E. The Previous Related Study
Dictogloss is not a new technique in teaching and learning sector. There are some people who have implemented dictogloss technique in teaching writing or
other skill as their research. Here the writer will mention 2 of them included the results.
First, a skripsi arranged by Nora Hikmatul Jannah with the title “The Effectiveness of Dictoloss Technique to Improve Students’ Listening Ability at
The Eight Grade Students of Mts Al-Huda Bandung in Academic Year
20142015”. The study objective of the research were to know students ability in
listening when they are not taught by dictogloss technique,to know students ability in listening when they are taught by using dictogloss technique, to know a
significant difference in the listening ability between those who are taught by using dictogloss technique and those who are not. The research design in this
study used pre-experimental research design with quantitative approach.The writer analyzed the data from two tests; pre-test and post-test .The populations in
this study were all students of class VIII in MTs Al-Huda Bandung Tulungagung, the sample was VIII A class consist of 22 students, the research instrument is test
including pre-test and post-test. The researcher analysis the data using calculation of T-test. The research finding in this research showed that difference between the
avarage of students’ score before they were taught using dictogloss technique 50.90 and after they were taught dictogloss technique 83.86. Statistical
calculation using t-test showed that the score of tcount 16.61 was greater than that of ttable 2.08 with significant level 5 and degree of freedom of 21. It was
concluded that dictogloss technique is an effective technique in teaching listening to junior high school, especially for eight grade students at MTs Al-huda Bandung
Tulungagung. Second
, a thesis arranged Dzaky Mubarak Fasya with the title “Improving the G
rade VIII Students’ writing Skill of Narrative Text through Dictogloss at SMPN 1 Mungkid, Magelang in The Academic Year of 20142015. The
researcher used Classroom Action research to improve students writing skill of
narrative text. There were 2 cycles and each cycle show positive effect for the students.
Third, a skripsi arranged by Evi Sofiyah with the tit le “The Effectivenss of
Dictogloss Technique in Teaching Writing of Narrative Text” at the first grade
Students of SMA Manba’ul. This research used to test whether dictogloss
effective in teaching writing of narrative text or not. The researcher gave the treatment 4 times both in experimental by applying dictogloss technique. As
controlled class, the researcher used conventional method to teach narrative text. Each of class consists of 20 students. The result shows that there is significant
change in experimental class. And the statistical hypothesis shows that the value of to t observation is higher than t table to tt which means that dictogloss
technique is effective in teaching writing of narrative text. From the study above, it can be concluded that the dictogloss technique has
an effect on improving the students’ writing skill. So, the researcher believes that the dictoglosss technique can be regarded as an effective way to improve
students’ skill both writing and listening.
F. Conceptual Framework
Writing is part of English skill that should be taught to the tenth grade students at SMA PGRI 56 Ciputat. One of writings type is writing of descriptive text.
However, many of the students are still below the standard. There are some problems in teaching and learning writing of descriptive text and it needs to be
developed. The problems are caused by several factors; first, dealing with the technique
and method that are given in writing class. The teacher is still used old traditional method in which the students are just pay attention and listen to the teacher while
heshe is delivering material teacher-centered. The students cannot explore their creativity and ability due to lack of time.
Less interaction and guidance between the teacher and the students is also the problems in teaching and learning writing of descriptive text. Mostly, after
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