using purposive sampling. Each class consists of 25 students. X 1 was chosen as experimental class because the students have good spirit in learning. But, lack of
background knowledge and inappropriate method make the students low motivated.
D. The Instrument of The Study
In this research, written test is used as a tool to gather information of the students. The test included pre-test and post-test. Gay states that the group that
receives the new treatment is called the experimental group and the group that receives a different treatment or is treated as usual is called control group
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. The test was given for both control and experimental group.
The test made was based on the materials given in the class. The test items were concerned with students’ writing ability. The material was taken from topic
that appropriate to be discussed. Here is the step of pre-test and post-test: 1. Pre-Test
Before applying the technique and giving the treatment, the students both control and experimental class were given the test, it is called Pre-test. Pre-test is
used to know student’s writing skill. The student is given a topic concerning descriptive text “Ancol”. The students were given 60 minutes to arrange
descriptive text by thier own ability. The students are not allowed to check to the dictionary and cheat to other students. This test diagnose students weakness and
background knowledge about descriptive text. 2. Post Test
After giving and treating to the students with dictogloss technique during the research, post-test was held in the end. Both X1 as experimental class and X2 as
controlled class were given Post-test. The students were given 60 minutes to arrange descriptive text by thier own ability. The students are not allowed to
check to the dictionary and cheat to other students. This test is to show whether
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L.R Gay, Geoffrey E. Mills, and Peter Airasian.Educational Research: Competencies for Analysis and Applications. New Jersey: Pearson Education, Inc, 2009. p, 240.
dictogloss technique is effective or not after using dictogloss. The post-test is written test with the topic “Taman Mini Indonesia Indah TMII “.
E. The Data Collecting Technique
The data was taken by test, Pre-test and Post-test. Pre-test was given before the teacher teaches new material by using dictogloss technique. A pre-test basically
measured whether the experimental and control groups were equal. Post-test is given to the experimental class and control class after giving
treatment and explanation. It is given in order to know whether dictogloss is effective or not in teaching and learning writing of descriptive text.
After the data was collected, In order to attain the reliability of the test, the researher adapted the scoring rubric for writing, namely analytic scoring rubric. It
means the students’ writing from pre-test and post-test were scored or assessed by
using the scoring rubric. By using that rubric, the students’ writing were scored
from each aspect of writing; content, organization, grammar, vocabulary, and mechanics. Here, the researcher used Rubric for writing assessment which is
conducted by Heaton to score students’ descriptive writing. The rubric elements
consist of content, organization, vocabulary, language use, and mechanics.
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It can be seen in table 3.1.
Table 3.1 Rubric for Writing Assessment Analytic Score in Writing
Scoring elements
Scale Quality
Description
Content
30-27 Excellent to very good
Knowledgeable –
substantive – thorough –
development of thesis –
relevant to assigned topic
26-22 Good to average
Some knowledge of subject
– adequate range – limited development of
thesis – mostly relevant to
topic, but lacks detail
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J.B. Heaton, Writing English Language Test, New York: Longman, p. 146.
21-17
Fair to poor
Limited knowledge of subject
– little substance – inadequate development
of topic
Scoring Elements
Scale Quality
Description
16-13 Very poor
Does not show knowledge of subject
– non- substantive
– not pertinent – or not enough to
evaluate
Organization
20-18
Excellent to very good Fluent expression
– ideas clearly statedsupported
– succinct
– well-organized – logical sequencing –
cohesive
17-14 Good to average
Somewhat choppy –
loosely organized but main idea stand out
– limited support
– logical but incomplete sequencing
13-10 Fair to poor
organized but main idea stand out
– limited support – logical but incomplete
sequencing
9-7 Very poor
Does not communicate –
no organization – or not
enough to evaluate
Vocabulary
20-18 Excellent to very good
Sophisticated range –
effective wordidiom choice and usage
– word form mastery
– appropriate register
17-14 Good to average
Adequate range – frequent
errors of wordidiom form, choice, usage but
meaning not obscured
13-10 Fair to poor
Limited range – frequent
errors of wordidiom form, choice, usage
– meaning confused or
obscured Essentially translation
–
