THE IMPLEMENTATION OF TEACHING WRITING SKILL THROUGH DICTOGLOSS ACTIVITY TECHNIQUE
AT THE EIGHT GRADE OF MTsN 1 BULELENG
THESIS
By :
HANA SETYA YUSNITA NIM. T20186101
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHER TRAINING FACULTY STATE UNIVERSITY OF KH. ACHMAD SIDDIQ OF JEMBER
2022
IMPLEMENTATION OF TEACHING WRITING SKILL THROUGH DICTOGLOSS ACTIVITY TECHNIQUE
AT THE EIGHT GRADE OF MTsN 1 BULELENG
UNDERGRADUATE THESIS
Submitted to the State Islamic University of Kiai Haji Achmad Shiddiq Jember
In Partial Fulfillment of the Requirement to Obtain A Bachelor’s Degree of Sarjana Pendidikan (S.Pd)
Tarbiyah and Teacher Training English Education Program
By:
Hana Setya Yusnita SRN. T20186101
Approved by advisor
Asy’ari. M.Pd.I NIP.197609152005011004
MOTTO
…
...
Verily never will Allah change the condition of a people until they change it themselves (with their own souls). (Q.S Ar-Ra’d: 11)1
1Muhammad Taqi’ud Din Al-Hilali and Muhammad Muhsin Khan, Translation of the meanings of the Noble Qur’an in the English Language, (King Fahd Complex for the Printing of the Holy Quran: Madinah, K.S.A), 190
DEDICATION
This thesis is especially dedicated to:
My beloved parents Mr. Herman Setiyono. S.Pd and Mrs. Masliyah for their never ending love, pray, and support.
My dearest big brother Rizal Setya Azhari and my lovely litle sister Kayla Setyana Kaltsum
My best support disscussion Ajeng Rosi Adellia
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ACKNOWLEDGEMENT
All praises due to Allah SWT Lord of the world, The Most Graceful, and The Most Merciful, for giving me mercy, blessing, health, opportunity, and inspiration to finish my undergraduate thesis. Peace and sholawat may always be given to our prophet Muhammad SAW, his families and companion who become the best figure of human life and who has guided us from the darkness to the lightness era.
The researcher is aware that this thesis will never finish without any help and support from others during the process of writing. The researcher would like to express her gratitude and appreciation to the honorable people who gave their help, encouragement, and countless contributions to the researcher in the process of the study. Therefore in this occasion, there researcher would like to thankful to:
1. Prof. Dr. Babun Soeharto, S.E., MM. as the Rector of State Islamic University of Kiai Haji Achmad Shiddiq
2. Prof. Dr. Hj. Mukni’ah, M.Pd.I. as The Dean of the Faculty of Tarbiyah and Teacher Training, State Islamic University of Kiai Haji Achmad Shiddiq
3. Dr. Rif’an Humaidi, M.Pd.I as the Head of Islamic Studies and Language 4. Asy’ari, M.Pd.I. as the Head of English Educational Program and as the Advisor who has helped me a lot in having this research, given suggestions and feedback to finish this thesis.
5. Dr. H. Roni Subhan, S.Pd., M.Pd., as the Head of the library at the State Islamic University of Kiai Haji Achmad Shiddiq
6. Ulfa Dina Novienda S.Sos.I, M.Pd as the reading room clerk of teacher training and education faculty
7. Sukur M.Pd., as the Coordinator of MTsN 1 Buleleng, has allowed the writer to conduct this research.
8. Ghofar Ismail S.Pd, as the English Teacher and as the eighth grade students of MTsN 1 Buleleng who helped me to conduct this research and supported the writer in the process of doing research.
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9. The students of VIII A of MTsN 1 Buleleng who helped the writer during the research
10. Last but not least, whose names cannot be mentioned for their contribution and motivation during the writer finishing this thesis which has challenges and difficulties in doing the thesis.
The researcher realizes that this undergraduate thesis still might have some weaknesses and is still far from being perfect. Therefore, it is expected of the readers to give the criticism, comment, and suggestions that can make this thesis to be better. Hopefully this thesis can be useful for the readers' future researchers.
Jember, December 11th 2022
Hana Setya Yusnita SRN. T20186101
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ABSTRAK
Hana Setya Yusnita, 2022: “The Implementation of Teaching Writing Skill Through Dictogloss Activity Technique at Eight Grade of MTsN 1 Buleleng Keywords: Teaching Writing Skill, Dictogloss Activity
Writing is an action of discovering and organizing ideas, putting them on paper and revising them. By writing we can provide useful information for others who need it. Writing is a type of communication that allows one to convey ideas or feelings. Thus, it is necessary to teach writing using the proper strategy. While, the Dictogloss Activity is one of strategy that emphasizes student’s writing skill.
Dictogloss Activity has been implemented to teach writing mastery in MTsN 1 Buleleng and it demonstrated efficacy in imparting writing mastery. This research set this topic and this subject with the research question; 1) How is the purpose of teaching writing skill through dictogloss activity at the Eight Grade of MTsN 1 Buleleng?. 2) How is the material of teaching writing skill through dictogloss activity at the eight grade of MTsN 1 Buleleng?. 3) How is the step of teaching writing skill through dictogloss activity at the eight grade of MTsN 1 Buleleng?.
4) How is the evaluation teaching writing skill through dictogloss activity at the eight grade of MTsN 1 Buleleng?
This research employed qualitative as the method of the research. It was conducted in MTsN 1 Buleleng at eight grade. The data were gathered by observation, interview and document review. Source and technique triangulation were used to validate the data.
The research result were; 1) The purposes of teaching writing skill through Dictogloss Activity at eight Grade of MTsN 1 Buleleng were: a) The students interested and payyed attention in learning process. b) The students are able to have curious and enthusiastic in joining teaching and learning process. c) The students absorbed the material more easily. d) The students wrote the greeting card schematic structure in a better organization. 2) The material of teaching writing skill through Dictogloss Activity at eight Grade of MTsN 1 Buleleng were about greeting card included the simple present tense with it’s generic structure, language feature, and social function of the text. 3) The step of teaching writing skill through Dictogloss Activity at eight Grade of MTsN 1 Buleleng were; a) Preparation. The teacher had a briefed discussion about the text topic to activate schemata. b) Dictation. The teacher read the text twice from start to finish. c) Reconstruction, The students used their notes, discussed, and collaborated with their group to reconstructed the text. d) Analysis and Correction, a student from each group read their group’s reconstructed text aloud for the class to hear. The teacher led feedback, corrected any repetitive errors in grammar, fluency and pronunciation. 4) The evaluation of teaching writing skill through Dictogloss Activity at eight grade of MTsN 1 Buleleng was the teacher assessed the students with formative assessments included filling the blank: simple present tense included generic structure, language features, and social function of the text.
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TABLE OF CONTENTS
APPROVAL SHEET ... ii
APPROVAL OF EXAMINE ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGMENT ... vi
ABSTRACT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDIXES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background Of Research ... 1
B. Research Questions ... 7
C. Objetive Research ... 7
D. Research Significance ... 7
E. Definition of Key Term ... 8
CHAPTER II LITERATURE REVIEW ... 10
A. Previous Research ... 10
B. Theoretical Framework ... 14
CHAPTER III RESEARCH METHODOLOGY ... 38
A. Research Design ... 38
B. Location of The Research ... 39
C. Research Subject ... 39
D. Data Collection Techniques ... 40
E. Data Analysis ... 43
F. Data Validity ... 44
G. Research Steps ... 45
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 47
A. Research Finding ... 47
B. Presentation of Data ... 49
1. The purpose of teaching writing skill through Dictogloss
Activity Technique at eight grade of MTsN 1 Buleleng ... 49
2. The materials of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 53
3. The steps of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 59
4. The evaluations of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 59
C. Discussion ... 64
1. The purpose of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 64
2. The material of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 66
3. The steps of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 69
4. The evaluations of teaching writing skill through Dictogloss Activity Technique at eight grade of MTsN 1 Buleleng ... 72
CHAPTER V CONCLUSION AND SUGGESTION ... 75
A. Conclusion ... 75
B. Suggestion ... 76
REFERENCES ... 77
LIST OF TABLE
Similarities and Differences of Previous Research ... 12 Matrix of Research Findings ... 62
LIST OF APPENDIXES Appendix 1 : Matrix of Research
Appendix 2 : Research Instrument Appendix 3 : Research Journal Appendix 4 : Lesson Plan Appendix 5 : Syllabus
Appendix 6 : Research Permission Letter Appendix 7 : Research Completion Letter Appendix 8 : Document Review
Appendix 9 : Student’s Result Appendix 10 : Turnitin Result
Appendix 11 : Declaration of Authenticity Appendix 12 : Curiculum Vitae
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A. Background Of Research
Basic human needs include access to education. Education is anything that a human being can hear, feel, or do. Education plays a significant role in improving a nation’s quality because it educates students about wide range of topics and factors. English has always been a topic that is taught in Indonesian schools as a national standard. Because English is not Indonesians’ first language, it will undoubtedly be more difficult to master. Therefore, it is crucial to implement the teaching and learning by generating favorable settings such as interactive, motivating, inspiring, joyful, challenging, and offering the students a change for innovation. The use of engaging media in teaching and learning has become crucial to improving students’ proficiency in the English language.
Despite this, the teacher’s role in both teaching and learning also has a significant impact on how well they are done. There are a few elements that influence the teaching and learning process, including learning materials, methods, media, strategy, etc.
It has written in (Government Regulation) PP Number 57 Chapter 12 verse (1), states: The learning process which purposed at Chapter 10 verse (2) letter b be held in learning situation which: a. Interactive; b. Inspirational; c. Pleasant; d.
Challenge; e. Motivates the students to participate actively; and f. Provide
sufficient space for initiatives, creativity, independence according to talent, interests, and physical and psychological development learners.2
Communication through language is an essential part of daily life. It could related verbally or in writing from one person to another. However, When two people from different nations adopt English as their primary language, conversation can flow smoothly. English language proficiency is crucial, especially for those obtaining an education. English is a global language that has gained acceptance throughout the entire world. Additionally, learning English can help students land the career they want in the future. Since Indonesia's independence, English has been taught as a foreign language in its educational system. The goal of this government program is to raise the quality of Indonesia's human resources. As shown by government plans, education is a key strategy for developing human resources. The development of education must take into consideration at least two key aspects in order to help raise the standard of human resources; internal factors and external factors. Internal factors are those that arise from a person, for example; skills, passions, and intelligence. As stated in Law No. 23 of 2003 article 12 paragraph 1, it stipulates that every student in each educational unit has the right to receive educational services according to their talents, interests, and abilities. While external factors are those that are independent of an individual, such as the curriculum, approaches, methods, learning facilities, high-quality literature, a supportive environment, and qualified educators. All these aspects must be taken into account in order for the teaching
2 PP RI No.57. (2021). Standar Nasional Pendidikan. Retrievied from Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi : https://jdih.kemdikbud.go.id/
and learning process to function smoothly and optimally. The government and society respond by requiring students in all educational units to demonstrate their proficiency in English. English language competence is achieved both orally and in writing. Such learning of English is possible if all elements of learning management, namely: learning objectives, syllabus, and teacher roles must be appropriately carried out3. English education experts also introduce the terminology of ESL (English as a Second Language) and EFL (English as a Foreign Language). In the context of EFL, an expert language or mother tongue, also known as a native language or first language, has been introduced to the learners in the form of their particular regional languages. At the beginning of kindergarten or elementary school, Indonesian was introduced as a second language as well as the national language. In fact, cases related to the mother tongue in urban areas make Indonesian the first language.
Writing is one of the productive skills which need to be learned by language learners. They learn writing as an essential component not only for their academic practice but also later in their professional life. Later on, they will have appropriate background knowledge about writing. Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete. It means that, writing involves mental and physical process of a writer in communication activity.4
3 Joko Ariawan dkk, “Peran Penguasaan Bahasa Inggris Terhadap Peningkatan Kualitas Sumber Daya Manusia (SDM)” Journal of Self Service, Vol.1 No.2 (2022), p. 136
4 Aouriaza Intik Anak Pingan dan Nur Ehsan Bin Mohd Said. “Using Dictogloss Technique to Enhance Student’s Skill in Writing Narrative Text”. International Journal of New Technology and Research (IJNTR). Vol 5 NO 1 (2019), 63
There are four skills that must be mastered by the students: speaking, reading, listening, and writing. Most English learners say that writing skill is the most difficult skill that must be learned. Richards and Renandya (2002: 303) state that the hardest skill for learners of second or foreign languages to master is writing. The problems exist not only in coming up with and arranging ideas, but also in turning these concepts into a writing that is readable. If they are not very proficient in the language, the difficulty is more apparent.
However, writing is important because with writing we can provide useful information for others who need it. One of the fundamental abilities that are required for entry into primary school and one of the most reliable forms of communication is writing. The existence of writing can be tangible proof that something important has happened at one time. The public can gain knowledge of a historical event through the writings that explain it. This is in line with the revelation of the first revelation in Islam, namely Surah Al Alaq: 1-5. If the history is not written down, then humans after it will not know how the history of the first revelation came down. Al-alaq: 1-5 also commands to write, as follows:
“(1) Recite in the name of your Lord who created; (2) Created man from a clinging substance; (3) Recite, and your Lord is the most Generous; (4) Who taught by the pen; (5) Taught man that which he knew not.”5
5 Al-Qur’an dan Terjemahannya, Departemen Agama RI, (Bandung, 2005). p. 459
In the context of Surah above, explains the importance of reading and writing as pillars of science for humans. In the order, it is recommended to do reading activities repeatedly. The aim is to get perfect results. To accomplish this goal, not only the command to read, but also command to write. Because knowledge that is written down after reading will endure forever. If the idea, procedure, and goal are founded only on God and have value for all audiences, then writing activities are feasible.
It also stated at the regulation of number 20 of 2003 concerning the National Education System Chapter III Sub Chapter 4 Number 5, “Education is organized by developing a culture of reading, writing, and arithmetic for all citizens.”6
Writing exercises are useful as learning methods because they encourage students to understand, arrange, and integrate past knowledge with new concepts while fostering critical thought about the course material. Additionally, effective communication abilities are advantageous both within and outside of the classroom. The lack of practice carried out by students in the classroom affects their ability level in developing and expressing their ideas in written English.
There are several factors that affect a child's ability to write: (1) motor; (2) behavior; (3) perception; (4) memory; (5) ability to carry out modal crosses, (6) use dominant hand; and (7) instruction ability. Sabarti Akharga, (1993: 64) suggests that writing skills are very complex because they require students to master the components in it, for example using correct spelling, choosing the right
6 UU Number 20 of 2003, Article 3
vocabulary, using effective sentences, and compiling good paragraphs. The development of children's writing includes 4 stages: (1) the prephonemic stage;
(2) the initial phonemic stage; (3) the letter name stage; (4) the transition stage.
Writing skills are more difficult to master than other skills. This is because writing skills require students to master various linguistic elements as well as elements outside the language itself. Coherent writing requires the integration of language and content elements. Writing skills require a person to concentrate, and besides that, writing is a skill that is least popular because it saturates and demands the intelligence and creativity of students. Therefore, writing skills must get attention from teachers and require teachers to provide motivation and media that help students love writing. This problem also happens in MTsN 1 Buleleng.
From the preliminary study done in this school through an interview with the English teacher, it was found that many students still have some problems in writing. Many students still get low scores on writing materials. It’s caused their poor vocabularies and sometimes ungrammatical sentences. To solve the students’
writing problems, the English teacher employs a strategy that can stimulate students' interest in learning and studying writing content. One of the methods that can be used by teacher is the dictogloss activity. Therefore the researcher conduct the research under the title “The Implementation of Teaching Writing Skill Through Dictogloss Activity Technique at the Eight Grade of MTsN 1 Buleleng”
B. Research Questions
1. How is the purpose of teaching writing skill through dictogloss activity technique at the Eight Grade of MTsN 1 Buleleng?
2. How is the material of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng?
3. How is the step of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng?
4. How is the evaluation teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng?
C. Objetive Research
1. To describe the purpose of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng
2. To describe the material of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng
3. To describe the step of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng
4. To describe the evaluation of teaching writing skill through dictogloss activity technique at the eight grade of MTsN 1 Buleleng
D. Research Significance
The significance of this research is divided into theoritical and practical knowledge. Those are explained as follows:
1. Theoritical significance
It is hoped that the benefits of this research are that it can provide additional knowledge about strategies in teaching English, especially in writing skills, and that the study's findings can provide extra knowledge for further research in the same area.
2. Practical significance a. For English Teacher
This study will assist English teachers in developing new language teaching strategies so that they can improve students' abilities to produce better English writing.
b. For Further Researcher
It is hoped that this research will serve as a resource for other researchers to help them conduct effective research.
E. Definition of Key Term
Some definitions are included to help make the important terminology used in this study clearer.
1. Dictogloss
Dictogloss is a teaching strategy where the learners listen to the text read by their teacher, write the key words, and then reconstruct the text in their own version with their group. After that, students along with teacher, make corrections to find the differences between their product and the original text and which differences are acceptable.
From the explanation above, it can be concluded that dictogloss is a technique for language learning in which students work together to reconstruct a dictated-text. They reconstruct the dictated-text by using their own words or in other words they do not write exactly what the teacher read.
2. Writing skill
Writing is a type of communication that allows one to convey ideas or feelings by writing. Mayers claims that writing is a way to produce language naturally used when people speak. Furthermore writing is an action of discovering and organizing your ideas, putting them on paper and revising them.
Writing is an activity that should be done continously. It is important to view writing not only as the product of an individual, but also as a social act. Writing is not only writing a sentence but it is an activity of producing a text in a context.
3. Teaching writing skill through dictogloss avtivity
There is no doubt that writing is the most difficult skill for language learners to master. Teacher should know and understand to appropriate approach that can be used in teaching writing so that the learners are easily able to produce a good writing. Teaching writing skill through dictogloss avtivity means that the teacher apply dictogloss activity to teach writing skill to the students.
CHAPTER II LITERATURE REVIEW
A. PREVIOUS RESEARCH
Previous research is an attempt by researchers to find comparisons and find new inspiration for further research. In this section, the researcher summarizes both published and unpublished research after listing the findings of earlier studies that are relevant to the work that will be done. This phase will demonstrate the extent of originality and research that will be done.
The First, a Journal Written by Axel Valentino Sugondo, IGA Lokita Purnamika Utami, and I Nyoman Pasek Hadisaputra, “The Use of Dictogloss to Teach Writing in Junior High School”. This research was done at the class 8A in SMP Mutiara Singaraja. This research was conducted by applying Classroom Action Research. The result shows that the dictogloss method encourages students to use broader concepts while writing their descriptive texts. Together, they had fun completing the tasks at hand, and they each performed better on their own.
The next research come from a journal from Jaftiyatur Rohaniyah and Khairatun Nisak, “The Use of Dictogloss Technique in Teaching writing of Procedure Text”. This research was done at the ninth grade of SMPI Bahrul-Huda sumber anyar. The researcher use qualitative approach. The result show that The Dictogloss Technique is successfully used in the classroom, and the teaching and learning processes flow smoothly. Students make more writing progress than they did previously, they learn more vocabulary as part of guided writing, and they
also learn how to put words together to form sentences before writing them as paragraphs.
The third, a Journal written by Moh. Choirul Huda and Piping Rahadianto, “Using Dictogloss Technique to Improve students’ Writing Skill”.
The setting and participants were the eleventh frade students totally 20 students at MA Sunan Giri Gondang. The design of this research is a classroom action research. The results demonstrate that employing the dictogloss method improved the students' writing abilities.
The fourth, a thesis Written by Cut Firda yanti, “Applying Dictogloss Strategy to Improve Students’ English Writing Achievement”. The research was done at the second year of SMA Negeri 1 Meukek. This research use experimental research. The sample of this research were students of class XI MIPA 3 as a experimental class and XI MIPA 2 as a control class. XI MIPA 3 consisted of 25 students and XI MIPA 2 consisted of 24 students. The results of this study indicates that the dictogloss technique could raise students' proficiency in narrative text composition., which proven by the result of the tests that showed an increase in score of the experimental class (74.6) is higher than the control class (69.8).
The last, a thesis written by Robin Al Hadi, “The Influence of Using Dictogloss Technique On The Students Narrative Text Writing Ability Among The Eight Grade of SMP Ma’arif 9 Way Jepara”. This research use quantitative research and the researcher used test and documentation as the data collection method. The result of this study is the dictogloss technique influences the
students’ narrative text writing ability. This method can help students advance in their English studies, particularly while learning provided English material. By using dictogloss, students can become more engaged in their study of English while also enjoying the process of following the teacher's instructions. so that it will improve their understanding at school.
Table 1.1
Similarities and Differences Previous Research and This Research
Tittle of Research Similarities Differences
1 2 3 4
1. A Journal Written by Axel Valentino Sugondo, IGA Lokita Purnamika Utami, and I Nyoman Pasek Hadisaputra, entitled “The Use of Dictogloss to Teach Writing in Junior High School”
1. Both research use Dictogloss as a learning strategy 2. Both study
investigate the use of dictogloss in teaching writing skill
1. The method used in previous research was classroom action research while this research using a qualitative
approach, this study's research method was a case study.
2. The researcher used dictogloss to help students to create descriptive text. While this research not only focus on one material.
2. A journal from Jaftiyatur
Rohaniyah and Khairatun Nisak entitled “The Use of Dictogloss Technique in Teaching writing of Procedure Text”
1. Both studies employ Dictogloss as a teaching strategy
2. Both study investigate the use of dictogloss in teaching writing skill
3. Both studies
1. The researcher used dictogloss to help students to create recount text. While this research not only focus on one material.
employ qualitative approach
3. A Journal written by Moh. Choirul Huda and Piping Rahadianto
entitled “Using Dictogloss
Technique to Improve students’
Writing Skill”
1. Both studies employ Dictogloss as a learning strategy
2. Both studies examine how dictogloss is used to teach writing skills.
1. The method used in previous research was classroom action research while this research using a qualitative
approach, this study's research method was a case study.
4. A thesis Written by Cut Firda yanti entitled
“Applying Dictogloss
Strategy to Improve Students’
English Writing Achievement”
1. Both studies employ Dictogloss as a learning strategy
2. Both studies examine how dictogloss is used to teach writing skills.
1. The method used in previous research was experimental research while this research using a qualitative
approach, this study's research method was a case study.
2. The previous research choose senior high school as the subject of study wheres this study choose junior high school as the subject of study.
5. A thesis written by Robin Al Hadi,
“The Influence of Using Dictogloss Technique On The Students Narrative Text Writing Ability Among The Eight Grade of SMP Ma’arif 9 Way Jepara”
1. Both studies employ Dictogloss as a learning strategy
2. Both studies examine how dictogloss is used to teach writing skills.
1. The researcher used dictogloss to help students to create narrative text. While this research not only focus on one material.
2. The method used in previous research was quantitative
research while this
research using a qualitative
approach, this study's research method was a case study.
The difference between the previous research and current research was in the methodology; the prior research was quantitative or classroom action research, whereas the present research is qualitative. The previous research and current research shared parallels with the students' comprehension of using dictogloss activities in teaching and learning processes.
B. Theoretical Framework 1. Teaching writing skill
Dougls Brown defines teaching as "showing or assisting someone learn" and "guiding and facilitating learning" as "offering instruction, guiding the study of anything, providing with knowledge, causing to know or comprehend.7
Teaching is a set of acts with an agent, a goal, and a scenario with two sets of factors: those the agent cannot change (such as class size, pupil characteristics, physical facilities, etc.) and those he can change (such as techniques and strategies of teaching). The three main pillars of teaching, according to science, are content, communication, and feedback. The instructional approach enhances student learning. The flexibility of the system is inherent in the fact that new teaching-learning activities may
7 H. Douglas Brown, Principles Brown, Principles of Language Learning and Teaching, (New York: San Fransisco State University, 2000), 7
always be modified, improved, and developed, and that the right teaching environments can define the learner's final behavior in terms of learning structures.8
Writing is a crucial ability to teach and learn when it comes to learning a foreign language. When someone tries to help others realize their full potential in all parts of growth, that person is said to be teaching.
When a teacher engages in any activity with the goal of having the students learn something as a result, teaching is the outcome. When a person imparts informations or skills to another, it is common to describe the action as teaching, imparting may mean to share experiences or communicating information. Developing a learner's capacity to respond to the unexpected, comprehend what he or she is doing and why, and be thoughtful and introspective while exercising a skill is necessary while teaching someone a skill. So, the learning process is the core of the educational process. In order to accomplish particular objectives, learning is a process that involves a combination of teacher and student actions based on reciprocal connections that happen in educational settings.
The capacity to articulate ideas or ideas into an essay is known as writing ability. A command of the language is necessary to create great sentences. One of the four components of language skills in learning is writing ability. It is crucial for students to develop their writing abilities in order to present ideas in each writing. Writing skills can only be acquired
8 Isola Rajagopalan, “Concept of Teaching”, Shanlax International Journal of Education, vol. 7 no.
2 (2019) 5-6
and mastered through practice and exercise. According to Dawson, writing is one of the four language skills that are practiced through learning activities. Writing is one form of practice and exercise to achieve mastery of writing. This statement agrees with Akhadiah, that writing skills are acquired through teaching and learning, as well as persistent practice, rather than being inherited from one generation to the next. Therefore, writing skills undergo a process of growth through practice. To acquire writing skills it is not enough to study grammar and learn knowledge of writing theory, rather it grows through the training process.9
Teaching writing involves providing systematic information about how to create a written statement, message, or piece of information.
Writing down sentences, messages, or paragraphs allows us to express ourselves or use our language. There are a few goals and measures associated with teaching writing skills. It is stated in BSNP 2006 that the teaching and learning of writing skill in Junior High School is targeted to achieve a functional level. Students can effectively communicate in both written and spoken form to carry out daily tasks at the functional level.
Additionally, students are able to write a few monologue-length functional texts as well as essays that take the shape of a process, a description, a recount, a story, or a report. The development of students' linguistic
9 Nani Ratnawati.”Writing Skills Enhancement Through Satay Word Game Peningkatan Keterampilan Menulis Melalui Permainan Sate Kata” Vol. 16 No. 1 (2017) 64
proficiency is the other functional level goal (using grammar and vocabularies).10
The core of writing instruction is encouraging and assisting students as they work. This is supported by Brown, who proposes that
“teaching involves creating favorable conditions for learning, enabling the learner to learn, and directing and encouraging learning”. It indicates that learning and teaching are inextricably linked. When teachers instruct their students in writing, they must pay close attention to how to construct grammatical and orderly English sentences as well as how to develop ideas in writing. Therefore, teaching writing depends on teachers' capacity to do so in a way that can help students' abilities11. 4 steps of the writing process are:
1. Pre-writing
Students gather their data and start to put it together into a coherent whole. Reading, making notes, brainstorming, and categorizing data are all possible steps in this process.
2. Writing
The student converts the data they provided into a conventional format after gathering and organizing it themselves. This could be in the form of a brief paragraph, one-page essay, or lengthy report.
10 Titis Dewi Cakrawati, “The Effect of Using COMMUNICATIVE Cartoon Movies on Teaching of Writing Skill at the Second Grade of SMPN 1 Arjosari, Pacitan, East Java in the Academic Year of 2011/2012” (Yogyakarta: Lumbung Pustaka Universitas Negeri Yogyakarta, 2012) 14
11 Endah Ratnaningsih, “Improving Students’ Writing Ability Through The Use of Dictogloss Technique”, Transformatika, Vol. 12 No. 2 (2016) 4-5
3. Revising
To improve their work more precisely convey their views, revising can involve adding, removing, rearranging, and substituting words, sentences, and even entire paragraphs..
4. Proofreading
The creator can use this opportunity to check his or her work for grammatical, punctuational, and spelling errors.
a) Aspects of Teaching 1. Teaching Goal
Simply put, teaching seeks to impart knowledge and shape students' thought processes. According to H. Daryanto, as a goal of classroom activities that are explained with an action that might be examined or measured, a teaching aim is one that pulls knowledge, ability, skill, and attitude that students must have.12
A student who is learning indicates that the learner goes through a development in knowledge, when previously the student did not know anything but had become aware of it or was only partially aware of it. Students also experience changes in their attitudes, as those attitudes become more closely aligned with their professional designation. Learning is stated to take place in a motivated environment, which basically means that both the physical environment and learning facilities and the child's spirit
12 Daryanto, Evaluasi Pendidikan (Jakarta: Rineka cipta, 2005) 58
actually support the continuous learning process (conducive conditions). Teaching, the meaning can be seen from various aspects:
a. In terms of achieving goals, teaching is a task that helps people reach their cognitive, practical, and psychomotor goals..
b. In terms of components of the teaching and learning process, then teaching as:
1) Generation of motivation 2) Direction of perception 3) Response stimulate 4) Reward
c. In terms of the camps of teaching and learning theory, it is a:
1) Behavior modification
2) Restructuring cognitive, this means the rearrangement of the knowledge that has been obtained
3) Modelling/identification, means to shape the personality of students.13
2. Teaching material
Most English teaching programs include a significant portion of instructional materials. Teachers rely significantly on a variety of resources to assist their teaching and the learning of their students, ranging from textbooks, videotapes, and pictures to the
13 Suharti dkk, Strategi Belajar Mengajar, (Surabaya: Jakad Media Publishing, 2020) 9-10
internet. Although there is currently a wide variety of commercially available materials for teaching English, many teachers still create their own materials for use in the classroom. In fact, most teachers invest a lot of time seeking, choosing, analyzing, modifying, and creating resources to utilize in their lessons.
The best organizing principles or areas of concentration for the materials and activities can be decided by teachers as they create their own materials. And if necessary, this can be modified as the program progresses. Most coursebooks remain organised around grammar elements and the PPP (presentation, practice, production) model of teaching, often with an “unrelenting format”
which can be “deeply unengaging”. By exerting more control over the creation of learning materials, teachers can select from a variety of options, such as topics, situations, notions, functions, skills, etc., as starting points to develop a variety of materials that are focused on the evolving needs of their specific group of learners.14
Roles of materials in Writing Instruction15:
a. Models. Use relevant and realistic examples to demonstrate the target genre's particular lexical, grammatical, and theoretical characteristics.
14 Jocelyn Howard and Jae Major, Guidelines for Designing Effective English Language Teaching Materials, The TESOLANZ Journal, 2004, 101-102
15 Ken Hyland, Materials for Developing Writing Skills, (Academia: 2014) 3
b. Language scaffolding. Offers opportunity for debate, supervised writing, analysis, vocabulary and structural manipulation. Grammar instruction should be inductive (top- down) and used as a tool for writing texts.
c. Reference. These resources, which include grammar books, dictionaries, reference books, and style manuals, all help students' comprehension of writing by providing guidance, examples, and explanations. This type of support is particularly useful to learners engaged in self-study with little class contact.
d. Stimulus materials are frequently used to get students to think about and utilize language by sparking concepts, fostering connections, and expanding subjects in ways that let students express their views. These materials provide people something to talk about and a motivation to do so, which encourages imagination, organization, and social interaction.
3. Teaching method
Method is an overall strategy for the coherent presentation of language information, each element of which is based on the chosen approach and does not contradict the others, a technique is procedural, but an approach is axiomatic. The treatment of method occurs at the level of design, when the roles of educators, students, and educational resources are defined. In traditional methods there are: direct method (DM), grammar translation method (GTM),
situational language teaching (SLT), audio lingual method (ALM), and cognitive code learning(CCL).
There are some kinds of method, are: Grammar Translation Method was devised and develop for use in secondary schools.
Greek and Latin classes have always been taught using this method. The method was later applied generally to the teaching of contemporary languages, including English. The main goal is to get students ready to be able to study the depth and scope of literature in a second language. Thus, there is little concern with being able to communicate orally. As a result, speaking and listening chances in educational settings are quite scarce. With limited use of the target language in class, instruction is given to students in their mother tongue. The teaching of vocabulary consists of teaching single words. Grammar rules and use are always explained in detail. Grammar training teaches the principles for putting words together, although it frequently emphasizes word form and inflection.16
4. Teaching evaluation
Evaluation is a process where value judgments or decisions are made based on a variety of observations as well as the evaluator's background and training. Evaluation entails not only
16 Yuli Irmawati, Method of Teaching Writing to the Seventh Grade Students of SMPM 25 Boarding School Pondok Modern Muhammadiyah Paciran Lamongan, (UMS Digital Library:
2015) 1-2
evaluating students' learning outcomes but also the steps that students and teachers take throughout the entire learning process.17 In teaching evaluation, there are five of evaluation:18
a) Pre-test and Post-test
Every time a new presentation begins, the teacher routinely administers the pre-test. The evaluation exercises completed by the teacher at the conclusion of each presentation of the content constitute the post-test, which is the opposite of the pre-test.
b) Diagnostic Evaluation
After a lesson unit has been presented, this evaluation is conducted. The purpose of this examination is to determine the students' deficiencies and the contributing causes.
c) Selective Evaluation
Selective evaluation is an evaluation method used to identify students who best fit the requirements of a given activity program.
d) Summative Evaluation
Summative evaluation, also known as evaluations carried out to determine student learning outcomes and development, can be thought of as a "generic test" conducted to measure academic performance or student achievement at the
17 Asrul, Evaluasi Pembelajaran (Bandung: Aulia Grafika Press, 2014) 2
18 Iis Ratna Wulan. Evaluasi Pembelajaran (Bandung: Pustaka Setia, 2014) 46-47
conclusion of the period during which educational programs were implemented. It is used to gauge how well the student's understanding has been achieved. then, to calculate the students' passing scores.
e) Formative Evaluation
This kind of evaluation is carried out at the conclusion of each presentation of the instructional unit or module and can be thought of as a "test and non-test." It is used to look for the feedback as to repair process of teaching. In order to increase the effectiveness of the instruction in the upcoming classroom activities, formative evaluation assesses how strong and weak the current classroom curriculum is.
Classroom assessment is both a teaching approach and a set of technique. The idea is that the more you can arrange learning activities to organize your teaching, the more you will understand about what and how students are learning.
The majority of the techniques are straightforward in-class tasks that are not scored and provide you and your students with helpful feedback on the teaching-learning process. In contrast to tests and other student assessment methods, classroom evaluation focuses on course enhancement rather than grading. The main objective is to enhance your teaching by having a better understanding of your students' learning.
The goal of the learning evaluation is to examine the learning system's efficacy and efficiency with regard to the goals, tools, techniques, media, resources, setting, and assessment system as a whole. The goal of learning assessment is to support students' learning, identify students' strengths and weaknesses, evaluate and improve the effectiveness of curriculum programs, evaluate and improve the effectiveness of learning, and provide information that supports decision- making. It also aims to communicate with and involve parents of students.19
Evaluation is a crucial step in educational activities because it allows teachers to assess the success of their students' performance. One of the things that students find the most terrifying is evaluation. Therefore, the outcome of students in the subsequent learning process can be decided through evaluation activities. Evaluation should be viewed as a normal occurrence and an essential component of the learning process. Students should therefore make evaluation a requirement because doing so will allow them to assess the effectiveness of their own learning.20
19 Adlia Alfi Riani, Evaluasi Pembelajaran dan Implementasinya, (Padang: SUKABINA Press, 2016) 6
20 Adlia Alfi Riani, Evaluasi Pembelajaran dan Implementasinya, (Padang: SUKABINA Press, 2016)7
In this study, teaching evaluation used by teacher is formative evaluation. The results of this formative assessment are beneficial for both teachers and students. The advantage for the teacher is that they will be able to gauge how well their students have understood the material. If a teacher is aware of the degree to which a student has succeeded in grasping a subject, then the teacher can decide whether or not a learning material needs to be repeated. The teacher must consider the learning techniques that will be used if it needs to be repeated.
The evaluation of learning outcomes from brief subject-matter units is known as formative assessment. The following techniques were used in the formative evaluation:
1) Test Technique a. Essay test
Essay tests are tests that have some questions that have issues and require students to answer them word-by- word in order to communicate their ideas.21
b. Objective test
An objective test is one that just requires a straightforward response, and it includes questions that may be resolved by selecting one or more straightforward responses. There are various types of
21 Haryanto, Evaluasi Pembelajaran (Yogyakarta: UNY Press, 2020) 155
objective tests, such as sentence completion, multiple choice, matching tests, and choosing the correct or incorrect answer.22
c. Oral test
This test is defined as an oral assessment of communication skills that may be given to students individually or in groups.23
1) Non-test technique a. Observation
Observation is a strategy used to gather data on students' comprehension by paying close attention on class activities and providing systematic feedback on phenomena.24
b. Attitude assessment
The attitude assessment is a non-testing tool that employs a closed-ended questionnaire and in which each statement or question has the characteristics of the value being learning goals.25
Therefore, the evaluation of teaching writing skill process in this study using a test technique in the form
22 Asrul, Rusyadi Ananda, dan Rosita, Evaluasi Pembelajaran (Bandung: Ciptapusaka Media, 2015) 45
23 Sahlan, Evaluasi Pembelajaran, 95
24 Rina Febriana, Evaluasi Pembelajaran (Jakarta: Bumi Aksara, 2019) 47
25 Moh. Sahlan, Evaluasi Pembelajaran, 119
of an essay test and a non-test technique in the form of observation.
b) Writing skill
Writing has been a means of extending human language across time and space since ancient times. Writing most likely developed as a result of political expansion in ancient cultures, which required dependable means for information transmission, account maintenance, historical record keeping, and related tasks. According to Robert Todd Caroll (1990), Writing is the most significant invention in human history. It offers a reasonably permanent record of facts, information, viewpoints, convictions, emotions, arguments, justifications, theories, etc. Writing enables us to communicate with future generations as well as our own contemporaries. It enables speakers from both the recent and distant past to communicate with us. In actuality, the drive to preserve cultural values and human spirituality gave rise to writing. It is a key component in the formal development of books, printed documents, and the internet. Additionally, it is occasionally necessary to create formal texts for communication or other commercial objectives. Writing ability is our strongest supporter in these situations.
It is crucial to our daily lives.26
One of the useful skills that language learners should learn is writing. They discover that writing is a crucial skill for academic
26 Nguyen Thanh Huy, “Problems Affecting Learning Writing Skill of Grade 11 at Thong Linh High School” Assian Journal of Educational Research Vol. 3, No. 2 (2015) 53
success as well as later in life in the workplace. They will eventually have the necessary background information regarding writing. Writing is how we express our thoughts. This is so that writing can reflect ideas that persist in the mind 27. Writing is a worthwhile activity that involves several steps. First, investigating and communicating thoughts, feelings, and ideas in writing. The second step is to go through several revision processes to produce grammatically correct and well-organized documents. The writing products are readable documents that should have some sort of significance for everyone who reads them.
The ability to write involves more than just putting ideas on paper; it also requires that the writing be well-organized. There are five aspects in writing, namely:
1. Content
The fundamental component of writing and the concepts it conveys is content. This component refers to the author's writing skills, including substance, the development of the thesis statement, and the topic's applicability. Content is the most substance in writing. It's like content is the pulse of a piece of writing. Without content, there is no writing. Content is connected to how we develop an idea. We have an idea, then how do we develop that idea into good content.
27 Titis Dewi Cakrawati, “The Effect of Using COMMUNICATIVE Cartoon Movies on Teaching of Writing Skill at the Second Grade of SMPN 1 Arjosari, Pacitan, East Java in the Academic Year of 2011/2012” (Yogyakarta: Lumbung Pustaka Universitas Negeri Yogyakarta, 2012) 14
2. Form
the form or arrangement of writing that demonstrates the overall setting of the appropriate writing structure for the kind of content written. Writing also needs rules, such as writing the alphabet. There is an arrangement from A-Z, you can't jump from A to S and then back to G. Therefore, this aspect becomes one of the important aspects in writing. Writing in a coherent way is necessary. Telling something must be coherent and gradual. The use of connecting words such as "then", "therefore", "next", and so on can help connect every sentence and paragraph in our writing.
The goal is that the reader can understand the intent and direction of the writing.
3. Vocabulary
Consideration in choosing the right words in expressing ideas with efforts to form a series of beautiful and commensurate sentences. The writing becomes more vibrant as vocabulary increases. According to Dana Sudrajat in his journal, vocabulary is one of the important elements for someone to learn a language.
Both orally and in writing as written by Swan and Walter in Scott Thornbury, “The biggest and most crucial major challenge language learners is learning vocabulary”. Even vocabulary mastery is more important than learning grammar in a second language. According to David Wilkins in Scott Thornbury, without
vocabulary, nothing can be conveyed, and very little can be conveyed without grammar.28
4. Grammar
The application of syntax and grammatical forms in writing.
The accuracy of sentence structures, including subject-verb agreement, tenses, and word order, is typically used to evaluate these aspects. When writing does not follow the rules, it may affect the meaning of what has been read, or in other words, what is conveyed in writing cannot be misconstrued. This is why grammar is vital in writing. Correct grammar is also an important aspect of writing.
People cannot put their words together into an expression that can be understood without grammar, and vice versa; if they simply understand the meaning of each word they hear or read, they would find it difficult to comprehend the overall meaning and function of a speech or piece of writing. Grammar needs to be broken down into three distinct categories: facts, patterns, and options in order to make learning grammar easier. Past tenses, for example, simply need to be memorized or accepted as fact. Studying the area of grammar that deals with sentence structures and choices is necessary. There are two ways to learn sentence patterns, namely the inductive method and the deductive method. By studying the
28 Dana Sudrajat, “Hubungan Antara Penguasaan Tata Bahasa dan Kosakata Terhadap Kemampuan Menulis Teks Recount Pada Pembelajaran Bahasa Inggris di SMP”, No. 2 (2017) 137
formulations of sentence patterns, one can create unlimited sentences.29
5. Mechanics
The use of capital letters, punctuation, and word spelling are all examples of writing mechanisms. The use of punctuation that may be just a period or a question mark can also be a problem. Often we find it difficult to distinguish between statements or questions because the difference between them is only a small thing but has a big impact. The writing mechanism also includes writing errors.
Errors that often occur in writing are often called typos. Sometimes it's unfortunate when the content is already good, but typos go unnoticed. Typo itself comes from the English word "typographical error".
2. Learning Strategy
One crucial component of the frequently asserted encouragement of self- regulated learning in the classroom is the use of teaching and learning strategies. Along with imparting subject-specific knowledge and abilities, teachers are also expected to teach students how to learn. For example, they might instruct students on how to get motivated to start studying for a test, what steps to take to solve a challenging problem, how to keep track of their own learning progress, etc.
29 Evelyn Rientje Elsjelyn, “ENGLISH MADE EASY: Kunci sukses belajar Bahasa Inggris”,(
Jakarta Pusat, Kesaint Blanc, 2014) 66-67
In other words, they are advocating learning techniques. In general, teachers have two options for promoting learning processes in the classroom: implicitly and explicitly. Implicit strategy teaching refers to teacher actions or words that are intended to support students' use of a learning approach but do not entail explicitly teaching students how to apply a strategy or giving them direct advice to do so. By asking questions, the teacher could, for instance, demonstrate how to employ a strategy or encourage students to do so. Contrarily, in explicit strategy teaching, the teacher recommends students explicitly to utilize a certain strategy or even provides specific instructions on how and when to implement the tactic.30
Students work in small groups to summarize texts in the target language as part of the dictogloss method of language instruction . It's a technique where the teacher creates a text with examples of the grammar being learned. The students take notes as the teacher reads the material aloud to them at a typical reading speed. The students then present their work to the rest of the class in small groups after preparing a summary of it in the proper grammatical structures31. General concept of dictogloss :
a. Definition of Dictogloss
According to Anderson and Anderson, the phrases "dictation"
and "glossary" are the origins of the word "dictogloss." Dictation is
30 Saskia Kistner dkk, Teaching Learning Strategies: The Role of Instructional Context and Teacher Beliefs, 176-179
31 Ofodu Graceful Onovughe dkk, Dictogloss Strategy and Listening Comprehension Performance of Secondary School Students, International Journal of Education and Research, Vol. 6 No. 6 (2018) 228
an activity of a person who reads a passage aloud and the audience writes what is said (dictated). A glossary is a list of words with their definitions listed next to them. According to the definition, dictogloss is the creation and reconstruction of a text using a mix of dictation and a glossary. Dictogloss, on the other hand, is described as a task-based approach that aids students in using their grammatical resources to reconstruct a text and become aware of their weaknesses and needs. It could be a regulated, brief activity or a longer discovery activity32. As students concentrate on combining meaning and form, dictogloss, according to the writer, is a great technique to practice grammar and vocabulary. This makes grammar learning more practical and meaningful.
It is clear from the explanation above that dictogloss is a method of language learning where students collaborate to reconstruct a dictated text. Instead of writing precisely what the teacher read, students rewrite the spoken material using their own words.
b. Variation on Dictogloss
There are numerous variations of dictogloss in learning activities. They are explained as follows:
32 Ogie Yudha Herlangga, “Improving Students’ Writing Ability By Using The Dictogloss Technique At Class VIII D Of SMP Negeri 3 Ngaglik In The Academic Year Of 2011/2012”, (Yogyakarta: Universitas Negeri Yogyakarta, 2012) 16
1. Dictogloss Negotiation
The students get the opportunity to talk with a companion or group about what they have heard for each section of dictation during dictogloss negotiation. They will receive two dictations, giving the pupils two opportunities to discuss.
2. Student Controlled Dictation
In student controlled dictation, the instructor serves as a student- accessible tape recorder. In other words, the student has the option of asking the instructor to pause, go back, fast-forward, or rewind.
3. Student-Student Dictation
In student-student dictation, the students alternate reading aloud from the text. The teacher's role here is limited to observing the procedure.
4. Scrambled Sentence Dictogloss
In scrambles sentence dictogloss, the teacher jumbles the sentence from the previous passage so that the pupils must reconstruct it and arrange it logically first.
5. Dictogloss Summaries
The student only concentrates on the main points of the original text when writing dictogloss summaries. The teacher can use visual aids (such as a drawing, flow chart, picture, or mind map)
