The mean of students' writing score who used monolingual dictionary was 72.5 and those who used bilingual dictionary was 80.6. So that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference in writing skills between students who use monolingual dictionary and those who use bilingual dictionary.
INTRODUCTION
- Research Question
- Objectives of the Study
- Significance of the Study
- Scope of the Study
Is there a significant difference in writing skills between students using a monolingual dictionary and those using a fifth grade bilingual dictionary? To find the difference in writing skills between students who used a monolingual dictionary and those who used a bilingual dictionary of fifth semester students of the English Department of Makassar Muhammadiyah University in academic year 2014-2015.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
- The Concept of Writing
- The Importance of Writing
- The Component of Writing
- Types of Writing
- An Overview of Paragraph
- Definition of Dictionary
- History of Dictionary
- Monolingual Dictionary
- Bilingual Dictionary
- Monolingual Dictionary and Bilingual Dictionary
The main idea is stated in the topic sentences and each or every supporting sentences and related to that idea of the topic sentences. In the organization of the writing, it is about the ways by researcher to arrange and organize the ideas in order of the message in the words. A researcher of good description is like an artist who paints a picture that can be clearly seen in the reader's mind.
This is the part of the paragraph that develops and supports the main ideas presented in the introduction. Read the bottom of the paragraph and find the reasons the researcher uses to support his opinion. The body of a paragraph is unified because each sentence deals with a topic and contains transitions that give it coherence.
Add the researcher's example next to each of the supports used to make the German Shepherd section more interesting and believable. The first dictionary of the Chinese language, the Erya, was written in the 3rd century BC. (although other sources suggest that Chinese scholars may have created a monolingual dictionary as far back as 1109 BC), while a Greek lexicon (specifically a list of words used). of Homer and their Meanings) was written by Apollonius the Sophist at about the same time. This exceptional success was of course the result of the boom in the English language teaching industry worldwide.
You must have excellent language skills to be able to interpret definitions, usage descriptions and other information in a foreign language. Then the researcher would analyze and compare their writing to find the difference between their writing and the interview result.
Research Design
42 participants participated, including 21 students who used a monolingual dictionary and 21 students who used a bilingual dictionary. It includes student test scoring of both students who used a monolingual dictionary (monolingual group) and students who used a bilingual dictionary (bilingual group). The researcher compared the writing of students who used a monolingual dictionary and those who used a bilingual dictionary.
From table 4.2 above, it showed that the average (mean) writing score of students who used monolingual dictionary was 72.6. Analysis of the writing data of the students who used the bilingual dictionary was obtained using the same writing test as the students who used the monolingual dictionary. It means that the average score of students who used bilingual dictionary was very good.
It means that there was a significant difference in writing skills between students using a monolingual dictionary and those using a bilingual dictionary. The findings of the studies showed that there were significant differences in writing skills between students using a monolingual dictionary and those using a bilingual dictionary. The comparative study of writing skills between students using a monolingual dictionary and students using a bilingual dictionary.
Research Variable and Indicator
- Variable
- Indicator
Population
The researcher chose them as the population of her research because they had already learned how to organize a paragraph in the third semester and they were also familiar with the use of monolingual and bilingual dictionaries. Based on this consideration, the researcher concluded that they have basic knowledge of paragraph organization and that they are familiar with the use of monolingual and bilingual dictionaries.
Sample
In other words, every student has the same probability of being selected and selection of one individual in no way affects selection of another individual. First, the researcher wrote each of the classes' names on a piece of paper.
Research Instrument
Enjoy complex sentences, fairly effectively Jerky style - effort is required to understand and enjoy complex sentences, confused - mostly simple sentences or compound sentences. Very jerky-difficult to understand-can't enjoy reading-almost all simple sentences-complicated sentences-excessive use of "and". Only a few minor errors (prepositions, clauses, etc.) Only one major error, but a few minor errors Major errors that cause comprehension problems - lack of command of sentence structure.
Attempts to use acquired words - quite adequate vocabulary as a whole, but sometimes limited, used for some synonyms, circumstantial, etc. All sentences support clear progression of ideas well organized by topic - well-connected educated native speakers. Little or no attempt at connection - mind readers can be devices that some ideas of organization-individuals may be clear, but very difficult to deduce the connection between them.
How far the monolingual dictionary can help them in writing class especially when they meet new words.
Procedure of Data Collection
Technique of Data Analysis
To distinguish whether students' result of writing narrative paragraph text by using monolingual dictionary and bilingual dictionary is significant or not, the researcher will use the t-test formula. After getting the student's significance score (the value of t), it will be compared with the value of the t-table. When it found that the value of t-test is equal to or greater than the value of t-table, it means that the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted.
Meanwhile, when it is determined that the value of the t-test is less than the value of the t-table, it means that the null hypothesis (H0) is accepted and the alternative hypothesis (H1) is rejected, because there is no significant difference between the writings of the students. use a monolingual dictionary and those who use a bilingual dictionary.
FINDING AND DISCUSSION
- The Analysis of Students’ Writing Skill of Monolingual Group
- The Analysis of Students’ Writing Skill of Bilingual Group
- The Comparison between Students’ Writing Score Who Used
- Interview Result
- Discussion
- Writing Score of Students Who Used Monolingual Dictionary
- Writing Score of Students Who Used Bilingual Dictionary
- The Comparison Both of Dictionaries
Comparison between the writing performance of students who used a monolingual dictionary and those who used a bilingual dictionary. A monolingual dictionary and those using a bilingual dictionary. In order to determine whether there is a significant difference in the writing of students who used a monolingual dictionary and those who used a bilingual dictionary, the researcher tested the hypothesis. The result of the interview showed that the bilingual dictionary was better than the monolingual one according to the students learning English as a foreign language.
After calculating the score analysis of the writing of the students who used monolingual dictionary and those who used bilingual dictionary, it was found that there is a significant difference between them which is categorized moderate with the t-test value is 3.6. The average score was found by dividing the sum of all scores of the students' writing test was 72.5 refers to the previous classification of the score, the researcher pointed out that the students who used the monolingual dictionary of the English Department of Makassar Muhammadiyah University have good competencies written section. After calculating the score analysis of the writing test for students who used a monolingual dictionary and those who used a bilingual dictionary, it was found that there was a significant difference between them.
Thus, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference in writing skills between students who used a monolingual dictionary and those who used a bilingual dictionary. The average written test score of students who used a monolingual dictionary was 72.5. It refers to the previous classification of the results, the researcher pointed out that the students who used the monolingual dictionary of English Department of Makassar Muhammadiyah University have a good ability to write a narrative paragraph. It has been shown that there is a significant difference between the writing score of students who used a monolingual dictionary and those who used a bilingual dictionary, and the t-test value was greater than the t-table value (Ttest value (3.6)> Ttable value (2.021)).
CONCLUSION AND SUGGESTION
Conclusion
The average writing test score of the students who used the bilingual dictionary was 80.6, it can be completed as 81 refers to the previous classification of the point, the researcher points out that the students who used the bilingual dictionary of the English department of Makassar Muhammadiyah University have very good competence in writing the narrative paragraph. From the result of the written test and the interview, this implied that there were differences in achievement between students who used monolingual vocabulary and those who used bilingual vocabulary in writing. From the calculation, the mean of the bilingual group was higher than that of the monolingual group.
This means that using bilingual dictionary was better than using monolingual dictionary for learners of English as a foreign language (EFL learners).
Suggestion
The school's English teachers should be well informed about the results of the study so that they can take important steps to improve their writing skills. In addition, the teacher(s) should be encouraged to conduct similar experiments to find ways in which a monolingual dictionary can reduce the dependence of many students on a bilingual dictionary. The students should have adequate facilities in studying English and use many references to improve their skills not only in writing but also in reading, speaking and listening.
Using the Derby Writing Technique to Improve Students' Descriptive Writing Skills. A comparative study of bilingual and monolingual dictionary use in secondary EFL students' reading comprehension. He is the second child of two brothers and one sister from the marriage of Darman, S. Pd and Hapsah, S. Pd.
In 1998, she enrolled as a student at SDN 37 Tungka Elementary School in Enrekang and graduated in 2004. In the same year, she enrolled as a student at SMPN 1 Enrekang and graduated in 2007. In the same year, she enrolled as a student of the Department of English Education at Muhammadiyah University of Makassar.
