THE USE OF DICTOGLOSS AND DICTO-COMP IN IMPROVING STUDENTS’ WRITING SKILL IN RECOUNT TEXT: A Comparative Study at Mts Negeri 2 Mataram in Academic Year 20162017
THE USE OF DICTOGLOSS AND DICTO-COMP IN IMPROVING
STUDENTS’ WRITING SKILL IN RECOUNT TEXT: A Comparative
Study at Mts Negeri 2 Mataram in Academic Year 2016/2017
A JOURNAL
Submitted as a Partial Fulfillment of the Requirement for
Sarjana Pendidikan (S.Pd.) Degree in English Education Department Faculty
of Teacher Training and Education Mataram University
BY:
ALVI SAFARA
E1D 113 013
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MATARAM UNIVERSITY
2017
THE USE OF DICTOGLOSS AND DICTO-COMP IN IMPROVING
STUDENTS’ WRITING SKILL IN RECOUNT TEXT: A Comparative
Study at Mts Negeri 2 Mataram in Academic Year 2016/2017
ALVI SAFARA
E1D113013
ABSTRACT
This study is aimed to find out and which method, between dictogloss and dicto-comp is th more effective in teaching writing skill at the 8 grade students at MTs Negeri 2 Mataram in academic year 2016/2017. The population for this research were the eight grade of MTs Negeri 02 Mataram. The eight grade students consist of 6 classes, there were 25-42 students in each class. Thus, the population of this study was 84 students. The method of this research was comparative study with pre-test and post-test design. The data collected was from the result of pre-test and post-test. There were 66 students as the sample of the research. There were 33 students in dictogloss group and 33 students of dicto-comp group. In conducting the research, the dictogloss group was taught by dictogloss technique, while the dicto-comp group was taught by dicto-comp technique. The mean score of the pretest of the dictogloss and the dicto-comp group are 45.90 and 45.75 respectively. The mean score of the post-test of the dictogloss and dicto-comp groups are 58.78 and 49.54 respectively. Furthermore, the score of t-test was 2.775 and the value of t-table was 1.671 at the confidence level 0.05 (95%) and 2.390 at the confidence level 0.01 (99%) using one
- –tailed table test in degree of freedom (df) 64. Those result indicated that Dictogloss was more effective than Dicto- comp in improving students’ writing skill in recount text.
Key terms: Comparative, writing skill, dictogloss, dicto-comp
PENGGUNAAN DICTOGLOSS DAN DICTO-COMP DALAM
MENINGKATKAN KEMAMPUAN MENULIS SISWA PADA TEKS
RECOUNT : Comparative Study di MTs Negeri 02 Mataram Tahun Ajaran
2016/2017
ALVI SAFARA
E1D113013
ABSTRAK
Penelitian ini bertujuan untuk mengetahui dan memilih metode antara dictogloss dan dicto-comp yang lebih efektif dalam mengajarkan kemampuan menulis siswa pada kelas 8 di MTs Negeri 02 Mataram tahun ajaran 2016/2017. Populasi pada penelitian ini yakni siswa kelas 8 di MTs Negeri 02 Mataram. Metode pada penelitian ini adalah comparative study dengan menggunakan pre-test dan post-test. Dengan demikian, pengumpulan data didapat dari hasil pre-test and post-test. Jumlah total sampel adalah sebanyak 33 siswa pada kelompok dictogloss dan 33 siswa pada kelompok dicto-comp. dalam melakukan penelitian ini, kelompok dictogloss diberikan teknik dictogloss, sedangkan kelompok dicto-comp diberikan teknik dicto-comp. Nilai rata-rata pre-test yang diperoleh pada kelompok dictogloss dan dicto-comp adalah 45.90 dan 45.75. Sedangkan nilai rata-rata post-test yang diperoleh masing-masing kelompok adalah 58.78 dan 49.54. Selanjutnya, nilai t-test adalah 2.775 dan nilai dari t-table adalah 1.671 pada tingkat 0.05 (95%) dan 2.390 pada tingkat 0.01 (99%) menggunakan tabel one-tailed dengan df (degree of
freedom ) 64. Hasil tersebut dapat dijelaskan bahwa teknik Dictogloss lebih efektif dari
pada teknik Dicto-comp dalam meningkatkan kemampuan menulis siswa pada teks recount.
Kata kunci: Comparative, kemampuan menulis, dictogloss, dicto-comp.
1. INTRODUCTION
Writing is considered as the most difficult aspect of language learning for
students in every grade level, because students are struggling to write their ideas
and students have to think about their ideas. According to the Standard of 2013
Curriculum for Junior High School in Indonesia, students should learn about
recount text. Recount text is a text that retells what happened, consisting of a
series of personal events.Based on the researcher observation at MTs Negeri 2 Mataram, the
most common problem faced by students is having lack of ideas when they try
to write paragraphs. English teacher states that the student’s ability in writing
skill is low, especially to organize their ideas, opinions, and develop paragraphs.
The English teacher rarely gives students writing assignment, so their writing
ability and the students’ selection of vocabulary are considered low. Also, their
grammar knowledge and punctuation used are usually inadequate.In order to solve students’ problem in writing recount text, the
researcher will try to use Dictogloss and Dicto-comp, also compare those
techniques. Wajnryb (1990) in Vasiljevic (2010) explains dictogloss as a
classroom activity where teacher will dictate a text and students listen carefully.
Furthermore, students write down key- –words and then work together to
reconstruct the keywords into their own paragraph with their own words.
Meanwhile, dicto-comp is also known as dictation and composition. Dicto-comp
is the technique where the teacher reads the whole paragraph three times and the
students are only given a chance to write their work after the teacher finished the
third reading. The students should recall the whole story and write the story as a
reproduction of what they heard (Oller, 1979). Finally, the researcher focus on
research to use Dictogloss (DG) and compare with Dicto-comp (DC) as a
technique to improve students’ ability in teaching writing recount text at second
grade of MTs Negeri 2 Mataram.
2. LITERATURE REVIEW
1) Writing Rivers (1981:291) explains that writing is more difficult than speaking in which writing seems like “communicating into space”. In communication situated, there is a little time to think about what the speaker would saying and produce it properly.
According to Martin (1985) writing is processes to bring the experience and thought into the reality, also into arbitrary system. It means that, to express our ideas into sentences or paragraphs, we must have ideas or experiences. Meanwhile, Coffin (2003) attempt that writing is producing something through a paper, therefore people can read, perform it, also use it. In teaching writing, the teacher encourages student to produce their ideas and thoughts into written form so that people can read it. In this case, the students could not do it by themselves therefore the teacher obligates to provide them some advices through teaching and learning process. 2) The Importance of Teaching Writing
As a teacher, they have to deliver strategy and media which accordance to the material and students’ level. When a teacher could not adapt with the students’ ability in writing, the students will not pay attention and focus on what the teacher has presented. The teacher should have time management and classroom management when teaching writing, teachers should reduce the time when they give task for the students to write something, and use a strategy which helps teacher to abridge the exact time appropriately. Therefore, the teacher does not use much time and students will produce a good writing. 3) Definition of Recount Text
Recount text is the genres of the text which has a general function to retell events in order to inform and entertain the reader. When we write or tell a story which happened in the past it means that we write about recount text. The types of recount text may be biographies, autobiographies, newspaper reports of events, histories, letters, diaries, journals, eye —witness
accounts of incidents, and accounts of accidents submitted for insurances
claims (Heinemann, 1997 in Husniati 2011).4) Dictation According t o Oller (1979), “dictation is a task which requires the
processing of temporally constrained sequences of material in the language,
divided up to the stream of speech and then refers down what is heard
requires understanding the meaning of material.” It means that dictation is
not only the activity of listening comprehension and repeating the sound in
written form. 5) Definition of Dicto-compDicto-comp is the type of dictation which actually a combination
of two forms, namely dictation and composition (Oller, 1979). Here, the
teacher reads the whole passage three times and the students are only given
chance to write their work after the teacher has finished the third reading.
The students must listen carefully each time the paragraph is read. They
should recall the whole story and write the story as a reproduction of what
they heard. The students should write it as close as possible to the original
paragraph. Teacher must prepare the students well before they do the task.
The preparation provides the students with ideas, language items, and the
organization of text (Nation, 1991). Therefore, students can focus on the
skill aspect which is writing in the case of the dicto-comp. Dicto-comp can
be done in every student proficiency level. 6) Definition of DictoglossThis method helps students to develop their paragraph with the key
- –words which have been dictated by the teacher during the dictation activity (Nunan, 1991). This method also makes students more active in understanding and comprehending the text. In addition, students will make inferences thing that not directly stated in the text and identifies the type and the topic of the text. Dictogloss provides a context in which students’ grammar is improve through the productive use of grammar. Dictogloss
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 indicates that t o t was higher than t or 2.02 < 5.26 > 2.71. As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was fail to be rejected. Hence, it was inferred that there was a significant difference between students’ narrative writing score who were taught by dictogloss technique and those who were not taught by using dictogloss technique.
b) The Study by Anis (2013) entitled “The Writing Skill of the Eleventh Grade Students of SMK Tunas Harapan Pati Taught by Using Dicto- comp Technique in the Academic Year 2013/2014”. The study was an experimental research. The level of the writing skill of the eleventh- grade students of SMK Tunas Harapan Pati in the academic year 2013/2014 after being taught by using dicto-comp technique is improving although several students still performed adequately.
Therefore, there is a significant difference between the writing skills of the eleventh-grade students of SMK Tunas Harapan Pati in the academic year 2013/2014.
3. RESEARCH METHOD
1) Research Design
In this research, the researcher used comparative research design as a method. 2) Population and Sample
The population of the research was second grade students of MTs Negeri 2 Mataram in academic year 2016/2017. The eight grade students consist of 6 classes, there were 25-42 students in each class, and the total number of the students was 225. Each class consists of 42 students. Thus, the population of this study was 84 students. The technique that was used in this study was purposive sampling. The researcher used VIII C and VIII D. The students of those classes have the similarity in terms of ability and age. The researcher found it from the observation in the previous semester. 3) Method of Data Collection
In this research, the researcher used writing test in collecting the data. The data obtained through: a.
Pre-test.
b.
Treatments.
c.
Post-test. 4) Data Analysis Procedure
After all of the data were collected, they were analyzed using the rubric
of assessment. Rubric of assessment is a form to check students’ ability in
teaching and learning process by indicating some points of view below.
No. Aspects of Writing Score Description Recount Text
1 Content
50 Excellent to very good: clear understanding the task and the content is clear
40 Good: understanding of the task, well developed
30 Fair: a weak understanding, thinly developed
20 Inadequate: little or no understanding of the task minimally developed Unacceptable: blank, off topic, illegible
2 Lexico grammatical
30 Excellent to very good: follows the rules features that build a text, such as: focus on specific participants, uses of material processes, circumstance of time and place, use of past tense and focus on temporal sequence.
20 Good: it generally follows the rules that build a text
10 Fair: enough follow the rules that build a text
5 Inadequate: not follow the rules Unacceptable: Blank of topic, illegible
3 Generic structure
20 Excellent to very good: follows the rules that build a text, such as: orientation, series of events and reorientation
15 Good: generally, it follows the rules that build a text
10 Fair: enough follow the rules that build a text
5 Inadequate: not follow the rules Unacceptable: blank of topic, illegible
(adapted from Heaton: 1975)
Subsequently, the researcher used the formula to find the t-value using the following formulas:
1. Finding out the mean score of both classes, DG group (x) and DC (y), by the totaling all of the scores in each classes.
∑ a.
Mdx = N ∑dy b.
Mdy = N 2.
The next step was calculating the square mean deviation by using the following formula.
a.
The square mean deviation of DG group: (∑x)2
2
2 ∑X = ∑dx
- Nx b.
The square mean deviation of DC group: (∑y)2
2
2 ∑Y = ∑dy
- Ny 3.
Then the correlation coefficient was calculated of the two mean scores whether they are categorized as significant or not, the formula below will be used:
− t
- – test =
∑ 2+ ∑ 2
1
1 √( )( + )
- −2 4.
The last step was to count the degree of freedom, the following formula will be used: df = (Nx + Ny)
- – 2 Where: T-test = the degree of difference Mdx = the mean deviation score of samples in X (DG group) Mdy = the mean deviation score of samples in Y (DC group)
2
= the total number of square deviation of sample in X
∑dx2
= the total number of square deviation of sample in Y
∑dyNx = the total sample in X Ny = the total sample in Y (Arikunto, 2006) 4.
PURPOSE OF STUDY
The purpose of this study is to: 1.
To find out which technique is more effective between dictogloss and th dicto-comp in teaching writing recount text at the 8 grade of MTs Negeri 2 Mataram in Academic Year 2016/2017.
5. RESULTS
The lowest score of pre-test in dictogloss group was 10 and for dicto-comp
group was 30. The highest score of the pre-test for dictogloss group was 80 while
the highest score of the pre-test in dicto-comp group was 85. The lowest score of
post-test for dictogloss was 35 and for the dicto-comp group was 30. While the
highest score of post-test for dictogloss was 90 and for dicto-comp group was 90.
Table 4.1.1 The Score of Pre-test and Post-Test of Dictogloss (X) and Dicto- comp Group (Y)No. Sample Pre-Test Post-Test No. Sample Pre-Test Post-Test (X1) (X2) (Y1) (Y2)
1 ANR
55
80
1 AGAB
80
70
2 AAA
50
60
2 BDJ
35
50
3 AFR
40
55
3 FR
30
35
4 AHY
40
80
24 NRA
40
85
24 PH
30
45
25 NF
65
23 PSH
25 RKS
65
65
26 PH
35
35
26 RM
50
35
50
90
55
55
20 KA
40
35
20 IJ
30
50
21 LD
35
21 NF
70
60
55
22 M
30
40
22 NMAA
55
60
23 MA
27 RS
70
55
33 YF
55
55
32 WA
30
40
32 SM
50
35
45
55
60
33 MRAF
55
65 Total 1515 1940 Total 1510 1635 MEAN
45.90
58.78 MEAN
45.75
49.54 Table 4.1.1 above shows that there were 4 students who got the minimum
standard score 70 in the pre-test of the dictogloss group, while 29 students got
score under 70. In the dicto-comp group, there were 2 students who got up to the
minimum standard score 70 in the pre-test, while 31 students got score under 70.
In the dictogloss group, 10 students got the minimum standard score in the post-
test and 23 students got score under 70. While in the dicto-comp group, 3 students
got the minimum standard score in post-test, and 30 students got score under 70.31 NSU
35
27 SNK
80
85
90
28 RC
75
65
28 TMC
50
30
29 R
80
31 SNA
29 WA
50
60
30 SSE
55
75
30 ZAM
45
40
50
19 HMS
30
30
55
8 MR
35
45
9 LMTK
40
45
9 MRA
35
8 LMZ
10 MA
50
55
10 MT
30
65
11 MSA
45
50
40
35
30
30
70
4 F
50
40
5 DR
35
50
5 HNA
30
6 FAT
25
30
50
6 LMS
45
65
7 IP
55
50
7 MA
11 RRH
40
45
17 GS
50
70
16 DA
45
40
17 HJ
40
55
50
50
55
18 HTS
55
70
18 H
55
55
19 IP
50
16 DR
50
12 AA
35
80
55
12 WMK
30
30
13 AR
55
70
13 BAAF
40
15 BHPS
14 AEA
10
40
14 BHJ
40
40
15 DI
40
65
After distributing the pre-test scores and post-test scores, the deviation
score was calculated in which it can be seen further in Table 4.1.2 and 4.1.3
below. Table 4.1.2 shows the deviation score of Dictogloss group, while Table
4.1.3 shows the deviation score of Dicto-comp group.25
40
24 NRA
90 20 400
70
23 MA
40 10 100
30
22 M
55 20 400
35
21 LD
40 35 -5
25 NF
20 KA
25
50 45 -5
19 IP
70 15 225
55
18 HTS
55 15 225
40
17 HJ
70 20 400
85 45 2025
40
16 DR
55
45.90
60 15 225 Total 1515 1940 420 11600 MEAN
45
33 YF
40 10 100
30
32 WA
55 15 225
35
31 SNA
75 20 400
30 SSE
65 25 625
80
80
29 R
75 65 -10 100
28 RC
70 15 225
55
27 RS
35
35
26 PH
50
65 25 625
Table 4.1.2 The deviation score of Dictogloss Group55 15 225
55 50 -5
7 IP
50 20 400
30
6 FAT
50 15 225
35
5 DR
70 40 1600
30
4 AHY
40
8 LMZ
3 AFR
60 10 100
50
2 AAA
80 25 625
55
1 ANR
Square Deviation Score (Dx 2 )
Deviation Square of Pre-Test and Post-Test (Dx)
Post-Test (X2)
No. Sample Pre-Test (X1)
25
40
40
50
15 DI
40 30 900
10
14 AEA
70 15 225
55
13 AR
80 55 -25 625
12 AA
25
5
45
55 15 225
11 MSA
25
5
55
50
10 MA
25
5
45
40
9 LMTK
58.78
Table 4.1.3 The deviation score of Dicto-comp Group21 NF
24 PH
80 30 900
50
23 PSH
25
5
60
55
22 NMAA
25
60 55 -5
50 20 400
45 15 225
30
20 IJ
25
55 50 -5
19 HMS
55
55
18 H
25
5
55
30
25 RKS
17 GS
30 ZAM
45.75
65 10 100 Total 1510 1635 125 5175 MEAN
55
33 MRAF
50 35 -15 225
32 SM
55
55
31 NSU
25
45 40 -5
60 10 100
65
50
29 WA
50 30 -20 400
28 TMC
25
5
90
85
27 SNK
50 35 -15 225
26 RM
65
50
25
No. Sample Pre-Test (Y1)
25
35 10 100
25
7 MA
65 20 400
45
6 LMS
30
30
5 HNA
50 40 -10 100
4 F
5
35
35
30
3 FR
50 15 225
35
2 BDJ
80 70 -10 100
1 AGAB
Square Deviation Score (Dy 2 )
Deviation Score of Pre- Test and Post-Test (Dy)
Post-Test (Y2)
8 MR
45 10 100
45 40 -5
13 BAAF
16 DA
50
50
15 BHPS
40
40
14 BHJ
25
5
40
35
30
9 MRA
30
12 WMK
40 10 100
30
11 RRH
65 35 1225
30
10 MT
25
5
35
30
49.54 Based on Table 4.1.2 and Table 4.1.3 above, it can be seen that there is
improvement of the students’ score of both classes after accepting the treatments.
The mean score of the pretest of the dictogloss and the dicto-comp group are
45.90 and 45.75 respectively. In addition, the mean score of the post-test of the
dictogloss and dicto-comp groups are 58.78 and 49.54 respectively. Thus, the
mean score of dictogloss group is higher than that of the dicto-comp group in the
pre-test and the post-test. It means that students’ writing skill on dictogloss group was better than the dicto-comp group.Otherwise, the deviation score of the dictogloss is 420 and the square
deviation is 11600. Meanwhile, the deviation score of the dicto-comp group is 125
and the square deviation is 5175. The deviation score and the square deviation of
the dictogloss group is higher than that of the dicto-comp group. Then, the
researcher computed the mean deviation score and sum of square deviation score
of both classes to decide the significance of deviation by using following
formulas: Mean deviation score of Dictogloss group and Dicto-comp group.∑ ∑dy Mdx = And Mdy =
N N 420 125 Mdx = Mdy = = 12.727 = 3.787
33
33 Sum of Square deviation score of Dictogloss group and Dicto-comp group.
2 2 (∑x)2
2 2 (∑y)2
- Nx
- And ∑X = ∑dx ∑Y = ∑dy
Ny (420)2 (125)2 = 11600 - = 5175 -
33
33 176400 15625 = 11600 - = 5175 -
33
33 = 11600 = 5175
– 5345.454 – 473.484
= 6254.546 = 4701.516After that, the researcher calculated the data to know the t-value by using the
following t-test formula:
− t
- –test =
∑ 2+ ∑ 2
1
1
- √( )( )
- −2
12.727−3.787 =
6254.546+4701.516
1
1 √( )( ) +
33 +33−2
33
33
8.94 =
10956.062
2 √( )( )
64
33
8.94 =
21912.124 √( )
2112
8.94 =
√10.375
8.94 =
3.22 = 2.775 The result shows that the t-value is 2.775. However, in order to know the meaning of this value, the researcher had to check the t
- –table to find minimum
coefficient for the difference in score to be significant. Before that, the researcher
needed to decide the degree of freedom (df) as the interpretation to compare the
critical value, t –test and t–table.
df = (Nx + Ny)
- – 2 = (33 + 33)
- – 2
- – 2 = 64 Finally, the researcher compared the result of t-test and t-table to know the significant difference of two groups using one –tailed table test.
Value of t-test Value of t-table (one
- –tailed test) Degree of
0.05
0.01 Freedom (Confidence level (Confidence level of 95%) of 99%) 2.775 64 1.671 2.390 According to the t-table, it can be seen that the value of t-test is 2.775 and
the degree of freedom (df) is 64. Meanwhile, value of t-table on confidence level
of 0.05 (95%) is 1.671 and on the confidence level of 0.01 (99%) is 2.390. It
means that the effectiveness of the treatment is significant.6. DISCUSSION
The purpose of this research was to know which technique is more effective
between dictogloss and dicto-comp in teaching writing recount text at 8th grade of
MTs Negeri 2 Mataram in Academic Year 2016/2017.There were only 33 students who joined this research of each groups. The
result of the data provided by the researcher above showed that there was
difference between the deviation score of class that used dictogloss and dicto-
comp. The mean deviation score of dictogloss class was 12.727. Meanwhile,
dicto-comp class showed that the deviation score was 3.787. In other words, the
mean deviation score in dictogloss class was higher than dicto-comp class. The
value of t-test was 2.775 and the value of t-table on confidence level 0.05 (95%)
was 1.671 and t-table on confidence level 0.01 (99%) was 2.390 in the degree
freedom (df) 64. It means that, the value of t-test was higher than the t-table.
When the value of t-Test is higher or equal to the value of t-table on level 0.05
and 0.01, Ha is failed to be rejected.Dictogloss is more effective than dicto-comp because students in DG class were taught to written down the key
- –words (verbs and adjectives) from the
passage that have been dictated by the teacher. Each groups have to discuss and
reconstructed the key –words into their own paragraph. According to Nunan
(1991) this method also makes students more active in understanding and
comprehending the text. In addition, students make inferences on the things that
are not directly stated in the text and identify the type and the topic of the text.
Meanwhile in the DC group, students were not allowed to write before the
researcher finished reading the paragraph three times. Dicto-comp is known as
traditional dictation exercise which students write what they remembered. It is
supported by Wishon and Burks (1968), dicto-comp extent the students write the
passage which has been dictated by the teacher and rewrite the passage
contextually with structural correctness. Because this kind of technique, the
students were getting lack of memorizing the passage and rewrite the passage
meaningfully.Based on those explanation, the researcher finally concluded that the Null
Hypothesis (Ho) that states, “Dictogloss is not more effective in improving
students’ writing skill specifically in recount text” is rejected. Whereas,
Alternative Hypothesis (Ha) which states “Dictogloss is more effective in
improving students’ writing skill specifically in recount text” is failed to be
rejected by ignoring the score of mean deviation and sum of square of deviation of
DG and DC classes. Therefore, there is a significant difference between the
students’ performance of DG group and DC group.7. CONCLUSION
Based on the analysis and discussion from the previous chapter, it is
concluded that Null Hypothesis (Ho) that states “Dictogloss is not more effective
ththan Dicto-comp in teaching writing recount text at the 8 grade of MTs Negeri 2
Mataram in Academic Year 2016/2017” is rejected and the alternate Hyphotesis
(Ha) which state “Dictogloss is more effective than Dicto-comp in teaching
thwriting recount text at the 8 grade of MTs Negeri 2 Mataram in Academic Year
2016/2017” is failed to be rejected. It was seen from the mean score of post-test of
dictogloss group was higher than the dicto-comp 58.78 and 49.54. In addition, the
score of t- –test was 2.775 and the value of t–table was 1.671 at the confidence
level 0.05 (95%) and 2.390 at the confidence level 0.01 (99%) in degree of
freedom 64. In conclusion, the value of t –test was higher than t–table after
compared. Thus, it proved that dictogloss is more effective in improving students’
writing recount text.