THE APPLICATION OF DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION.

THE APPLICATION OF DICTOGLOSS TECHNIQUE TO

IMPROVE STUDENTS’ ACHIEVEMENT IN WRITING

ANALYTICAL EXPOSITION

A THESIS

Submitted to the English Department, in Partial Fulfillment of Requirement for the Degree of Sarjana Pendidikan

By :

KURNIAWAN NOVIAN PUTRA

Reg. Number 209321007

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

▸ Baca selengkapnya: soal essay tentang analytical exposition text

ABSTRACT

Putra, Kurniawan Novian. 209321007 The Application of Dictogloss Technique to Improve Students’ Achievement in Writing Analytical Exposition. A Thesis. English Department, Languages and Art, States University of Medan.

This study is aimed at improving grade XI Science students’ writing achievement

by applying Dictogloss Technique. The research was conducted by applying classroom action research. The subject of this study was Grade Private XI Senior High School PAB 4 Sampali which consisted of 25 students. To collect the data, the instruments used were primary data ( writing test ) and secondary data ( interview, observation sheet, and diary note ). Based on the data analysis, it was

found that the students’ score improved; it can be seen from the score in orientation test, Cycle I test and Cycle II test. In the orientation test, the mean of the students score was ( 50,6 ), in the cycle I test was ( 59,4), and the mean of

students’ score of the last test was ( 67,2 ). Based on the interview, observation sheet, and diary note, it shows that expression and excitement of the students were also improved. It was found that teaching of writing analytical exposition text by

TABLE OF CONTENT

CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 6

c. Dictogloss And Activation Of Writing Skill ... 23

d. Dictogloss Stages ... 24

e. The Aim, Potential Benefits, And The Values Of Dictogloss 29 11. Assessment ... 30

B. Conceptual Framework ... 33

CHAPTER III RESEARCH METHOD A. Research Design ... 35

B. The Subject Of The Research ... 38

C. The Instrument Of Collecting Data ... 38

D. Procedure Of The Research ... 38

CHAPTER IV

A. Data ... 44

1. The Primary Data ... 44

2. The secondary Data ... 45

B. Data Analysis ... 46

1. The Primary Data ... 46

2. The secondary Data ... 49

C. Research Account ... 50

1. Cycle I ... 50

2. Cycle II ... 51

D. Research Finding and Discussion ... 52

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 54

B. Suggestion ... 54

LIST OF TABLES

Table 2.1. Assessment Of Writing Analytical Exposition Text ... 20

Table 3.2. Procedure Of Data Collection For The First Meeting ... 39

Table 3.3. Procedure Of Data Collection Of The First Cycle ... 39

Table 3.4. Procedure Of Data Collection Of The Second Cycle ... 40

Table 3.5. Assessment Of Writing Analytical Exposition Text ... 42

Table 4.6. Score Of The Tests ... 45

LIST OF FIGURES

LIST OF APPENDICES

Appendix A. Lesson Plan ... 56

Appendix B. Students’ Writing Tests ... 85

Appendix C. Score Of The Tests ... 93

Appendix D. Interview Sheet ... 94

Appendix E. Observation Sheet ... 95

CHAPTER I

INTRODUCTION

A. The Background of the Study

In Indonesia, English is a foreign language. Learning a foreign language is

an integrated process that the learners should study the four basic skills: listening,

speaking, reading, and writing. We use it to understand their world through

listening and reading and to communicate our feeling, need, and desires through

speaking and writing. By having more knowledge about language skill we have

much better chance of understanding and being understood and getting what we

want and need from these around us.

Of four language skill above, the very important and most required in

academic field is writing. Writing is process of transforming thoughts and ideas in

written form. Writing is not only a process of linking words into sentences or

paragraph, but it is a sequence or steps of ideas, organized thoughts and feeling in

the form of words and combined into sentences into form of paragraphs in which

every sentence is closely related one another.

Writing is a medium of expressing ideas or opinion. It is a common

activity in teaching and learning process that requires knowledge of developing

ideas, sentence pattern, paragraphing and the use appropriate words that makes

sense to the readers. Lindamen (1987:11) state that writing is a process of

communication that introduces graphic symbol such as word, phrases, and

sentences later formed to become a paragraph that can convey the message to the

and then sharing the idea through written language; but it is also about developing

a lot of ideas, combining the sentences so they can make a unity, and organizing

paragraph by paragraph. In other words, writing is not as easy as being thought so

far. It needs good preparation, prior knowledge and experience before, in order to

generate an effective and accurate writing.

The condition mentioned above really proves what students consider about

writing. Even at present, the students’ writing competence is still becoming a

serious problem. The poor quality of English writing skill generally can be seen

that a lot of students during the writing task are sometimes stuck and cannot

continue to complete their writing task some simple reason, that is lack of

Vocabulary or having no more idea. As result, they can only write down a rough

paragraph without including the details to the topic assigned. This case really

happens in one of the schools in Langkat, SMP Negeri 5 Stabat, where the

percentage of grade IX students who get score above 70 in English mid-term test

is only 21% (21 of 100 students). This condition really proves how bad the

students’ achievement in writing is.

Students should have certain knowledge on writing. They may have

qualification in speaking, but it doesn’t guaranty that they can also have

qualification in writing because sometimes it is much easier to share ideas orally

than organize them in written language. Therefore, those students are not able to

lay open their idea in writing even though they are good at vocabulary mastery.

The aesthetic of the students’ writing is influenced by teaching method or

students’ ability and enhance their interest in writing. Interesting technique is

surely able to create the good atmosphere in classroom so the students can

improve their way of learning.

For the reason mentioned above, some linguist state that success of

teachers in teaching is often measured through the accuracy of method or

technique they apply. So teachers should be able to choose a suitable technique in

order to create a better, interesting and communicative teaching and learning

process. For this condition, linguists never stop to explore some good method or

technique to teach English in order to increase the students’ achievement in

learning English (Anthony, 1963).

Dealing with the fact previously mentioned, the writer needs to try to carry

out a research in teaching writing. In this case, the writer believes that Dictogloss

Technique is very good technique to be applied in teaching writing. It is also an

interesting technique. By applying this technique, the class will be offered to

discuss the upcoming topics which have relation with the prior knowledge the

students may have. Then, they can build up any paragraph by using their prior

knowledge and the language that they have put into some key words related to the

topic discussed.

Dictogloss basically retains individual element in which students work

individually to listen and take notes on text read by teacher. But the writer tends to

apply this technique in collaborative learning by situating the students in groups

students must have different strength, which may lead them to play different roles

in their group as well.

In short, the writer simplifies that to overcome the problem of teaching

writing. Particularly in building paragraphs, the teacher needs to apply Dictogloss

technique which will intend the enthusiasm of students in learning activities.

Applying Dictogloos technique is expected to solve the problem and to bring a

good improvement in students’ writing achievement.

From the explanation above, the writer is interested in conducting a

research under title “The Application of Dictogloss Technique Improve Students’

Achievement in Writing Analytical exposition“.

B. The Problem of Study

Based on the background of the study, the research problem is formulated

as follows:

“Is students’ achievement in writing analytical exposition improved by using

Dictogloss Technique?.

C. The Objective of Study

The objective of this study is to find out the students achievement in

D. The Scope of Study

The study focuses on applying Dictogloss technique on students writing

achievement in analytical exposition text. In syllabus, analytical exposition text is

taught in the second grade of Senior High School. Therefore, the sample of this

research is the students in the second grade of Senior High School and the topic

that will be discussed by the students are phenomenon surrounding.

E. The Significance of Research

The findings of the study are expected to have both theoretical and practical

in reading as a process and product. Especially the Framework of writing.

1). Theoretically, the findings of the study are expected to enhance the theories

of writing.

2). Practically, the findings of the study is expected to be used for

a. English Lecturers in enriching the strategy of teaching writing.

b. English teacher as a source of valuable information to increase students’

writing ability by digtogloss technique.

c. Students to improve their writing especially writing analytical exposition

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was found that the average scores of students in

every test kept improving. It means that there was a significant improvement on

the students’ writing achievement in writing analytical exposition text by applying

Dictogloss Technique. It can be seen from the improvement of mean of the

students’ score namely: the mean of orientation test (1265) increased to the mean

of cycle I test (1485) and to the cycle test II (1680). The score continuously

improved from the first test to the third test.

B. Suggestion

The result of this research showed that the used of Dictogloss Technique

improved students’ writing achievement in analytical exposition text. In relation

to conclusion above, some points are suggested, as follows:

a. The English teacher are suggested to use Dictogloss Technique as the

understanding about how to improve writing analytical expositiontext and

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