The Effectiveness of Dictogloss Technique in Teaching Writing of Narrative Text

THE EFFECTIVENESS OF DICTOGLOSS TECHNIQUE IN
TEACHING WRITING OF NARRATIVE TEXT
(A Quasi-Experimental Study at the First Grade Students of SMA Manba’ul
Ulum)

By:

EVI SHOFIYAH
1110014000087

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015

KEMENTERIAN AGAMA
UIN JAKARTA
FITK

No. Dokumen

Tgl. Terbit
No. Revisi:
Hal

FORM (FR)

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

:
:
:
:

FITK-FR-AKD-063
1 Maret 2013
01
1/1

SURAT PERNYATAAN KARYA SENDIRI


Saya yang bertanda tangan di bawah ini,
Nama

: Evi Shofiyah

Tempat / Tgl. Lahir

: Jakarta, 13 Oktober 1992

NIM

: 1110014000087

Jurusan / Prodi

: Pendidikan bahasa Inggris

Fakultas

: Ilmu Tarbiyah dan Keguruan


Judul Skripsi

: The Effectiveness of Dictogloss Technique in Teaching
Writing of Narrative Text

Dosen Pembimbing

: 1. Ismalianing Eviyuliwati, M.Hum.
2. Desi Nahartini, M.Ed.

Dengan ini menyatakan bahwa skripsi yang saya buat benar – benar hasil karya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqasah

Jakarta, Januari 2015
Mahasiswa Ybs,

Evi Shofiyah
1110014000087


iv

ABSTRACT
Evi Shofiyah, 1110014000087. “The Effectiveness of Dictogloss Technique
towards Students’ Narrative Writing; A Quasi Experimental Study at the
First Grade Students of SMA Manba’ul Ulum. “Skripsi” of Department of
English Education at Faculty of Tarbiyah and Teachers’ Training of State
Islamic University Syarif Hidayatullah Jakarta, 2014.
Keywords: Dictogloss Technique, Writing, Narrative Text
The aim of this study was to find out the empirical evidence about the
effectiveness of dictogloss technique towards students’ narrative writing at the
first grade students of SMA Manba’ul Ulum.
The method of this study was quantitative method. This study used quasi
experimental design with pre-test and post-test design approach. The population
of this study were 114 first grade students of SMA Manba’ul Ulum in 2014/2015
academic year. By using purposive sampling, the writer took two classes as the
samples of this study. The samples of this study were X IPA 3 as experimental
class which was taught by dictogloss technique and X IPA 2 as controlled class
which was taught without dictogloss technique. Both classes consisted of 20

students. The writer gave pre-tests to both classes before giving treatment and
gave post-tests after giving treatment. The instrument used in this study was
writing test in which the students were asked to write a narrative text for pre-test
and post-test. To score the students’ writing, the writer adapted analytic scoring
rubric developed by Jacobs et al. The data obtained from pre-test and post-test
were analyzed by using t-test formula to see the effectiveness of dictogloss
technique towards students’ narrative writing.
The result of this study showed that the value of t o (t observation ) was 5.26.
The value of t t (t table ) with degree of freedom 38 in significance degree 5 % was
2.02 and in significance degree 1% was 2.71. It indicated that t o was higher than t t
or 2.02 < 5.26 > 2.71. As a result, the null hypothesis (Ho) was rejected and the
alternative hypothesis (Ha) was accepted. Hence, it was inferred that there was
significant difference between students’ narrative writing score who were taught
by dictogloss technique and those who were taught without dictogloss technique.
In other word, dictogloss technique is effective in teaching writing of narrative
text.

v

ABSTRAK

Evi Shofiyah, 1110014000087. “The Effectiveness of Dictogloss Technique in
Teaching Writing of Narrative Text; Sebuah Studi Kuasi Experimen pada
Siswa Kelas I SMA Manba’ul Ulum, Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri
Syarif Hidayatullah Jakarta, 2014.
Kata kunci: Dictogloss Technique, Writing, Narrative Text
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
keefektifan teknik dictogloss terhadap karangan naratif siswa pada siswa/i kelas I
SMA Manba’ul Ulum.
Metode penelitian ini adalah metode kuantitatif. Penelitian ini
menggunakan desain kuasi ekperimen dengan pendekatan desain pre-tes dan
post–tes. Populasi penelitian ini adalah 114 siswa kelas I di SMA Manba’ul Ulum
pada tahun ajaran 2014/2015. Dengan menggunakan teknik sampling purposive,
peneliti mengambil 2 kelas sebagai sampel penelitian ini. Sampel penelitian ini
adalah kelas X IPA 3 sebagai kelas eksperimen yang diajarkan dengan
menggunakan teknik dictogloss dan kelas X IPA 2 sebagai kelas kontrol yang
diajarkan dengan tanpa menggunakan teknik dictogloss. Kedua kelas terdiri dari
20 siswa. Peneliti memberikan pre-tes kepada kedua kelas tersebut sebelum
memberikan perlakuan dan memberikan post-tes setelah memberikan perlakuan.
Instrumen yang digunakan dalam penelitian ini adalah tes menulis yang mana

siswa diminta untuk membuat karangan naratif sebagai pre-tes dan post-tes.
Untuk menilai hasil tulisan siswa, peneliti mengadaptasi rubrik penilaian analitik
untuk menulis yang dikembangkan oleh Jacobs, dkk. Data yang diperoleh dari
pre-tes dan post-tes dianalisis dengan menggunakan rumus t–tes untuk melihat
keefektifan teknik dictogloss terhadap karangan naratif siswa.
Hasil dari penelitian ini menunjukkan bahwa nilai t o atau t hitung adalah
sebesar 5.26. Nilai t t atau t tabel dengan derajat kebebasan 38 pada taraf signifikansi
5% adalah 2.02 dan nilai t tabel pada taraf signifikansi 1% adalah 2.71. Hal tersebut
menujukkan bahwa nilai t o lebih besar dari nilai t t atau 2.02 < 5.26 > 2.71.
Hasilnya, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Oleh
karena itu dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara
skor karangan naratif siswa yang diajarkan dengan teknik dictogloss dengan skor
karangan naratif siswa yang diajarkan dengan tanpa teknik dictogloss. Dengan
kata lain, teknik dictogloss efektif dalam pengajaran menulis teks atau karangan
naratif.

vi

ACKNOWLEDGEMENT


In the name of Allah The Beneficent and The Merciful
All praises be to Allah, Lord of the world, who has been giving His
blessing, grace, health, power, inspiration, and everything to the writer so the
writer can accomplish this final project. Peace and salutation be upon Prophet
Muhammad SAW, his families, his companion, and his followers.
This skripsi is presented to Departement of English Education at Faculty
of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic
University Jakarta as partial fulfillment of the requirements for the Degree of
S.Pd. (S-1) in English Education.
In this opportunity, the writer would like to express her greatest gratitude
and honor to her wonderful parents, Mr. Muhammad Subhan and Mrs. Maslahah,
and her beloved brother, Muhammad Fahri Hasan, who always give their endless
love, support, motivation, guidance, and pray to the writer.
Furthermore, the writer would also like to express her deepest gratitude
and honor to her advisors, Mrs. Ismalianing Eviyuliwati, M.Hum., and Mrs. Desi
Nahartini, M.Ed., who have given their valuable knowledge, time, energy,
comments, corrections, and suggestions for the writer so the writer can finish her
skripsi.
Moreover, the writer’s sincere gratitude also goes to:
1.


Nurlena Rifa’i, Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’
Training.

2.

Drs. Syauki, M.Pd., as the head of Department of English Education.

3.

Zaharil Anasy, M.Hum., as the secretary of Department of English Education.

4.

All lectures and staffs of Department of English Education who have helped
and shared their valuable knowledge, inspiration, and motivation to the writer
during her study.

5.


Zaenuri Yasmin, S.Ag, M.Pd., as the headmaster of SMA Manba’ul Ulum,
who has given permission to the writer to conduct the research.

vii

6.

Arin Setyorini, S.Pd., as the English teacher of SMA Manba’ul Ulum, who
have assisted the writer in collecting the data during the research.

7.

All teachers, staffs, and students of SMA Manba’ul ulum who have helped
the writer during conducting the research.

8.

All her dormitory friends, Ello, Yuli, and Salamah, who have never been tired
to remind the writer to do her skripsi.


9.

All her best friends, Delima, Syifa, Lela, Erien, and Nay, for sharing time,
happiness, and sadness.

10. All her friends in Department of English Education 2010, especially at ‘C
class’ (Rizka, Fitri, Feni, Fahda, Atus, Indah, Tini, Irma, Anis) for the
wonderful time, friendship, support, togetherness, and knowledge which have
been shared for these several years.

May Allah the Almighty bless them all for their help and contribution.
Aamiin. Finally, the writer realizes that this skripsi still cannot be considered
perfect. Therefore, critiques and suggestions for this skripsi are really expected to
make this skripsi better.

Jakarta, January 2015

The Writer

viii

TABLE OF CONTENT

COVER PAGE ....................................................................................................... i
APPROVAL SHEET ............................................................................................ ii
ENDORSEMENT SHEET .................................................................................. iii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iv
ABSTRACT ............................................................................................................v
ABSTRAK ............................................................................................................ vi
ACKNOWLEDGEMENT .................................................................................. vii
TABLE OF CONTENT ....................................................................................... ix
LIST OF TABLES .............................................................................................. xii
LIST OF FIGURES ........................................................................................... xiii
LIST OF APPENDICES ................................................................................... xiv

CHAPTER I. INTRODUCTION
A. Background of the Study ............................................................1
B. Identification of the Problems ....................................................5
C. Limitation of the Study...............................................................6
D. Formulation of the Problem........................................................6
E. Objective of the Study ................................................................6
F. Significance of the Study............................................................6

CHAPTER II. THEORETICAL FRAMEWORK
A. Writing .......................................................................................8
1. The Definition of Writing....................................................8
2. Process of Writing ...............................................................9
3. Purposes of Writing ...........................................................11
B. Narrative Text ..........................................................................13
1. The Definition of Narrative Text.......................................13
2. Purposes of Narrative Text ................................................14
3. Generic Structures of Narrative Text ................................14

ix

4. Linguistic Features of Narrative Text ...............................15
C. Dictogloss .................................................................................18
1. The Nature of Dictogloss ..................................................18
2. Procedures of Dictogloss ...................................................20
3. Advantages of Dictogloss ..................................................22
D. Teaching Writing of Narrative Text
UsingDictoglossTechnique .....................................................24
E. Conceptual Framework ............................................................25
F. Relevant Previous Studies ........................................................27
G. Hypotheses of the Study ..........................................................29

CHAPTER III. RESEARCH METHODOLOGY
A. Place and Time of the Study ....................................................30
B. Research Method .....................................................................30
C. Population and Sample.............................................................31
D. Technique of Data Collecting ..................................................31
E. Technique of Data Analysis .....................................................34
F. Statistical Hypotheses ..............................................................37

CHAPTER IV. RESEARCH FINDINGS
A. Data Description .......................................................................39
1.

The Data of Experimental Class.......................................39

2.

The Data of Controlled Class ...........................................40

B. Data Analysis ..........................................................................41
1.

Normality Test..................................................................42

2.

Homogeneity Test ............................................................43

3.

Hypothesis Test ................................................................44

C. Data Interpretation and Discussion .........................................48

CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion ...............................................................................51

x

B. Suggestion ................................................................................51

BIBLIOGRAPHY ................................................................................................54
APPENDICES

xi

LIST OF TABLES
Table 3.1 : Analytic Scoring Rubric ...................................................................32
Table 4.1 : Normality Test Result of Experimental Class ..................................42
Table 4.2 : Normality Test Result of Controlled Class .......................................42
Table 4.3 : Homogeneity Test Result of Pre-test ................................................43
Table 4.4 : Homogeneity Test Result of Post-test ..............................................43

xii

LIST OF FIGURES

Figure 4.1 : Mean Score of Pre – Test, Post – Test, and Gained Scoreof
Experimental and Controlled Class ..................................................41

xiii

LIST OF APPENDICES
Appendix 1

Students’ Scores of Experimental Class

Appendix 2

Students’ Scores of Controlled Class

Appendix 3

Frequency Distribution of Pre-test and Post-test in Experimental
Class

Appendix 4

Frequency Distribution of Pre-test and Post-test in Controlled Class

Appendix 5

Calculation of Pre-test Normality in Experimental Class

Appendix 6

Calculation of Post-test Normality in Experimental Class

Appendix 7

Calculation of Pre-test Normality in Controlled Class

Appendix 8

Calculation of Post-test Normality in Controlled Class

Appendix 9

Homogeneity Test

Appendix 10 The Result of Statistical Calculation of Gained Score fromBoth the
Experimental Class and the Controlled Class
Appendix 11 Lesson Plan for Experimental Class
Appendix 12 Lesson Plan for Controlled Class
Appendix 13 Instrument of Pre-test
Appendix 14 Instrument of Post-test
Appendix 15 Students’ Writing Samples
Appendix 16 Surat Izin Penelitian
Appendix 17 Surat Keterangan Penelitian
Appendix 18 Tabel Distribusi Probabilitas t-student

xiv

CHAPTER I
INTRODUCTION
In this chapter, the researcher would like to present background of the
study, identification of the problems, limitation of the study, formulation of the
problem, objective of the study, and significance of the study.

A. Background of the Study
Writing is one of the ways used by people to communicate or to express
their ideas, thoughts, etc., to other people when it is impossible to communicate
orally. In this globalization era, the ability to write effectively is becoming
increasingly important, especially in English language. It is because, in this
globalization era, people are indirectly forced to be able to communicate through
English writing with foreigners all over the world, who widely use English, for
any purposes by using social media such as facebook, gmail, blog, twitter, etc, in
order to expand their world. As Weigle stated that “As advances in technology
allow people from nations and cultures throughout the world to interact with each
other, the ability to write a second or foreign language is becoming widely
recognized as an important skill”. 1
In addition, people actually will have to perform their writing skill
throughout their life for academic and occupational purposes such as composing
simple stories, writing letters, reports, papers, theses, and so forth that can be
accessed by people all over the world. As Dietsch stated that skill in writing is
crucial for suceeding in college and for advancing a career. 2 Furthermore, writing
is also important for English language learners to develop and reinforce their
understanding of new language that has been studied. 3 Learners can learn and
1

Sara Crushing Weigle, Assessing Writing, (New York: Cambridge University Press,
2002), p.1.
2
Betty Mattix Dietsch, Reasoning and Writing Well; A Rhetoric, Research Guide, Reader,
and Handbook, 3rd Edition, (New York: McGraw Hill, 2003), p.3.
3
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 1998), p.
79.

1

2

commit the new language to their memory as they go along with a process of
writing sentences or texts. Consequently, the skill of writing in English is
important to be mastered by all people, especially by English foreign learners.
However, writing is not easy and simple to do, especially when it is
compared with speaking. In speaking, speakers will get direct feedback from the
hearers. Hence, if the hearers seems to not understand the message conveyed, the
speakers can use gesture, intonation, stress, and facial expression, to make the
message clearer. Meanwhile, in writing, writers cannot get immediate feedback
from readers or even did not get any feedback at all to know whether or not the
messages in their writing has been well understood. 4 In addition, Hedges pointed
out that effective writing requires a number of things such as a high degree of
organization in the development of ideas and information; a high degree of
accuracy so that there is no ambiguity of meaning; a careful choice of vocabulary,
grammatical patterns, and sentence structures. 5 As a result, writing needs greater
requirements than speaking to make readers understand what has been written
without asking for clarification.
Due to the importance and the complexity of writing, in English language
learning, Indonesian students are also expected to learn and master writing skill
besides other English skills; listening, speaking, and reading.It means that the
students do not only have to learn and be able to get the meaning from English
text and speech through listening and reading, and be able to speak in English, but
they also have to learn and be able to write some types of texts in English. Based
on the English syllabus in Curriculum 2013 for first grade students of Senior High
School, there are some text types that should be learned and mastered by the
students. One of those texts is narrative text.
Narratives are stories. Calfee and Drum in Dymock stated that “Stories
generally tell ‘what happened’, who did what to whom and why. 6 Hence, narrative

4

Jeremy Harmer, The Practice of English Language Teaching, (London and New York:
Longman,1996), p. 53.
5
Tricia Hedge, Writing, (Oxford : Oxford University Press, 1988), p.5.
6
Susan Dymock. “Comprehension Strategy Instruction: Teaching Narrative Text
Structure Awareness”. The Reading Teacher 6, no.2 (2007) : 161.

3

text is a text that tells about story or event that happened in the past time.
Narrative text can be fiction and non-fiction story. There are some kinds of
narrative text. They are adventure, fairy tale, fantasy, fable, myth, legend, and etc.
However, based on the result of preliminary study that the researcher did
in SMA Manba’ul Ulum, she found that many students still get low score in their
English achievement, especially in writing. The students still cannot produce a
good writing in English. Furthermore, based on the result of interview with the
English teacher, the teacher stated that there are many problems faced by the
students when they are asked to write. They often do not know how to get started
their writing. They often feel difficulty to get ideas to write so they cannot write
smoothly to develop the topic and often get stuck in the middle of their writing.
Also, they often get difficulties to organize their ideas in their writing. In addition,
they have limited vocabulary and poor knowledge of English grammatical rules so
their written sentences and paragraphs are often not good and grammatically
incorrect.
According to Ngalim Purwanto,there are two kinds of factor that can
influence students’ learning and achievement. Those are students’ internal factors
which include students’ personality, IQ, internal motivation, etc., and students’
social factors which include condition of family, teacher and his/her teaching
technique, teaching and learning media or equipment, learning environment, and
social motivation. 7 As the factor that is considered having big influence toward
students’ learning achievement, a teacher who formally facilitates students in
learning should carefully select the teaching technique that can be used
appropriately in the classroom. The teacher should also be able to create
interesting atmosphere by using various teaching techniques so the students will
be motivated in learning and students’ boredom and anxiety in learning can also
be released.
Unfortunately, from the preliminary study, the researcher also got
information that when the teacher teach English, she spent much time to explain
7

M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: PT Remaja Rosdakarya, 2010),

p.102.

4

the materials. She does not create learning activities which can make students
become active and does not provide much time for students to interact each other
during learning. Moreover, the learning activities used for writing practice is often
meaningless and not communicative. She often just asks students to do the
exercises in English textbook or students’ workbook, such as asking students to
arrange the jumbled paragraph, and completing narrative text. Also, she often asks
students to write or compose a text individually or in pair from the topic given
after she explains the material, and asks the students to submit it to the teacher to
be assessed dirrectly. As a result, it makes students bored, frustated, and anxiety
to practice their writing especially for those whose writing skill is still low.
To solve the problems stated above, the teachers who teach English should
be creative and they should choose the suitable technique in teaching. The
technique they use to teach especially writing have to make students become
actively involved and have high motivation in learning how to write effectively.
Moreover, The technique that they implement should also have interesting
activities that can make students want to practice their writing frequently. As what
Langan stated that because writing is a skill, so the more someone practices
writing, the better he or she will write. 8
There are actually a lot of techniques that can motivate and actively
involve students in English teaching – learning process. One of those techniques
is “Dictogloss technique”. Dictogloss is a new way to do dictation developed by
Ruth Wajnryb. 9 Dictogloss is different with the traditional dictation in which the
teacher reads the text slowly and repeatedly and ask students to write exactly what
the teachers read without doing any thinking.
In dictogloss, there is a gap between listening and writing phases. A text is
read twice to learners. They may not do anything except listening to the text at
first reading and they are asked to take brief notes at second reading. Next, they
work cooperatively in a group to reconstruct the text from their shared notes. The
task of reconstruction the whole text dictated from their notes requires the
8

John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p.13.
Ruth Wajnryb, Grammar Dictation, (Oxford: Oxford University Press, 1990), p.5.

9

5

students in groups to discuss and recall their prior knowledge about grammar,
vocabulary, and language features of text that they have to use in their
reconstructed text and they also have to organize well their shared notes and ideas
into paragraph form in order their reconstructed version will be coherent and have
closely meaning to the original text. At last, they analyze and compare their
various works to the original text each other. 10
By dictogloss, students can learn and train to write good paragraph/s in
different way. Students are given much time to interact with their friends during
learning. Vasiljevic stated that dictogloss also gives opportunities for students to
learn something new from their group because every person in a group has
different skill in writing. From the other members of groups, students can get
feedback and correction to their mistakes in writing, so that they can identify their
strengths and weaknesses in writing that can help them to produce better writing.
Moreover, students can decrease their anxiety in learning writing because they
work in a group. Besides, using dictogloss do not only train students’ writing skill
but it also trains other language skill, such as listening. 11 In other word, using
dictogloss technique to learn writing may give some benefits for the learners.
From the explanation above, the researcher is interested to conduct the
research on the effectiveness of dictogloss technique in teaching writing of
narrative text.

B. Identification of the Problems
Based on the explanation of background of the study, There are some
problems that can be identified, those are:
1. Many students still get low score in English and they still cannot produce a
good writing
2. Many students do not know how to start writing and organize their writing well
in order to be coherent

10

Ibid., p.5.
Zorana Vasiljevic, Dictogloss as an Interactive Method of Teaching Listening
Comprehension to L2 Learners. English Language Teaching 3, No. 1, 2010, p.45.
11

6

3. Many students are having limited vocabulary and limited knowledge about
grammar
4. Many students feel bored in learning process because the teacher just uses
monotone technique.

C. Limitation of the Study
In order to avoid misunderstanding in interpreting the problems, the writer
limits this research on the effectiveness of dictogloss technique in teaching
writing of narrative text at the first grade students of SMA Manba’ul Ulum in
academic year 2014/2015.

D. Formulation of the Problem
The formulation of problem studied in this research is “is dictogloss
technique effective in teaching writing of narrative text?”

E. Objective of the Study
The objective of this study is that the writer wants to find out empirical
evidence about the effectiveness of dictogloss technique in teaching writing of
narrative text.

F. Significance of the Study
This research is expected to be useful for the writer and English teachers
to add their knowledge about the technique that they can use in teaching writing
of narrative text to their students.
It is also hoped that this research will give input and new learning
experience to the students in learning writing narrative text.
Furthermore, the result of this study is hopefully useful for other
researchers who are interested in teaching writing narrative text by using different
variables to get information from this study to do further research, and for the
readers, especially students in Department of English Education who will be

7

English teachers, to give more information about technique that they can
implement when they teach someday.

CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains generally about the definition of writing, process of
writing, purposes of writing, the definiton of narrative text, purposes of narrative
text, generic structures of narrative text, linguistic features of narrative text, the
nature of dictogloss, procedures of dictogloss, and advantages of dictogloss.
Moreover, this chapter also presents about conceptual framework, relevant
previous studies, and hypotheses of this study.

A. Writing
1. The Definition of Writing
There are several definitions given by linguists about writing.
According to Flynn and Stainthorp, Writing is used by writers to translate their
ideas into words on the page so they can communicate their ideas to other
people. 1 It means that writing is a way of communicating and sharing one’s
idea to other people through a written language.
In addition, Raymond defined that “Writing is a way of learning in
which none of us can write much of interest without first thinking, probing,
observing, asking questions, experimenting, and reading”. 2 This statement
actually implies that when we write something, we unconciously also learn
many things because we should do some activities, such as observing and
reading, to gain information about a topic that we want to write.
Other definition about writing was also given by Langan who stated
that writing is a skill like driving, typing, or cooking and like any skill that can
be learned through practice. 3 Similarly, Harmer also stated that in order to be
able to write, students need to have special instruction and learn consciously. It
1

Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and
Writing, (West Sussex: Whurr Publishers Limited, 2006), p. 34.
2
James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper and Row
Publishers, 1980), p. 2.
3
John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p. 10.

8

9

is unlike speaking which is acquired naturally as a result of being exposed and
the students do not need to get formal instruction. 4 From those two statements,
it is clearly stated that writing is not a skill that can be mastered instantly and
automatically. In order to be able to write, all people need to learn and practice
it continuously.
Based on the above explanation, it can be concluded that writing is not
only a medium that can be used for sharing and communicating ideas or
information to other pople in written form, but it is also a way to learn because
we need to do some activities such as reading, thinking, experimenting, etc.,
during our writing process. Furthermore, writing is also a skill that can be
learned and mastered by all people through continuous practice.

2. Process of Writing
Good writing brought effective communication. Surely, people expect
that they can write effectively. They want the message or the idea they want to
share can be conveyed well to other people through their writing. However, to
be able to make an effective writing needs a process. The writers should go
through that process. They cannot expect their writing will be good if they
write quickly or in short time.
As what Clouse said, “You cannot expect to write a polished piece
quickly any more than you can expect to plan a big event-such as weddingquickly”. 5
Miller divided the process of writing into prewriting, drafting, revising,
and editing stages and he explained that the stage in writing process is not as a
fixed sequence but as a dynamic and unpredictable process in which there is no
obligation to complete one stage before begining others. 6 This means that

4

Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p.3.
Barbara Fine Clouse, The Student Writer; Editor and Critic 7th Edition, (New York :
McGraw Hill, 2008), p.33.
6
Robert Keith Miller, Motives for Writing 5th Edition, (New York: McGraw Hill, 2006),
p.27.
5

10

writers must not follow and do this process systematically from prewriting to
editing stage because this process is actually flexible.
a. Planning (Prewriting)
The first step in writing process is planning what kind of theme or topic
of the writing. First, the writers need to select a theme and then narrow the
theme to a topic. At the same time, the writers think about the purpose of why
they choose that topic, who the readers will be, and what the writers will do to
gather information.
Prewriting is any activity in the classroom that helps students to
generate ideas and encourages students to write. Brainstorming, clustering, free
writing, and wh-questions are several variety activities in prewriting stage that
provide the learning experiences for students. 7

b. Drafting
Drafting is the stage where the writers focus on the fluency of writing.
They transform the ideas and information they want to say into written form
without worrying yet about grammar, punctuation, spelling and capitalization.
The writers’ goal is just to state the main idea clearly, to develop and expand
the content of writing with plenty of specific details. 8

c. Revising
Revising means rewriting the writing, building upon what has already
been done, in order to make it stronger. 9 In this stage, the writers recheck,
rethink, and refine the content of their writing to see what works, what might
need developing, changing, or deleting in order the content can be delivered
more effectively to the readers.

7

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002), p.316.
8
John Langan, English Skill 7th Edition, (New York: McGraw Hill, 2001), p.25.
9
Ibid., p.26.

11

d. Editing
The last stage in the writing process is editing. At this stage, the writers
check their writing for mistakes in grammar, punctuation, capitalization, and
spelling. Richards states that in editing stage, the students engage in tidying up
their writing as they prepare the final draft for being evaluated by the teacher.
They edit their own writing or their peer’s for grammar, spelling, punctuation,
diction, and sentence structure. 10

From the explanation above, it can be stated that writing is not a simple
task which can be done in short time. The writers, unconsiously, do some
processes when they are writing. They plan their writing by determining their
purpose to write, considering their readers, and gathering idea and information
they want to write. Next, they make a draft by writing their idea. Then, they
revise what they have written and they check or edit their writing from the
aspect of grammar, spelling, and vocabulary. However, that writing process
does not begin with planning and then proceed systematically through drafting,
revising, and editing. Each of those stages can occur or recur at any moment
during the production of a finished piece of writing.

3. Purposes of Writing
Writers certainly have purpose when they write something on paper.
They have to consider the purpose of their writing because it will not only
influence the type of text they will produce but also the language use they have
to choose and the infomation they have to provide.
When writers write, they may want to express their feelings, to explore
an idea or perhaps to entertain or to amuse their readers, to inform people or
explain an idea, to argue for or against an idea in order to persuade others, to
10

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An
Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002), p.318.

12

believe or act in a certain way, to evaluate or solve problem, and to mediate or
negotiate a solution in a tense or difficult situation. 11
In addition, Stone stated that a creation or a writing that writers made
should be based on a specific purpose in their mind. As the writers, they have
to ask themselves about what they want from their readers, whether they want
to persuade, inform, or entertain the readers. According to him, the purposes of
writers to write are to PIE; to persuade, to inform, and to entertain. He used
that acronym to make it easier to remember. 12
a. To persuade
Writing to persuade means that we write something that will make the
readers take an action, do something, or change their belief as we suggested in
our writing. Advertisement is one of the examples of writing to persuade.
b. To inform
Writing to inform means that we want to make the readers know about
a new thing, place, issue, etc. that we want to share through our writing.The
examples of writing to inform are newspaper, magazine article, laboratory
report, and etc.
c. To entertain
Writing fiction stories and non-fiction stories that reflect writers’
feeling and experience are writing to entertain the readers. From that writing,
the readers are expected to be able to decrease their stress and to take lifelesson implied in the story.
Besides those purposes, Harmer states the purpose of writing is for
learning in which writing is used as an aidememoire or practice tool to help
students practise and work with language they have been studying. 13 It means
that the teacher asks students to write by using the language they have learned
in order they can comprehend more about its usage.

11

Colorado State University, Types of Purposes, 2014, (http://writing.colostate.edu)
Randi Stone, Best Practices for Teaching Writing, (California: Corwin Press, 2007), p.

12

34.
13

Jeremy Harmer, How to Teach English, (Essex: Pearson Education, 2007), p. 112.

13

From the explanation above, it can be concluded that if writers want to
write something, they must initially think why they want to write it. The
various purposes the writers make writing are to explore, to inform, to
persuade, to argue, to againts an idea, and to learn or to help practise a
language that they are studying.

B. Narrative Text
1. The Definition of Narrative Text
Anderson and Anderson defines narrative as a piece of text which tells
a story and, in doing so, entertains or informs the reader or listener. Narratives
can be presented or told in the first person if the narrator is one of the
characters in the story, and in the third person if the narrator is outside the
story. 14
Meanwhile, Woodson states narrating is when you tell a story and when
you describe actual or fictional events which are arranged in chronological
order or sequence. 15 It can be said that sequencing the events in narration is
one of important elements because narration is concerned with time.
In addition, Narrations deal with problematic events which lead to a
crisis or turning point of some kind, which in turn finds a resolution. 16 This
means that in narrative text, there are some problems developed or happened
and finally can be solved at the end of story.
From the explanation above, it can be concluded that narrative text is a
text telling a past story or event, either actual or fictional, by using time
sequence or chronological order. Moreover, the story in narrative text sets up
one or more problems, which must find a way to be resolved.

14

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
Macmillan, 2003),p.3.
15
Linda Woodson, From Cases to Composition, (Glenview, Illinois: Scott, Foresman and
Company, 1982), p.145.
16
Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha
Ilmu, 2008), p.73.

14

Narrative, as kind of story genre that can be imaginary or factual, has
many types. They are fairy stories, mysteries, science fiction, romances, horror
stories, adventure stories, fables, myth, legends, historical narratives, ballads,
and etc.

2. Purposes of Narrative Text
Each text written surely has a purpose or purposes, including narrative
text. Writers write narrative text with purpose/s. However, people write
narrative text might be basically for pleasure, to gain and hold the reader’s
interest in a story. It means that they like to write any kinds of stories to
entertain or even to teach the writer’s reflection on experience.
That is in line with Anderson’s explanation that narrative is used to
present a view of world that entertains or informs the reader or listener. 17 Also,
Hartono states that the sosial function of narrative text is to amuse, entertain,
and to deal with actual or various experience in different ways. 18
Meanwhile, According to Clouse, narrative text can fulfill any of the
purposes for writing: to entertain, to express feelings, to relate experience, to
inform, and to persuade. 19

3. Generic Structures of Narrative Text
According to Anderson and Anderson, a narrative text consists of an
orientation in which the narrator tells the audience about ‘who’ is in the story,
‘when’ the story is taking place and ‘where’ the action is happening, a
complication that sets off a chain of events that influences what will happen in
the story, a sequence of events where the characters react to the complication, a
resolution in which the characters solve the problem created in the

17

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
Macmillan, 1997), p.6.
18
Rudi Hartono, Genres of Text, (Semarang State University: English Department,
Faculty Language and Art, 2005), p.6.
19
Barbara Fine Clouse, The Student Writer : Editor and Critic, (New York: McGraw-Hill
Companies, Inc., 2008), p.186

15

complication, and a coda that provides moral based on what has been learned
from the story (optional). 20
Meanwhile, Siahaan and Shinoda explained that the structures of
narrative text are orientation (setting the scene and introducing the
participants), evaluation (a stepping back evaluate the plight), complication (a
crisis arises), resolution (the crises is resolved, for better or for worse), and
reorientation (optional). 21
From the explanation above, it can be stated that the main structures in
narrative text are :
a. Orientation
It is about opening paragraph that tells or introduces about
‘who’ (characters or participants), ‘when’ (time), and ‘where’
(place) of the story.
b. Complication
Complication explores the conflict in the story. This part
shows and describes the problems or the rising crises which the
participants or characters of the story have to do with.
c. Resolution
In this part, the crises or the problems in the story are resolved
and ended for better or worse, happily or unhappily.

4. Linguistic Features of Narrative Text
There are some language features in narrative text. Those are (a) nouns
that identify the specific characters and places in the story, (b) adjectives that
provide accurate descriptions of the characters and settings, (c)time words that
connect events to tell when they occur. For example, first, then, next, while,

20

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
Macmillan, 2003), p.3.
21
Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha
Ilmu, 2008), pp.73 – 74.

16

afterward, finally, after, during, before, etc., (d) verb to show the action that
occurs in the story. The tense used in general is past tense. 22
In addition, Siahaan and Shinoda stated that the linguistic features of
narrative are focus on specific and usually individualized participants, use of
material Processes (behavioral and verbal process), use of mental process, use
of temporal conjuction and temporal circumstance, and use of past tense. 23
To sum up, the linguistic features of narrative text are:
a. Focus on specific characters and places in the story
b. Use of past tense
c. Use of behavioral process or action verb, such as run, walk, go, etc.
d. Use of verbal process or verbal verb, such as say, state, etc.
e. Use of mental process or mental verb, such as think, feel, know, etc.
f. Use of adjective to describe characters and setting accurately
g. Use of temporal conjunction, such as firstly, then, next, after that, etc.
h. Use of temporal circumstance, such as once, once upon a time, etc.

Example of Narrative Text
Malin Kundang
A long time ago, in a small village near the beach in West
Sumatra, a woman and her son lived. They were Malin Kundang
and her mother. Her mother was a single parent because Malin
Kundang’s father had passed away when he was a baby. Malin
Kundang had to live hard with his mother.Malin Kundang was a
healthy, dilligent, and strong boy. He usually went to sea to catch
fish. After getting fish he would bring it to his mother, or sold the
caught fish in the town.

ORIENTATION

22

Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 1997), p.

8.
23

Sanggam Siahaan and Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha
Ilmu, 2008), p.74.

17

COMPLICATION

One day, when Malin Kundang was sailing, he saw a
merchant’s ship which was being raided by a small band of pirates.
He helped the merchant. With his brave and power, Malin Kundang
defeated the pirates. The merchant was so happy and thanked to
him. In return the merchant asked Malin Kundang to sail with
him.To get a better life, Malin Kundang agreed. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He had
a huge ship and was helped by many ship crews loading trading
goods. Perfectly, he had a beautiful wife too. When he was sailing
his trading journey, his ship landed on a beach near a small village.
The villagers recognized him. The news ran fast in the town;
“Malin Kundang has become rich and now he is here”.

COMPLICATION

RESOLUTION

An old woman ran to the beach to meet the new rich
merchant. She was Malin Kundang’s mother. She wanted to hug
him, released her sadness of being lonely after so long time.
Unfortunately, when the mother came, Malin Kundang who was in
front of his well dressed wife and his ship crews denied meeting
that old lonely woman. For three times her mother begged Malin
Kundang and for three times he yelled at her. At last Malin
Kundang said to her “Enough, old woman! I have never had a
mother like you, a dirty and ugly woman!” After that he ordered his
crews to set sail. He would leave the old mother again but in that
time she was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would
turn into a stone if he didn’t apologize. Malin Kundang just
laughed and really set sail.In the quiet sea, suddenly a thunderstorm
came. His huge ship was wrecked and it was too late for Malin
Kundang to apologize. He was thrown by the wave out of his ship.
He fell on a small island. It was really too late for him to avoid his
curse. Suddenly, he turned into a stone.
(adapted from www.freeenglishcourse.com)

18

C. Dictogloss
1. The Nature of Dictogloss
Dictogloss is one of techniques that can be used in language teaching
and learning process. The term “Dictogloss” is firstly introduced by Ruth
Wajnryb in 1990 through her book “Grammar Dictation” to help students have
better understanding of using grammar. However, although the original intent
of creating dictogloss is for studying grammar, there are numerous ways to
adapt the technique that allows teachers and learners to focus on different
language objectives. 24 Hence, besides for teaching grammar, dictogloss can be
used for teaching other language skills or subskills.
Jacob and Small gave their opinion about dictogloss, “Dictogloss is an
integrated skills technique in learning a language in which students work
together to reconstruct version of text read to them by their teacher”. 25 It means
that dictogloss is a technique for language teaching which can integrate the
language skills; listening, speaking, reading, and writing.
Thornbury stated “Dictogloss is a form of dictation, but one in which
the students hear and reconstruct the whole text, rather than doing so line by
line. Dictogloss also involves the students collaboratively reconstructing the
text from memory and then comparing it with the original”. 26 Thus, although
the basic procedure of dictogloss is dictation, dictogloss is different from the
traditional dictation in which the teacher reads a text slowly and repeatedly and
the students make a copy or write exactly what the teacher reads or says
without doing any thinking. As what is also explained by Wajnryb about
dictogloss:
Dictogloss borrows a little from traditional dictation (hence part of its
name) but in fact is quite distinct from dictation in both procedure and
objectives. In dictogloss, a short text is read at normal speed to a class
of learners who jot down familiar words as they listen. At the end of the
24

Benjamin Lee Stewart Robinson, Dictogloss Method : An Integral Model for Language
Learning, ANUPI Mexico, 2011, p.3.
25
George Jacob and John Small, Combining Dictogloss and Cooperative Learning to
Promote Language Learning, The Reading Matrix 3, No. 1, 2003, p.1.
26
Scott Thornbury, How to Teach Grammar, (Essex: Pearson Education Limited, 1999),
p.82.

19

dictation stage, most learners have only a small number of isolated
words (or fragments) which together make up a very incohesive
‘battered text’. In small group, they then pool their resources to
reconstruct their version of the original text. In the final stage, the
various versions that the students have produced are subjected to close
analysis and comparison. Through both the task of reconstruction and
the following error analysis, students refine their understanding of the
langauge they have used. 27
In

addition,

Robinson

stated

that

dicto