THE EFFECT OF DICTOGLOSS TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT.

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THE EFFECT OF DICTOGLOSS TECHNIQUE ON

STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT

A THESIS

Submitted as Partial Fulfillment of the Requirements For the Degree of SarjanaPendidikan

FANNY AMELIA PURBA

Registration Number : 2113121025

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.

I understand that this thesis may be screened electronically or otherwise for plagiarism.

Medan, March 2016

Fanny Amelia Purba

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ABSTRACT

Purba, Fanny Amelia. 2113121025. The Effect of Dictogloss Technique on

Students’ Achievement in Writing Spoof Text. A Thesis. English Department.

Faculty of Language and Arts. State University of Medan. 2016.

This study intended to find out the effect of Dictogloss technique on students’ achievement in writing spoof text. It was conducted by using experimental research design. The population of this study was the second (XI) grade students of SMA Dharmawangsa Medan. It consisted of 120 students with four parallel classes. Forty students were chosen as the sample by using random sampling technique. Class XI IPS1 with 20 students became the experimental group while class XI IPS 2 with 20 students became the control group. The experimental group was taught by using Dictogloss technique and the control group was taught by Phonics Dictation technique. The instrument used for collecting the data was writing test. The data were analyzed by using t-test formula. The result showed that in experimental class, the lowest score was 72 and the highest score was 93. In control group, the lowest score was 60, and the highest score was 85. The mean score in experimental group was higher than control group, namely 83 for experimental group and 75 for control group. The value of tobserved (3.785) was higher than the value of ttable (2.024) (α = 0.05) with the degree of freedom (df) = 38. Therefore, the students’ achievement in writing spoof text taught by dictogloss technique was higher than taught by phonics dictation technique.

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ACKNOWLEDGMENT

All praises and the greatest thankfulness to almighty Allah SWT who has blessed, given time, opportunity, health, and mercy to the writer in finishing this thesis entitled “The Effect of Dictogloss Technique on Students’ Achievement in Writing Spoof Text” to fulfill the requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department, Faculty of Languages and Arts, State University of Medan.

In the process of writing this thesis, so many people that always assist, support, prayers, suggest, help, advice, and motivate the writer. Therefore, the writer would like to express her thankful and her sincere appreciation that directed to:

1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty. 3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department.

4. Dra. Meisuri, M.A., the Secretary of English Department and as her Reviewer and Examiner who have given their precious time, guidance, suggestions and comments.

5. Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education Study Program.

6. Dr. I Wayan Dirgeyasa, M.Hum., Academic Advisor and Thesis Reviewer.

7. Prof. Dr. Busmin Gurning, M.Pd., her first Thesis Advisor who has given his precious time to give valuable advice and guidance in the process of writing this thesis.

8. Rita Suswati, S.Pd., M.Hum., her second Thesis Advisor who has given many suggestion and guidance in the process of writing this thesis.

9. Dr. Siti Aisah Ginting, M.Pd., her Reviewers and Examiners who have given suggestion and comments.

10.All the lecturers of English Department who have taught and adviced her during the academic years.

11.Eis Sri Wahyuningsih, S.Pd.,M.Pd., and Mr. Pantes, the Administration Staffs of English and Literature Department who always helped the writer during her academic year.

12.Drs. Sutrisno., the Headmaster of SMA Dharmawangsa Medan who has given the permission to conduct the research in the school. And also for students in XI SOS 1 and XI SOS 2 for their participation and attention during the research.

13.Benyamin Purba, S.E and Hamidah Shinta Panjaitan who have given love, prayers, support, advice, suggest, motivation, financial support, and has struggled so much for her. And also for her beloved younger brother and sister, Mhd. Fauzi Purba, S.E and Delilah Purba for the support and prayer.

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14.All her best friends, Diaz Pradya Azmi, Liza Ismaniar Lubis, Adeliany Putri, Suhartina, Weny Ardianti, Sri Lestari Setyawan, and Atikah Sarayah.

15.Muhammad Reza, Aulia Ilham Prayitno, and Afriansyah that always give their support, motivation, and suggest to her.

16.All her friends in PPLT Seroja Karser, Desi Lubis, Ayu Atika, Reni Handayani, M. Reza Fahlevi, Resta Siagian, M. Rizky, and Mauritz Angga.

17.Regular B 2011 for helping, support, suggest, and so nice friendship. Finally, the writer hopes this thesis can give the contribution to the English Education students and also further pedagogical research.

Medan, March 2016 The Writer

Fanny Amelia Purba NIM. 2113121025

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Pages

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II. REVIEW AND LITERATURE ... 6

A. Theoretical Framework ... 6

1. Students’ Achievement in Writing ... 6

2. Genre Writing ... 7

a. Characteristic of Genre Writing ... 8

b. Spoof Text ... 8

3. Writing Skill ... 10

a. Writing Process ... 11

4. Teaching Writing Techniques ... 12

a. Dictation Technique ... 12

b. Dictogloss Technique ... 13

c. Teaching Writing by Dictogloss Proces ... 15

5. Assessment of Writing Test ... 16

B. Relevant Studies ... 19

C. Conceptual Framework ... 21

D. Hypothesis ... 22

CHAPTER III. RESEARCH METHOD ... 23

A. Research Method ... 23

B. Population and Sample ... 24

1. The Population ... 24

2. The Sample ... 24

C. The Instrument of Data Collection ... 25

D. Procedures of Data Collection ... 25

1. Pre-test ... 25

2. Treatment ... 25

3. Post-test ... 31

E. The Validity and Reliability of the Test ... 31

1. Validity of the Test ... 31

2. Reliability of the Test ... 32

F. Technique of Data Analysis ... 33

G. Statistical Hypothesis ... 33

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CHAPTER IV. DATA, DATA ANALYSIS AND DISCUSSSION ... 34

A.The Data ... 34

B. Testing Reliability of the Test ... 35

C.Data Analysis ... 36

1. Test for Homgeneity of Variance ... 36

2. Testing Nomarlity ... 36

3. Analyzing the Data by Using t-test Formula ... 37

4. Testing Hypothesis ... 38

D.Discussion ... 38

CHAPTER V. CONCLUSION AND SUGGESTION ... 40

A.Conclusion ... 40

B. Suggestion ... 40

REFERENCES ... 41

APPENDICES ... 43

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LIST OF TABLES

Pages

Table 1.1. Students’ Score in Writing Competences ... 3

Table 2.1. Assessment of Writing Test (Content) ... 17

Table 2.2. Assessment of Writing Test (Organization)... 17

Table 2.3. Assessment of Writing Test (Vocabulary) ... 18

Table 2.4. Assessment of Writing Test (Language Use) ... 18

Table 2.5. Assessment of Writing Test (Mechanic) ... 19

Table 3.1. Research Design ... 23

Table 3.2. Teaching Procedure for Experimental Group ... 28

Table 3.3. Teaching Procedure for Control Group ... 30

Table 4.1. Students’ achievement score in pre-test and post-test ... 34

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vii

LIST OF APPENDICES

Pages

Appendix A. Assessment of Writing Test... 43

Appendix B. Writing Test ... 46

Appendix C. Students’ Score of Pre-Test and Post-Test of Experimental Group ... 47

Appendix D. Students’ Score of Pre-Test and Post-Test of Control Group 48 Appendix E. Testing the Reliability of the Test ... 49

Appendix F. The Calculation of t-test in Experimental Group ... 51

Appendix G. The Calculation of t-test of Control Group ... 52

Appendix H. Percentage Point of T Distribution ... 55

Appendix I. Lesson Plan for Experimental Group ... 57

Appendix J. Lesson Plan for Control Group... 61

Appendix K. Sample of Score for Experimental and Control Group ... 65

Appendix L. Sample of Score for Experimental and Control Group ... 69

Appendix M. The Calculation of the Mean (M) and the Standard Deviation (SD) ... 73

Appendix N. Percentage Points Of The T Distribution ... 77

Appendix O. Percentage Points Of The T Distribution ... 79

Appendix P. Lesson Plan Experimental Class (Meeting I) ... 81

Appendix Q. Lesson Plan Experimental Class (Meeting II) ... 87

Appendix R. Lesson Plan Experimental Class (Meeting III) ... 94

Appendix S. Lesson Plan Control Class (Meeting I) ... 102

Appendix T. Lesson Plan Control Class (Meeting II) ... 108

Appendix U. Lesson Plan Control Class (Meeting III) ... 115

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CHAPTER I

INTRODUCTION

A.The Background of the Study

English is an international language that the people in the world use to

communicate one to another. In today’s global world, the importance of English

cannot be denied and ignored since English is the most common language spoken everywhere by the help of developing technology. English has been playing a major role in many sectors including education, which is the most important arena where English is needed.

In learning English, there are four skills that the students should be mastered in their study. They are speaking, listening, reading, writing. Writing is one of the four basic skills in learning English holds an important role in daily communication. People use writing from simple activity to complex activity. It is also one of the most important skills that can improve students’ achievement in learning foreign language. As one of the basic language skills, writing has a very complex process. Therefore writing is not easy as some people think. De Leon (1993) states that these abilities can be achieved only if learners master some techniques of writing such as how to obtain ideas about what will write on, to express them in a sequence of sentences,to organize them chronologically and coherently, to review and then to revise the composition until the writing is well-built. Moreover, even English is officially taught for years and the students had passed the National Examination, there is still no significant achievement especially in students’ writing ability.

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While the researcher did an observation in SMA Dharmawangsa Medan

also found those problems. The students’ competence in writing English was low.

The researcher found that most of the students were not able to write spoof text successfully because they learned spoof text only once as the students get formal education in school. One of the genre text that Senior High students learn about type of texts for Grade XI is spoof text. Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. The teacher used phonics dictation technique in teaching’s technique. The teacher wanted to ask them to re-write a spoof text. The students didn't know even the first step how to write the spoof text although factually they have good enough amount of English words they know. The teacher only read the text and the students just write what they have heard from the teacher. There was no improvement in their writing skill.

There are some factors why the students might think that writing is difficult. First, they find difficulties in gathering their ideas and organizing them in a good paragraph unity. Second, students do not have much idea of what to write and how to start writing. As a matter of fact, they waste too much time thinking about what they are going to write instead of free writing. Third, students are afraid of making errors. Most students only focus about not make errors – spelling, grammar, and punctuations - to their writing than strengthening their ideas to be vivid. Spelling, grammar, and punctuation are also important parts in writing a paragraph, but the most important part is how the writers can give clear views through their writing. Finally, most teachers tend to use the traditional

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technique such as phonics dictation technique. Here, the teacher takes the major role explaining everything, doing what the student is supposed to do while the student's role is only listening to what is uttered to their teacher.

In fact, many students could not pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) applied at the school, which is 70 in English subject.

The data can be seen in table 1.1 below:

Table 1.1 Students Score in Writing Competence

Class Score < 70 Score > 70

XI IPS I 17 students ( 56.1% ) 13 students ( 43.9% ) XI IPS 2 19 students ( 62.7% ) 11 students ( 37.3% ) XI IPS 3 20 students ( 66% ) 10 students ( 34% ) XI IPS 4 18 students ( 75,6% ) 12 students ( 24,4% ) Total 74 students ( 59.4% ) 46 students ( 40.6% ) (Source: SMA Dharmawangsa Medan academic year 2015/2016)

From the data of these 4 classes, it could be seen that 59.4% of 120 students had score under the minimal completeness criterion. It could be concluded that by applying phonics dictation, the students’ achievement in writingwas low.

Responding to these problems, teachers hold an important role in solving

students’ problems in writing.Making the teaching-learning process interesting

and meaningful, teachers can apply strategy in the process to increase students’ writing achievement. In this case, dictogloss technique makes students get their own ideas and put them down in a good text. Dictogloss is facilitating the learners to write fluently.

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Wajnryb (1990) states that dictogloss technique is an integrated-skills technique for language learning in which students work together to create a reconstructed version of a text read to them. Dictogloss technique provides environment for students to practice their writing skill and even in the other language skills (listening, reading, and speaking). Dictogloss technique helps students to create ideas which make students easier to write and teaches students about vocabulary and grammar in context, which makes grammar learning more purposeful and meaningful. Because of that, by writing spoof text were more progress if the class were taught by using dictogloss technique.

According to the research that has been done by Sidabutar (2013) found Dictogloss was a proper technique to solve the teaching learning process which was still weak in the teaching learning process in the classroom. Setiana (2012) in Bandung found that the result of testing by applying dictogloss technique showed that the experimental class students got better score than the control class students. However, dictogloss technique made a better progress in writing achievement. Another researcher, Susanti (2012) found that dictogloss technique is a potent technique which empower students’ imagination. It also made students more enjoyable and interested in learning writing genre text.

Based on the explanations above, the researcher focused on conducting a research in order to investigate the effect of dictogloss technique on the students’ achievement in writing spoof text.

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B.The Problem of the Study

The research problem was formulated as follows: ”Was the students’ achievement in writing spoof text taught by Dictogloss Technique higher than that taught by using Phonics Dictation Technique?”

C.The Scope of The Study

This study was focused on the application of Phonics Dictation Technique and Dictogloss Technique in teaching writing spoof text to the students of the second year of SMA DHARMAWANGSA MEDAN.

D.The Objective of The Study

The objective of the study was to find out the students’ achievement in writing spoof text taught by Dictogloss Technique was higher than that taught by using Phonics Dictation Technique.

E.The Significance of the Study

The findings of this study were expected to be useful and relevant:

1. Theoretically, to develop and enhance the concept and knowledge about teaching writing spoof text by applying Dictogloss Technique.

2. Practically

For the teachers, to selected dictogloss technique as better way in increasing students’ achievement in writing spoof text.For the students, to improved students’ ability in writing spoof text by applying Dictogloss Technique.For the next researchers, to developed the knowledge about teaching writing spoof text by applying Dictogloss Technique.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

Based on the result of the data analysis, the study showed that the application of Dictogloss Technique in teaching writing enabled the students to explore their ideas in writing spoof text. The mean of pre-test (58.95) to post-test (83) in experimental group, while the mean of pre-test (56.55) to post-test (75) in control group. So, the mean of post-test in experimental froup (83) was higher than the mean of post-test in control group (75). (See appendix C and D).

The result of test calculation on testing hyphotesis showed that t-observed (3.785) > t-table (2.024). It showed that the hyphothesis stating that student’s achivement in writing spoof text taught by dictogloss was higher than by phonics dictation technique was accepted.

B.Suggestion

The findings of this study were expected to be useful and relevant:

1. Since this research is limited to investigation of the Dictogloss Technique, it is suggested to develop and enhance the concept and knowledge about teaching writing spoof text by applying Dictogloss Technique.

2. The English teachers are suggested to select dictogloss technique as better way in increasing student’s achivement in writing spoof text.The students are suggested to improve students’ ability in writing spoof text by applying dictogloss technique. The next researchers are suggested to develop the knowledge about teaching writing spoof text by applying Dictogloss Technique.

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Belmont:

Wadsworth/Thomson Learning.

Best, J.W and Kahn, V.J. 2002. Research in Education. Stanford: Prentice Hall.

Brown, H.D. 2004. Language Assesment: Principles and Classroom Practices. New York: Pearson Education.

De Leon, Dolores. 1993. Developing Competencies In Research Writing. Toronto: Melfon Publishing.

Dirgeyasa, I Wy. 2012. Maritime English Writing: A genre Based Approach. Medan: Unimed Press.

Dirgeyasa, I Wy. 2014. College Academic Writing: A Genre Based Perspective. Medan: Unimed Press.

Heaton, J.B 1984. Writing English Language Tests. London: Longman Group. Heaton, J.B. 1990. Classroom Testing. London: Longman Group.

Javed, M. 2013. A Study of Students’ Achievement in Writing Skills of The English Language. International Journal of Instruction, VI (2).

Kidd, Richard. 1992. Teaching ESL Grammar Through Dictation.TESL Canada Journal, Vol. 10, No.1, Fall 1992.

Kooshafar, Maasome, Amirian. 2012. The Effect of Dictogloss Technique On Learners’ Writing Improvement In Terms of Writing Coherence Text.Journal of Language Teaching and Research, Vol. 3, No. 4, pp. 716-721.

Mifflin, Houghton. 1996. The American Heritage Dictionary of The English Language. Boston: Mifflin Company Boston.

Nunan, David. 2002. Second Language Teaching Learning. London: Heinle Publishers. Orianda, P. and Rosa, R. 2013. Teaching Writing Spoof Text to Senior High School

Students. Journal of Language Teaching, Vol. 2, No. 00240.

Oshima, A. and Hogue, A. 1988. Introduction to Academic Writing. Wesley Publishing Company.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: C.V. Andi Offset.

Setiana, Inu. 2012. Teaching Writing Trough Dictogloss Technique at The Seventh Grade Of SMPN 14 Bandung. Education Journal, Vol.1, No. 6966.

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Sidabutar, Hasian. 2013. The Effect of Dictogloss Technique on Grade X Students’ Achievement in Writing Recount Text. Journal of Language Teaching, Vol.1, No. 32332.

Simarmata, Frendi. 2014. The Effect of Applying PWIM on Students’ Achievement in Writing Narrative Text.Journal of Language Teaching, Vol.1.

Singer, N. and Diane, S. 2012. Increasing Student Achievement in Writing Through Teacher Inquiry: An Evaluation of Professional Development Impact.University of Missouri.

Susanti, Nova. 2012. Improvement Students’ Achievement in Writing Horatatory Exposition Texts Through Dictogloss Technique. Journal of Language Teaching, Vol. 1, No. 26.

Tedick, Diane. 2001. Dictogloss Procedure. London: Cambridge University Press. Thornbury, Scott. 1999. How to Teach Grammar. London: Pearson Education Group. Tuan, Luu. 2011. Teaching Writing Through Genre-Based Approach.Theory and Practice

in Language Studies, Vol. 1, No. 11, pp. 1471-1478.

Wajnryb, Ruth. 1990. Grammar Dictation. London: Oxford University Press.

Weaver, C. 1996. The Great Debate (Again): Teaching Grammar and Usage. The English Journal, Vol.85 (7).

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In fact, many students could not pass the Minimal Completeness Criterion (Kriteria Ketuntasan Minimal) applied at the school, which is 70 in English subject.

The data can be seen in table 1.1 below:

Table 1.1 Students Score in Writing Competence

Class Score < 70 Score > 70

Responding to these problems, teachers hold an important role in solving students’ problems in writing.Making the teaching-learning process interesting and meaningful, teachers can apply strategy in the process to increase students’ writing achievement. In this case, dictogloss technique makes students get their own ideas and put them down in a good text. Dictogloss is facilitating the learners to write fluently.

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Based on the explanations above, the researcher focused on conducting a research in order to investigate the effect of dictogloss technique on the students’ achievement in writing spoof text.

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B.The Problem of the Study

C.The Scope of The Study

This study was focused on the application of Phonics Dictation Technique and Dictogloss Technique in teaching writing spoof text to the students of the second year of SMA DHARMAWANGSA MEDAN.

D.The Objective of The Study

The objective of the study was to find out the students’ achievement in writing spoof text taught by Dictogloss Technique was higher than that taught by using Phonics Dictation Technique.

E.The Significance of the Study

The findings of this study were expected to be useful and relevant:

1. Theoretically, to develop and enhance the concept and knowledge about teaching writing spoof text by applying Dictogloss Technique.

2. Practically

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40 A.Conclusion

B.Suggestion

The findings of this study were expected to be useful and relevant:

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Belmont: Wadsworth/Thomson Learning.

Best, J.W and Kahn, V.J. 2002. Research in Education. Stanford: Prentice Hall.

Brown, H.D. 2004. Language Assesment: Principles and Classroom Practices. New York: Pearson Education.

De Leon, Dolores. 1993. Developing Competencies In Research Writing. Toronto: Melfon Publishing.

Dirgeyasa, I Wy. 2012. Maritime English Writing: A genre Based Approach. Medan: Unimed Press.

Dirgeyasa, I Wy. 2014. College Academic Writing: A Genre Based Perspective. Medan: Unimed Press.

Heaton, J.B 1984. Writing English Language Tests. London: Longman Group. Heaton, J.B. 1990. Classroom Testing. London: Longman Group.

Javed, M. 2013. A Study of Students’ Achievement in Writing Skills of The English Language. International Journal of Instruction, VI (2).

Kidd, Richard. 1992. Teaching ESL Grammar Through Dictation.TESL Canada Journal, Vol. 10, No.1, Fall 1992.

Mifflin, Houghton. 1996. The American Heritage Dictionary of The English Language. Boston: Mifflin Company Boston.

Nunan, David. 2002. Second Language Teaching Learning. London: Heinle Publishers. Orianda, P. and Rosa, R. 2013. Teaching Writing Spoof Text to Senior High School

Students. Journal of Language Teaching, Vol. 2, No. 00240.

Oshima, A. and Hogue, A. 1988. Introduction to Academic Writing. Wesley Publishing Company.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: C.V. Andi Offset.

Setiana, Inu. 2012. Teaching Writing Trough Dictogloss Technique at The Seventh Grade Of SMPN 14 Bandung. Education Journal, Vol.1, No. 6966.

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Sidabutar, Hasian. 2013. The Effect of Dictogloss Technique on Grade X Students’ Achievement in Writing Recount Text. Journal of Language Teaching, Vol.1, No. 32332.

Simarmata, Frendi. 2014. The Effect of Applying PWIM on Students’ Achievement in Writing Narrative Text.Journal of Language Teaching, Vol.1.

Singer, N. and Diane, S. 2012. Increasing Student Achievement in Writing Through Teacher Inquiry: An Evaluation of Professional Development Impact.University of Missouri.

Susanti, Nova. 2012. Improvement Students’ Achievement in Writing Horatatory Exposition Texts Through Dictogloss Technique. Journal of Language Teaching, Vol. 1, No. 26.

Tedick, Diane. 2001. Dictogloss Procedure. London: Cambridge University Press. Thornbury, Scott. 1999. How to Teach Grammar. London: Pearson Education Group. Tuan, Luu. 2011. Teaching Writing Through Genre-Based Approach.Theory and Practice

in Language Studies, Vol. 1, No. 11, pp. 1471-1478.

Wajnryb, Ruth. 1990. Grammar Dictation. London: Oxford University Press.

Weaver, C. 1996. The Great Debate (Again): Teaching Grammar and Usage. The English Journal, Vol.85 (7).

THE EFFECT OF DICTOGLOSS TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING SPOOF TEXT.