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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The research was aimed to describe the use of the dictogloss technique in improving the writing skills of grade VIII students at SMP N 1 Mungkid. Chapter
IV presents the process of the research, the findings of the research and the interpretation of the findings in the form of qualitative data. The process of the
research consists of two cycles, Cycle 1 and Cycle II, in which each cycle covers planning, actions and observations, and reflection. This chapter also presents the
results of the research in the form of qualitative and quantitative data. The details are presented below.
A. Reconnaissance
Firstly, the researcher identified the problems that occurred in the teaching and learning process, especially in teaching writing. The researcher
started to observe the teaching and learning process in the classroom to know the problems in writing. He also held interviews both to the teacher and students
about the process of teaching and learning writing. Then, some problems were selected to be overcome. The steps in the reconnaissance stage is explained
below.
1. Identification of the problems
The researcher started by interviewing the English teacher. After that, he held classroom observation and interviewed some of the students of
VIII C class. According to the data gained from observation and interview in VIII C Class SMP N 1 Mungkid, there were some problems found in the
teaching and learning process. The problems identified are presented in the table below.
Table 2: The Field Problems in VIII C Class SMPN 1 Mungkid No.
Field problems Code
1. Most of the students were passive.
S 2.
Only few students understood the teacher’s explanation. S
3. The students made a lot of noise during the teaching and
learning process. S
4. Most of the students had difficulties in responding to the
teacher’s questions. S
5. The students had low mastery of English grammar.
S 6.
The students had limited vocabulary mastery. S
7. The students found difficulties in exploring and developing
ideas. S
8. The students showed low participation in classroom
activities. S
9. The teacher was dominant in the classroom.
T 10. The teacher too much focused in grammar and reading.
T 11. The teacher provided grammar exercise from textbooks to
teach writing. M
12. The materials were lack of visual aids. M
S = Students T = Teacher M = Materials
2. The selection of the problems
After identifying the problems, the researcher and the English teacher decided to select the field problems based on the urgency level. The
selection of the problems to solve are presented below.
Table 3: The Selected Problems No.
Problems Codes
1. Most of the students were passive.
S 2.
The students showed low participation in classroom activities.
S 3.
The students had low mastery of English grammar. S
4. The students had limited vocabulary mastery.
S 5.
The students found difficulties in exploring and developing ideas.
S
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