chosen to do this stage, the students should be encouraged to compare the various versions and discuss the language choice made. In this way, errors are exposed
and discussed so that students understand the hypotheses, false, that underlie their choice.
4. The Advantages and Disadvantages of Teaching Writing by using Dictogloss
Technique
Dictogloss as one of technique that can be used in writing learning brings some advantages when it is implemented. According to Vasiljevic, there are some
advantages of dictogloss. Those advantages are:
35
a. By Dictogloss, students are actively involved in the learning process and there are
multiple opportunities for peer learning and peer teaching. It is because dictogloss combines individual and group activities in which students listen and take notes
individually and then reconstruct the text together. b.
The reconstruction stage helps students try out their hypotheses and subsequently to identify their strenghts and weakness. The reconstruction and correction stages
help the students to compare input to their own representation of the text and identify the possible gaps.
c. Dictogloss can help students recreate the text rather than depend on the teacher to
provide the information. The analysis and correction stage enables the students to see where they have done well and where they need to improve.
35
Zorana Vasiljevic,
Dictogloss as an interactive method of teaching listening comprehension to l2 learners,
English Language Teaching 3 no.1, 2010, pp. 45- 46
d. Dictogloss is beneficial to reduce learners‟ anxiety in learning because they learn
in small group.
The disadvantages of using Digtogloss Teachnique in Teaching Writing: a.
The teacher should prepare some texts. b.
For the lazy students , they will not memorize the text and cooperate with other students.
J. Concept of Free Writing Technique
1. Definition of Free Writing Technique
According to Oshima and Hogue free writing is a brainstroming activity in which you write freely about a topic you are looking for a specific focus.
36
Another prewriting technique is free writing. When you free wtite, you write “freely” without stopping-
on a topic for a specific amount of time. You just write down sentences as you think of them without worrying about whether your sentences are correct or not.
37
In otherbook according to Oshima and Hogue also support that, are with listing, the
purpose of free writing is to generate as many ideas as possible and to write them down without worrying about appropriateness, grammar, spelling, logic, or
organization.
38
It produces raw, often unusable material but help the research overcome block of apathy and self-critism. It is will be used mainly prose by
36
Alice Oshima and Ann Hogue,
Op.Cit
, p.6
37
Ibid
, p.34
38
Alice Oshima and Ann Hogue,
Loc.Cit
researcher and writing teachers. Some researchers use technique to collect initial thinks and ideas on a topic, often a prelimenary to formal writing. In free writing one
written sentences to form a paragraph about whatever comes to mind.
The students will write without regard to spelling, grammar,etc., and will make no corrections. If the student reaches the point when they cannot think anything to will
write, they write that they can not think of anything, until they find another line of thinking. At time, the student may also do a focus on free write, letting choose the
topic structure their thinking. Expending from the topic, the thinking may stray to make connection and create more abstract views on the topic. This technique will
help the researcher explore a particular subject before putting ideas into a more basic context.
In conclusion, free writing is an activity in which you write freely about a topic because you will look for a specific focus. It is a simple process that is the basic for
other discovery techniques. Free writing is all the thinking process, not about a product or a performance for a student or writer.
2. Procedures of Teaching Writing Using Free Writing Technique
There are some procedures of teaching writing using free writing technique in as follows:
39
39
Ibid
