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SOME DIFnCULTIES IN WRITING DICTATION
BY THE FIFTH YEAR STUDENTS OF
SD NEGERI
07
MERATI BARAT
LAHAT
THESIS
B Y
DESTI KARTIKA
MM 372004073MUHAMMADIYAH UNIVERSITY PALEMBANG
FACULY OF TEACHER TRAINING AND EDUCATION
SOME m m C U L T I E S IN W m n N G DICTATION
BY THE FIFTH YEARS STUDENTS OF
SD NECXRI07 MERAPI BARAT
LAHAT
: I A i k'
PraMstedtD
MahMUBftdiyah Uahrmtty PaknlMBg
la Partial Falfilfaacat «f tba Rcqalrmcati
For the Degree Sarjaaa la EagUak Uagitagc Edacatioa
By
Desti kartfta
NIM 372004073
MUHAMMADIYAH UNIVERSITY PALEMBANG
FACULY OF TEACHER TRAINING AND EDUCATION
This thesis by Desti Kartika has been corrected to be examined.
Palembanf^Jnly •20M
Advisor 1,
Drs. A. Rozi Zakaria
Palembang, July ,2006
Advisor II,
Dalilan,
S
^tL, M^Hum.
This is to certify
Sarjana's
thesis of Desti Kartika This thesis has been approved
by the Board Examiners as the requirements for the
Sarjana
degree in English
Language Education
Dalilan, S.P(L, M.Hamn Member
Hj. Halimah Thohir, S^Pd., Member
Acknowledge by Approved by
The Head of The Dean of
MOTTO
''Att drtamswm be come tnuff we b^e^e we candour
My great dedicated to:
• My Gad AaahSWTtWkaahrayiUcssiagaBdghrc me guidance
• My iMlovcd pareatt, (Bachra aad Saamrai) thanks for your love affection,
always prayfaig and also snpporting me
• My dear sister (Ecki, Edep, Wiwit, Yayaog. aad ladak) who always give me
lapports, help, pray, aad lave
• My bcaatlM niece (AcEah) thaaks for yoar smile and Jokes which always
Buhemc happy
• My two advisors, (Drs. A. Rood Zakaria and Dalilan, S.Pd., M.Hnm.)who
have kelpcd
bm
in writing thta thesis with a lot of valoabic advke me
• My best frieads (Us, Rika, Dcni, Lnsi, Lidya, Mela, Elma, Real ct) thanks
for great IHandships, let as keep trying a Mg love for yon all
• My PPL and KKN friends thanks alloy of being my kind friends
• AD aiy friends EngHsk Dcpartcrmcot of the 2004 Acadcask yean,
especially for dam C
• AD people who cannot be mcntiooed one by one, thanks for always
enconrage me
• My
Almamatcr
A B S T R A C T
Kartika, Desti, 2008, Some Difficulties in Writing Dictation by the Fifth Y e a r Students o f S D Negeri 07 Merapi Barat Lahat. Thesis, English Education Study Program, Sarjana Degree ( S I ) , Faulty of Tacher Training Education Muhammadiyah Palembang, Advisors: ( 1 ) Drs. A . R o z i Z a k a r i a , ( 2 ) Dalilan, S.Pd., M.Hum.
K e y words: difficulties and writing dictation
The title of this thesis is "Some Difficulties in Writing Dictation by the Fifth Y e a r Students of S D Negeri 07 Merapi Barat Lahat". Problems o f this thesis are ( 1 ) what are the difftculties faced by the student of S D Negeri 07 Merapi Barat in writing dictation, and ( 2 ) What are the percentages o f the difficulties reached by the study in writing dictation? The objective o f this study is to find out the difficulties faced by the students of S D Negeri 07 Merapi Barat Lahat in writing dictation and the percentages o f the difficulties reached by the students in writing dictation. The descriptive method was use in the thesis. Population was the fifth year students of S D Negeri 07 Merapi Barat Lahat, in the academic year of 2007/2008. The sample was 25 students. There are two techniques for analyzing the data, ( 1 ) percentage analysis, and ( 2 ) index of difficulty. The results o f the data analysis show that the average percentages o f the students difficulties was 6 7 % and average difficulties index in writing dictation was 0.64. It meant that the item was in the mediocre level.
A C K N O W L E D G M E N T
Alhamdulilah, thanks God finally this thesis could be finished. T h i s thesis was
written to fulfill one o f the requirements for obtaining the Sarjana Degree at the English
Education Study Program, Faculty o f Teacher Training and Education o f Muhammadiyah
University Palembang.
First o f a l l , the writer would like to express her gratitude to D r s . A . Rozi
Zakaria as the first advisor and Dalilan, S.Pd., M . H u m , as the second advisor who always
help, give her meaningful information, advice and guidance in completing this thesis.
The writer would also express her sincere gratitude to all his lecture, who
taught her during study at English Education Study Program o f Muhammadiyah
University Palembang. She would also express her gratitude to Dean and staffs o f Faculty
o f Teacher Training and Education Muhammadiyah University Palembang.
Then, the writer also thanks to principle o f S D Negeri 07 Merapi Barat Lahat
and all staffs members, especially the teacher o f English for help and cooperation in this
study. Finally, the writer would also express her dearest thanks fullness to her beloved
parents (Bachro and Sumami), her sister and all friends, for their support, help and pray.
The writer is a were o f the imperfection o f this thesis, therefore any suggestions
are welcome. However, hopefully this thesis is useful for those who are interested in
learning and searching for English instruction.
Palembang, August The writer
D K
C O N T E N T S
Pages
T I T L E '
A G R E E M E N T i
-M O T T O A N D D E D I C A T I O N
A B S T R A C T
A C K N O W L E D G E M E N T v
C O N T E N T S V I
L I S T O F T A B L E
L I S T O F A P P E N D I X x
C I L V P T E R 1 I N T R O D l i C n O N
1.1 Background 1 1 2 Problems of Study 3 1.3 Objectives of Study 3 1.4 Significances of study 4
C H A P T E R 2 L I T E R A T C R R E V I E W
2.2 The Concept o f Writing 5 2.2 The Concept of Dictation 7 2.2.1 Kinds of Dictation 7 2.2.2 The Advantages o f Dictation 8
2.2.3 The Disadvantages of Dictation 9
2.3 Application of Dictation 9 2.3.1 Preparing the Dictation Passage 9
2.3.2 Administering the Dictation 10 2.3.3 Scoring the Dictation Test 10 2 .4 The Theoretical Contribution o f Dictation to Writing S k i l l
Development I I
C H A P T E R 3 M E T H O D O F R E S E A R C H 3.1 Method o f Study
3.2 Operational Definition 3.3 Population and Sample 3.3.1 Population
3.3.2 Sample
3.4 Techniques for Collecting Data 3.5 Techniques Analyzing Data . . . . 3.5.1 Percentage Analysis
3.5.2 The Difficulty Index 17
C H / V P T E R 4 F I N D I N G A N D L N T E R P R E T A T I O N
4.1 Findings I S 4.1.1 The Result o f the Test I S
4.1.2 T h e Difficulty Index o f writing Dictation 21
4.2 Interpretation 23
C H A P T E R 5 C O N C L U S I O N A N D S U G G E S T I O N
5.1 Conclusion 24 5.2 suggestion 24 5.2.1 For the Teacher o f English 24
5.2.2 For the Students 25 5.2.3 Government 25
R E F E R A N C E 26 A P P E N D I C E S 27
L I S T O F T A B L E
Tables Pages
1. The Population o f the study 14
2. The Sample o f Study 15
3. The Criteria Scores 16
4. Category Index o f Difficulty 17
5. The Students Scores in Writing Dictation 19
6. Categoiy Index ofDitTicuIty 21
7. The Difficulty Index in Writing Dictation 22
L I S T O F A I PENDfCES
Appendices
A , Instrument of Material
B . Surat Keputusan Dekan F K I P
C. Usui Judul dan Pembimbing Skripsi
D . Surat Permohonan Riset dari F K I P U M P . . .
E . Surat Permohonan riset dari Cabdin Merapi
F . Surat Keterangan Telah Melakukan Penelitian
G . Kartu Bimbingan Skripsi
H . Catalan Bimbingan Skripsi
C H A P T E R 1
I N T R O D U C T I O N
This chapter describes: ( ! ) background, (2) problems, (3) objectives, and
(4) significances.
1.1 Background
One of the language subjects at elementary school is writing. Writing is one
the most important skills is learning a language. The ability in writing my increase
knowledge because it may give a contribution on anyone who is writing a
composition.
The four language skills that should be taught to the elementary school
students are listening, speaking, reading and writing, in addition among o f the four
language skills, writing is the most difficult one for the students to learn. Allen and
Vallete (1977:217) say that the among the four language skills, writing may truly be
considered the most sophisticated it involves may aspects o f language such as
grammar, spelling, vocabulary, idioms and culture.
Even though it is the hardest language skills to acquire the students should
be able to use the English for the purpose o f writing out form of informal letters,
business letters and some graduates o f secondary school may even have the ability to
introduce Indonesia culture to foreigners through written English, Saleh (1994:55)
2
What are the ditftculties faces by the student at S D Negeri 07 Merapi Barat
Lahat in writing dictation, and what are the percentages o f difficulties reached by the
study in writing dictation? A s for as it is know, that there is no valid information
about this matter. Therefore, this problems need to be investigated and the result was
writing a scientific report in the form o f a thesis and title some difficulties in writing
dictation of the fifth grade at S D Negeri 07 Merapi Barat Lahat.
1.2 Problems
The problems o f the study are formulated. In the following:
1. What are the difficulties faced by the students o f S D Negeri 07 Merapi Lahat
in writing dictation?
2. What are the percentages of the difficulties reached by the students in writing
dictation?
1.3 Objectives
The objective of this study is to find out the difficulties faced by the
students o f S D Negeri 07 Merapi Barat Lahat in writing dictation and the percentages
3
Writing also plays an important role at Elementary School that is why the
emphasis of English is writing. So the teachers sometimes get the students to arrange
the passage by themselves. Although this method may be not practical and effective
in teaching writing.
There are many techniques for developing writing skills which can be
applied in the classroom in order to motivate the students to be able to use written
English, one of them is dictation which facilities student written respond Allen and
Vallete (1977:109) according to sawyer and silver as citied in Allen and compel
(1972: 229) dictation gives the student practice in writing because it can make him o f
his writing errors, but they have to correct them selves.
In learning English correct writing from the very beginning is very
beginning is very important, Dictation is concerned with the right intonation of the
speaker in producing speaking informally a lot o f teacher in oral communication they
do not understand o f correct writing from the very beginning and they have not
realized how much trouble one most take to Icam to write to spelling o f a foreign
language correctly.
One of the reasons is that the teacher themselves do not use their own ears
to hear correctly and to learn how to spell in daily life. We often face difficulties in
using our language to express our limited knowledge o f choosing and using dictation
4
1.4 Significances
I here are two significances: Firstly, the result o f this study would show the
use o f dictation in developing writing skills and Secondly by this research it is
expected to give some advantages for the English teachers and the students, especial
C H A P T E R 2
L I T E R A T U R R E V I E W
This chapter contains the following discussions (1) the concept of writing
(2) the concept o f dictation, (3) application of dictation, and (4) the theoretical
contribution o f dictation.
2.1 T h e Concept of W r i t i n g
Writing is knows as one of four major skills in English. It is specified into a
written language skill. Writing ability is the ability to express the idea, opinions and
thought and ideas and feeling to other people.
Anderson {1987:3) cited in Wiwik (2005) writing is a way communicating,
ideas and feelings to other people by producing the thoughts, ideas and feeling in
written from where as Hairston (1986:2) cited in Wiwik (2005) say the writing skills
in major tool for learning it is not only because we need to communicate in written
language but it is also because writing plays so many roles, such as for discovering
generating new idea. And concepts absorb and processing information solving
problem, evaluating writing assignment, making learner active, enabling the learners
to write in the system o f the language being learned and appreciating and organizing
good writing.
In addition, Allen and Vallete (1997:217) cited in W i w i k (2005) says that
among the four language skills, writing may truly be considered the most
6
sophisticated. It involves many aspects of language such as grammar, spelling,
vocabulary, idioms, and culture.
However, students are rarely trained to express their ideas in the written
form. Besides Allen, Jenkinson (1967:21) says that the students can learn more about
their language and become more proficient in speaking and writing. According to
Haisson (1986:22) cited in Riche Bertavalasa (2006:6), there are three kinds of
writing as follows:
a. Message writing
This is kind of writing that all of us must do for routine, every day writing tasks
such as brief memos at the office or casual note at home.
b. Self-Contained
Writing is writing that person writing it already know most of what she or he is
going to write or at least know where to find it.
c. Reflective Writing
Reflective writing is that the writer begins with little more that an ideas or strong
"felt sense" of what she or he want to say and only a general idea of the content how
7
2.2 The Concept of Dictation
Dictation means that the act or manner o f uttering words to be transcribed in
writing. Dictation can be for developing writing skills as well as the listening skill.
Brown (1987:227) says that teacher was untrained in language testing. A dictation
passage is real live or on tape at a conversational rate and it is given in sequences o f
sufficient length to challenge the examinee's short term memory. In the other hand, i f
the material is dictated very slowly and very short sequences of word or one word at a
time syllables, it tends to be more like spelling tests, instead.
According to kuiyati (1995:4) cited in Emilia Contesa (2003:8), there is no
specific method or way to present dictation. Completely, kuiyati (1995:4) cited in
Emilia Contesa (2003) states as follow:
Presenting the dictation the student in the student in the process o f teaching and learning need the specific ways or method is really needed in teaching and learning as the other skills that have their own systems and method in their presentation.
2.2.1 Kinds of Dictation
According to oiler (1983:265) cited in Emilia Contesa (2003), there are
kinds o f dictation as follow:
a. Standard Dictation
It is probably the best know, required the examiner to write sequences o f
8
b. Partial Dictation
It is similar to the standard dictation except the examinee receives a printed
copy o f a passage in which certain word or phase had been omitted. A s the passage is
read the examinee fills in the blanks the written version.
c. Dictation with Competing Noise
It is kind o f dictation made more difficult by the addition o f noise, to be
feasible language testing procedure.
d. Dictation
When the examinees have this kind o f tests, they are instructed to listen to a
test one or more times while it is presented either live or an tape at conversational
rate. Thus, they are asked to write from memory what they heard.
e. Elicited Limitation
This is similar dictation o f the material presented to the examinee but
dissimilar with respect to response rode. In this case, the examinees hear to material
the same as in dictation but rather than writing it down, they are asked to repeat or to
write it.
2.2.2 The Advantages of Dictation
The advantages of using dictation in improving the pupils writing skills are
to activate the students in the process o f learning be fore and after the activity, in this
case it may reduce the errors make by student themselves. They can easily understand
the material with the word that dictates by teacher. It also has the teacher to handle a
9
level, dictation as a part of technique in avoiding the mistake in learning that is faced
by the students
2.2.3 The Disadvantages of Dictation
Dictation is a time wasting activity not an exercise based on recognizable
language use. The students are given ample time in which to consider the meaning o f
what they heard before they write, and they can listen again as the text is repeated
2.3 Application of Dictation
This section focuses on the preparation o f dictation passage, its testing
procedure, and the scoring of dictation
2.3.1 Preparing the Dictation Passage
There are some general guidelines for the selection o f dictation passages
(Bomen 1985:377; Madson, 1983:112-122) cited in Robi Darwis. First o f all the
passage should be unified and make sense o f its own. Then, it should be appropriate
level o f difficulty and length. Avoid a passage with too many question, proper name
and dates unless these aspects are being evaluated.
As the next step the passage is broken up into groups o f word, and it is best it these are sense group. Usually, testing specialist claim a sense group contains from
about five or nine words. It would be more convenient i f the passage is marked with
10
2.3.2 Administering the Dictation
Before the dictation passage is read, the examiner has to make sure that the
examinees have everything they need for the test such as paper, pens, and the like. It
is considered useful that the examiner explains some difficulties but central
expression in the passage and the might want to tell the examiners the scoring system.
To begin the dictation procedure, the examiner gives some instructions that
the passage will be read three times. First, the passage will be read once at normal
speed, the examinees just listen not to write. Then it wilt be read to the second time
pauses after sense groups to let the examinees write down what they have heard.
Finally, it is read the third time as it is the first reading, and the examinees may make
final revision, then the procedure end up.
2.3.3 Scoring the Dictation Test
The most widely accepted correction system is to make off one point for
every error regardless o f levels o f difficulty and kinds o f error except for repeated
misspelling o f the same word. Then, the number o f error is subtracted from the tola!
points, which have been allocated to the dictation test. Vallete's (1977:244-245),
word unit scoring system seems to be more refined. The most common include:
a. I point off for each incorrect or omitted word.
b. Yi point off for each recognizable with a spelling error, 1 point off each
11
c. VA point off for a wrong or omitted accent, 'Z point off for a misspelling but recognizable word, and 1 point off for each omitted and unrecognizable word.
d. Like (30), but with 1 point off for a word containing a morphological error
such as incorrect verb or adjective ending.
A s examiner might be interested is adopting Vallee's scoring system
computing the dictation error? However is not discouraged to adopt, or even develop
any scoring system for dictation as far as the scoring is consistent. A s Vallen
(1977:244) puts in scoring o f dictation, the teacher should realize that manner
consideration is not consistent use o f a given scoring system.
2.4 The Theoretical Contribution of Dictation to Writing Skill Development
Saleh (1992:55) stated that writing is in a expressing in writing form. In this
statement writing is viewed as effort to know and apply it in the paper.
This activity is given to the student after they receive the lesson first and
this activity is given regularly. This activity is given step or sentence by sentence. I f
any student got the problem in listen the words, spell the word. Not test the
punctuation either because teaching dictation does not meant that teach all o f rules as
C H A P T E R 3 M E T H O D O F R E S E A R C H
This chapter describes (1) method o f study, (2) operational definition, ( 3 )
population and sample, (4) techniques for collecting the data and (5) techniques for
analyzing data.
3.1 Method of the study
The method used in this study is the descriptive method. According to Best
and Khan (1993:105) cited in Sri Marlena (2007:12) define a descriptive method as
follows:
A descriptive study describes and interprets what it is. It is concerned with the condition or relationship that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing. It is primarily concerned with present, although it often considers past events and influences as they relate to current condition. j
In doing this study will be done the following things
1) Reading some relevant books
2) Formulating research problems
3) Reviewing the literature on topic completely
4) Determining now the data will be selected
5) Determining represented population
6) Collecting the data
7) Analyzing the data
13
8) Drawing the collusion
3.2 Operational Definition
To avoid understanding and misinterpretation the following key term must
be operationally defined: Difficulties, Writing, and Dictation,
n Difficulties
Difficulties are a noun. Difficulties means something that is hard or fact or
quality of being difficult. It also defines that difficulty as something that is not easy
for students to do. (Procter i978:304) cited in Raspani (2004:19), difficulty is
something that is must be understood a fact or quality being difficult.
2) Writing
In this research writing refers to the act to fill or complete a sheet o f paper
with writing.
3) Dictation
Dictation is to tell something orally to be reproduced in writing it can be
said that dictation mean the art or manner of uttering word to be transcribed.
In this situation the students will practice their writing using dictation on a
14
3.3 The Population and Sample 3.3.1 Population
According to Arikunto (2002) say that population is all things, people and
events that are the subject of investigation. He adds that I f the subjects were less that
than 100, it would be better to take them all so the research serves as the population
of the research, then i f the subjects are more than 100, the sample can be between
10% and 15% and 2 5 % or more o f the whole population.
Table 1
The Population o f the Fifth Grade at SD N 07 Merapi Barat Lahat
N O Class
Students
Total
Boys Girls
15
3.3.2 Sample
Sample are set of elements draw from and analyzed to estimate the
characteristics of population. Based on the students above, the population will be as
the sample o f this study because the number of student is less than 100.
Table 2
The Sample of the Fifth Grade at S D N 07 Merapi Barat Lahat
NO Class
Students
Total
Boys Girls
1 V 12 13 25
3.4 Techniques for Collecting Data
In collecting the data, the written test was used. Tests are going to be used to
get the result. The use of test is to know the students development in writing
dictation. According to Arikunto (2002), a test is any series of questions or exercise
or other means of measuring skills, knowledge, intelligence and capacities of an
individual or group.
The test will be used as the instrument because it is considered the most
16
3.5 Techniques Analyzing Data
The data were collected and analyzed by using the percentage technique.
The students were given the test in order to know their difficulties in writing dictation
3.5.1 Percentage Analysis
The percentage analyzing is used to find out the score of the students, the
formula is a follows:
Y . — x l O O %
NT
X : The result of Percentages
R : Total Correct answers N : Number of test items
T : Number of item
The criteria scores are shown in the following table.
Table 3
The criteria scores
Scores Category
7 0 - 8 0 Excellent
7 0 - 7 4 Good
5 5 - 6 9 Fair
4 5 - 5 4 Poor
4 0 - 4 4 Very poor
17
3.5.2 The Difficulty Index
The difficulty index is used because it will be show what parts o f writing
dictation which difficult for the students to use. The following is the formula o f the
difficulty index;
N
F V : Index o f difficulty
R : Number o f correct answer
N : Number o f the student taking the test
The criteria Difficulties Index are show in the following table
Table 4
Category index o f Difficulty
Index range category
0 . 0 0 - 0 . 3 0
0 . 3 1 - 0 . 7 0
0.71 - 100
Difficult
Mediocre
Easy
C H A P T E R 4
F I N D I N G S A N D I N T E R P R E T A T I O N
T h i s chapter describes (1) findings and ( 2 ) interpretation.
4.1 Findings
After analyzing the data obtained from the written test, there are two
important findings that consist o f the result o f the test, and the difficulties index in
writing dictation. The detail description o f the findings is presented in the following
section.
4.1.1 The Result of the Test
From the test done by the student, it was found that the highest score was
80, and the lowest score was 40, the average percentage o f the students' achievement
score was 67%. The following table shows the distribution o f the students scores
obtained from the result o f the test given.
Tables.
The Students scores o f S D Negeri 07 Merapi Barat in writing dictation.
Number of Students
Number o f items
Answer Scores
Number of Students
Number o f
items Correct Incorrect
Scores
1 20 13 7 65
2 20 14 6 70
3 20 13 7 65
4 20 15 5 75
5 20 15 5 75
6 20 13 7 65
7 20 14 6 70
8 20 16 4 80
9 20 9 11 45
10 20 15 5 75
11 20 13 7 65
12 20 14 6 70
13 20 8 12 40
14 20 10 10 50
15 20 15 5 75
16 20 14 6 70
17 20 13 7 65
18 20 10 10 50
19 20 15 5 75
20 20 16 4 80
21 20 13 7 65
22 20 15 5 75
23 20 15 5 75
24 20 16 4 80
25 20 14 6 70
Total 338 162 1690
20
Based on the data above, the average percentage o f the total correct answers
of the fifth year's students o f S D Negeri 07 Merapi Barat in writing dictation was
calculated by applying tbe following formula:
Y = - ^ x I 0 0 % txN
In which,
R : total correct answer
T : number o f sample
N : number o f test items
Each item in the formula is supplied with the data obtained as shown below:
R : 338
T : 25
N : 2 0
338
X= x l Q O %
2 5 x 2 0
338
500 = 67%
x l 0 0 %
The average percentage o f the total correct answer in writing dictation was
21
4.1.2 The DifTiculties Index of Writing Dictation
The difficulties index (fv) is generally expressed as the fraction (or
percentage) of the students who answered the item correctly. The following is the
formula of the difficulty index:
N
F V : Index of difficulty
R : Number of correct answer
N : Number of the student taking the test
The criteria Difficulties Index are shown in the following table.
Table 6
Category Index of Difficulty
Index range Category
0 . 0 0 - 0 . 3 0
0.31 - 0 . 7 0
0.71 - 100
Difficult
Mediocre
22
The difficulties index in writing dictation can be seen in the following table:
Table 7
The Difficulties Index in Writing Dictation.
Number o f items Correct Incorrect Difficulties index Category
1 20 5 0.8 Easy
2 23 2 0.92 Easy
3 19 6 0.76 Easy
4 17 8 0.68 Mediocre
5 20 5 0.8 Easy
6 23 2 0.92 Easy
7 9 16 0.36 Mediocre
8 10 15 0.4 Mediocre
9 23 2 0.92 Easy
10 23 2 0.92 Easy
u 9 16 0.36 Mediocre
12 1! 14 0.44 Mediocre
13 8 17 0.32 Mediocre
14 17 8 0.68 Mediocre
15 10 15 0.4 Mediocre
16 11 14 0.44 Mediocre
17 14 11 0.56 Mediocre
18 10 15 0.68 Mediocre
19 12 13 0.48 Mediocre
20 23 2 0.92 Easy
Total 302 154 12.76
Average 15.1 7.7 0.64
Based on the table above, it was found that there are 8 student who were at
"easy" category and 12 students who were at "mediocre" category. So, the average
scores of the difficulty o f index were 0.64. It meant that more students found it not so
23
4.2 Interpretation
Based on the data analysis in the previous chapter and analyzing o f the
students percentage calculation concussing writing dictation, it could be interpreted
that most o f the students 67% were able to written dictation in English. In other
words, the fifth year's student of S D Negeri 07 Merapi Barat Lahat found it not so
different in writing dictation.
Meanwhile, on the basis o f difficulty index calculation, it was found that the
index o f difficulty reached by the students was 0.64. It can also be interpreted that the
fifth year's student of S D Negeri 07 Merapi Barat Lahat found it not so difficult to
C H A P T E R 5
C O N C L U S I O N S A N D S U G G E S T I O N S
This chapter describes ( I ) conclusions and (2) suggestions
5.1 Conclusions
Based on the analysis of the result o f the test in writing dictation o f fifth
year's students o f S D Negeri 07 Merapi Barat, it could be concluded that the average
percentage o f the students in writing dictation was 67%. It means that the students
were in the position of fair, and the average index o f difficulties o f the written was
0.64 and it means that the item was in the mediocre level. There are some students
who have the difficulties in writing dictation because the student had less o f
vocabulary, did not know the meaning o f structures and meaning of the words.
5.2 Suggestions
After seeing the conclusions above, some suggestion can be dedicated to
teacher o f English, the students and government.
5.2.1 The teachers of English are expected to:
1) Give dictation by reading in the text in normal speed.
2) Read the passage in through groups, including punctuation and the students write
what is dictated.
25
3) Read the passage again for the purpose of giving the students the chance to
correct their mistakes.
4) Use other books resources to add the materials about dictation,
5.2.2 The students are expected to:
1) Practice their writing, spelling the word, and learn the structure and vocabulary.
2) Listen carefully and pay attention to the teacher's explanation about writing by
dictation.
5.2.3 School / Government are expected to:
1) Library because it is one o f the most important information sources for students
which should be prepared with many books to solve the students problems in
IN T H E K I T C H E N
The are some tools in the kitchen, they are a plate rack, a
refrigerator, a gas stoves, a sink some glasses, a kettle, a fan a
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G
F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
S T A T U S D I S A M A K A N / T E R A K R E D I T A S I
Alamat : Jin. Jend. Ahmad Y a n i 13 Ulu Palembang Telp. (0711) 510842, Fax (0711) 513078, E-mail: [email protected]
KEPUTUSAN DEKAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PALEMBANG Nomor: 37.04.006/G.17.2/KPTS/FKIP UMP/2007
Tentang
Pengangkatan Dosen Pembimbing Penutisan Skripsi Mahasiswa FKIP Unlversitas Muhammadiyah Palembang
MEMPERHATIKAN:
Surat permohonan mahasiswa kepada Dekan Fakultas Keguruan dan llmu Pendidikan Universitas Muhammadiyah Palembang untuk pembimbing penulisan skripsi
MENIMBANG:
a. bahwa untuk kelancaran mahasiswa FKIP UMP dalam menyelesaikan program studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi
b, bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan pengangkatan sebagai landasan hukumnya.
MENGINGAT:
1. UU Rl Nomor 20 tahun 2003
2. Qaidah Perguruan Tinggi Muhammadiyah 3. Peraturan Pemerintah Nomor: 60 Tahun 1999 4. Piagam Pendirian UMP Nomor: 036/111.SMs.79/80 5. Keputusan MPT PPM Nomor: 44//KEP/I.3/C/2003
MLMUTUSKAN
MENETAPKAN :
Pertama : Mengangkat dosen pembimbing penulisan skripsi mahasiswa FKIP Universitas Muhammadiyah Palembang
Kedua
Nama NIM Dosen Pembimbing Desti Kartika 372004073 1. Drs. A. Rozi Zakaria
2. Dalilan, S.Pd., M.Hum
Keputusan ini berlaku seiak tanggal ditetapkan, dengan ketentuan bahwa segala sesuatu akan diubah dan/atau diperbaiki sebagaimana mestinya apabila terdapat kekeliruan dalam keputusan ini.
Tembusan:
1. Ketua Program Studi 2. Dosen Pembimbing
Ditetapkan di ada tanggal
Palembang
21 Dzulqoldah1428 H. 01 Desember 2007 M.
UNIVERSITAS MUHAMMADIYAH PALEMBANG
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
STATUS DISAMAKAN / TEPJ^KREDITASI
J I . J e n d e r a i A . Y a n i 13 U l u P a l e m b a n g 3 0 2 6 3 T e l e p o n 5 1 0 8 4 2
USUL JUDUL DAN BIMBiNGAN SKRIPSI
N o m o r : /G.17.1/FK1P U M P / /a m a
lim
urusan
'rogram Studi
udul Skripsi
Diusulkan Judul N o m o r ^ e m b i m b i n g 1
^ e m b i m b i n g II
3atas Waktu Penyelesaian Skripsi
DESn KARTIKA
3 7 2004 0 7 3
Pendidikan B a h a s a d a n Seni
P e n d i d i k a n B a h a s a Inggris
1. S o m e Difficulties in Writing Dictation by t h e
Fifth Y e a r s of S D Negeri 07 Merapi Barat Lahat
2. Improving the Spelling Ability S e e - S a y - W r i t e M e t h o d of the Fifth G r a d e Stu d e n ts of S D Negeri 0 7 Merapi Barat Lahat
3. Developing the Fifth G r a d e Pupils Writing Skill by Using Dictation at S D Negeri 07 Merapi Barat Lahat
Drs. A. Rozi Z a k a r i a y ^ ^ ^
Dalilan, S.Pd. M.Hum.
Dibuat rangkap t i g a :
1. Ketua Program Studi 2. Pembimbing I
3. Pembimbing II
Palembang, Maret 2008
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
STATUS D I S A M A K A N / T E R A K R E D I T A S I
A l a m a t : J i n . Jend. Ahmad Y a n i 13 U l u Palembang Telp. (0711) 510842, Fax. (0711) 513078, E - m a i l : fkip_^[email protected]
•Jomor : 57© / G . 1 7 . 3 / F K I P U M P / v/ 2 0 0 t 1© J u m a d a l U l l a 1429 H.
lal : Permohonan Riset 16 Mei 2 0 0 S M.
["th. K e p a l a Oabang D i n a e
P e n d i d i k a n M e r a y i B a r a t
^ssalamu'alaikum w.,w.
Cami mohon kesediaan Saudara memberikan bantuan kepada mahasiswa :
D e s t i K a r t i k a
572004075
P e n d i d i k a n B a h a s a d a n S e n i
P e n d i d i k a n B a h a s a I n g g r i s
Nama
N I M
Jurusan
Program Studi
Jntuk melakukan riset di iingkungan : SD N e g e r i 07 M e r a p i B a r a t
3alam rangka menyusun skripsi dengan judul : Some D i r f i c u l t i e s i n
W r i t i n g D i c t a t i o n by t h e J i f t h T e a r s e f SD N e g e r i 07
H e r a y i B a r a t .
\tas perhatian Saudara, kami ucapkan terima kasih.
P E M E R i M T A H K A B U P A T B N LAJHAT
C A B A N G D I N A S P E N D I D I K A N
K E C A M A T A N M E R A P I B A R A T
Alamat: Jalun Lintas Sumatera Km, 20 Desa Merapi
M e r a p i . 21 Mei 2 0 0 8
N o m o r : 4 2 0 / 94 / K C D / Pendik/ 2 0 0 8 K e p a d a
L a m p : - Y t h . Kepala S D N e g 07
P o k o k : P e r m o h o n a n R i s e t Merapi Barat
Di
T e m p a t
M e n i n d a k lanjuti Su ra t D e k a n Fakultas K e g u r u a n D a n llmu P e n d i d i k a n
Universitas M u h a m m a d i y a t i P a l e m b a n g n o m o r : 5 7 0 / G . 1 7 . 3 / F K I P U M P / V / 2 0 0 8 ,
T a n g g a l 16 M e i 2 0 0 8 , t e n l a n g P e r m o h o n a n Riset di S D N e g e r i 0 7 M e r a p i Barat, m a k a
b e r s a m a ini k a m i berikan izin k e p a d a s a u d a r i :
N a m a : D E S T I K A R T I K A
N I M : 3 7 2 0 0 4 0 0 7 3
J u r u s a n : P e n d i d i k a n B a h a s a D a n Sastra
Prog. Study : P e n d i d i k a n B a h a s a Inggris
U n t u k m e n g a d a k a n riset di S D N e g e ri 07 M e r a p i Barat d a l a m r a n g k a
m e n y u s u n skripsi y a n g berjudul " S o m e d i f f i c u l t i e s i n w r i t i n g d i c t a t i o n b y t h e f i f t h
y e a r s o f S D N e g e r i 07 M e r a p i B a r a t "
D e m i k i a n p e r h a t i a n atas kerja s a m a y a n g baik k a m i u c a p a k a n t e r i m a kasih
Tembusan:
1. D e k a n F K I P U M P
2. K e p a l a S D N e g . 7 M e r a p i Barat
H
X t t / ^ Alamat
PEMERINTAH KBUPATEN LAHAT
DINAS PENDIDIKAN
SEKOLAH DASAR NEGERI 7 MERAPI BARAT
Ji. Liatas Sumatera Km. 06 Desa Lubuk Kepayang Kec. Merapi Barat
S U K A T K i : i ' l v R A N G A N P E N E L I T I A N N o m o r : V ^ / fd^ / Sox, 7 / p ^Jta^ A / XfirS ,
)';ing boiianda laugan dibawah ini Kcpala S D Negeri 7 Merapi Barat Mcncrangkan :
Nama
N i M
J u r u s i i n
Program Study
Tempal Penelitian
.Ukiiil i'eneliiian
D I - S T l K A R' I ' I K A ,
37 2004 073
ndidikan Baliasa dan Seni
Pendidikan Bahasa Inggris
S I ) Negeri 07 Merapi Barat
Some DilTieultics in Writing Dictation ofthe I-ifth Cirade
o r S D Negeri 07 Merapi Barat
Memang benar mengadakan penelitian ui S D Negeri 07 Merapi Barat, pada tanggal,
Surat Keterangan ini dikcluarkan nicnindaklanjuti Izin Penelitian dari Universitas
Muinmimadiyaii Palembang N o m o r : 570/G. 1 7 . 3 / F K l P U M P / V / 2 0 0 8 tentang permohonan Riset
Nama
Nim
Jurusan
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
S T A T U S D I S A M A K A N / T E R A K R E D I T A S I
Alamat: Jin. Jend. A h m a d Y a n i 13 U l u Palembang l elp. (0711) 510842 Fa.x (0711 )513078. E - m a i l : fkip ump(S)yahoo.com
K A R T U B I M B I N G A N S K R I P S I
Desti Kartika
: 372004073
Bahasa dan Seni
Program Study
Judul skripsi yang diusulkan
Tanggal pengajuan
Selesai Penulisan
Pembimbing I
Pembimbing II
Keterangan:
Pembimbing 1
Pendidikan Bahasa Inggris
Some Difficulties in Writing Dictation by the
Fifth Year Students o f S D Negeri 07 MErapi
Barat Lahat
05 Maret 2008
2 6 j u n i 2 0 0 8
Drs. A.Rozi Zakaria
Dalilan.S.Pd.,M.Hum
Palembang, July 25, 2008
Pemdimbing II
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G
F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
L A P O R A N K E M A J U A N
B I M B I N G A N S K R I P S I
37 T-OOq 0 73>
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