IMPROVING STUDENTS ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT THROUGH DICTOGLOSS TECHNIQUE.

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ACKNOWLEDGEMENT Bismillahirrahmanirrahim

First and foremost, the writer gives the greatest thanks to the almighty God, Allah swt, most merciful for the opportunity , health and blessing given to her complete her thesis in partial fulfillment of the requirements for the degree of Sarjana Pendidikan at English Department of Faculty of Language and Arts, State University of Medan (UNIMED). The writer believes that without Allah swt, she will be nothing.

On this special occasion, the writer would like to express her gratitude to those who have assisted her in the process of completion for their moral, material, spiritual as well as support, Sincerest gratitude addressed to :

1. Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan 2. Dr. Isda Pramuniati, M.Hum, Dean of Languages and Arts Faculty 3. Prof. Dr. Hj. Sumarsih,M.Pd., Head of English Department, and Dra.

Masitowarni Siregar, M.Ed., Head of English Education Study Program 4. Dra. Meisuri, M.A. her thesis advisor, who has given so many support,

patient,guidance and advises during the process of accomplishing this thesis Drs. Elia Massa Gintings, M.Hum, academic advisorwho has given so many support, patient ,guidance and advises.

5. Mam Euis, who has help her in completed and arranging all of the correspondences during the period of accomplishing these thesis, and all the lecturer in English education and literature department.

6. H.M.T.Wahyu AmamiK. Jd, M.Pd. the headmaster of SMK HarapanStabat and RianiSPd, the English teacher who had helped the writer during conducting the research in that school and also to all the students of class XI-3 AP.

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8. Handika, and her big family who always supported the writer to be hard-working to finish her study in Faculty of languages and Arts, State University of Medan.

9. As’ari and Sri hartatik, her beloved grand parents , who has given prayer and advises, and beloved husband Ari Tahmid , who has given so many support, financial support, care, love , prayer, advises and her beloved daughter ; Ariqa Fatina Zahra, who has given her spirit and beautiful moment in completing this thesis .

10.Her beloved sister Neli Wati, and my younger sister Dila and M, Riski Usman who has helped her in keeping her daughter when accomplishing this thesis.

11. Her beloved students of English Department, A Class Reg. Edu’09 Femi Septiani , Riski Bita Galiah Siregar , Sara Frimaulia, Eliye Yuli yenti , Septian and all people that cannot be mentioned one by one.

May all the assistance, support, and simplicity given by all of the people can be their charity and got merit from Allah SWT, amin.

Medan, Maret 2014 The Writer

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ABSTRACT

Ratna Sari, Eka. 209421012. Improving Students’ Achievement in Writing Hortatory Exposition Text through Dictogloss Technique. A Thesis.English Department. Faculty of Languages and Arts, State University of Medan. 2014.

This study focuses on the improvement of students’ writing achievement in

hortatory exposition text through Dictogloss Technique. This study deals with classroom action research which was done in 6 meetings. The subject of this study was the second grade of SMK Harapan Stabat, class XI-3 AP. One class is totally taken as the subject of this study. The number of the sample is 37 students. The data of this study were obtained from the writing test, observation sheet, and diary

notes. Based on the analysis data, it was found that the students’ achievement

improved from the orientation test, test cycle 1, and test cycle 11. The findings of

this study indicated that Dictogloss Technique improved the students’ writing

achievement, the mean of cycle 1 = 64,27 and the mean of cycle 11 =72,16.

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Communication is a condition that there are two activities happening at the same time; those are expressing and responding thoughts, ideas, feelings, and information to other people. In other words, there are two kinds of activities in a communication; those are producing language and comprehending language. Producing language includes speaking and writing, while comprehending language includes listening and reading. In having a communication, there are two ways which can be done by human beings; namely oral communication and written communication. Oral communication includes speaking and listening, while written communication includes writing and reading.

Actually, in a communication, there must be something produced in form of language by someone, and then it will be received and responsed by other people. As activities of producing language, speaking and writing have same function in a communication; that is giving information. In this study, the focus is on activity of producing language in the form of written language; that is writing.

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Based on the writer’s experience in teaching practical program (PPL) in SMA Negeri 1 Sei Rampah, it was found that dominant problem that students had in that school was writing. The students’ achievement in writing was too low. Most of the students had difficulty in writing. They did not know how to write a kind of text, they dis not know how to build sentences in correct grammar, they had no ideas to express, and they had lack of vocabulary.

The writer found that English teacher in that school taught her students by focusing on tenses. She used to ask her students to memorize tenses related to some genres without discussing about social function of the text and the generic structure of it. Finally, the students had difficulty in writing a text. In other words, it can be said that the teacher did not apply appropriate teaching technique when asking the students to write down a text.

Theoretically, writing is a skill of putting thought into words in meaningful form and interacting mentally with the message. Writing is used extensively in higher education which leads to a future career (Walsh: 2010). As an activity of producing language, writing will produce a text. In fact, there are three functions of text; those are transactional and interpersonal text, short functional text, and long text (genre). In this study, the focus is on writing long text (genre).

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In this study, the writer tries to find an innovation of teaching-learning process, specifically in writing hortatory exposition by applying a teaching technique; that is dictogloss technique.

Dictogloss technique is an integrated-skills technique for language learning in which students work together to create a reconstructed version of a text which is read to them. The writer would like to apply dictogloss technique because this 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; finally, it will be easier for students to write down a text based on ideas that they have in their mind. Besides, by applying dictogloss technique, it will be easier for teacher to teach the students about vocabulary and grammar in context, which makes grammar learning more purposeful and meaningful.

Some researchers in Cambridge University which used dictogloss technique to improve students’ listening ability at junior high school grade 1,

showed a successful improvement of their listening ability. Those researches prove that dictogloss technique is very affective to improve the students’ thinking ability. Accordingly, the writer chose this technique in this research.

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B. The Problem of the Study

Based on the background above, the problem of study is formulated as follow.

“Is students’ achievement in writing hortatory exposition text significantly

improved if they are taught by using dictogloss technique?”

C. The Scope of the Study

This study focuses on the application of dictogloss technique in teaching writing hortatory exposition text to the students of the second year of SMA Negeri 1 Sei Rampah.

D. The Objective of the Study

This study is aimed at finding out the improvement of students’ achievement on writing hortatory exposition text by using dictogloss technique.

E. The Significance of the Study

The findings of this study are expected to be useful for:

1. Writer; by having this research, the writer can develop and enrich knowledge about improving students’ achievement in writing hortatory exposition text through the application of dictogloss technique.

2. Teacher; through this research, teacher can find the improvement of students’ achievement in writing hortatory exposition text by applying

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3. Students; through this research, students can increase their motivation and mastery of writing, particularly in writing hortatory exposition text through application of dictogloss technique in learning process.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was found that the students’ writing scores

improved from the cycle I until the cycle II. The improvement was shown by the mean of the students’ scores from the first test 48, 45, the second test (in the last

meeting of cycle I) 64,27 and the last test (in the last meeting of cycle II) 72,16. The students’ scores continuously improved in each writing test. The percentage of the students who were competent in writing hortatory exposition text was also improved, where in Test I, there was 21,62%, in Test II 62,16% and in Test III, the percentage was improved to be 94,6%. it can be concluded that teaching hortatory exposition writing by using dictogloss technique helps the students to improve their achievement in writing hortatory exposition text.

B. Suggestions

This study shows that the application of Dictogloss Technique improves the students’ achievement on writing hortatory exposition text. Due to the

conclusion above, there are some points suggested for :

1. Teachers may apply dictogloss technique as one of the alternatives teaching techniques, especially teaching writing, to stimulate students’ interest in writing.

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