THE USE OF THE DICTOGLASH TECHNIQUE TO IMPROVE THE WRITING OF NARRATIVE TEXT OF EIGHT GRADE STUDENTS. Student's writing ability in narrative text is the result of eighth graders of Government Secondary School 3 Sekampung.
Problem Identification
The teacher should be able to invite the students to participate in the learning activity and the students should also be able to use the appropriate technique and media to achieve the learning objective. So to solve the problems, the writer uses the dicgtoglos technique as a strategy to improve the writing skills of the student.
Problem Limitation
Problem Formulation
Objectives and Benefit of The Study 1. Objectives of the study
Benefits of the Study
Concept Writing Ability in Narrative Text 1. The Concept of Writing Ability
Concept of Narrative Text
Burks stated that narrative text is the form of writing used to tell the story of actions or events.6 Narrative text is a story about the legend or life, the experience. Narrative text is to amuse, entertain and deal with actual or vicarious experience in various ways.
Concept of Dictogloss Technique
The learners are urged to create the text with their own grammatical and linguistic resources. In which the students are asked to reconstruct the text together with their group about the text they have heard twice.
Action Hypothesis
The Operational Definition of Variable
This variable will be measured by observation to the teacher directly when dictogloss technique is used. The measurement is the use of observation sheet to definitely measure of dictogloss technique by the teacher.
Setting of the Research
Subject of the Research
Procedure of the Research
Cycle 1
In this phase, the writer analyzed and evaluated what happened in the learning process by eliminating the useless action. The writer analyzed and discussed the results of the students' work during the teaching of learning, such as the strength and weakness of the writer and the students during the teaching of the learning process using the dictogloss technique and the learning result when writing the text.
Cycle 2
The author prepares guidance to evaluate and observe the student's activities after the teaching and learning process. In this phase, the author observes the process of teaching and learning by using the format of observation to collect the data in cycle 2.
Data Collecting Technique
Observation
Where, the author observed the students activities in teaching and learning process to know how the process of teaching and learning is kept. The author observes the student and then the author writes it in the observation sheet.
Test
It was also used to know and then review problems or mistakes during the teaching learning process. From this note, the writer could analyze what should be corrected in the next teaching learning process. A post-test would be administered post-treatment, post-treatment; students would have a posttest.
The form and procedure of the post-test is the same as the pre-test, where students are asked to make an explanatory paragraph, but the topic given in the post-test is a different topic. The post-test was given in the last session after treatments to find out if the treatments made any contribution to the students' performance in the experiment.
Documentation
Data Analysis Technique
In the eight grades of the 3 Sekampung public high school, the minimum standard for English subjects is 71. If 70% of the students get a score of at least 71 in the post-test, it means that the learning circle method could improve students' writing on a narrative text. If the result score of the students was met, more than 70 and 70% of the students, respectively, had passed.
In the classroom action research, the minimum cycle to be performed is two cycles. Data analysis will be taken from the average score of the pre-test and post-test in cycle 1 and cycle 2.
Indicator of Success
It is subjectively about the state of the school, namely the history of the school, the geographical location of the school, the architectural state of the school and the structure of the organizational school. A. The seventh rector was Hj. Mei Susilawati, S.Pd from 2013 to 2016 And the last Rector was Trisno Arso Pinuji, S.Pd from 2016 to now. The number of students at State Junior High School 3 Sekampung There are 397 students at State Junior High School 3 Sekampung.
To support the teaching and learning process, State Junior High School 3 Sekampung has many buildings and other support facilities.
LAB IPA
LIBRA RY
TOILEVII 2
GUDAKoper
BOARD CANT ING
Data of the Research
The student's result for writing narrative text was obtained through a test consisting of a pre-test and a post-test given to the students at the beginning of the study and at the end of each cycle, while the activity of the students was obtained through the observation of the students' learning activities. The researcher asks the students to write a narrative text with a free subject that was supposed to be. The result of the pre-test score of narrative text No name Criteria of the score.
Based on the result of the pre-test score of the students' narrative text, it could be deduced that there were only 23.33% or 7 students for the score below the interval of >70 who passed the Minimum Standart Criteria. It was the reason why the writer used the Dictogloss technique to improve the students in writing narrative texts.
Acting
Therefore, the researcher explained about what is text in English first before she explained about narrative text. The researcher gave the text about 'Snow White' and asked the students to read it. Some students answered "descriptive text", some students are silent and two students answered "narrative text".
Then, at the end of this meeting the researcher gave cycle 1 post-test with the similar task in the pre-test before. Student Score Narrative text after test I Score in cycle I Criteria without point name.
Observing
Minimum Standard Criteria (MSC) at least, while 43.33% or 13 students for a score between the interval > 70 achieved the Minimum Standard Criteria (MSC) or less than 70. This showed that the score of students who wrote narrative text, increased that the pre-test score was 59, but seen from the performance indicator of this research that 70% of all students must pass the Minimum Standard Criteria (MSC). This meant that the posttest result was unsuccessful according to the performance indicator.
Field Note
Reflection
The result of students writing narrative text after test II score in cycle II No name criteria of the score. The Comparison Score between Post-Test I Score in Cycle I and Post-Test II Score in Cycle II. The Comparison of Students' between Post-test I score in Cycle I and Post-test II score in Cycle II.
The comparison of students writing narrative text Post-Test I scores and Post-Test II scores in cycle II. From the above table, it could be seen that the students' scores in post-test II were different.
Interpretation
- The Comparison Score in Pre-Test, Post-Test I in cycle I, and Post-Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole The students’ learning activities data was gotten from the whole
The result of the pre-test showed that most students had difficulty taking the test. Based on the table, the average of 15 students was 64, which showed that most students have passed the Minimum Standard ceiteria (MSC) at least 70. The comparison score in Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II.
The comparison of students' pre-test score, post-test I score in cycle I and post-test II score in cycle II. Based on the results of the pre-test, post-test I and post-test II, it was known that there is an increase in the students' score.
DISCUSSION
From Figure 4, we could see that there was an increase in the average score and the total of the students who passed the test from pre-test, post-test I to post-test II. We could see that it was an increase in the students' total score and the total score of the students who passed at least from pre-test, post-test I to post-test II. To increase students' writing ability in narrative text, the researcher used dictogloss as a technique to train students' writing narrative and made students more active in performance, also interested in learning writing skills.
If the text is dictated quickly, the students do not get enough information to reconstruct the text. In addition, the researcher used a dictogloss technique that includes narrative text to increase the students' writing skills.
CONCLUSION AND SUGGESTION
Conclusion
The researcher prepares a story and the researcher reads the text to the students at normal speed while they take notes. The student then works in small groups to prepare a summary of their work using the correct grammatical structure and finally their group presents their work to the rest of the class. Based on the table above, we can conclude that the Dictogloss technique can improve students' narrative text writing.
Suggestion
BIBLIOGRAPHY
APPENDICES
- Standard Competence : Expressing the meaning of short functional text and simple essay in the form of narrative text in the
- Indicators
- Learning Material
- Method/Technique
- Teaching Learning Activities Pre-Teaching Activities
- Tool / Source of Material
- Pre Teaching
- While Teaching
- Post Teaching
The students who are divided into groups (4-5 students) choose one student to be a leader of each group. The teacher asks the students to pay full attention to the narrative text that they will hear through suggestion in each meeting. The teacher asks the students to work with their group to recreate the narrative text they have heard before, but based on their own version.
The teacher asks the students to analyze their text and compare it with the ro contraction of another group. The teachers ask the students to compare their narrative text with the original and note or make the necessary corrections.
OBSERVATION SHEET OF THE STUDENTS’ ACTIVITY IN CYCLE 1
OBSERVATION SHEET OF THE STUDENTS’ ACTIVITY IN CYCLE 2
The Result of Pre-Test Score of Narrative Text
The Result of Students Narrative Text Post-Test I Score in Cycle I
The Result of Students Writing Narrative Text Post-Test II Score in Cycle II
TEST
OBSERVATION
DOCUMENTATION
FIELD NOTE
Once upon a time in the summer season, there was a grasshopper who hopped around, squeaked and sang to his heart's content in an area. Why don't you come and appreciate the day with me?" claimed the grasshopper, "instead of toiling constantly?" to do."
Why should we worry about winter?” said the grasshopper; "We had a lot of food right now." Nevertheless, the ant continued on its way and tried hard. When winter set in, the insect had no food, and found itself disappearing from longing—whereas she saw the ant daily supplying corn and grain from stores actually gathered before. Then the insect admitted: It is best to prepare well for the days of something we need in the future.
They bite and scratch with their stamina, but none can overcome the other.
CURRICULUM VITAE
