Since Dictogloss is a simple technique, the researcher hopes that by using this technique, the students are able to use the knowledge of language rules for
communication. Considering the students’ weaknesses in listening the target language forms, the teacher should be patient in dictating the passages which
contains the target language forms to the students. The steps the researcher did to investigate students’ progress in mastering
simp le past tense were: 1. Constructing the test of simple past tense.
2. Conducting the pilot test to determine the reliability coefficient of the test. 3. Scoring the test result and finding the reliability coefficient.
4. Administering the pre-test. 5. Implementing “Dictogloss”.
6. Administering the post-test. There are three things to consider in mastering simple past tense. They are
the form of simple past tense, the meaning of simple past tense, and the function of simple past tense. Also, there are six elements or common difficulties which
are faced by the students in mastering simple past tense. They are: the use of auxiliaries, adverbial of time, negative and interrogative form, regular and
irregular verbs.
C. Hypotheses
There are three hypotheses as stated previously in Chapter I. The hypotheses are:
1. Conceptual hypothe sis PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Ho: The use of Dictogloss technique is not effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta.
H
1:
The use of Dictogloss technique is effective to improve the mastery of simple past tense for the first grade students at SMK Bopkri I Yogyakarta.
2. Operational hypothesis Ho: The mean score of the students in the experimental group is the same
with those students in the control group.
H
1
: The mean score of the students in the experimental group is significantly higher than those in the control group.
3. Statistical hypothesis Ho: ?E = ?C
H
1
: ?E ?C Where,
?E = the mean score of posttest of Experimental Group IAK
?C= the mean score of posttest of Control Group IAP The meaning of this hypothesis is that the null hypothesis will be
rejected if the mean score of the posttest of Experimental Group IAK is significantly higher than that of Control Group IAP. Therefore, in order to
check the significance between those two mean scores, the researcher conducted the computation of the independent sample t-test.
Since the number of pairs equals 30, the degree of freedom df is n
1
+n
2
-2 = 30+30-2 =58. Assuming that the level of significance a equals 0.05 and df=
58, the table value for t required for rejection of the null hypothesis equals 1.671 see appendix 14.
CHAPTER III METHODOLOGY
This chapter presents information about the method used in this study. The discussion involves 1 research method, 2 research setting and participants, 3
research instrument, 4 data gathering technique, 5 data analysis technique, 6 research procedure.
A. Research Method
In this research, the researcher used experimental as the research method. Fraenkel and Wallen 1993:230 reveals that
Experimental research is the only type of research that directly attempts to influence a particular variable and it is the only
type that can really test hypotheses about cause and effect relationship.
The researcher used the experimental method, because she can decide the nature of treatment. The treatment was applied to observe and measure whether
or not the Dictogloss technique caused any difference on the learners’ behavior and achievement in mastering Simple Past Tense. Two groups were needed to
conduct this experiment. One group acts as the control group and one group acts as the experimental group. Those two groups were given different treatment.
In trying to accomplish this study, the researcher used a test to gain the data. The use of the test was to help the researcher to collect information and to
analyze it. In checking the significance of the two mean scores result from two different groups, the researcher conducted the computation of the independent
23 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
