IMPROVING THE LEARNERS’ WRITING SKILL
THROUGH DICTOGLOSS
(
A Classroom Action Research at Grade IX I of SMP Negeri 3Ungaran in the Academic Year 2011-2012)
THESIS
Submitted to Fulfill One of the Requirements for
the Completion of Graduate Degree in Language Education
By
SUGIARTI
S200090044
MAGISTER OF LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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ABSTRACT
Sugiarti. 2012. Improving the Learners’ Writing Skill Through Dictogloss (A Classroom Action Research at Grade IX I of SMP Negeri 3 Ungaran in the Academic Year 2011-2012).
Thesis. Surakarta. English Department of Post Graduate Program, Surakarta Muhammadiyah University. 2012.
During the last two semesters, the learners’ writing scores were below the passing grade. The scores of their writing pretest are low as well which indicates their low writing skill. That’s why the condition needs improvement. Therefore, this study is aimed at: 1. Improving the learners’ writing skill through dictogloss at grade IX I of SMP Negeri 3 Ungaran, and 2. Explaining the effectiveness of the learners’ learning when dictogloss is implemented in the teaching of writing. The effectiveness can be observed through the learners’ characteristics as effective learners in the writing classroom.
The research setting is at SMP Negeri 3 Ungaran. The data sources are the learners’ writing scores in pretest and post-tests, informants, as well as the learners’ in the writing classroom. The qualitative data which are collected through observation, interview and questionnaires are analyzed with constant comparative method. The quantitative data obtained through pretest and pos-tests are analyzed with statistic descriptive. The data are validated through triangulation method. There are four indicators as a reference of the success of dictogloss implementation to improve the learners’ writing skill: (1) The improvement of the learners’ writing scores; (2) The increase of the standard category; (3) The mean of each writing component achieve or exceed the passing grade; and (4) The learners are more active, participative and creative than before.
Finally, this study shows that dictogloss can improve the learners’ writing skill as indicated by the improvement of their writing scores as well as their motivation in writing as indicated by the better changes of their behavior in the writing classroom. The learners’ scores increase from the level of fair (the mean = 54.14) in pretest to the level of very good (the mean = 80.57) in the post-test of cycle 3. The learners’ learning is also effective when dictogloss is implemented in the teaching of writing.
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MOTTO
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DEDICATION
This thesis is dedicated to these beloved people.
1. My mother with her endless love and prayer for me.
2. My husband Mohamad Nasir, SH with his wonderful love, prayer and support.
3. My sons Kevin Maulana Rosyidi, Raja Karomain Dzikrullah and my future baby.
ix director of Post Graduate Program and the Head of Post Graduate Program of English Department. Secondly, she would like to express her deepest gratitude and appreciation to Prof. Dr. Joko Nurkamto, M.Pd as the first advisor, and Drs. Maryadi, M.A as the second advisor, who have spared their time to encourage the writer to begin and to carry out this research. By their source of knowledge, support and guidance, the writer can finish this research.
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TABLE OF CONTENT
TITLE ... i
APPROVAL ... .ii
NOTE OF THE FIRST ADVISOR ... iii
NOTE OF THE SECOND ADVISOR ... iv
PRONOUNCEMENT ... v
ABSTRACT ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGEMENT ... ix-x TABLE OF CONTENT ... xi-xiv LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
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CHAPTER II. THEORETICAL REVIEW A. Theoretical Review
1. Writing
a. Notion of Writing ... 11-12 b. Types of Classroom Writing Performance ... 13-16 c. Principles of Teaching Writing ... 16-19 d. Approaches in Teaching Writing in EFL ... 19-27 e. Components of Evaluating Learners’ Writing ... 27-30 2. Dictogloss in the Teaching of EFL Writing
a. Notion of Dictogloss ... 30-31
b. Dictogloss Variations ... 32-38 c. Dictogloss and Current Trends in Foreign Language
Education ... 38-43 d. Dictogloss and Cooperative Learning ... 43-50 e. Stages of Dictogloss Procedure for Teaching Writing 50-57 f. Advantages of Dictogloss for Teaching Writing ... 57-60 3. Effective Learning
xiii D. Procedure of Action Research ... 80-84 E. Technique of Collecting Data ... 84-85 F. Technique of Data Analysis ... 85-88 G. Validity of Data ... 88 CHAPTER IV. RESEARCH FINDINGS
A. Introduction ... 89-91 B. The Description of Research Implementation
xiv C. Discussion of Research Findings
1. The Improvement of the Learners’ Writing Skill ... 160-167 2. The Effectiveness of the Learners’ Learning ... 167-179 CHAPTER V. CONCLUSIONS, IMPLICATION AND SUGGESTION
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LIST OF FIGURES
Figure 2.1 : A Framework for Planning and Reviewing the Teaching Learning Cycle for Effective Learning ... 64-65 Figure 2.2 : The Cycle of the Learners’ Writing Skill Improvement
Through Dictogloss Implementation ... 75 Figure 3.1 : Research Schedule ………..78 Figure 3.2 : Cyclical AR Model Based on Kemmis and MC Taggart
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LIST OF APPENDICES
Appendix 1 : Lesson Plan of the First Cycle ... 188-196 Appendix 2 : Lesson Plan of the Second Cycle ... 197-204 Appendix 3 : Lesson Plan of the Third Cycle ... 205-212 Appendix 4 : Learners’ Worksheet ... 213-214 Appendix 5 : Analytic Scoring for Writing Assessment ... 215-219 Appendix 6 : The Examples of the Learners’ Reconstructed Texts ... 220-223 Appendix 7 : Learners’ Preliminary Questionnaire ... 224-225 Appendix 8 : Learners’ Post Questionnaire ... 226-228 Appendix 9 : The Pictures of the Teaching Learning Process during the
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Table 4.5 : The Learners’ Writing Scores and the Standard Category in Each Cycle ... 237
Table 4.6 : The Mean of Each Writing Component in Each Cycle ... 238
Table 4.7 : The Scores Increase of the Writing Components in Each Cycle ... 238
Table 4.8 : The Number of the Learners in Each Standard Category in Each Cycle ... 239
Table 4.9 : The Observation Result of the Learners’ Behavior in Each Cycle ... 240
Table 4.10 : The Result of the Preliminary Questionnaire of the Learners’ Writing Difficulties ... 241
xviii
Table 4.12 : The Result of the Post Questionnaire of the Learners’
Writing Difficulties ... 242 Table 4.13 : The Result of the Post Questionnaire of the Sources of
