41 IMPROVING WRITING ABILITY BY COMBINING POWER NOTES AND
DICTOGLOSS STRATEGY AT THE SECOND GRADE STUDENTS OF Maria Yasinta Namur1
1,2,3 Pendidikan Bahsa Inggris STKIP YPUP Makassar
Email: maria@gmail.com Artikel info
Artikel history:
Received; xx-xx-xxx Revised:xx-xx-xxxx Accepted;xx-xx-xxxx
Abstract. The objective of the research was to find out the improment of students ability in writing recount text by using of combination Power Notes and Dictogloss at second grade of SMA YP-PGRI 2 Makassar in the 2019/2020 academic year.
This research used a pre-experimental strategy which consisted of 20 students in one class. These two strategies that can improve students’ ability to write and make reading or text. In the application the teacher dictates the text and students write key words. In collecting the data, the researcher applied writing test. The result of this researcher showed that there was a significant difference on the students achievement in writing ability ,where the mean score of post-test was higher than pre- test (78,7>56,7. The value of the t-test was greater than the t- table (38,842 >2.093) at the level of significance 0.05 with the degree of freedom (df)= 20. Based on the finding of this research, the researcher concludes that the use of Power Notes and Dictogloss strategy is effective in imporoving the students writing ability at the second grade of SMA YP-PGRI Makassar.
Kata kunci:
Writing, Magnet Summaries and Power Strategy
Coresponden author:
Email: xxxx@gmail.com artikel dengan akses terbuka dibawah lisensi CC BY -4.0
ENGLISH REVIEW JOURNAL
http://ojs.stkip-ypup.ac.id/index.php/erj Vol 1, No, 1, Juni 2020
p-ISSN: xxxx-xxxx dan e-ISSN: xxxx-xxxx DOI.xxx-xxx
42
43 INTRODUCTION
A. Introduction
English is an international language, used in many countries as a tool of communication.
It was great function in many aspect of life such as in politics, business, trade and dicplomatic relationship. Furthermore, English also cannot be separated from the development or technology, social sciences and education.
Learning English deals with four major skills namely listening, speaking, reading and writing. Reading and listening are receptive skill, while speaking and writing are productive skill. These skill are connected one another so that the students should learn and master these skill.
In this section the researcher focused on writing skill. Writing is one of the language skills that should be teach beside the other skills. Writing is regarded as a productive s kill it aims as assisting students in expressing their idea.
According to Nurhadi (2017:8) Writing is a mechanistic skill. Means this skill it is impossible to be mastered only through theory, but can be mastered by continuous and receptive practice. It can be done through formal learning. In conclusion, writing skill are active, productive and expansive language skills are active, productive and expansive language skills because in writing there is a complex process
The Process of writing is very important in teaching writing. The teacher will know the process of students in writing based on some steps. There are some process of writing according to experts. According to Edward.L (2013:1) writing, as a process of expressing ideas in thoughts in words, shoul be done at our leisur. Writing can be very enjoyable as long as we have the ideas and the means to achhieve it.
Meanwhile, the researcher found that the students some problems in writing skill. It was based on the researcher experience during teaching practice in Magang III at SMA YP-PGRI 2 Makassar, writing seems difficult subject for the students to be developed and to be learned.
There are several factors that make the students have problem cames from the students themselves. The problem come from the strategy which used by the teacher. Some of the students can not understand the teachers explanation, then they can not express their ideas to write the sentences into text.
Therefore, it was very important to applied approriate teaching strategy to make students easier and enjoy the lesson. There are many ways to increase students’ in writing. In this research the researcher would introduce the combination of Power Notes and Dictogloss strategy. Power notes strategy allow each students to respect on the others’ problem then share ideas while Dictogloss to teach gramatical structures, in which students form small groups and summarize a target language.
Gore (2004:94) power notes are explicit and structured and are an effective inclusionary practice because th
Buehl (2010:52) states that procedure of power notes strategy in teaching writing have three steps such as :
1) The teacher begins instruction by providing the following basic outline model for students : power 1. Main idea, power 2. Details or support of power 1, power 3.
Details or support of power
2) Students illustrate specific examples of power notes by choosing categories students rocognize, indicate how the power relate to each other.
3) Students practice to use power notes to categorize information and explore relationship in a unit of study.
b. Definition of Dictogloss
44 O’callaghan (2012:55), Dictogloss is an integrative strategy that originally used for second language, learners. Them, to improve students’ knowledge of text structure and grammar within an authentic context. This strategy designed for whole-class instruction.
Gibbons (2009) explains the procedures of dictogloss strategy such as:
1) Preparation
a) Teachers prepares the material which is going to be taught.
b) The teacher introduces the topic and lists some vocabulary for the students.
c) The students are devided into pairs or small groups and given brainstorming before coming to the next step.
2) Dictation
a) The teacher reads the text twice in normal speed and asked the students to listen.
b) The teacher reminds the students to listen only and not to write anything.
c) The teacher ask the students to prepare notebook and write down some words which will be keywords.
3) Reconstruction
a. The teacher asks the students to reconstruct the text based on their keywords in pairs or groups
b. The teacher asks the students to analyze and correct their text result. It is also had with the teacher’s help by compairing their version to the other group or pair result and the last comparing with the original one to see the diffrences.
In elaboration, teacher use procedures of Power Notes and Dictogloss strategy, as follow:
a. The teacher will begin instruction by providing the following basic outlining model for students model for students : power Main idea, power 2. Details or support of power 1, power 3. Details or support of power
b. Students ilustrate specific example of Power Notes by choosing categories students recognize indicate how the power relate to each other.
c. Students practice to use power notes to categorize information
d. Prepataion: at this stage, students are prepared for the subject matter and the text they will be hearing.
e. Dictation: as a standart procedure, learners should hear the dictation twice. The first time the text is real aloud at normal speed, the students only listen and may not write anything in order to ger a general feeling for the text. The second time of dictation, the students should take down notes. The students are encouraged to listen and write content words which will assist or help them in reconstructing the text.
f. Reconstructing: in this stage, after the dictation is finished, the students work in groups to produce their own version of the txt. They pool their notes of information they have written down at dictation stage and try to recounstruct their version of the textfrom their shared notes. One of the students from each group acts as scribe who writes down the group’s text as it emerges from group discussion. Then, other members of group checks the text for grammar.
g. Analysis and Correction : at the last stage the teacher asks the students to analyze and correct their text result. It is also had with the teacher’s help by compairing their version to the other group or pair result and the last comparing with the original one to see the diffrences.
Based on the previous explanation the researcher was interested in conducting a research entitled “Improving Writing Ability by Combining Power Notes and Dictogloss Strategy at the second grade students at SMA YP-PGRI 2 Makassar.
In this research, the problem focused on how to improve the second grade student’s writing skill through the use“Does the combination of Power Notes and Dictogloss strategy improve writing ability ? The objective of this study is intended : To identify whether or not
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45 by Combining Power Notes and Dictogloss strategy can improve the students’ writing ability?.
In this research the researcher used purposive sampling. The researcher took students from IPA class as the sample which consists of 20 students. The researcher took this class because they have some problems in English writing. The instrumentof the research was writing test in a piece of paper.The test was administrated in pre-test and post-test. In collecting data, the research used three steps they are pre-test, treatment and post-test.
Jacob, et all in Megawati (2016:10-14) pointed out five significant components of writing, namely: content, organization, language use, vocabulary and mechanic.
1) Content
The content of writing should be clear for the readers sot hat the reader can understand the message conveyed and get information from it. In order to have a good content of writing the content should be well unified and completed. This term is usually known as unity and completeness which become the characteristics of good writing. This term is usually known as follows:
a) Unity
The writing is regarded to have a good an idea unity if it have some main idea and the sentences contained in it develop the idea. The main idea is stated in the topic sentences and each of every supporting sentence develops it and related to that idea. If a writer wants his/her writing is unified, he/she should not include the sentences that do not support the main idea in the topic sentences.
b) Complements
Writing is said to have completeness the main idea had been explained and develop fully. Buy having a complete writing it is expected that the content of the writing will clear and understandable to readers.
2) Organization
The organization of writing concerns with the ways the writer arranges and organizes the idea or the message in the writing. There are many ways used by the writers to organize or arrange the writing. The organization is mainly recognized as follow:
a) Chronogical order
In paragraph organized chronogically, events are arrange in order in which they occurs, ussually moving from the first or earliest to the last or lates.
b) Order to importance
One of the useful ways of arranging ideas in a paragraph is in the order of importance. Technically speaking, such as the paragraph can be arranged intwo ways; begining with the most important ideas and prosecuting to the least important, or by beginning with the least to the important and building up to the most important.
c) Order of importance
This type of organization is a way of organizing supporting details according to their importance when a writer arranges details in this way, how to start it with the best important ones
d) General to particular - general order
This type begins with generalization and then follows with particular statements to support the generalizations. In the find sentences the main idea will restrict in the topic sentences but slightly in different words.
e) Questions to answer order
46 This type or organizations with the questions and the answer of it will follow. The answer should be containing with enough fact and order details until they are acceptable to the readers.
3) Language use
Language use in writing persuasive and other forms of writing involve correct languages and point grammar. An adequate grammar should be one that is capable of producing good writing.
4) Vocabulary
Someone can not write anything if he or she have nothing to express. He or she should express the ideas in the form of words of vocabulary, the lack of vocabulary makes someone fails co compose what they are going to say because he or she feels difficult to choose appropriate words. Vocabulary will help the writers to compose the writing and also make the readers easy to understand.
5) Mechanic
The use of mechanic is due to capatalization, punctation, and spelling written approriate. This aspect is very important since readers learn to understand or recognize immediately the writer definetely message. The use of favourable mechanics in writing skill will make the readers easy to group conveying ideas or messages to the written materials. Furthermore explanations about mechanics are as follows :
(1) Capitalization
The use of capatalization in writing can clarify the ideas. If the sentences are not capatalized correctly, ambigous, misunderstanding will appear. It also helps to differentiate from sentence to the other. The words that present a dialogue, the name of people, the name of organization through abd the last word of a little.
(2) Punctuation
Punctuation can help the readers to identify words That will br taken as an ummeant of meaning, suggests how the units of it related to aech other.
(3) Spelling
There are three important rules in spelling appropriately. They are suffix edition such as add ‘ing’ (gerund present participle) for example teach becomes teaching, plural formation such as adding ‘es’ ‘s’, changing ‘y’ to ‘i’
if the finally ‘y’ is preceded consonant such as fly becomes flies, the handling of ‘ie’ or ‘ai’ within the words.
The way of getting the score is determined based on the criteria of content, organization, language use, vocabulary and mechanic that are given to the students:
a. Content
Table 3.1 Content Component Score
Classification Criteria
27 – 30 Very Good If the central purpose, the unity, the coherence and continuity of paragraph are all correct.
23 – 26 Good If the paragraph contained few errors of the central purposes, unity, coherence,and continuity
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47 20 – 22 Average If the paragraph contained some
errors of the central purposes, unity, coherence, and continuity 17 - 19 Poor If the paragraph or composition
dominated by errors of the central purposes, unity, coherence, and continuity.
13 – 16 Very poor if the central purposes, unity, coherence, continuity are all incorrect
b. Organization
Table 3.2 Organization Component
Score Classification Criteria
18 – 20 Very Good If the words, sentences line up easily from clear pattern
15 – 17 Good If the paragraph contain few errors of words
12 -14 Average If the paragraph contain some errors of words and sentences 9 - 11 Poor If the paragraph dominated by
errors of words and sentences
5 – 8 Very Poor If the words in sentences and paragraph are all in corrected c. Vocabulary
Table 3.3 Vocabulary Component
Score Classification Criteria
20-18 Very Good If the paragraph containing wide range of vocabulary, using effective words
17-14 Good If the paragraph contain occasion errors of the vocabulary but the meaning not obscured
48 13-10 Average If the paragraph contain frequent
errors of the vocabulary but the meaning confused
9-7 Poor If the paragraph dominated by errors of vocabulary
5 – 8 Very Poor If the vocabulary of the paragraph are all incorrecect.
d. Language use
Table 3.4 Language use Component
Score Classification Criteria
23 25 Very Good If the grammar of the paragraph are all incorrect
20- 22 Good If the paragraph contain few errors of grammar
16 - 19 Average If the paragraph some errors of grammar
9 - 15 Poor If the paragraph dominated by errors of grammar
5 8 Very Poor If the grammar of the paragraph are all incorrect.
e. Mechanics
Table 3.Mechanics Component
Score Classification Criteria
5 Very Good If there are o problem of spelling, punctation, capitalization.
4 Good If there are few errors of spelling, capitalization, paragraphing but not observed.
3 Average If there are some errors of spelling, punctation, capitalization, paragraphing etc.
2 Poor If there are many errors of spelling,punctation,capitalization, paragraphing, etc.
1 Very Poor Illegible writing.
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49 Jacobs et al in Rahman (2018:26)
B. Result and Discussion
The findings consist of the data obtained through writing text to know students writing ability before and after being taught with used Power Notes and Dictogloss strategy.
The data collected through the pretest and post test to know the students ability towards the study of writing materials use of combining Power Notes and Dictogloss Strategy. The discussion deals with the descThe use of Power Notes and Dictogloss strategy was effective to improve students’ writing skill because there was a significant difference between the progress in writing of the students who were studying to improve their writing skill. By using Power Notes and Dictogloss strategy, the students can developed and detail a topic in recount text. It gave them writing power and easy to understand. No more stopping in writing because it’s under the pleasure of time and the students’ attitude at the second grade of SMA YP- PGRI2 Makassar. There was a significance different between the result of pre-test and post- test, where the mean score of pre-test (56,75). The students’ achievement in writing in post- test was classified as good score were (X2= 78,65). Based on the explanation above, the researcher concluded that strength of the combining power notes and dictogloss sstrategy such as everyone can use the power notes and dictogloss strategy in writing recount text expecially the second grade of IPA X1 at SMA YP-PGRI 2 Makassar and the students are more
interested in expressing all this idea to create a recount. So that the students can create groups to get correction of other people about their recount text. The researcher showed that
weakness of combing power notes and dictogloss strategy.
riptions an Findings.
Based on analysis in findings, it shows that by power notes and dictogloss writing strategy were significant to improve the students writing ability at the second grade of SMA YP-PGRI 2 Makassar. It can improve the student’s writing ability and their ability to write recount text in six treatments. It can be proved by result of findings about the enchament of the students’ content, organization, vocabulary, language use and mechanics because the researcher only focused in five components of writing those were : content, organization, vocabulary, language use and mechanics.
Frequency and Rate Precentage on the Students’ Writing Ability on Five Components.
No. Score Category Pre-Test Post-Test
Frequency Precentage Frequency Precentage
1. 88-100 Very Good - 0 1 5%
2.
75-87 Good - 0 17 85%
3. 64-74 Average 3 15% 2 10%
4. 46-63 Poor 16 80% - 0 5. 0-45 Very Poor 1 5% - 0
Total 20 100% 20 100%
50 The students’ writing skill in recount text is improved. It can be seen in chart below in five components of writing before giving treatment and after giving treatment.
Chart 4.1
The students’ score in pre-test and post-test can be seen in chart below.
Based on the explanation above, the researcher concluded that the second grade students of SMA YP-PGRI 2 Makassar have a good writing ability after learning by power notes and dictogloss writing strategy. Furthermore, the researcher concluded that by power notes and dictogloss writing strategy in teaching writing can improve the students’ writing ability.
In this part describes the discussion about the students’ data analysis obtained the ability of the students to write recount text through by Power Notes and Dictogloss writing strategy of findings, the researcher presented that the mean score of the students writing skill to write recount paragraph by using Power Notes and Dictogloss strategy in pre-test was 56,75 from
334
253 234 232
50 464
325 327
382
74
0 50 100 150 200 250 300 350 400 450 500
Content Organization Vocabulary Language Use Mechanics pre-test post-test
0 10 20 30 40 50 60 70 80 90
pre-test post-test
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51 the total 1.135 and classified as poor score, the mean score of the students achievement in writing skill by using Power Notes and Dictogloss writing strategy written mean score in post-test was 78,65 from the total 1.573 and classified as good, where the value of t-test was 10.854 and table 2.093. It could be concluded that there was significant difference between the result of the students’ pre-test and post-test.
It means that students’ achievement in writing recount text after using Power Notes and Dictogloss writing strategy was higher than the students to write paragraph before using Power Notes and Dictogloss writing strategy. Rate precentage and frequency of the students pre-test in writing ability were none (0%) students got very good and good score, while were 3 students got average score (15%), 17 students got poor score (85%) and 2 students got very poor score (10%). The students’ score of pre-test in five components, there were content, organization, vocabulary, language use and mechanic.
The rate precentage and frequency of the students post-test in writing skill there were 1 student got (5%) very good score, 17 students got (85%) good score, 2 student got (10%) average score and none students got poor and very poor score (0%).
These data indicated that the score of post-test was higher than pre-test. Total frequency and precentage of pre-test were (0%) got very good frequency, there were (0%) got good frequency, 3 students were (15%) got average frequency, 15 students were (75%) got poor frequency and 2 students were (10%) got very poor frequency. The total of the frequency 20 students and precentage (100%).
Total frequency and precentage of post-test were 1 student (5%) got very good score, 17 students were (85%) got good score, 2 student were (10%) got average score, and none students got (0%) got poor score and very poor score. The frequency of post-test 20, and the precentage of the post-test 100%.
The students’ writing on the five components observed in ore-test and post-test.
Content
In content components, before giving treatment the students could not develop the ideas or topic into coherence paragraph, the students could not developed main idea by focused on the topic. It could be seen in their score, there are 1 student or 5% classified as fair to average. 12 students or 60% classified as poor category, 7 students or 35% classified as very poor category, none of them classified as very good and good score. After giving treatment the students could develop their ideas or topic into coherence the paragraph and developed the good paragraph by focused on their topic. It could be seen their score, are 16 student or 80%
classified as good score, 4 students or 20% classified as average score, none of them classified as very good, poor score and very poor score. It means there significance before and after giving treatment.
Organization
In organization components, before giving treatment the students could not arrange the sentences into clear pattern of paragraph. It can be seen from the students’ score, there are , there are 3 studentss or 15% classified as good category, 11 students or 55% classified as average, 6 students or 30% classified as poor category. None of them classified as very good and very poor score. After giving treatments, the students could arrange the sentences into clear pattern of paragraph. It could be seen in their score after treatment, there are there are 4 studentss or 20% classified as very good score, 15 students or 75% classified as good score, 1 student or 5% classified as average, none of them classified as poor score and very poor score. It means that there was significant before and after giving treatment.
Vocabulary
In vocabulary components, before by power notes and dictogloss writing strategy the students could not use the effective word and errors of word each sentences. It could be seen from the students score, there are there are 2 studentss or 10% classified as good score, 11
52 students or 55% classified as average score, 7 students or 35 % classifed as poor score, none of them classified as very good and very poor score. After giving treatments, the students could arrange the sentences into clear pattern of paragraph. It could be seen in their score after treatment, there are there are 3 studentss or 15% classified as very good score, 14 students or 70% classified as good score, 3 students or 25 % classifed as average score, none of them classified as poor and very poor score. It means that there was significant before and after giving treatment.
Language Use
In language use components, before giving treatments some of students could not assisted to write grammatically and many errors in acticle, puntation. It can be seen from the students score, there are 2 studentss or 10% classified as average score, 17 students or 85% classified as poor score, 1 student or 5% classified as very poor score, none of them classified as very good and score. After giving treatment the students could assisted to write grammatically, there are 2 studentss or 10% classified as very good score, 8 students or 40% classified as good score, 8 students or 40% classified as average score, none of them classified as poor and very poor score. It means there was significance before and after giving treatment. Mechanic The other important component power notes and dictogloss writing strategy was mechanic.
Before giving treatment the students could not write effectively and many errors of spelling, punctation, capitalization and paragraphing, there are there are 10 studentss or 50% classified as average, 10 students or 50% classified as average score, none of them classified as e very good, good score and very poor score . After giving treatmen the students could write effectively, it can be seen in their score after giving treatment, there are there are 14 studentss or 70% classified as good score, 6students or 30% classified as average score, none of them classified as poor score and very poor score.
C. Conclusion
The use of Power Notes and Dictogloss strategy was effective to improve students’
writing skill because there was a significant difference between the progress in writing of the students who were studying to improve their writing skill. By using Power Notes and Dictogloss strategy, the students can developed and detail a topic in recount text. It gave them writing power and easy to understand. No more stopping in writing because it’s under the pleasure of time and the students’ attitude at the second grade of SMA YP-PGRI2 Makassar.
There was a significance different between the result of pre-test and post-test, where the mean score of pre-test (56,75). The students’ achievement in writing in post-test was classified as good score were (X2= 78,65). Based on the explanation above, the researcher concluded that strength of the combining power notes and dictogloss sstrategy such as everyone can use the power notes and dictogloss strategy in writing recount text expecially the second grade of IPA X1 at SMA YP-PGRI 2 Makassar and the students are more interested in expressing all this idea to create a recount. So that the students can create groups to get correction of other people about their recount text. The researcher showed that weakness of combing power notes and dictogloss strategy.
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