The implementation of ``dictogloss` technique to enhance the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta - USD Repository

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THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO ENHANCE THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST

GRADE STUDENTS OF SMK BOPKRI I YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By :

DEONISIA TYAS YUNIAWATI Student Number: 031214043

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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On ce t h er e w a s a l i t t l e bu n n y w h o w a n t ed t o r u n a w a y . So h e sa i d t o h i s m ot h er , “ I a m r u n n i n g a w a y ” .

“ I f y ou r u n a w a y ” , sa i d h i s m ot h er , “ I w i l l r u n a f t er y ou . F or y ou a r e m y l i t t l e bu n n y ” .

“ I f y ou r u n a f t er m e,” sa i d t h e l i t t l e bu n n y , “ I w i l l becom e a f i sh i n a t r ou t st r ea m a n d I w i l l sw i m a w a y f r om y ou .”

“ I f y ou becom e a f i sh i n a t r ou t st r ea m ,” sa i d h i s m ot h er , “ I w i l l becom e a f i sh er m a n a n d I w i l l f i sh f or y ou .”

“ I f y ou becom e a f i sh er m a n ,” sa i d t h e l i t t l e bu n n y , “ I w i l l becom e a l i t t l e boy a n d r u n i n t o a h ou se”

“ I f y ou becom e a l i t t l e boy a n d r u n i n t o a h ou se,” sa i d t h e m ot h er bu n n y , “ I w i l l becom e y ou r m ot h er a n d ca t ch y ou i n m y a r m s a n d h u g y ou ” .

“ Sh u ck s,” sa i d t h e bu n n y , “ I m i gh t j u st a s w el l st a y w h er e I a m a n d be y ou r l i t t l e bu n n y .”

A n d so h e d i d ...

(“The Runaway Bunny”, by: Margaret Wise Brown)

Th i s t h esi s i s d ed i ca t ed t o:

• M y bel oved fa m i l y, m y pa r en t s, a n d m y br ot h er

• M y l a t e g r a n d m ot h er

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should.

Yogyakarta, March 13, 2008 The writer,

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma: Nama : Deonisia Tyas Yuniawati

Nomor Mahasiswi : 031214043

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO ENHANCE THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST GRADE

STUDENTS OF SMK BOPKRI I YOGYAKARTA

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta

Pada tanggal: 11 Maret 2008 Yang menyatakan

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ACKNOWLEDGEMENTS

I would really like to express my deepest gratitude to Jesus Christ and all His angels that He had sent to accompany me during the good and bad times. I would not be able to finish this thesis without His blessings.

I would also like to express my greatest gratitude to my major sponsor, the one and only, Drs. Pius Nurwidasa Prihatin, M.Ed., who had willingly spent his time to read, correct, discuss, and give feedback to my thesis. My special thanks go to all of the lecturers in PBI who had taught me well and the staff of PBI’s secretariat who are very helpful.

I am truly indebted to Drs. Y. Sarip Hidayat, the principle of SMK Bopkri I Yogyakarta, who had permitted me to conduct this research. My special thanks go to Drs. C. Suprantyo and Drs. Fx. Sri Swantoro, the English teachers, for their valuable suggestions and advice.

My sincere gratitude goes to my beloved parents, Ambrosius Kismanto and Chrispina Partinem, who have supported me through their affection and companion. My apprecia tion goes to my little brother, Gregorius Dias S.P., who has loved me in his own way.

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My appreciation goes to Maria Dyah Lintang P, S.Pd., Dyah Ayu Margareta, Dewie Angan, S.Pd, and Bernadeta Ajeng S.P for helping me in doing the simulation to prepare the thesis defend. Your suggestions, criticisms, and questions during the simulation are very meaningful for me. I also thank to Yudhistira Bayu Aditya for being my faithful friend who is ready to be disturbed

in every single time.

My appreciation also goes to: Robert us Bangun S, S.Pd, Dr. Friska Widiyati Yanong, “Vice”, Yawan Dewa , and Aulia for allowing me to feel the new sensation and experience in this life. Their existence is very meaningful in giving me back my strength and my self-confidence when I was down.

Finally, I thank all of the people that I could not mention here one by one, I thank them for coloring my life.

Deonisia Tyas Yuniawati

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ABSTRACT

Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK Bopkri Yogyakarta. Yogyakarta: Sanata Dharma University

Basically, language is used for communication. Grammar as the language rules, which influences four English skills, should be applied in the real communication. Vocational students, who are demanded to work after they graduate, should be able to communicate properly while proposing the job or making an application letter. Many cases show that students violate the rules while applying in the real communication. It happens since the focus of learning grammar is on the grammatical form itself rather than on the application of grammatical form in communicative context. The mastery of Simple Past is the focus to be enhanced in this thesis because the most frequent verbs used in English are in the Simple Past tense.

Therefore, this research deals with the use of Dictogloss technique to enhance the mastery of simple past tense. The first thing to do is investigating whether Dictogloss has a positive effect to enhance the mastery of Simple Past Tense or not. There were two groups involved in this research. They were control group and experimental group. These two groups received the same materials and the same test, but they were taught with two different techniques. At the end of the research, the result of the pretest and posttest of these groups were compared.

To investigate whether the use of Dictogloss showed an improvement, the researcher used the independent sample t-test. The mean score of control group is 67,76 and the mean score of experimental group is 70,56. To check the significance of these two mean scores, the researcher conducted the computation of the independent sample t-test. The result showed that the obtained value of the t was 2.512. It exceeded the value of t table for the 0.05 level of significance, which was 1.671. From this result, the researcher concluded that Dictogloss gave an improvement.

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ABSTRAK

Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK Bopkri Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Pada dasarnya, bahasa digunakan untuk berkomunikasi. Grammar sebagai aturan tatabahasa yang mempengaruhi empat kemampuan bahasa, harus diterapkan dalam komunikasi nyata Para pelajar SMK yang dituntut untuk bekerja setelah mereka lulus, sebaiknya mampu berkomunikasi secara layak ketika melamar sebuah pekerjaan atau membuat surat lamaran pekerjaan. Banyak bukti yang menunjukkan bahwa para pelajar melanggar aturan tata bahasa tersebut ketika menerapkan dalam komunikasi nyata. Hal ini terjadi karena fokus dalam pengajaran grammar adalah pada pengajaran pola tatabahasa itu sendiri daripada penerapan pola tatabahasa itu sendiri ke dalam konteks komunikasi. Penguasaan Simple Past adalah fokus dalam skripsi ini yang akan ditingkatkan karena kata-kata kerja yang sering digunakan dalam bahasa Inggris adalah Simple Past.

Oleh karena itu, penelitian ini berkaitan dengan penggunaan teknik Dictogloss untuk meningkatkan penguasaan simple past tense. Hal pertama yang dilakukan adalah menyelidiki apakah penggunaan Dictogloss dapat meningkatkan penguasaan simple past tense atau tidak. Ada dua kelompok yang terlibat dalam penelitian ini. Mereka adalah kelompok kontrol dan kelompok eksperimental. Kedua kelompok mendapatkan materi dan tes yang sama, tetapi diajar dengan menggunakan teknik yang berbeda. Pada akhir penelitian, hasil tes dari kedua kelompok akan dibandingkan.

Untuk meneliti apakah penggunaan Dictogloss menunjukkan peningkatan, peneliti menggunakan independent sample t-test Nilai rata-rata kelompok control adalah 67,76 sedangkan kelompok eksperimental adalah 70,56. Untuk menyelidiki apakah kedua nilai ini signifikan, peneliti menggunakan perhitungan dari independent sample t-test. Hasil menunjukkan bahwa nilai t yang dicari sama dengan 2.512. Nilai ini lebih besar daripada nilai t table pada tingkat signifikasi 0.05 yaitu 1.671. Dari hasil ini, peneliti menyimpulkan bahwa penggunaan Dictogloss menunjukkan peningkatan.

Beberapa saran akan disampaikan berdasarkan kesimpilan di atas. Pertama, peneliti menyarankan kepada para guru untuk menerapkan teknik Dictogloss untuk meningkatkan penguasaan simple past tense. Kedua, seorang guru sebaiknya menguasai managemen kelas yang baik untuk memelihara situasi kelas ketika menerapkan teknik Dictogloss.

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LIST OF TABLE

Table 1. Sentence Pattern that uses past to be (was and were)... 9

Table 2. Sentence Pattern that uses full verb... 10

Table 3. The List of Regular and Irregular Verbs... 11

Table 4. The form of auxiliary do... 11

Table 5. The form of auxiliary have... 11

Table 6. The form of auxiliary be... 12

Table 7. The form of modal auxiliary... 12

Table 8. The Weighting Table... 17

Table 9. The Diagram of The Randomized Pretest-Posttest Control Group Design 35 Table 10. The distribution of the test items... 41

Table 11. The Comparison of IAP students’ pretest and posttest score... 44

Table 12. The mean score of IAP students’ pretest and posttest... 45

Table 13. The Comparison of IAK students’ pretest and posttest score... 46

Table 14. The mean score of IAK students’ pretest and posttest... 47

Table 15. Tests of Normality for IAK (experimental group)... 48

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LIST OF APPENDICES

Appendix 1. Permission Letter... 56

Appendix 2. Surat Keterangan Penelitian... 58

Appendix 3. Lesson Plan... 60

Appendix 4. The Pretest... 63

Appendix 5. The Posttest... 67

Appendix 6. The Answer Key of Pretest and Posttest... 71

Appendix 7. The Control Group (IAP) pretest and posttest scores... 73

Appendix 8. The Experimental Group (IAK) pretest and posttest scores... 74

Appendix 9. The Mean Scores of the Control Group (IAP) and the Experimental Group (IAK)... 75

Appendix 10. The Analysis of Students’ Transcript on the Spoken Test... 76

Appendix 11. The Analysis of Scoring System for Spoken Test... 95

Appendix 12. The Computation of the test reliability... 127

Appendix 13. The Computation of the independent sample t-test... 129

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CHAPTER I

INTRODUCTION

There are six parts in this chapter. They are background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

Basically, English as a language has three main functions. They are ideational function, interpersonal function, and textual function. Halliday (1978) says that language is a means for communication. In order to be able to communicate, people need to learn “grammar” and “lexico- grammar”. Grammar is the basic aspect that influences four English skills: listening, speaking, reading, and writing. Richards, Platt and Weber (1985) says that “Gammar is a description of the structure of a language and the way in which units such as words and phrases are combined to produce sentences in the language”.

Traditionally, the aim of linguistics is describing the rules of English usage, that is, grammar. Widdowson (1978) says that the attention has shifted away from defining the formal fe ature of language to find the ways in which the language is actually used in real communication. Since grammar is not taught separately and specifically as a single subject, a lot of students are having difficulty in mastering grammar. Many cases show that students are not

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accustomed to applying language rules in the real communication. Nunan (2003:157-161) also states his idea as quoted below:

Many learners could state rules, but then violated those very rules in communication, led to the notion that grammar instruction was of limited value.

He also said that many students remember to put an s at the end of a verb while making third person singular declarative statement. In the real communication with others, they often forget to apply this rule.

Nunan (2003: 160) states that the students have declarative knowledge (they can state or declare the rule), but not procedural knowledge (they can’t or don’t use the rule when using the language to communicate). Another researcher, Lado (1964:95) says that:

Many teachers make the mistake of trying to explain everything at length while the class listens passively. Long explanations without active practice are a waste of time, and even with practice they are inefficient. Most of the class should be devoted to practice.

Broughton (1978:42) also states his idea that:

If the course designer, through lack of knowledge, introduces high, medium, and low frequency items in random order it will make their learning effort gives the pupils a smaller coverage than it could have given.

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of the students confessed that they faced the difficulty when they were asked to be able to write a paragraph consisting of at least 300 words using Simple Past Tense and also to be able to speak or to tell a story that happened in the past, for their English Practical Exam (Ujian Praktek Bahasa Inggris). They told the researcher that their teacher at school only distributed the handouts and asked the students to answer some questions related to the topic, without any further explanations. Based on that phenomenon, the writer intends to propose Dictogloss as a technique to enhance the mastery of simple past, since the simple past tense is the most frequent used in English. The researcher chooses this technique because it is highly learner-centered, in which the students are the leading role in the teaching –learning process instead of the teacher. Dictogloss also gives the opportunity to the students to apply the language rules in the real communication. Furthermore, this technique is related to the second principle and the third principle in teaching grammar. Nunan (2003:159-160) states that:

The second principle is using tasks that make clear the relationship between grammatical form and communicative function, and the third principle is focusing on the development of procedural rather than declarative knowledge.

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B. Problem Formulation

There is one problem presented in this study, which is formulated as follows:

1. Does Dictogloss have a positive effect on the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta?

The conceptual hypothesis about the proposed research is:

Ho: The use of Dictogloss technique is not effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta.

H1: The use of Dictogloss technique is effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta. The operational hypothesis and the statistical hypothesis will be discussed further in Chapter II.

C. Problem Limitation

There are several techniques to teach grammar to senior high school students, such as: memorization, drilling, and media (text, dialog, and picture). However, in this thesis, the researcher chooses to use Dictogloss as an alternative technique to aid the students.

The researcher focuses only on the first grade students of SMK Bopkri I Yogyakarta. The researcher chooses these students because the first grade of

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grade, especially when they are facing the final exam. Besides that, they have to strengthen the foundation in order to learn the next material that is more difficult and complicated.

D. Objectives of the Study

As mentioned in the problem definition, this research aims to evaluate the effect of Dictogloss as a technique to enhance the mastery of the simple past tense. It can be said that Dictogloss brings positive effect if the result of the post test is higher than the pre-test and also if the students can apply the use of the simple past tense into the real communication. Therefore, this study has two objectives. First, to find out whether the use of Dictogloss makes the students understand the use, the form, and the meaning of simple past tense or not. Second, to find out whether the use of Dictogloss enable the students to apply the use, the form, and the meaning of simple past tense in a written and spoken context or not.

E. Benefits of the Study

It is expected that this research may contribute valuable benefits for English teachers, such as:

1. They will obtain the information of the procedure in conducting Dictogloss technique to teach the simple past tense.

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3. They will obtain the descriptive analysis of students’ progress both in the spoken and written test.

F. Definition of Terms 1. Simple Past Tense

Murcia and Freeman (1983:63) states that:

Simple Past Tense is used to express a habitual or repeated action/ event in the past and also to express past conditional or imaginative events in the subordinate clause.

2. Mastery

Mastery means masterly ability, expert knowledge, eminent skill or power (Webster, 1999:1108). In mastering the simple past tense, there are three important things to consider. They are the use of simple past tense in which situation the reported speech is used, the form in which the rules are taken for granted, and the meaning from which the utterances can be understood by others.

3. Dictogloss

Nunan (2003:161) says that:

Dictogloss involves learners collaborating in small groups, actively using their language, and reflecting on the way grammar works in context (thus reinforcing form/ function relationships).

4. Effectiveness

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control group, taught by common technique and the experimental group, taught by Dictogloss technique. The higher mean scores that the students get, the more

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses related literature as a theoretical base upon which the study outlined in Chapter I was laid. The discussion includes the theoretical description, the theoretical framework, and the hypothesis.

The theoretical description will give a detailed discussion of six key concepts in this study. The first is about a brief overview of simple past tense. The discussion is limited to the use, the form of Simple Past Tense, and type of verbs used in Simple Past Tense.

The second is about a brief overview of teaching grammar. Here, the researcher discussed the nature of teaching grammar and the method of teaching grammar. The third is about Dictogloss. The fourth is about the characteristics of first grade students of SMK. It discussed the common characteristics of SMK students based on KTSP. The fifth is about the rubrics which are used in scoring the spoken test. The sixth is about the previous research. It discussed some previous researches that had been conducted by many experts in exploring the benefits of using Dictogloss.

By discussing those concepts, the tentative answers will be theoretically stated in the theoretical framework and the formulated hypothesis is aimed at answering the problem formulations presented in Chapter I.

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A. Theoretical Description

This section presents some related theories as the guideline to conduct this study. As mentioned above, this section is divided into six main parts, namely a brief overview of simple past tense, a brief overview of teaching grammar, Dictogloss, the characteristics of first grade students of SMK, the rubrics, and the

previous research.

1. A Brief Overview of Simple Past Tense

A Brief Overview of Simple Past Tense is limited to the use, the pattern of Simple Past Tense, and type of verbs used in Simple Past Tense.

1.1. The Use of Simple Past Tense

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1.2. The Pattern of Simple Past Tense

Gumpol (1995: 57) divides the pattern into two subdivisions: the sentence pattern that uses past to be (was and were) and the sentence pattern that uses full verb.

Table 1: Sentence pattern that uses past to be (was and were)

Sentence Pattern Examples

(+) S + was/ were + adj/ adv/ n I was sick

She was an actress We were in the zoo (-) S+ was not/ were not + adj/ adv/ n I was not sick

She was not an actress We were not in the zoo (?) Was / Were + S + adj/ adv/ n ? Was I sick?

Was she an actress? Were we in the zoo? (-?) Wasn’t/ Weren’t + S + adj/ adv/ n? Wasn’t I sick?

Wasn’t she an actress? Weren’t we in the zoo? Table 2: Sentence pattern that uses full verb

Sentence Pattern Examples

(+) S + V2 They studied

(-) S + did not + V1 The did not study

(?) Did + S + V1 Did they study?

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Simple past tense has certain adverbial of time and it must refer to some point of period in the past. The following are the examples of the adverbial of time:

Yesterday, Then, in....(1985), the other day, A moment ago, earlier this week. It is also possible that simple past tense goes along with adverbial of frequency to indicate the past time habit. The examples of adverbial of frequency are:

Always : She always studied harder.

Sometimes : Peter sometimes walked to school. Never : Maria never had breakfast.

Usually : Jane usually swam in the river. 1.3. Type of Verbs

There were two main ways of forming past tenses, namely regular and irregular. Regular verbs formed a past tense by adding –(e)d to the dictionary or infinitive form of the verb. Irregular verbs did not add the –(e)d ending but changed the vowel dictionary form. The following are the examples of regular and irregular verbs and their past form.

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There are some common auxiliaries that used in simple past tense. Quirk and Greenbaum’s (1973: 35-37) explain about the auxiliaries do, have, be, and modal auxiliaries. The explanation as follows:

The auxiliary do has the following forms:

Non- negative Negative

Present do/ does do not/ does not

Past did did not

Table 4. The form of auxiliary do

The auxiliary have has the following forms:

Present have/ has have not/ has not

Past had had not

Table 5. The form of auxiliary have The auxiliary be has the following forms:

Present is, am, are is not, am not, are not

Past was, were was not, were not

Table 6. The form of auxiliary be

Modal auxiliaries have the following forms:

Present Past Negative

can could can not; could not

may might may not; might not

shall should shall not; should not

will would will not; would not

Table 7. The form of modal auxiliary

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2. A Brief Overview of Teaching Grammar

Richard & Rogers (1989:1) says his idea as quoted below:

The changes in language methods for many centuries have reflected the changes in the kind of the learners’ proficiency, the changes in theory of the nature of language, and/ or the changes in the theory of language learning.

Cooper (1972:2) similarly states that method, the way of teaching a language, is based on the belief of what the learners want to master, what a language is, and how the learners want to learn the language. Based on the explanation above, in this section, the researcher would like to discuss the nature of teaching grammar and the methods of teaching grammar.

2.1. The Nature of Teaching Grammar

Teaching grammar is considered important, since grammar is the basic aspect in teaching a language. Students’ mastery of grammar will influence their English skills, such as: listening, speaking, writing, and reading. The proper construction of structure while communicating with other is very needed. If people get wrong in constructing their sentence, others will get no meaning from their utterances. By mastering grammar, people are capable of expressing their meaning as fully and clearly as possible. There are also some principles in teaching grammar.

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methods, the teacher gives the learners some exercises and helps the learners to find the pattern of grammatical rules.

The second principle is using some exercises that make the relationship between grammatical form and communicative function becomes obvious, since many grammar exercises still focus on the grammatical form, rather than apply the rules into communicative context. The third principle which is stated by Nunan (2003:160) is focusing on the development of “procedural knowledge” rather than “declarative knowledge”. As we know that declarative knowledge is the knowledge of knowing language rules, while procedural knowledge is the capability to use the knowledge for communication.

2.2. The Methods of Teaching Grammar

Lado (1964: 92) states that there are three approaches to the teaching of grammar. The first approach is: “Grammar-Translation Method”. Lado (1964:92) states that in the grammar-translation method, the students are asked to memorize the rules and they are hoped to apply the rules on their own. Because the students couldn’t apply the rules into the target language, they have a low self esteem about the language. Therefore, grammar-translation method is not being used anymore today.

The second approach is “Mimicry- memorization Method”. Lado (1964:93) says that the students learn some basic sentence through imitation. The meaning is given in the native language, and the learners are not allowed to translate word by word. Furthermore, the learners practice in the form of dialogue.

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repeat a pair of different sentences. Before doing the repetition, the teacher had already explained some grammatical points.

3.Dictogloss

Nowadays, there is a relatively simple technique named Dictogloss. The term Dictogloss is used in several different senses. Nunan (2003:161) states that

Dictogloss involves learners collaborating in small groups, actively using their language, and reflecting on the way grammar works in context (thus reinforcing form/ function relationships).

Wajnr yb, as cited by Read (1988) says that there are four stages in the Dictogloss procedure. They are preparation, dictation, reconstruction, and analysis. The further explanation would be as following:

1) Preparation

The teacher divides the students into groups. Each group consists of five or six students. The teacher tells about the topic of the text and some of the vocabularies. The text itself should be an authentic text, should be attractive and should form a logical sequence. The text consists of four or five sentences.

2) Dictation

The teacher reads the text twice. For the first time, the teacher reads at normal speed and the students are not allowed to write anything down. For the second time, the students start to take notes.

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The students start to reconstruct the text based on their notes while writing down the passage. They collaborate with the members of their group in reconstructing the text.

4) Analysis and correction

The students start to analyze and correct their notes. The teacher asks the student from each group as the representation to come in front of the class. The student writes down the reconstruction of the text in the blackboard. The teacher starts to analyze the text by comparing students’ writing in the blackboard. By doing so, the teacher also gives the explanation about the use, the meaning, and the form of simple past tense. Then, the teacher shows the original text and the students start to have the correction of their text reconstruction. The teacher asks the students to form a dialogue with their partner about their daily communication. Thus, the students reflect on the way grammar works in context and reinforce their function relationship.

4. The Characteristics of first grade students of SMK

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Based on KTSP (Kurikulum Tingkat Satuan Pendidikan), the aspects of teaching English are divided into three levels as follows:

ü Basic communication for novice level

ü Basic communication for elementary level

ü Basic communication for intermediate level

5. The Rubrics

Blaz (2001:23) states that “A rubric is the most commonly used method for scoring, evaluating, and grading a performance assessment”. There are two types of rubrics: holistic and analytical. Blaz (2001:27) also comments that:

A holistic rubric evaluates the overall performance and rates it in a qualitative manner. An analytical rubric breaks down the performance into the different levels of behavior expected, assigning each a point value (which can be weighted if desired), and which are totaled for a quantitative measure.

Therefore, in measuring students’ competency in the spoken test, the researcher used an analytical rubric. The researcher also employed the weighting table to score the students’ competency in the spoken test. The weighting table as follows:

Table 8. The Weighting Table Hughe s (1989:113)

WEIGHTING TABLE

AREA\ LEVEL I II III IV V

Grammar 4 8 12 16 20

Vocabulary 3 6 9 12 15

Comprehension 2 4 6 8 10

Fluency 2 4 6 8 10

Pronunciation 1 2 3 4 5

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There are some proficiency descriptions in weighting the score for each level and area as follows:

LEVEL AREA: GRAMMAR

I. inadequate and inaccurate use of grammar; constant errors showing lack of control of few major patterns; preventing communication

II. frequent errors showing lack of control of some major patterns; causing misunderstanding

III. occasional error showing good control of some patterns; still understandable

IV. few errors; no mistakes with the pattern; understandable V. rich use of grammar with no more than two errors

LEVEL AREA: VOCABULARY

I. inadequate and inaccurate use of vocabulary; even for the simplest conversation

II. limited vocabulary to basic personal (time, food, family). III. inaccurate choice of words to discuss social topic.

IV. adequate use of general vocabulary to cope with social situation V. rich use of vocabulary; attempts to be elaborated

LEVEL AREA: COMPREHENSION

I. responses barely comprehensible

II. responses mostly comprehensible; constant repetition and rephrasing; requiring interpretation by the listener

III. responses mostly comprehensible; occasional repetition and rephrasing; requiring interpretation by the listener

IV. responses comprehensible; requiring minimal interpretation V. responses readily comprehensible

LEVEL AREA: FLUENCY

I. speech halting and uneven; long pauses; incomplete thoughts

II. speech is very slow and uneven; frequent pauses; few or no incomplete thoughts

III. speech is frequently hesitant but manages to continue; complete thoughts IV. speech is effortless and smooth; complete thoughts

V. speech continuous with little stumbling

LEVEL AREA: PRONUNCIATION I. pronunciation frequently intelligible

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III. few mispronunciation; occasional problems with communication IV. few mispronunciation; no interfere with communication

V. no mispronunciation; communication with ease

Blaz (2001: 39) & Hughes (1989: 111-112)

6. The Previous Research

There are so many previous researches that have proved to us whether the use of Dictation is really effective to be applied in the classroom. Julia Read, an Indonesian teacher who worked at University of England has applied this technique to teach Indonesian language to her foreign students. She prefers this technique, after observing many phenomenon that happened to language teachers. One of the phenomenon is when a teacher has taught a grammatical point, and the students have understood it, they don’t apply the grammatical point the next time they speak or write productively. Therefore, by using this technique, it is hoped that the grammatical point can be applied into communicative context.

Colleen Maloney-Berman from SUNY Buffalo reports that his previous research using Dictogloss has shown the effectiveness of this technique in raising elementary school immersion students’ awareness of linguistic elements while reproducing content-related text(http://intranet.usc.edu.au/wacana/4/issue4/.html)

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Learners learn by comparing their own output with what others produces, thereby developing an awareness of their language performance and its discrepancy with others.

B. Theoretical Framework

In this research, the researcher tries to evaluate the use of Dictogloss as a technique in teaching grammar to the first grade students of SMK Bopkri I Yogyakarta. The researcher tries to investigate whether or not Dictogloss as a technique has a positive effect to enhance the students’ mastery of simple past tense. There are some considerations in applying this technique, first because it is a relatively simple one, second because it can help the students to learn from context and the third because it suits to the learners’ age.

Since language is used for communication, students sho uld not only know about the knowledge of language rules, but also are able to use the knowledge for communication. As we know that many learners are able to give explanation of a grammatical rule or principle from the standard textbook, but then violate the rule when using language communicatively. For example, there is a student who is able to tell his friend to put an s at the end of the verb when making third person singular declarative statement, but when he makes such statement, he leaves off the s.

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Since Dictogloss is a simple technique, the researcher hopes that by using this technique, the students are able to use the knowledge of language rules for communication. Considering the students’ weaknesses in listening the target language forms, the teacher should be patient in dictating the passages which contains the target language forms to the students.

The steps the researcher did to investigate students’ progress in mastering simp le past tense were:

1. Constructing the test of simple past tense.

2. Conducting the pilot test to determine the reliability coefficient of the test. 3. Scoring the test result and finding the reliability coefficient.

4. Administering the pre-test. 5. Implementing “Dictogloss”. 6. Administering the post-test.

There are three things to consider in mastering simple past tense. They are the form of simple past tense, the meaning of simple past tense, and the function of simple past tense. Also, there are six elements or common difficulties which are faced by the students in mastering simple past tense. They are: the use of auxiliaries, adverbial of time, negative and interrogative form, regular and irregular verbs.

C. Hypotheses

There are three hypotheses as stated previously in Chapter I. The hypotheses are:

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Ho: The use of Dictogloss technique is not effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta. H1: The use of Dictogloss technique is effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta. 2. Operational hypothesis

Ho: The mean score of the students in the experimental group is the same with those students in the control group.

H1: The mean score of the students in the experimental group is significantly higher than those in the control group.

3. Statistical hypothesis Ho: ?E = ?C

H1: ?E > ?C

Where,

?E = the mean score of posttest of Experimental Group (IAK)

?C= the mean score of posttest of Control Group (IAP)

The meaning of this hypothesis is that the null hypothesis will be rejected if the mean score of the posttest of Experimental Group (IAK) is significantly higher than that of Control Group (IAP). Therefore, in order to check the significance between those two mean scores, the researcher conducted the computation of the independent sample t-test.

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CHAPTER III

METHODOLOGY

This chapter presents information about the method used in this study. The discussion involves (1) research method, (2) research setting and participants, (3) research instrument, (4) data gathering technique, (5) data analysis technique, (6) research procedure.

A. Research Method

In this research, the researcher used experimental as the research method. Fraenkel and Wallen (1993:230) reveals that

Experimental research is the only type of research that directly attempts to influence a particular variable and it is the only type that can really test hypotheses about cause and effect relationship.

The researcher used the experimental method, because she can decide the nature of treatment. The treatment was applied to observe and measure whether or not the Dictogloss technique caused any difference on the learners’ behavior and achievement in mastering Simple Past Tense. Two groups were needed to conduct this experiment. One group acts as the control group and one group acts as the experimental group. Those two groups were given different treatment.

In trying to accomplish this study, the researcher used a test to gain the data. The use of the test was to help the researcher to collect information and to analyze it. In checking the significance of the two mean scores result from two different groups, the researcher conducted the computation of the independent

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sample t-test. The information gained by the researcher is whether Dictogloss has positive effect to enhance students’ mastery of simple past tense or not.

The researcher conducted the pretest to both of the groups to know students’ mastery of simple past tense. Then, the researcher conducted the posttest at the end of the research. Before conducting the pretest and the posttest, the researcher had conducted the pilot test first in SMA Binatama Sleman to measure the reliability and the validity of the test itself. The experiment in SMK Bopkri I Yogyakarta lasted only two weeks with the consideration that the

researcher had known the class condition and the students’ capability while doing PPL for six months. The researcher needed two meetings to teach the students from two groups and four meetings to conduct pretest and posttest from those two groups.

B. Research Setting and Research Samples 1. Research Setting

The research was conducted at SMK Bopkri I Yogyakarta. SMK Bopkri I Yogyakarta is one of the vocational high schools in Yogyakarta that is located at

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2. Research Samples

The subjects in this research were the first grade students at SMK Bopkri I Yogyakarta. There were two classes for the first grade students that can be found in SMK Bopkri I Yogyakarta. Furthermore, there were no criteria in selecting the class for the sample. Therefore, in selecting the subjects of the study, the cluster sample was employed to get the sample of the research. Ary, Donald, Cheser L.Jacobs, and Asghar Razavigh (1990:175) states that “Cluster sampling is kind of probability sampling where the unit chosen is not individual but a group of individuals who are naturally together”.

Employing the cluster sampling method, the choice went to the students of IAP and IAK. There were 30 students from each group involved in this research. Those two groups were taught by different technique, IAK as the experimental group was taught by using Dictogloss technique, whereas IAP as the control group was taught by using common technique.

C. Research Instruments

There is only one instrument used in this research. It is test. There are two kinds of tests, pretest and posttest. They are used to collect data or information from the subject under the study. The tests involve the description, validity, and reliability of the tests. Next, it would be briefly described.

1. The Tests

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designed by the researcher herself. This instrument was applied to answer the question in the problem formulation, that is: whether the use of Dictogloss has a positive effect to enhance the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta or not.

The pre-test and the post-test had different content because they had different purposes and importance. The pre-test was designed to get the information about the learners’ achievement before treatment, while the post-test was designed to check the result about the learners’ achievement after the treatment.

The forms of the tests were divided into two sections, written test and spoken test. The written test is a kind of test in which the researcher can know exactly which part that the students usually made mistake and because it was easy to measure. The written test consisted of 20 questions. There were 10 questions in part I and 10 questions in part II and III. The first question in part I was used to access students’ mastery in using regular verb, the second question was used to access students’ mastery in using auxiliary verb, the third question was used to access students’ mastery in using adverbial of time. The fourth until sixth questions were used to access students’ mastery in using regular verbs. The seventh question was used to access students’ mastery in using adverbial of time. The eight until tenth questions were used to access students’ mastery in using irregular verbs.

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students’ ability in applying the rules of simple past tense into the real communicative context.

1.1. The Type of the Test

Tests are used to obtain information. The information that we are intended to measure varies from one to other. Based on the objective of the test, this test was an achieve ment test. Hughes (1989:13) points out that an achievement test is directly related to language courses, its purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. There are two kinds of achievement test: final achievement tests and progress achievement tests. In this research, the researcher used progress achievement tests. Progress achievement tests are intended to measure the progress that the students are making. In this case, the tests were made to find out whether Dictogloss has a positive effect on the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta or not.

2. Validity of the Test

Validity is one of the characteristics of a good test. Hughes (1989:22) reveals that a test said to be valid if it measures accurately what is intended to measure. This concept is similar as Heaton’s (1979:153). In his book, Heaton revealed that a test is said to be valid if it measures what is supposed to measure and nothing else.

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concept of validity. Those are: “content validity, criterion-related validity, construct validity and face validity”. The test was valid in terms of having its content, construct, and face validities. The following are the discussion on the validity of the test.

2.1. Content Validity

Hughes (1989:22) states that a test is said to have content validity if its contents constitutes a representative sample of the language skills, structures, etc. with which it is meant to be concerned. It means that the test must be constructed in such a way so that it includes a proper sample of the materials that have been taught and learnt. To fulfill the content, the researcher made the test which consisted of a representative sample of the simple past tense. It means that the elements in the simple past tense were covered in the test. Commonly, there are six elements of difficulties which are faced by the students in mastering simple past tense. They are: the use of auxiliaries, adverbial of time, negative and interrogative form, regular and irregular verbs. The test in this research has content validity since its content was relevant to the purpose of the test, which is to measure students’ progress in learning simple past tense.

2.2. Construct Validity

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this research had the construct validity, the researcher will discuss those three steps:

§ The variable being measured was clearly defined

The variable (the elements of language) being identified here was the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta.

§ Formulate the hypothesis

The researcher proposed the hypothesis based on the theory underlying the variable. The hypothesis in this research was closely related to the objective of the test, which is to find out whether the use of Dictogloss has a positive effect to enhance the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta or not.

§ Test the hypothesis

The hypothesis was then tested. The students of SMK Bopkri I Yogyakarta were given the test to measure their progress in learning simple past tense. Since the test had the content validity, as it was explained before, it could be said that the test was really measuring students’ progress, furthermore to find out whether the use of Dictogloss has a positive effect to enhance the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta or not. As a conclusion, the researcher could say that the test in this research has the construct validity.

2.3. Face Validity

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required to speak. In the written test, students are required to do their best effort in order to measure their progress.

Therefore, the researcher could say that the tests in this research had the face validity because it really measures what is supposed to measure.

3. Reliability of the Test

Heaton (1979:155) suggests that a test must be reliable. He also says that in order to have a test which is valid, a test must first be reliable as a measuring instrument. He classifies reliability into two categories: test-reliability and mark-reliability.

3.1. Test-reliability

There are factors affecting the reliability of a test, such as: § The extent of the sample of material selected for testing

The reliability is concerned with the size of the sample. Therefore, the larger the sample, the more tasks the testee has to perform, the greater the probability that the test as a whole is reliable. Hence, objective tests tend to show more reliability as they allow a wide field to be covered. In this test, the condition is assured by number of the test items.

§ The instruction

When carrying out the test, the instruction should be clear as to assure that the students thoroughly understand how to perform the task. In this research, this aspect of reliability was assured by the simplicity of the tasks or instructions.

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Personal factors such as motivation and illness in doing the test administered also become important factors because they can influence the results of the test. In order to arise the students’ motivation in doing the test, the researcher told the students to do the best in the test and the results were used to see their abilities.

3.2. Mark Reliability

Heaton (1979:155-156) states that the scoring of the test is an important factor affecting the reliability of a test. Being consistent in scoring a test also determines the reliability of the test. Therefore, this reliability denotes the extent to which the same marks or grades are given if the same test is marked by two or more different examiners or the same test is marked by the same examiner at different time. Objective tests can fulfill the mark reliability, but subjective tests may still have difficulties in fulfilling the reliability.

The reliability of the test was obtained by adopting Spearman- Brown split-half formula and was computed by using Pearson Product Moment. Ary (1990:213) states that:

The most common procedure is to correlate the scores on the odd numbered items of the test with the scores on the even numbered items. Then, to trans form the split half correlation into an appropriate reliability estimate for the entire test, the Spearman Brown formula is employed.

The formula of the Spearman Brown Split- Half and the Pearson r correlation are described as follows:

1. The Spearman-Brown formula:

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where,

= the estimated reliability of the entire test

r

1/21/2 = the Pearson r correlation between the two halves 2. The Pearson r correlation

where:

r = Pearson r

? X = sum of the scores in x distribution ? Y = sum of the scores in y distribution

? X Y = sum of the product of paired x and y scores ? X2 = sum of the squared scores in x distribution ? Y2 = sum of the squared scores in y distribution N = number of subjects

The result of the computation than could be seen as the reliability coefficient. According to Best (1970: 257), the reliability coefficient and its relation are as follows:

0.00-0.20 negligible 0.20-0.40 low and slight

0.40-0.60 moderate

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To know the reliability of the test, a pilot test was administered. Heaton (1979: 158) states that a pilot test is a try-out of the test to a small but representative group of testees. In this study, a try out of simple past tense was conducted to a group of students of the first grade students of SMA Binatama Sleman After conducting the try out, the reliability coefficient of the test items

was counted based on the formula suggested by Lado. Then, if the test is reliable, the real test could be given to other group of students.

D. Data Gathering Technique and Research Design

First, the researcher conducted the pilot test on May 7, 2007 in SMA Binatama Sleman to measure the validity and reliability coefficient of the tests. Then, the researcher started to conduct the experiment in SMK Bopkri I Yogyakarta. The researcher conducted the pretest for IAK in May 22, 2007 and

the pretest for IAP in May 25, 2007. The procedure was the same for those two groups.

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The researcher implemented the treatment in IAK as the experimental group. The researcher gave special treatment by using Dictogloss technique to teach the students simple past tense. The treatment was given in May 29, 2007. Then, on May 31, 2007 the researcher gave the treatment in IAP as the control group. The researcher used common technique to teach simple past tense, that was deductive technique.

To determine students’ mastery of simple past tense the researcher decided to conduct the posttest. The form of the posttest was also divided into two forms, written test and spoken test. The same procedure to conduct the posttest was also applied as well as the procedure to conduct the pretest. The researcher conducted the posttest in IAP as the control group in June 1, 2007. Then, the researcher conducted the posttest in IAK as the experimental group in June 4, 2007. The results of the posttest in both groups were considered to show better progress than the result of pretest. After completing all the steps above, the researcher started to analyze the data.

In this research, the researcher used “The Randomized Pretest-Posttest Control Group Design”, since the purpose of the design is to find out the students’ different achievement after the treatment. In this case, random assignment is used to form the groups. The first measurement serves as the pretest and the second as the posttest. The diagram of this design is as follows: Treatment Group : R(Random Assignment ) O(Pretest) X1 (Treatment) O (Posttest)

Control Group : R(Random Assignment) O(Pretest) X2 (Treatment) O (Posttest)

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E. Data Analysis Technique

After all the steps above have already been conducted, the next step is data analysis. According to Selinger and Shohamy (1989), data analysis is a process of organizing, ordering and summarizing the data into patterns, or categories in such a way in order to arrive at the results and conclusions of the research. It is important to do the data analysis to find out the results and conclusions after all the data needed have been gathered.

1. Analysis on the Result of the Test

The tests were prepared and designed by the researcher. The researcher used achievement test because she aimed to measure students’ achievement on their mastery of simple past tense after the treatment. The test instrument was used to clarify the pre-test and post-test result after the treatment. The researcher also employed the weighting table to score the students’ competency in the spoken test. The scoring system as follows:

LEVEL AREA: GRAMMAR

I. inadequate and inaccurate use of grammar; constant errors showing lack of control of few major patterns; preventing communication

II. frequent errors showing lack of control of some major patterns; causing misunderstanding

WEIGHTING TABLE

Grammar 4 8 12 16 20

Vocabulary 3 6 9 12 15

Fluency 2 4 6 8 10

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III. occasional error showing good control of some patterns; still understandable

IV. few errors; no mistakes with the pattern; understandable V. rich use of grammar with no more than two errors

LEVEL AREA: VOCABULARY

I. inadequate and inaccurate use of vocabulary; even for the simplest conversation

II. limited vocabulary to basic personal (time, food, family). III. inaccurate choice of words to discuss social topic.

IV. adequate use of general vocabulary to cope with social situation V. rich use of vocabulary; attempts to be elaborated

LEVEL AREA: COMPREHENSION

I. responses barely comprehensible

II. responses mostly comprehensible; constant repetition and rephrasing; requiring interpretation by the listener

III. responses mostly comprehensible; occasional repetition and rephrasing; requiring interpretation by the listener

IV. responses comprehensible; requiring minimal interpretation V. responses readily comprehensible

LEVEL AREA: FLUENCY

I. speech halting and uneven; long pauses; incomplete thoughts

II. speech is very slow and uneven; frequent pauses; few or no incomplete thoughts

III. speech is frequently hesitant but manages to continue; complete thoughts IV. speech is effortless and smooth; complete thoughts

V. speech continuous with little stumbling

LEVEL AREA: PRONUNCIATION

I. pronunciation frequently intelligible II. frequent errors; little or no communication

III. few mispronunciation; occasional problems with communication IV. few mispronunciation; no interfere with communication

V. no mispronunciation; communication with ease

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was relevant to the research method. The function of the independent t-test was to see whether Dictogloss technique has a positive effect to enhance students’ mastery of simple past tense or not. .According to Ary (1990: 194), the formula for the independent t-test is:

t =

Where:

t : the t-ratio

1- 2 : the observed difference between two means

S 1- 2 : the standard error of the difference between two means

It was needed to calculate the standard error of the difference between two means because it was sometimes referred to as the error term for the t-test. The formula was as follows:

S 1- 2 =

Where:

S 1- 2 : the standard error of the difference between two means : the number of cases in the experimental group

: the number of cases in the control group

: the sum of the squared deviation scores in the control group

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The researcher checked whether the data had been normally distributed before calculating the data using t-test for independent sample. The researcher used SPSS 15 Program to find out the normality of the data. Also, the researcher used both manual calculation and modern calculation from SPSS 15 Program to calculate the t-test for independent sample.

F. Research Procedure

In this study, the researcher used six subsequent steps. They are: 1. The researcher identified the problem and research participants.

2. The researcher asked the permission from the English teacher of SMK Bopkri I Yogyakarta, where the research would be conducted.

3. The researcher constructed the research test. The researcher would prepare the test which is related to Simple Past Tense.

4. The researcher administered the pilot test to measure the va lidity and the reliability of the test itself.

5. The researcher employed the pretest and posttest to the research participants of SMK Bopkri I Yogyakarta.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

All the data gathered in this study is presented in this chapter. The first is the data of the test result. It presents the test result of the experimental group and the control group. The second is the presentation of the t-test. It is made to prove whether the difference between the mean scores of the experimental group and the control group is significant.

A. The Data of the Test Results

There were two tests used in this research, the pretest and the posttest. The detail discussion of those two tests will be presented in the next part of the chapter. The researcher would also include the discussion of students’ transcript on the spoken test.

1. The Pretest and Posttest

The researcher herself made the pretest and the posttest after consulting to the advisor and some English teachers. The materials given to the students through the teaching and learning activities were included as the items of the test. The researcher copied as many as needed both for the control group and the experimental group.

The result of the test showed the ability of the students’ mastery of simple past tense. Before conducting the pretest as well as the posttest, the researcher had conducted the pilot test to measure the validity and reliability of the test.

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Here, the validity and reliability of the test were presented first before presenting the results of the pretest and posttest.

1.1. Validity

Hughes (1989:22) says that a test is said to be valid if it measures accurately what is intended to measure. In his book, Heaton (1975:153) also says that a test is said to be valid if it measures what is supposed to measure and nothing else. The researcher emphasizes on the content validity. Hughes (1989:22) says that a test is said to have content validity if its contents constitutes a representative sample of the language skills, structures, etc. with which it is meant to be concerned. Therefore, the distribution of the test items was made in order to ensure the validity of the test. The test was divided into two sections, written test and the spoken test. The following is the content validity of the written test items:

No. Topics Test items number Total

1. Auxiliaries 2, 14, 16, 17 4

2. Adverbial of Time 3, 7, 11, 13, 15 5 3. Negative and Interrogative Form 16, 17, 18, 19, 20 5 4. Regular and Irregular Verb 1, 4, 5, 6, 8, 9 6 Table 10. The distribution of the test items

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50% of items represent the topic of negative and interrogative form, and 60% of items represent the topic of regular and irregular verb.

For the spoken test items, Hughes (1989: 110) says that scoring will be valid if clearly recognizable and appropriate descriptions of criterial levels are written and scorers are trained to use them. The following is the weighting table which includes the criterial levels:

The maximum score for the spoken test is 60, since the portion of spoken test is 60% and the portion of written test is 40%. This was because one of the basic principles in teaching grammar is focusing on the development of procedural knowledge rather than declarative knowledge. It was important that the students were able to use the knowledge for communication. Therefore, the portion for spoken test was higher than the written test.

1.2. Reliability

The researcher administered a pilot test first to count the reliability coefficient. Then, if the test is reliable, the real test could be given to other group of students. The calculation on the reliability of the test was taken by using the formula suggested by Lado. The first formula is known as the split half method. It

WEIGHTING TABLE

Grammar 4 8 12 16 20

Vocabulary 3 6 9 12 15

Fluency 2 4 6 8 10

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is used to count the reliability of only half of the test because the test involves two halves of the test. Therefore, to find the reliability of the entire test, the second formula, the spearman-brown is used. The following are the Pearson r correlation and the Spearman Brown Split-Half formula.

The Pearson r correlation:

The Spearman Brown Split- Half:

=

The result of the computation showed that the reliability coefficient is 0.64. The complete computation presented in the appendix. According to Best (1970:257), if the reliability coefficient 0. 64, it means substantial. Therefore, the test was considered reliable and could be used as the instrument of the research.

The reliability for the spoken test was taken by the method suggested by Hughes. Hughes (1989:110) states that scoring will be reliable if there is more than one scorer for each perfo rmance. Therefore, in giving the score for the spoken test, the researcher asked the favor of one of the ninth semester students of English Language Education Study Program of Sanata Dharma University.

1.3 Test Results

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PRETEST POSTTEST Student

Written Spoken Total Written Spoken Total

1. 8 49 57 27 51 78

2. 11 41 52 22 45 67

3. 13 42 55 18 48 66

4. 8 41 49 30 43 73

5. 12 37 49 26 41 67

6. 7 38 45 29 41 70

7. 14 38 52 24 41 65

8. 8 43 51 28 47 75

9. 6 35 41 27 37 64

10. 10 34 44 25 34 59

11. 20 41 61 23 38 61

12. 10 42 52 21 42 63

13. 12 41 53 13 45 58

14. 13 41 54 14 52 66

15. 19 41 60 21 47 68

16. 8 41 49 27 47 74

17. 8 41 49 27 45 72

18. 24 41 65 34 53 87

19. 13 38 51 27 48 75

20. 12 38 50 23 47 70

21. 17 37 54 14 44 58

22. 12 32 44 29 35 64

23. 12 32 44 16 35 51

24. 8 42 50 25 46 71

25. 8 42 50 16 47 63

26. 17 41 58 36 38 74

27. 8 41 49 16 38 54

28. 8 42 50 26 48 74

29. 8 41 49 27 47 74

30. 8 41 49 27 45 72

Table 10. The Comparison of IAP students’ pretest and posttest score

From, the calculation from SPSS 15, we can see the mean score on their pretest and posttest as follows:

Descriptive Statistics

N Range Minimum Maximum Mean Std. Deviation Variance

PRETEST1AP 30 24,00 41,00 65,00 51,1667 5,32453 28,351

POSTTEST1AP 30 36,00 51,00 87,00 67,7667 7,63695 58,323

Valid N (listwise) 30

The implementation of ``dictogloss` technique to enhance the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta - USD Repository

STATEMENT OF WORK’S ORIGINALITY

ACKNOWLEDGEMENTS

ABSTRACT

ABSTRAK

TABLE OF CONTENTS

LIST OF TABLE

LIST OF APPENDICES

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

WEIGHTING TABLE

CHAPTER III

METHODOLOGY

r

WEIGHTING TABLE

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

WEIGHTING TABLE

=