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according to time order or chronological order (p.3). To produce those writing
products, students have to follow the writing steps. Seow (2002) states as follows:
Process Writing as a classroom activity incorporates the four basic writing
stages planning, drafting (writing), revising (redrafting), and editing and
three other stages externally imposed on students by the teacher, namely
responding (sharing), evaluating and post-writing. Teachers often plan
appropriate classroom activities that support the learning of specific writing
skills at every stage (p.316).
In fact, most students hardly ever follow the writing stages in their writings.
They often copy texts from the students who are good at English subject.
Sometimes they just rearrange jumbled sentences given by the teacher or taken
from the textbooks. The facts above frequently happen in Indonesia. According to
data of Scientific American Survey 1994 (as cited in Dunia Media Satu, 2016) it
showed annual contribution of Scientist and of Scholars Indonesia at knowledge,
science, and technology which was only 0,012%. The level of writing in Indonesia
has still lower if it compared to Singapore which has shown 0,179%.
This statement is supported by statistic UNESCO survey data (as cited in
Republika, 2014) shows the condition of literary in Indonesia was at 64 from 65
country , while reading students level in Indonesia was at sequence 57 from 65
Country. Index reading enthusiasm was 0,01 ( each every 1000 resident only 1
resident reading) and literate storey level of adult was 65,5%. According to this
ratio can be said that, only 250.000 of 250 million Indonesian have enthusiasm of
reading. This condition is very inversely proportional with internet users which
reach 88,1 million of Indonesian in the year 2014.
Based on the observation at a SMPN 2 Pulau besar, there are some
problems that are found by the writer, those problems are in Speaking, writing
and listening. From those problems, the ability of students in writing is worse
than others skills. It can be seen from how they avoid writing because it
needs a long process to create a good writing and it is too complicated.
According to Penetapan Kriteria Ketuntasan Minimal SMPN 1 Pulau Besar in
year 2016/2017, The students have to reach a KKM of 68,00 in order to
pass the writing subject. Only 40% Students reach the KKM. It seems that it
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is difficult for many students in SMPN 1 Pulau Besar to achieve this standard
even though they have been taught using all the materials provided in the
curriculum within the appropriate time limits.
Based on the issues above, the writer offers to apply dictogloss technique
when teaching students in writing narrative texts. By using this kind of technique,
students will consider that it is easier to write or produce narrative text. According
to Jacobs (2003), Dictogloss is an integrated skills technique for language
learning in which students work together to create a reconstructed version of a
text read to them by their teacher (p.1). Dictogloss technique contains the
combination of listening skills and writing skills. They also will learn how to
work together with their friends in a group. It will guide students to explore and to
generate their own narrative text. They will not be confused about how they will
produce their own narrative text.
In the narrative text, the students should make an interesting story. The
students should discover their new ideas to make the story become interesting.
Therefore, in Dictogloss technique, the students worked in a group of four. The
students were brainstorming their ideas in their group. They were helping each
other to find the ideas. It made them easier to get more creative ideas.
Furthermore, the students can help each other in solving some difficulties in
writing.
1.2 Problems
To write or to produce ones own text by using English is not easy,
especially for the students of eighth grade students of SMP 1 Pulau Besar. Based
on the background of the problem, the writer found some students problems of
writing. The first, the students were got difficulties in brainstorming ideas in
writing. The second, the students were afraid to make mistakes in writing.
The last, the students have lack of motivation to write.
1.2.1 Limitation of the Problem
Based on the identification of the problem, the writer will focus on
improving students writing ability on narrative text through dictogloss technique
at the eighth grade students of SMPN 1 Pulau Besar Bangka.
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1.2.2 Formulation of the Problem
This study are formulated on the following questions:
1. Is there any effectiveness of teaching narrative text through dictogloss
technique to improve the eighth grade students writing ability of SMPN 1
Pulau Besar ?
2. Is There any influence of teaching narrative text through dictogloss
technique to improve the eighth grade students writing ability of SMPN 1
Pulau Besar ?
1.3 The objectives of the Study
Based on the problem above, the objectives of this study are :
1. To find out whether or not it is significantly effective teaching narrative text
trough dictogloss technique to the eighth grade students of SMPN 1 Pulau
Besar
2. To find out whether or not the influence of teaching narrative text through
dictogloss technique to improve the eighth grade students writing ability of
SMPN 1 Pulau Besar
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product of writing should be truly acceptable by the readers. Besides, it must
contain meaningful values so that the readers can get the benefits from the
writing.
According to Sudaryanto (2001), writing skill is a persons ability to
express his/her mind and feeling which is expressed in a written language, in
graphic symbols so that the readers are able to understand the message inside
(p.64). From the statement, it can be said that writing is a skill where the writer
can set his idea down in the form of words, sentences, and paragraphs which
are easy to understand for the readers.
From all of the statements above, it can be concluded that writing is an
activity of thinking after which it is expressed into communicative written
language. In expressing the thought into a written language, feeling plays an
important role as well, so that the products will be easily understood and enjoyed
by the readers. In other words, writing is closely related with the thought, feeling,
and ability in using a language.
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d. Final Draft
Once writers have edited their draft, making the changes they consider to be
necessary, they produce their final version. This may look considerably different
from both original plan and the first draft, because things have change in the
editing process (p.4-6).
Climax
Exposition Resolution
Figure 1
That picture is known as the Freitag triangle. The idea of the Freitag triangle
is to serve as a kind of blue print or map which can be used to guide us
systematically in writing. The Freitag triangle consists of:
a. The composition, it establishes the characters and situation.
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b. Rising action, it refers to a series of complication leads to the climax.
c. The climax is the critical moment when problem/ conflict demand
something to be done about them.
d. Felling action is the moment away from the highest peak of excitement.
e. The resolution consists of the result or outcome (p. 2).
On the other hand, Rustipa (2011, p.6)) states that the generic structure of
narrative Texts are:
a. Abstract
The Abstract in narratives functions as a generic indicator which signals
that a story is about to be told and establishes the point of the text. So Abstract is
thematic prediction of what the text is going to be about. The Abstract includes
the activity sequence. It is the opening of Narrative and realized in declaratives,
verbal processes, material processes.
b. Orientation/ exposition
Orientation orients listener to what is to follow in terms of people, actions,
time and place. The clauses are in simple past form. Temporal conjunctions,
individualized participants, material processes are used in this stage.
c. Complication
Complication is the main section of a narrative. It presents sequenced
events which culminate in a crisis or a problem. This Complication is realized in
simple past mental, material processes, individualized participants.
d. Evaluation
The purpose of Evaluation is to reveal the attitude of the narrator
towards the narrative. Evaluation presents appraisal of crisis. Evaluation is
mostly realized in attitudinal lexis.
e. Resolution
Resolution shows how crisis / complication is resolved. The mental,
verbal, material simple past processes are used in this stage.
f. Coda
Coda is the concluding stage. The purpose is to make a point about the text
as a whole. One of the functions of a Coda is to return the text to the present
and by doing so to evaluate the whole event. Coda sometimes conveys comment
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of the narrator towards the significance of the narrative. Besides material, mental
processes, appraisal lexis is also included in Coda (p.5-6).
1.2 Dictogloss
Jacobs (2003) states Dictogloss is an integrated skills technique for
language learning in which students work together to create a reconstructed
version of a text read to them by their teacher. Dictogloss is a relatively recent
procedure in language teaching. In traditional dictation students recreate a
dictated text word for word. However, dictogloss has different procedures and
objectives. It combines dictation, paraphrase and interpretation (p.1). Dictogloss
is a relatively recent procedure in language teaching. It borrow a little from
traditional dictation (hence part of its name) but in fact is quite distinct
from dictation in both procedure and objectives ( Wajnryb, 1990: 5).
According to Victoria ( 2008 ) Dictogloss promotes output that is focused
on form. It encourages both bottom up and top down processing strategies.
Learners usually start by being concerned with identifying individual elements in
the text a bottom up strategy. But in order to complete the task, they need to
engage the following top down strategies:
1. Making predictions
2. Making inferences
3. Identifying the topic of the text
4. Identifying the text type
5. Identifying various sorts of semantic relationships in the text (p.1)
1.2.1 Aims of dictogloss
Wajnryb (1990) states the aims of dictogloss are to provide an opportunity
for learners to use their productive grammar in the task of text creation, to
encourage learners to find out what they do and do not know about English, and
also to upgrade and refine the learners use of the language through a
comprehensive analysis of language options in the correction of the learners
approximate texts (p.6).
According to Victoria (2008) the aim of dictogloss is for a group of students
to recreate a heard text in writing, not word for word but using their pooled
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grammatical resources (p.1). It means dictogloss also create and building
communication among students to explore and discuss their thoughts.
2.3.2. Steps in dictogloss
Victoria (2008) outline the process of conducting dictogloss involves the
following stages:
1. Preparation: learners ask questions, discuss a stimulus picture, work on
vocabulary.
2. Dictation: learners hear the passage read aloud twice (usually on tape). The
second time they take notes, being encouraged to listen the content words.
3. Reconstruction: learners in small groups or pairs pool notes and reconstruct
the text. During this stage it is important has no input.
4. Analysis and correction: the text produced by group can be written on the
board, photocopied and distributed, compared with the original, etc (p.1-2).
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content and mechanic. The research has similarities with the writer in conduct the
study, first is using quantitative approach, second is use experimental method,
and third is apply dictogloss technique when teaching writing. The differences are
from the population and sample. Iksan chooses Tenth year students as the
population and one class 10 IPA consist of 38 students as the sample. While the
writer chooses eighth grade students as the population and 8A and 8B as the
population.
The last research is done by Rezza yekti praditya (2016) Entitled
Improving Students Writing Skill Through Dictogloss Technique for the
Eighth Grade Students of SMPN 7 Surakarta In 2016. The result of the
research is Dictogloss Technique is a good technique to improve students
writing skill. It can be seen from the result of the research as follows: the mean
score of pre-test was 59.3 in Post Test 66.8, and improved to 73.2 in Post Test 2.
The researcher concludes that Dictogloss Technique can improve the students
writing skill at the eighth grade students of SMP N 7 Surakarta in 2015/2016.
The similarities can be seen from the aims of the research are: 1)To find out
whether teaching English using Dictogloss Technique can improve students
writing skill. 2) To find out whether Dictogloss Technique is effective in solving
the problem of students in writing skill. The population is eight grade students.
The differences can be seen from the design of the study Rezza conduct a
classroom action research while the writer conduct experimental research.
2.5 Hypothesis of the Study
According to Juliansyah (2011), hypothesis as estimated relation logically
among two or more variable which expressing in the form of statement of which
can be tested (p.79). The hypothesis of this study is in the form of alternative
hypothesis (Ha) and null hypothesis (Ho) as follows:
Null hypothesis (Ho) : It is not effective to teach narrative text through
dictogloss method to the eighth grade students of
SMPN 1 Pulau Besar.
Alternative hypothesis (Ha) : It is effective to teach narrative text trough
dictogloss method to the eighth grade students of
SMPN 1 Pulau Besar.
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3. RESEACH METHODOLOGY
3.1 Research Design
The research design will be an experimental research using pretest and
posttest control group design. According to Sugiyono (2010), experimental
research is a research method that used to find out the impact of certain treatment
to others in controlled situation (p.107). The writer will use two classes in which
one of them will be experimental class and another will be the control class.
Experimental class will get treatment by using dictogloss and control class will
get conventional technique. Below is the general overview of experimental
design.
Experimental Design
E O1 X O2
C O3 X O4
E : Experimental Group
C : Control Group
01 : pretest for experimental group
02 : posttest for experimental group
03 : pretest for control group
04 : post test for control group
X : treatment with dictogloss technique when teaching narrative text
Y : treatment without dictogloss technique when teaching narrative text
( Sugiyono, 2010, p.112)
3.2 Research of Variable
According to Juliansyah (2011), the variable is every matter in research
which its data wish to be obtained (p.48). In this study, the writer use two kinds
of variables. Independent variable, it is presumed to have an effect on, the
influence somehow another variable and the independent variable is assumed to
affect is called the dependent or outcome dependent. The independent of this
study will be the use of teaching narrative text through dictogloss technique and
dependent of this study will be the students writing ability.
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3.3 Population and Sample
3.3.1 Population
According to Sugiyono (2015) Population is generalizing region which
consist of object or subject having certain characteristics and quality which
specified by researcher to be studied and later, then pulled its conclusion (p.297).
The population in this study is the Eighth Grade Students of SMPN 1 Pulau Besar.
It consists of 94 students.
TABLE 1
THE POPULATION OF THE STUDY
No. Classes Total
1. VIII.A 30
2. VIII.B 32
3. VIII.C 32
TOTAL 94
(Source : Students of SMPN 1 Pulau Besar in academic year 2016/2017 )
3.3.2 Sample
Juliansyah (2011) mention sample is member which have been selected
from the population (p.147). In conducting this study, the writer use random
sampling. According to Sugiyono (2015) random sampling is technique of taking
the sample with randomly without using any certain criteria or characteristics
(p.120). There will be two classes taken randomly of three classes as the sample,
class 8A as the controlled class and class 8B as the experimental class. She will
take 8A and 8B as the sample, because the students of each class almost
have similar ability in English proficiency.
TABLE 2
THE SAMPLE OF THE STUDY
Class Total
VIII.A 30
VIII.B 32
(Source : Students of SMPN 1 Pulau Besar in academic year 2016/2017 )
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was a Kid . The students should make a narrative paragraph consist of minimum
three paragraph. The raters will help the writer to check the students essay. In
scoring the essay, the writer will use the scoring guidance below:
Table 3. Scale for Assessing the Students Writing Ability Range
Percentage Range Qualification
80-100 Excellent
61-79 Good
51-60 Fair
0-50 Poor
(Source : SMPN 1 Pulau Besar in academic year 2016/2017)
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study. The writer first do normality and homogeneity test to know whether or not
the data from experimental class and controlled class are normally distributed and
homogeneous.
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