stage where the writers focus on the fluency of writing. They transform the ideas and information they want to say into written form without worrying yet about grammar, punctuation, spelling and capitalization. The writers’ goal is just to state the main idea clearly, to develop and expand the content of writing with plenty of specific details.8
c. Revising
Revising means rewriting the writing, building upon what has already been done, in order to make it stronger.9 In this stage, the writers recheck, rethink, and refine the content of their writing to see what works, what might need developing, changing, or deleting in order the content can be delivered more effectively to the readers.
7
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002), p.316.
8
John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p.25.
9
Ibid., p.26.
d. Editing
The last stage in the writing process is editing. At this stage, the writers check their writing for mistakes in grammar, punctuation, capitalization, and spelling. Richards states that in editing stage, the students engage in tidying up their writing as they prepare the final draft for being evaluated by the teacher. They edit their own writing or their peer’s for grammar, spelling, punctuation, diction, and sentence structure.10
From the explanation above, it can be stated that writing is not a simple task which can be done in short time. The writers, unconsiously, do some processes when they are writing. They plan their writing by determining their purpose to write, considering their readers, and gathering idea and information they want to write. Next, they make a draft by writing their idea. Then, they revise what they have written and they check or edit their writing from the aspect of grammar, spelling, and vocabulary. However, that writing process does not begin with planning and then proceed systematically through drafting, revising, and editing. Each of those stages can occur or recur at any moment during the production of a finished piece of writing.
3. Purposes of Writing
Writers certainly have purpose when they write something on paper. They have to consider the purpose of their writing because it will not only influence the type of text they will produce but also the language use they have to choose and the infomation they have to provide.
When writers write, they may want to express their feelings, to explore an idea or perhaps to entertain or to amuse their readers, to inform people or explain an idea, to argue for or against an idea in order to persuade others, to
10
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002), p.318.
12
believe or act in a certain way, to evaluate or solve problem, and to mediate or negotiate a solution in a tense or difficult situation.11
In addition, Stone stated that a creation or a writing that writers made should be based on a specific purpose in their mind. As the writers, they have to ask themselves about what they want from their readers, whether they want to persuade, inform, or entertain the readers. According to him, the purposes of writers to write are to PIE; to persuade, to inform, and to entertain. He used that acronym to make it easier to remember.12
a. To persuade
Writing to persuade means that we write something that will make the readers take an action, do something, or change their belief as we suggested in our writing. Advertisement is one of the examples of writing to persuade. b. To inform
Writing to inform means that we want to make the readers know about a new thing, place, issue, etc. that we want to share through our writing.The examples of writing to inform are newspaper, magazine article, laboratory report, and etc.
c. To entertain
Writing fiction stories and non-fiction stories that reflect writers’ feeling and experience are writing to entertain the readers. From that writing, the readers are expected to be able to decrease their stress and to take life-lesson implied in the story.
Besides those purposes, Harmer states the purpose of writing is for learning in which writing is used as an aidememoire or practice tool to help students practise and work with language they have been studying.13 It means that the teacher asks students to write by using the language they have learned in order they can comprehend more about its usage.
11
Colorado State University, Types of Purposes, 2014, (http://writing.colostate.edu)
12
Randi Stone, Best Practices for Teaching Writing, (California: Corwin Press, 2007), p. 34.
13
From the explanation above, it can be concluded that if writers want to write something, they must initially think why they want to write it. The various purposes the writers make writing are to explore, to inform, to persuade, to argue, to againts an idea, and to learn or to help practise a language that they are studying.
B.
Narrative Text
1. The Definition of Narrative Text
Anderson and Anderson defines narrative as a piece of text which tells a story and, in doing so, entertains or informs the reader or listener. Narratives can be presented or told in the first person if the narrator is one of the characters in the story, and in the third person if the narrator is outside the story.14
Meanwhile, Woodson states narrating is when you tell a story and when you describe actual or fictional events which are arranged in chronological order or sequence.15 It can be said that sequencing the events in narration is one of important elements because narration is concerned with time.
In addition, Narrations deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.16 This means that in narrative text, there are some problems developed or happened and finally can be solved at the end of story.
From the explanation above, it can be concluded that narrative text is a text telling a past story or event, either actual or fictional, by using time sequence or chronological order. Moreover, the story in narrative text sets up one or more problems, which must find a way to be resolved.
14
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003),p.3.
15
Linda Woodson, From Cases to Composition, (Glenview, Illinois: Scott, Foresman and Company, 1982), p.145.
16
Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha Ilmu, 2008), p.73.
14
Narrative, as kind of story genre that can be imaginary or factual, has many types. They are fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myth, legends, historical narratives, ballads, and etc.
2. Purposes of Narrative Text
Each text written surely has a purpose or purposes, including narrative text. Writers write narrative text with purpose/s. However, people write narrative text might be basically for pleasure, to gain and hold the reader’s interest in a story. It means that they like to write any kinds of stories to entertain or even to teach the writer’s reflection on experience.
That is in line with Anderson’s explanation that narrative is used to present a view of world that entertains or informs the reader or listener.17 Also, Hartono states that the sosial function of narrative text is to amuse, entertain, and to deal with actual or various experience in different ways.18
Meanwhile, According to Clouse, narrative text can fulfill any of the purposes for writing: to entertain, to express feelings, to relate experience, to inform, and to persuade.19
3. Generic Structures of Narrative Text
According to Anderson and Anderson, a narrative text consists of an orientation in which the narrator tells the audience about ‘who’ is in the story,
‘when’ the story is taking place and ‘where’ the action is happening, a complication that sets off a chain of events that influences what will happen in
the story, a sequence of events where the characters react to the complication, a resolution in which the characters solve the problem created in the
17
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 1997), p.6.
18
Rudi Hartono, Genres of Text, (Semarang State University: English Department, Faculty Language and Art, 2005), p.6.
19
Barbara Fine Clouse, The Student Writer : Editor and Critic, (New York: McGraw-Hill Companies, Inc., 2008), p.186
complication, and a coda that provides moral based on what has been learned from the story (optional).20
Meanwhile, Siahaan and Shinoda explained that the structures of narrative text are orientation (setting the scene and introducing the participants), evaluation (a stepping back evaluate the plight), complication (a crisis arises), resolution (the crises is resolved, for better or for worse), and reorientation (optional).21
From the explanation above, it can be stated that the main structures in narrative text are :
a. Orientation
It is about opening paragraph that tells or introduces about ‘who’ (characters or participants), ‘when’ (time), and ‘where’ (place) of the story.
b. Complication
Complication explores the conflict in the story. This part shows and describes the problems or the rising crises which the participants or characters of the story have to do with.
c. Resolution
In this part, the crises or the problems in the story are resolved and ended for better or worse, happily or unhappily.
4. Linguistic Features of Narrative Text
There are some language features in narrative text. Those are (a) nouns that identify the specific characters and places in the story, (b) adjectives that provide accurate descriptions of the characters and settings, (c)time words that connect events to tell when they occur. For example, first, then, next, while,
20
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p.3.
21
Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha Ilmu, 2008), pp.73 – 74.
16
afterward, finally, after, during, before, etc., (d) verb to show the action that occurs in the story. The tense used in general is past tense.22
In addition, Siahaan and Shinoda stated that the linguistic features of narrative are focus on specific and usually individualized participants, use of material Processes (behavioral and verbal process), use of mental process, use of temporal conjuction and temporal circumstance, and use of past tense.23
To sum up, the linguistic features of narrative text are: a. Focus on specific characters and places in the story b. Use of past tense
c. Use of behavioral process or action verb, such as run, walk, go, etc. d. Use of verbal process or verbal verb, such as say, state, etc.
e. Use of mental process or mental verb, such as think, feel, know, etc. f. Use of adjective to describe characters and setting accurately
g. Use of temporal conjunction, such as firstly, then, next, after that, etc. h. Use of temporal circumstance, such as once, once upon a time, etc.
Example of Narrative Text Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang’s father had passed away when he was a baby. Malin Kundang had to live hard with his mother.Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town.
22
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 1997), p. 8.
23
Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha Ilmu, 2008), p.74.
ORIENTATION
One day, when Malin Kundang was sailing, he saw a merchant’s ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him.To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly, he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn’t apologize. Malin Kundang just laughed and really set sail.In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
(adapted from www.freeenglishcourse.com)
RESOLUTION COMPLICATION
18
C.
Dictogloss
1. The Nature of Dictogloss
Dictogloss is one of techniques that can be used in language teaching and learning process. The term “Dictogloss” is firstly introduced by Ruth Wajnryb in 1990 through her book “Grammar Dictation” to help students have better understanding of using grammar. However, although the original intent of creating dictogloss is for studying grammar, there are numerous ways to adapt the technique that allows teachers and learners to focus on different language objectives.24 Hence, besides for teaching grammar, dictogloss can be used for teaching other language skills or subskills.
Jacob and Small gave their opinion about dictogloss, “Dictogloss is an integrated skills technique in learning a language in which students work together to reconstruct version of text read to them by their teacher”.25 It means that dictogloss is a technique for language teaching which can integrate the language skills; listening, speaking, reading, and writing.
Thornbury stated “Dictogloss is a form of dictation, but one in which the students hear and reconstruct the whole text, rather than doing so line by line. Dictogloss also involves the students collaboratively reconstructing the text from memory and then comparing it with the original”.26 Thus, although the basic procedure of dictogloss is dictation, dictogloss is different from the traditional dictation in which the teacher reads a text slowly and repeatedly and the students make a copy or write exactly what the teacher reads or says without doing any thinking. As what is also explained by Wajnryb about dictogloss:
Dictogloss borrows a little from traditional dictation (hence part of its name) but in fact is quite distinct from dictation in both procedure and objectives. In dictogloss, a short text is read at normal speed to a class of learners who jot down familiar words as they listen. At the end of the
24
Benjamin Lee Stewart Robinson, Dictogloss Method : An Integral Model for Language Learning, ANUPI Mexico, 2011, p.3.
25
George Jacob and John Small, Combining Dictogloss and Cooperative Learning to Promote Language Learning, The Reading Matrix 3, No. 1, 2003, p.1.
26
Scott Thornbury, How to Teach Grammar, (Essex: Pearson Education Limited, 1999), p.82.
dictation stage, most learners have only a small number of isolated words (or fragments) which together make up a very incohesive ‘battered text’. In small group, they then pool their resources to reconstruct their version of the original text. In the final stage, the various versions that the students have produced are subjected to close analysis and comparison. Through both the task of reconstruction and the following error analysis, students refine their understanding of the langauge they have used.27
In addition, Robinson stated that dictogloss provides more communicative and integrative approach to language learning than traditional dictation. When recreate the text, they are doing so by integrating the four language skills, are given chance to do self-correction by critically looking at how they produce the language, and are learning how to do peer correction with their friends.28
Moreover, dictogloss is a technique in which the teacher reads a short text and and the learners make a brief notes and then try to reconstruct the text in group. The aim is not to reproduce the text word by word, but to convey the meaning and style of the text as closely as possible.29
In conclusion, dictogloss is one of communicative teaching techniques in learning a language which integrates all language skills; listening, speaking, reading, and writing, and asks students to recreate a text read or dictated by teacher in group. Then, dictogloss and traditional dictation is different in the form of the style of dictating, the task that follows, and the objectives of the lesson.Although for the first time dictogloss is designed to help language learners improve their understanding of using grammar, it can be used to improve other skills, especially writing because in dictogloss, the students in group are asked to make reconstruction of text that has been read by teacher from their notes by using their own words as closely as possible to original text. This means that students and their partners can learn each other to
27
Ruth Wajnryb, Grammar Dictation, (Oxford: Oxford University Press, 1990), p.5.
28
Robinson, loc. cit.
29
English Unlimited, Teaching Unlimited, Dictogloss, (Cambridge: Cambridge University Press,2011).
20
organize their writing cohesively, to use structure correctly, and etc, that can improve their writing skill.
2. Procedures of Dictogloss
There are four stages in applying dictogloss in English teaching as suggested by Wajnryb; preparation, dictation, reconstructing, analysis and correction stages.30
a. Preparation: at this stage, students are prepared for the subject matter and the text they will be hearing.The students are also pre-taught or prepared for vocabulary of the text which seems unknown or unfamiliar to the students and difficult for the students to infer. At this stage, teachers also should introduce or explain clearly what dictogloss is and what the students are expected to do during dictogloss, and also ensure that the students understand well. It is also suggested to organize students into groups at this stage.
b. Dictation: learners hear the dictation twice. The first time the text is read aloud at normal speed, the students only listen and may not write anything in order to get a general feeling for the text. The second time of dictation, the students should take down notes. The students are encouraged to listen and write content words which will assist or help them in reconstructing the text. The dictating should not be conducted in the traditional way where the sentence is broken into isolated word units.
c. Reconstructing: in this stage, after the dictation is finished, the students work in groups to produce their own version of the text. They pool their notes or information they have written down at dictation stage and try to reconstruct their version of the text from their shared notes. One of students from each group acts as scribe who writes down the group’s text as it emerges from group discussion. Then, other members of group checks the text for grammar, textual cohesion, and logical sense.
30
d. Analysis and Correction:at the last stage of dictogloss, various versions of text from different groups are analyzed and compared. There are many ways of conducting this last stage. For instance, one of students from the group as representative read or write their versions on the chalkboard. Whatever method chosen to do this stage, the students should be encouraged to compare the various versions and discuss the language choice made.In this way, errors are exposed and discussed so that students understand the hypotheses, false, that underlie their choice.
Meanwhile, Jacobs and Small in their acticle summarized the procedures of dictogloss, as follows:31
a. The class engages in some discussion on the topic of the upcoming text. This topic is one on which students have some background knowledge and, hopefully, interest. The class may also discuss the text type of the text, e.g., narrative, procedure, or explanation, and the purpose, organizational structure, and language features of that text type.
b. The teacher reads the text aloud once at normal speed as students listen but do not write. The text can be selected by teachers from newspapers, textbook, etc.,or teachers can write their own or modify an existing text. The length of the text depends on students’ proficiency level.
c. The teacher reads the text again at normal speed and students take notes. Students are not trying to write down every word spoken.
d. Students work in groups of two – four to reconstruct the text in full sentences, not in point form (also known as bullet points). This reconstruction seeks to retain the meaning and form of the original text but is not a word-for-word copy of the text read by the teacher. Instead, students are working together to create a cohesive text with correct grammar and other features of the relevant text.
31
22
e. Students, with the teacher’s help, identify similarities and differences in terms of meaning and form between their text reconstructions and the original.
3. Advantages of Dictogloss
Dictogloss as one of techniques that can be used in language teaching brings some advantages when it is implemented. According to Vasiljevic, there are some advantages of dictogloss. Those advantages are:32
a. By dictogloss, Students are actively involved in the learning process and there are multiple opportunities for peer learning and peer teaching. It is because dictogloss combines individual and group activities in which students listen and take notes individually and then reconstruct the text together.
b. The reconstruction stage helps students try out their hypotheses and subsequently to identify their strengths and weaknesses. The reconstruction and correction stages help the students to compare input to their own representation of the text and to identify the possible gaps.
c. Dictogloss also promotes learners’ autonomy. Students are expected to help each other recreate the text rather than depend on the teacher to provide the information. The analysis and correction stage enables the students to see where they have done well and where they need to improve.
d. Dictogloss is beneficial to reduce learners’ anxiety in learning because they learn in small group.
In addition, other advantages of dictogloss are also explained by Jacobs and Small, those advantages are as follows:33
a. Curricular Integration
Curricular integration involves combining the teaching of content, such as social studies or science, with the teaching of language, such as writing skills
32
Zorana Vasiljevic, Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners. English Language Teaching 3, No. 1, 2010, pp.45 – 46.
33
or grammar. Curricular integration is easily achieved from the selection of texts. In addition, dictogloss also promotes integration within the language curriculum as all four language skills – listening (to the teacher read the text and to groupmates discuss the reconstruction), speaking (to groupmates during the reconstruction), reading (notes taken while listening to the teacher, the group’s reconstruction, and the original text), and writing (the reconstruction).
b. Thinking Skills
The discussion that happened during text reconstruction in dictogloss procedure gives a chance for learners to use their critical thinking skills as they challenge, defend, learn from, and elaborate on the ideas presented. Thinking skills is also used when students analyze their reconstructed text in relation to original.
c. Alternative Assessment
Dictogloss offers a context-rich method of assessing how much students know about writing and about the topic of the text. The text reconstruction task provides learners with the opportunities to display both their knowledge of the content of the text as well as of the organizational structure and language feature of the text. As students discuss with each other during text reconstruction and analyzing their reconstructed text, teacher can listen in and observe students’ thinking about the task. Furthermore, dictogloss makes students involved in self assessment and peer assessment.
Moreover, British Council stated that the advantages of dictogloss are: a. To encourage students to focus on meaning when listening to a text b. To develop effective learning strategies
c. To develop proof reading and editing strategies
24
e. To assist all students and others who need a lot of support with reading and writing activities.34
Harmer also mentioned that dictogloss is useful to build students’ writing habit because in dictogloss, the students are asked to recreate a text that the teacher reads to them.35
From the explanation above, it can be summed up that dictogloss is beneficial to be implemented in teaching and learning process for some reasons. Dictogloss gives opportunities for learners to learn as individual and as group by using critical thinking, promotes learners’ autonomy which makes them not only depend on the teacher in learning but also depend on their peers to get or gain knowledge, provides writing activity which can assist learners to identify what they have done well and what they need to improve, integrates a subject to other subject, offers an altenative way for assessing students’ ability.
D.
Teaching Writing of Narrative Text using Dictogloss Technique
Considering to the dictogloss procedures suggested by some experts above, the procedures of dictogloss used by the writer for teaching writing of narrative text in this study are as follows :First, the students are given a narrative text and are asked to observe that text. The students, with the teacher’s help, are asked to identify the generic structures and language features of the text. Then, the students and the teacher discuss about narrative text.
Second, Students are asked to brainstorm about the text that will be read and vocabulary that will come up in the text, and the teacher introduces or pre- teach vocabulary that seems unknown and difficult for students to get from the text.
34
British Council, Dictogloss, 2014, (www.teachingenglish.org.uk/knowedge-database/dictogloss).
35
Third, the teacher introduces about dictogloss technique and explains clearly to the students about what they are expected to do at each stage of dictogloss. Also, the teacher divides students into some groups.
Fourth, a narrative text is dictated twice to the students in normal speed. At the first dictation, the students are not allowed to do anything except listening to the whole text. Then, at the second dictation, the students have to write down or take notes individually about the important information that they can catch from the text read. They are encouraged to write content words on their notes, such as noun, verb, that can help them in reconstruction stage.
Fifth, the students are asked to share their notes and reconstruct their group version text. One of group members is asked to write the text as it emerges from group discussion and other members are asked to check for grammar, textual cohesion, and logical sense of their reconstructed text.
Sixth, each group has to change their text version to other groups. The students are asked to analyze other group’s text and compare it with the original text. They are also encouraged to make correction on other group’s text, if it is needed, in the aspect of grammar, organization, spelling, and etc. Also, they have to give feedback by putting a comment on other group’s work.
Seventh, each group revises and edits their work based on the correction and feedback given by other group. Then, each group’s work is collected to the teacher and the teacher asks the students to sum up the learning.
At last, students are asked to make a conclusion of the lesson.
E.
Conceptual Framework
26
that writing skill is also one of important language skills that should be mastered by foreign language students.
There are some types of text that the students should be able to write or compose. One of those texts is narrative text. Narrative is a text that tells about story that occured in past time by using chronological order. However, writing is not an easy task to do, especially for the students. It is because there many requirements that demands on writers or students in order the message conveyed through their writing can be understood well by the reader. The writers or students have to organize their ideas well by considering the generic structure of the text they will write, use correct grammatical structure and appropriate vocabulary. Those things are still become problems for the students in language learning.
The teacher, as one of the factors that can influence students’ ability, should be able to choose appropriate technique for teaching-learning activity. One of techniques that can be used in teaching- learning process is dictogloss. Dictogloss is an integrated skill technique for learning langauge in which the basic procedure of this technique is that the students work together to create a reconstructed verison of a text read to them. It is called an integrated skill technique because dictogloss does not only train sudents’ writing skill, but also other language skills, such as listening, reading, and speaking.
In dictogloss, a text is read out twice at normal speed to students. The students take down the key words and then attempt to reconstruct their passage from general understanding of the text and from their own notes. The task of reconstruction the whole text dictated from their notes requires the students in groups to discuss and recall their knowledge about grammar, vocabulary, and language features of text and they also have to try to well organize their shared notes into paragraph form in order their reconstructed version will be coherent and have closely meaning to the original text. Then, they analyze and do correction to their friends’ work.
cooperatively which is possible for them to do peer teaching and learning. Students with low ability in writing can learn form the students with higher writing ability to solve their problems in writing. In other word, each student can learn and teach one another which may be able to stay longer in their memory.
Dictogloss technique also allows students to do peer correction and peer feedback towards their friends’ writng which can make them be able to identify and see their strenght and weaknees, or identify in what aspect of writing they have done well and what they need to improve in their writing. In addition, by dictogloss, the students also can learn snd practice their writing in interesting way and without being anxiety because they learn in small group.
Seeing the characterisctics and advantages of dictogloss, the researcher assumes that dictogloss technique is effective in teaching writing of narrative text.
F.
Relevant Previous Studies
Dictogloss is a technique which is not only suitable to use in teaching English skills such as writing, reading, listening, or speaking, it is also appropriate to use in teaching the sub-skills such as grammar, vocabulary, etc. Hence,There are several previous studies that are relevant to this research. They are:
The first study was conducted by Aminatun (2013) under the title “The Influence of Using Dictogloss on Students’ Listening Comprehension
Achievement”. This research was conducted to know whether or not there is
28
means that the use of dictogloss on students’ listening comprehension achievement was much more effective than without using it.36
The second study was conducted by Fatoni (2010). He conducted a classroom action research research under the title “The Use of Dictogloss Technique to Enhance the Students’ Writing Skill in News Item Texts”. The
research was to find out how dictogloss technique enhance the students’ writing skill in news item texts. The subjects of this study were 35 first grade students of SMA 1 Kendal in the academic year of 2009/2010. The result of the study revealed that dictogloss can enhance the students’ writing skill in news item texts. It was proven from the improvement of the students’ behavior which was much better in participating and enjoying the activities using dictogloss technique. Moreover, based on the questionnaire and the field note, the students enjoyed the writing activities and the listening comprehension by using this technique. In conclusion, dictogloss technique is one of the positive ways to enhance the students’ writing skill in news item texts.37
The next relevant study was conducted by Marlina (2011). She conducted a classroom action research under the title “Improving Students’ Composition on Using Simple Present Tense through Dictogloss.” The research was to know
whether students’ composition in using simple present tense could be improved through dictogloss. The subjects of this study were 22 students at second grade of SMP IT Al-Qur’aniyyah, Jurang Mangu. The findings of this study were that the students’ composition in using simple present tense improved from pretest to posttest in cycle 1 and cycle 2. Then, the students were also enjoyed and interested in learning simple present tense.38
The last relevant study was conducted by Susanti and Sinaga (2012). They conducted the research under the title “Improving Students’ Achievement in
36
Dyah Aminatun, “The Influence of Using Dictogloss on Students’ Listening Comprehension Achievement”, Skripsi at English Education Departement, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah Jakarta, Jakarta, 2013, unpublished.
37
Nur Fatoni, The Use of Dictogloss Technique to Enhance the Students’ Writing Skill in News Item Texts, ( Semarang : Semarang State University, 2010).
38
Rilla Marlina, “Improving Students’ Composition on Using Simple Present Tense through Dictogloss”,Skripsi at English Education Departement, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah Jakarta, Jakarta, 2011, unpublished.
Writing Hortatory Expression Texts Through Dictogloss Technique”. This
research used Classroom Action Research (CAR) design and it attempted to improve students’ achievement in writing hortatory expression texts by using dictogloss technique. The subjects of this study were 42 students of second year in SMA Swasta Dharma Pancasila Medan. The result of this study showed that students’ achievement score in writing hortatory expression text improved in every test. In other word, dictogloss technique gave contribution to improve students’ achievement score in writing hortatory expression text.39
The difference of this study with the previous relevant studies discussed above is that in this research, the researcher tried to examine the effectiveness of dictogloss technique in teaching writing of narrative text. Although the basic skill that seems to be improved in dictogloss technique is listening, it does not mean that students’ other skills, especially writing, will not improve too. It is because in dictogloss, the students are not only asked to listen what the teachers read, but the students in group are also asked to reconstruct text read by teacher from the notes they took during listening.
G.
Hypotheses of the Study
1. Alternative Hypothesis (Ha) : “Dictogloss technique is effective in teaching writing of narrative text”.
2. Null Hypothesis (Ho) : “Dictogloss technique is not effective in teaching writing of narrative text”.
39
Nova Susanti and Lidiman S.M Sinaga, “Improving Students’ Achievement in Writing Hortatory Expression Texts Through Dictogloss Technique ,” Faculty of Language and Arts, State University of Medan, Medan, 2012.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the study, research method, population and sample, technique of data collecting, and technique of data analysis
A.
Place and Time of the Study
The study was conducted at SMA Manba’ul Ulum which is located at Jl. KH. Kilin PAP II Batu Jaya, Batu Ceper, Kota Tangerang, Banten 15122. This study was conducted for six meetings including for pre-test and post-test. It began on October 9th, 2014 and ended on November 7th, 2014.
B.
Research Method
The method of this study is quantitative method, that is experimental research. As stated by Wiersma and Jurs, an experiment is a research situation in which at least one independent variable, called experimental variable, is deliberately manipulated or varied by the researcher to determine its effect.1
The design of this study is quasi-experimental research. A quasi- experiment is a design, which is widely used in educational setting, in which there is no random assignment of subjects because randomly assigning subjects or students to the groups would disrupt classroom learning.2
In this research, The researcher applied pre- and post-test design approach to a quasi-experimental design. The researcher used two intact classes in which one of them was as experimental class and another was as controlled class. Experimental class was class which got treatment or being taught by using dictogloss and controlled class was not taught by using dictogloss technique. Both classes were given a pre-test before teaching-learning activity and post-test after
1
William Wiersma and Stephen G Jurs, Research Method in Education 9th Ed, (Boston: Pearson Education,Inc., 2009), p. 134.
2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research 3rd Edition, (Boston: Pearson Education, Inc., 2008), p. 313.
30
teaching- learning activity. The result of pre-test and post-test from both classes were compared and calculated to find out the effectiveness of dictogloss technique in teaching writing of narrative text.
C.
Population and Sample
The population of this study was all first grade students at SMA Manba’ul Ulum in academic year 2014/2015 consisting 114 students who were divided into 5 classes, X IPA 1, X IPA 2, X IPA 3, X IPS 1, X IPS 2. Then, the researcher took X IPA 2 and X IPA 3 as the sample of this study. X IPA 3 was as experimental class and X IPA 2 was as controlled class. Technique sampling used by the researcher was purposive sampling. It is purposive because the sampling is determined by any considerion; limited time, cost, and energy that the researcher had. The researcher took X IPA 2 and X IPA 3 as the samples of this study is also because according to the English teacher in that school, those classess were appropriate to become the samples of this research. The students from both classes had almost same characteristics and ability in learning English. Both of those classes consisted of 20 students.
D.
Technique of Data Collecting
The technique that the researcher used to collect the data was by giving test. Hence, the research instrument in this study was test. The test was in the form of writing test in which the students were asked to write a narrative text based on the topic which was determined. That writing test was given twice for pre-test and post-test. The topic for pre-test was about the story of Malin Kundang and the topic for post-test was the story of Tangkuban Perahu (Sangkuriang). Both classes, experimental class and controlled class, were given the same test. The students were given sixty minutes to do the test .
32
To obtain the validity of the test, the researcher used face and content validity. Hence, before conducting the research, the researcher did consultation to her advisors and the English teacher at the school where the reseacher conducted the research. The researcher consulted for the appropriaten
