The implementation of ``dictogloss` technique to enhance the mastery of simple past tense for the first grade students of SMK Bopkri I Yogyakarta - USD Repository

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO
ENHANCE THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST
GRADE STUDENTS OF SMK BOPKRI I YOGYAKARTA

A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By :
DEONISIA TYAS YUNIAWATI
Student Number: 031214043

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008

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On ce t h er e w a s a l i t t l e bu n n y w h o w a n t ed t o r u n a w a y . So
h e sa i d t o h i s m ot h er , “ I a m r u n n i n g a w a y ” .
“ I f y ou r u n a w a y ” , sa i d h i s m ot h er , “ I w i l l r u n a f t er y ou .
F or y ou a r e m y l i t t l e bu n n y ” .
“ I f y ou r u n a f t er m e,” sa i d t h e l i t t l e bu n n y , “ I w i l l becom e
a f i sh i n a t r ou t st r ea m a n d I w i l l sw i m a w a y f r om y ou .”
“ I f y ou becom e a f i sh i n a t r ou t st r ea m ,” sa i d h i s m ot h er , “ I

w i l l becom e a f i sh er m a n a n d I w i l l f i sh f or y ou .”
“ I f y ou becom e a f i sh er m a n ,” sa i d t h e l i t t l e bu n n y , “ I w i l l
becom e a l i t t l e boy a n d r u n i n t o a h ou se”
“ I f y ou becom e a l i t t l e boy a n d r u n i n t o a h ou se,” sa i d t h e
m ot h er bu n n y , “ I w i l l becom e y ou r m ot h er a n d ca t ch y ou i n m y
a r m s a n d h u g y ou ” .
“ Sh u ck s,” sa i d t h e bu n n y , “ I m i gh t j u st a s w el l st a y w h er e I
a m a n d be y ou r l i t t l e bu n n y .”
A n d so h e d i d ...........
(“The Runaway Bunny”, by: Margaret Wise Brown)

•

Th i s t h esi s i s d ed i ca t ed t o:
M y bel oved fa m i l y, m y pa r en t s, a n d m y br ot h er
• M y l a t e g r a n d m ot h er
• M y fr i en d s

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the
works of other people, except those cited in the quotations and the bibliography,
as a scientific paper should.

Yogyakarta, March 13, 2008
The writer,

Deonisia Tyas Yuniawati

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama

: Deonisia Tyas Yuniawati

Nomor Mahasiswi : 031214043

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO ENHANCE
THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST GRADE
STUDENTS OF SMK BOPKRI I YOGYAKARTA
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma
hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam
bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada
saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal: 11 Maret 2008
Yang menyatakan

(Deonisia Tyas Yuniawati)

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ACKNOWLEDGEMENTS

I would really like to express my deepest gratitude to Jesus Christ and all
His angels that He had sent to accompany me during the good and bad times. I
would not be able to finish this thesis without His blessings.
I would also like to express my greatest gratitude to my major sponsor, the
one and only, Drs. Pius Nurwidasa Prihatin, M.Ed., who had willingly spent his
time to read, correct, discuss, and give feedback to my thesis. My special thanks
go to all of the lecturers in PBI who had taught me well and the staff of PBI’s

secretariat who are very helpful.
I am truly indebted to Drs. Y. Sarip Hidayat, the principle of SMK
Bopkri I Yogyakarta, who had permitted me to conduct this research. My special
thanks go to Drs. C. Suprantyo and Drs. Fx. Sri Swantoro, the English teachers,
for their valuable suggestions and advice.
My sincere gratitude goes to my beloved parents, Ambrosius Kismanto
and Chrispina Partinem, who have supported me through their affection and
companion. My apprecia tion goes to my little brother, Gregorius Dias S.P., who
has loved me in his own way.
My special thanks go to all my friends in Studio1 Disc Rent: mbak Eny,
mbak Eryn, Ika, Muzda, Diana, and Dita. I would never forget the joy, the
laughter, and the sorrow that we had shared all this time. I am also thankful to all
ALPHA staff and teachers who have given me chance to develop myself.

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My appreciation goes to Maria Dyah Lintang P, S.Pd., Dyah Ayu
Margareta, Dewie Angan, S.Pd, and Bernadeta Ajeng S.P for helping me in

doing the simulation to prepare the thesis defend. Your suggestions, criticisms,
and questions during the simulation are very meaningful for me. I also thank to
Yudhistira Bayu Aditya for being my faithful friend who is ready to be disturbed
in every single time.
My appreciation also goes to: Robert us Bangun S, S.Pd, Dr. Friska
Widiyati Yanong, “Vice”, Yawan Dewa, and Aulia for allowing me to feel the
new sensation and experience in this life. Their existence is very meaningful in
giving me back my strength and my self-confidence when I was down.
Finally, I thank all of the people that I could not mention here one by one,
I thank them for coloring my life.

Deonisia Tyas Yuniawati

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ABSTRACT
Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to
Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK

Bopkri Yogyakarta. Yogyakarta: Sanata Dharma University

Basically, language is used for communication. Grammar as the language
rules, which influences four English skills, should be applied in the real
communication. Vocational students, who are demanded to work after they
graduate, should be able to communicate properly while proposing the job or
making an application letter. Many cases show that students violate the rules
while applying in the real communication. It happens since the focus of learning
grammar is on the grammatical form itself rather than on the application of
grammatical form in communicative context. The mastery of Simple Past is the
focus to be enhanced in this thesis because the most frequent verbs used in
English are in the Simple Past tense.
Therefore, this research deals with the use of Dictogloss technique to
enhance the mastery of simple past tense. The first thing to do is investigating
whether Dictogloss has a positive effect to enhance the mastery of Simple Past
Tense or not. There were two groups involved in this research. They were control
group and experimental group. These two groups received the same materials and
the same test, but they were taught with two different techniques. At the end of the
research, the result of the pretest and posttest of these groups were compared.
To investigate whether the use of Dictogloss showed an improvement, the

researcher used the independent sample t-test. The mean score of control group is
67,76 and the mean score of experimental group is 70,56. To check the
significance of these two mean scores, the researcher conducted the computation
of the independent sample t-test. The result showed that the obtained value of the t
was 2.512. It exceeded the value of t table for the 0.05 level of significance, which
was 1.671. From this result, the researcher concluded that Dictogloss gave an
improvement.
Some recommendations are proposed based on the conclusion above.
First, the researcher suggests the teacher implement Dictogloss technique to
enhance the mastery of the simple past tense. Second, the teacher should have a
good classroom management to maintain the classroom situation while
implementing Dictogloss technique.

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ABSTRAK
Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to
Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK

Bopkri Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Pada dasarnya, bahasa digunakan untuk berkomunikasi. Grammar sebagai
aturan tatabahasa yang mempengaruhi empat kemampuan bahasa, harus
diterapkan dalam komunikasi nyata Para pelajar SMK yang dituntut untuk bekerja
setelah mereka lulus, sebaiknya mampu berkomunikasi secara layak ketika
melamar sebuah pekerjaan atau membuat surat lamaran pekerjaan. Banyak bukti
yang menunjukkan bahwa para pelajar melanggar aturan tata bahasa tersebut
ketika menerapkan dalam komunikasi nyata. Hal ini terjadi karena fokus dalam
pengajaran grammar adalah pada pengajaran pola tatabahasa itu sendiri daripada
penerapan pola tatabahasa itu sendiri ke dalam konteks komunikasi. Penguasaan
Simple Past adalah fokus dalam skripsi ini yang akan ditingkatkan karena katakata kerja yang sering digunakan dalam bahasa Inggris adalah Simple Past.
Oleh karena itu, penelitian ini berkaitan dengan penggunaan teknik
Dictogloss untuk meningkatkan penguasaan simple past tense. Hal pertama yang
dilakukan adalah menyelidiki apakah penggunaan Dictogloss dapat meningkatkan
penguasaan simple past tense atau tidak. Ada dua kelompok yang terlibat dalam
penelitian ini. Mereka adalah kelompok kontrol dan kelompok eksperimental.
Kedua kelompok mendapatkan materi dan tes yang sama, tetapi diajar dengan
menggunakan teknik yang berbeda. Pada akhir penelitian, hasil tes dari kedua
kelompok akan dibandingkan.

Untuk meneliti apakah penggunaan Dictogloss menunjukkan peningkatan,
peneliti menggunakan independent sample t-test Nilai rata-rata kelompok control
adalah 67,76 sedangkan kelompok eksperimental adalah 70,56. Untuk menyelidiki
apakah kedua nilai ini signifikan, peneliti menggunakan perhitungan dari
independent sample t-test. Hasil menunjukkan bahwa nilai t yang dicari sama
dengan 2.512. Nilai ini lebih besar daripada nilai t table pada tingkat signifikasi
0.05 yaitu 1.671. Dari hasil ini, peneliti menyimpulkan bahwa penggunaan
Dictogloss menunjukkan peningkatan.
Beberapa saran akan disampaikan berdasarkan kesimpilan di atas.
Pertama, peneliti menyarankan kepada para guru untuk menerapkan teknik
Dictogloss untuk meningkatkan penguasaan simple past tense. Kedua, seorang
guru sebaiknya menguasai managemen kelas yang baik untuk memelihara situasi
kelas ketika menerapkan teknik Dictogloss.

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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………… i
PAGE OF APPROVAL.......................................................................................

ii

PAGE OF BOARD EXAMINERS...................................................................... iii
PAGE OF DEDICATION.................................................................................... iv
STATEMENT OF WORKS’S ORIGINALITY................................................ v
STATEMENT OF PUBLICITY…………………………………………………vi
ACKNOWLEDGEMENT.................................................................................... vii
ABSTRACT........................................................................................................... ix
ABSTRAK............................................................................................................. x
TABLE OF CONTENTS……………………………………………………….

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LIST OF TABLES................................................................................................ xv
LIST OF APPENDICES........................................................................................ xvi

CHAPTER I: INTRODUCTION
A. Background of the Study …………………………………......................

1

B. Problem Formulation.. ………………………………….........................

4

C. Problem Limitation ……………………………………..........................

4

D. Objectives of the Study ………………………………….......................

5

E. Benefits of the Study………………………………………....................

5

F. Definition of Terms………………………………………........................

6

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CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description………………………………….......................

9

1. A Brief Overview of Simple Past Tense...........................…………..

9

1.1. The Use of Simple Past Tense.......................................................

9

1.2. The Pattern of Simple Past Tense..................................................

10

1.3. Type of Verbs................................................................................

11

2. A Brief Overview of Teaching Grammar............................................

13

2.1. The Nature of Teaching Grammar..................................................

13

2.2. The Methods of Teaching Grammar................................................

14

3. Dictogloss...............................................................................................

15

4. The Characteristics of first grade students of SMK...............................

16

5. The Rubrics............................................................................................. 17
6. The Previous Research............................................................................ 19
B. Theoretical Framework………………………………................................

20

C. Hypotheses………………………………………………............................ 21

CHAPTER III: METHODOLOGY
A. Research Method ………………………………………..........................

23

B. Research Setting and Research Samples..………………..........................

24

1. Research Setting....................................................................................

24

2. Research Samples..................................................................................

25

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C. Research Instruments.................................................................................

25

1. The Tests ……………………………………………............................. 25
1.1. The Type of the Test.......................................................................

27

2. Validity of the Test..................................................................................

27

2.1. Content Validity............................................................................... 28
2.2. Construct Validity...........................................................................

29

2.3. Face Validity..................................................................................... 29
3. Reliability of the Test............................................................................... 30
3.1. Test Reliability.................................................................................. 30
3.2. Mark Reliability............................................................................... 31
D. Data Gathering Technique and Research Design ………........................... 33
E. Data Analysis Technique…………………………………........................
1. Analysis on the Result of the Test ……………………...................
F. Research Procedures...................................................................................

35
36
38

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. The Data of the Test Results …………………………............................ 39
1. The Pretest and Posttest ……………………………............................

39

1.1. Validity..........................................................................................

40

1.2. Reliability....................................................................................... 41
1.3. Test Results.................................................................................... 42
2. Students’ Transcript on the Spoken Test...............................................

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B. Hypothesis Testing...................................................................................

46

1. Normality of Data Distribution............................................................

46

2. t-test Calculation..................................................................................

47

C. Other Findings.......................................................................................

48

CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions............................................................................................

50

B. Suggestions............................................................................................

51

BIBLIOGRAPHY …………………………………………………………..

52

APPENDICES...............................................................................................

55

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LIST OF TABLE

Table 1. Sentence Pattern that uses past to be (was and were)................................ 9
Table 2. Sentence Pattern that uses full verb........................................................... 10
Table 3. The List of Regular and Irregular Verbs................................................... 11
Table 4. The form of auxiliary do........................................................................... 11
Table 5. The form of auxiliary have....................................................................... 11
Table 6. The form of auxiliary be............................................................................ 12
Table 7. The form of modal auxiliary...................................................................... 12
Table 8. The Weighting Table.................................................................................. 17
Table 9. The Diagram of The Randomized Pretest-Posttest Control Group Design 35
Table 10. The distribution of the test items............................................................... 41
Table 11. The Comparison of IAP students’ pretest and posttest score................... 44
Table 12. The mean score of IAP students’ pretest and posttest.............................. 45
Table 13. The Comparison of IAK students’ pretest and posttest score................... 46
Table 14. The mean score of IAK students’ pretest and posttest.............................. 47
Table 15. Tests of Normality for IAK (experimental group).................................... 48
Table 16. Tests of Normality for IAP (control group).............................................. 48

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LIST OF APPENDICES
Appendix 1. Permission Letter..............................................................................

56

Appendix 2. Surat Keterangan Penelitian..............................................................

58

Appendix 3. Lesson Plan.......................................................................................

60

Appendix 4. The Pretest........................................................................................

63

Appendix 5. The Posttest.......................................................................................

67

Appendix 6. The Answer Key of Pretest and Posttest..........................................

71

Appendix 7. The Control Group (IAP) pretest and posttest scores........................

73

Appendix 8. The Experimental Group (IAK) pretest and posttest scores.............

74

Appendix 9. The Mean Scores of the Control Group (IAP) and the Experimental
Group (IAK)....................................................................................

75

Appendix 10. The Analysis of Students’ Transcript on the Spoken Test............

76

Appendix 11. The Analysis of Scoring System for Spoken Test........................

95

Appendix 12. The Computation of the test reliability.........................................

127

Appendix 13. The Computation of the independent sample t-test.....................

129

Appendix 14. Critical Value of the t....................................................................

130

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CHAPTER I
INTRODUCTION

There are six parts in this chapter. They are background of the study,
problem formulation, problem limitation, objectives of the study, benefits of the
study, and definition of terms.

A. Background of the Study
Basically, English as a language has three main functions. They are
ideational function, interpersonal function, and textual function. Halliday (1978)
says that language is a means for communication. In order to be able to
communicate, people need to learn “grammar” and “lexico- grammar”. Grammar
is the basic aspect that influences four English skills: listening, speaking, reading,
and writing. Richards, Platt and Weber (1985) says that “Gammar is a description
of the structure of a language and the way in which units such as words and
phrases are combined to produce sentences in the language”.
Traditionally, the aim of linguistics is describing the rules of English
usage, that is, grammar. Widdowson (1978) says that the attention has shifted
away from defining the formal fe ature of language to find the ways in which the
language is actually used in real communication. Since grammar is not taught
separately and specifically as a single subject, a lot of students are having
difficulty in mastering grammar. Many cases show that students are not

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accustomed to applying language rules in the real communication. Nunan
(2003:157-161) also states his idea as quoted below:
Many learners could state rules, but then violated those very
rules in communication, led to the notion that grammar
instruction was of limited value.
He also said that many students remember to put an s at the end of a verb
while making third person singular declarative statement. In the real
communication with others, they often forget to apply this rule.
Nunan (2003: 160) states that the students have declarative knowledge
(they can state or declare the rule), but not procedural knowledge (they can’t or
don’t use the rule when using the language to communicate). Another researcher,
Lado (1964:95) says that:
Many teachers make the mistake of trying to explain everything
at length while the class listens passively. Long explanations
without active practice are a waste of time, and even with
practice they are inefficient. Most of the class should be
devoted to practice.
Broughton (1978:42) also states his idea that:
If the course designer, through lack of knowledge, introduces
high, medium, and low frequency items in random order it will
make their learning effort gives the pupils a smaller coverage
than it could have given.
Broughton (1978:43) also comments that “It appears to be ‘law’ that high
frequency items are simple in form, low frequency items complex in form”. It
means that high frequency items should be introduced first to the learners, and it
turns out that the most frequent verbs used in English are Simple Past. The same
thing also happened to the researcher when she became the English private
teacher and she met the students who learnt English as a foreign language. Most

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of the students confessed that they faced the difficulty when they were asked to be
able to write a paragraph consisting of at least 300 words using Simple Past Tense
and also to be able to speak or to tell a story that happened in the past, for their
English Practical Exam (Ujian Praktek Bahasa Inggris). They told the researcher
that their teacher at school only distributed the handouts and asked the students to
answer some questions related to the topic, without any further explanations.
Based on that phenomenon, the writer intends to propose Dictogloss as a
technique to enhance the mastery of simple past, since the simple past tense is the
most frequent used in English. The researcher chooses this technique because it is
highly learner-centered, in which the students are the leading role in the teaching
–learning process instead of the teacher. Dictogloss also gives the opportunity to
the students to apply the language rules in the real communication. Furthermore,
this technique is related to the second principle and the third principle in teaching
grammar. Nunan (2003:159-160) states that:
The second principle is using tasks that make clear the
relationship between grammatical form and communicative
function, and the third principle is focusing on the development
of procedural rather than declarative knowledge.
This technique, “Dictogloss”, as stated by Nunan (2003:161), can be
applied in a classroom by involving learners collaborating in small groups,
actively using their language, and reflecting on the way grammar works in context
(thus reinforcing form/ function relationships). Further explanation about the
procedures of applying this technique in the classroom can be found in Chapter II.

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B. Problem Formulation
There is one problem presented in this study, which is formulated as
follows:
1. Does Dictogloss have a positive effect on the mastery of simple past tense for
the first grade students of SMK Bopkri I Yogyakarta?
The conceptual hypothesis about the proposed research is:
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.
H1: 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.
The operational hypothesis and the statistical hypothesis will be discussed
further in Chapter II.

C. Problem Limitation
There are several techniques to teach grammar to senior high school
students, such as: memorization, drilling, and media (text, dialog, and picture).
However, in this thesis, the researcher chooses to use Dictogloss as an alternative
technique to aid the students.
The researcher focuses only on the first grade students of SMK Bopkri I
Yogyakarta. The researcher chooses these students because the first grade of
Senior High School is the basic step of Senior High School. Since, this is the basic
step, the researcher hopes that when the students have strong basics in learning
grammar, they will not find any difficulties in the second grade and the third

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grade, especially when they are facing the final exam. Besides that, they have to
strengthen the foundation in order to learn the next material that is more difficult
and complicated.

D. Objectives of the Study
As mentioned in the problem definition, this research aims to evaluate the
effect of Dictogloss as a technique to enhance the mastery of the simple past
tense. It can be said that Dictogloss brings positive effect if the result of the post
test is higher than the pre-test and also if the students can apply the use of the
simple past tense into the real communication. Therefore, this study has two
objectives. First, to find out whether the use of Dictogloss makes the students
understand the use, the form, and the meaning of simple past tense or not. Second,
to find out whether the use of Dictogloss enable the students to apply the use, the
form, and the meaning of simple past tense in a written and spoken context or not.

E. Benefits of the Study
It is expected that this research may contribute valuable benefits for
English teachers, such as:
1. They will obtain the information of the procedure in conducting Dictogloss
technique to teach the simple past tense.
2. They will obtain the data of the result of students’ pre-test and post-test. So,
they could see students’ achievement after the researcher gave different
treatment to different groups.

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3. They will obtain the descriptive analysis of students’ progress both in the
spoken and written test.

F. Definition of Terms
1. Simple Past Tense
Murcia and Freeman (1983:63) states that:
Simple Past Tense is used to express a habitual or repeated
action/ event in the past and also to express past conditional or
imaginative events in the subordinate clause.

2. Mastery
Mastery means masterly ability, expert knowledge, eminent skill or power
(Webster, 1999:1108). In mastering the simple past tense, there are three
important things to consider. They are the use of simple past tense in which
situation the reported speech is used, the form in which the rules are taken for
granted, and the meaning from which the utterances can be understood by others.

3. Dictogloss
Nunan (2003:161) says that:
Dictogloss involves learners collaborating in small groups,
actively using their language, and reflecting on the way
grammar works in context (thus reinforcing form/ function
relationships).

4. Effectiveness
Effectiveness is defined as the significant improvement of the students’
mastery of simple past tense, seen from the difference mean scores between the

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control group, taught by common technique and the experimental group, taught by
Dictogloss technique. The higher mean scores that the students get, the more
effective the technique will be.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter discusses related literature as a theoretical base upon which
the study outlined in Chapter I was laid. The discussion includes the theoretical
description, the theoretical framework, and the hypothesis.
The theoretical description will give a detailed discussion of six key
concepts in this study. The first is about a brief overview of simple past tense.
The discussion is limited to the use, the form of Simple Past Tense, and type of
verbs used in Simple Past Tense.
The second is about a brief overview of teaching grammar. Here, the
researcher discussed the nature of teaching grammar and the method of teaching
grammar. The third is about Dictogloss. The fourth is about the characteristics of
first grade students of SMK. It discussed the common characteristics of SMK
students based on KTSP. The fifth is about the rubrics which are used in scoring
the spoken test. The sixth is about the previous research. It discussed some
previous researches that had been conducted by many experts in exploring the
benefits of using Dictogloss.
By discussing those concepts, the tentative answers will be theoretically
stated in the theoretical framework and the formulated hypothesis is aimed at
answering the problem formulations presented in Chapter I.

8

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A. Theoretical Description
This section presents some related theories as the guideline to conduct this
study. As mentioned above, this section is divided into six main parts, namely a
brief overview of simple past tense, a brief overview of teaching grammar,
Dictogloss, the characteristics of first grade students of SMK, the rubrics, and the
previous research.

1. A Brief Overview of Simple Past Tense
A Brief Overview of Simple Past Tense is limited to the use, the pattern
of Simple Past Tense, and type of verbs used in Simple Past Tense.

1.1. The Use of Simple Past Tense
Azar (1992:32) says that Simple Past Tense is used to talk about activities
or situation that began and ended at a particular time in the past, for examples,
yesterday, last night, two days ago. Murcia and Freeman (1983:63) also proposes
that Simple Past Tense is used to express a habitual or repeated action/ event in
the past (suggest that some changes in this habit/ event have taken place). For
example: Sam walked his dog every day last year. Sam had a habit to take his dog
for a walk and it was done every day but it’s done a year ago and now it isn’t
done anymore. Murcia and Freeman (1983: 62) states that Simple Past Tense is
used to express an event with duration that applied in the past with the
implication that it no longer applies in the present as shown by this sentence:
Prof. Nelson taught at Yale for 30 years.

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1.2. The Pattern of Simple Past Tense
Gumpol (1995: 57) divides the pattern into two subdivisions: the sentence
pattern that uses past to be (was and were) and the sentence pattern that uses full
verb.
Table 1: Sentence pattern that uses past to be (was and were)
Sentence
(+)

Pattern
S + was/ were + adj/ adv/ n

Examples
I was sick
She was an actress
We were in the zoo

(-)

S+ was not/ were not + adj/ adv/ n

I was not sick
She was not an actress
We were not in the zoo

(?)

Was / Were + S + adj/ adv/ n ?

Was I sick?
Was she an actress?
Were we in the zoo?

(-?)

Wasn’t/ Weren’t + S + adj/ adv/ n?

Wasn’t I sick?
Wasn’t she an actress?
Weren’t we in the zoo?

Table 2: Sentence pattern that uses full verb
Sentence

Pattern

Examples

(+)

S + V2

They studied

(-)

S + did not + V1

The did not study

(?)

Did + S + V1

Did they study?

(-?)

Didn’t + S + V1

Didn’t they study?

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Simple past tense has certain adverbial of time and it must refer to some
point of period in the past. The following are the examples of the adverbial of
time:
Yesterday, Then, in....(1985), the other day, A moment ago, earlier this week. It
is also possible that simple past tense goes along with adverbial of frequency to
indicate the past time habit. The examples of adverbial of frequency are:
Always

: She always studied harder.

Sometimes

: Peter sometimes walked to school.

Never

: Maria never had breakfast.

Usually

: Jane usually swam in the river.

1.3. Type of Verbs
There were two main ways of forming past tenses, namely regular and
irregular. Regular verbs formed a past tense by adding –(e)d to the dictionary or
infinitive form of the verb. Irregular verbs did not add the –(e)d ending but
changed the vowel dictionary form. The following are the examples of regular
and irregular verbs and their past form.
DICTIONARY SIMPLE
PAST
PRESENT
FORM
PAST
PARTICIPLE PARTICIPLE
REGULAR
finish
finished
finished
finishing
VERBS
stop
stopped
stopped
stopping
hope
hoped
hoped
hoping
wait
waited
waited
waiting
play
played
played
playing
try
tried
tried
trying
IRREGULAR see
saw
seen
seeing
VERBS
make
made
made
making
sing
sang
sung
singing
eat
ate
eaten
eating
put
put
put
putting
go
went
gone
going
Table 3. The List of Regular and Irregular Verbs
Azar(1992:21)

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There are some common auxiliaries that used in simple past tense. Quirk
and Greenbaum’s (1973: 35-37) explain about the auxiliaries do, have, be, and
modal auxiliaries. The explanation as follows:
The auxiliary do has the following forms:
Non- negative
Present
do/ does
Past
did
Table 4. The form of auxiliary do

Negative
do not/ does not
did not

The auxiliary have has the following forms:
Non- negative
Present
have/ has
Past
had
Table 5. The form of auxiliary have

Negative
have not/ has not
had not

The auxiliary be has the following forms:
Non- negative
Present
is, am, are
Past
was, were
Table 6. The form of auxiliary be

Negative
is not, am not, are not
was not, were not

Modal auxiliaries have the following forms:
Present
Past
can
could
may
might
shall
should
will
would
Table 7. The form of modal auxiliary

Negative
can not; could not
may not; might not
shall not; should not
will not; would not

There are common difficulties faced by students in mastering simple past
tense, such as: the use of auxiliaries, adverbial of time, negative –interrogative
form, and regular- irregular verbs. Therefore, the researcher used students’
difficulty as indicators to measure students’ mastery of simple past tense.

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2. A Brief Overview of Teaching Grammar
Richard & Rogers (1989:1) says his idea as quoted below:
The changes in language methods for many centuries have
reflected the changes in the kind of the learners’ proficiency,
the changes in theory of the nature of language, and/ or the
changes in the theory of language learning.
Cooper (1972:2) similarly states that method, the way of teaching a
language, is based on the belief of what the learners want to master, what a
language is, and how the learners want to learn the language. Based on the
explanation above, in this section, the researcher would like to discuss the nature
of teaching grammar and the methods of teaching grammar.

2.1. The Nature of Teaching Grammar
Teaching grammar is considered important, since grammar is the basic
aspect in teaching a language. Students’ mastery of grammar will influence their
English skills, such as: listening, speaking, writing, and reading. The proper
construction of structure while communicating with other is very needed. If
people get wrong in constructing their sentence, others will get no meaning from
their utterances. By mastering grammar, people are capable of expressing their
meaning as fully and clearly as possible. There are also some principles in
teaching grammar.
Nunan (2003:158) says that there are three principles in teaching grammar.
The first principle is combining both “inductive and deductive methods”. In the
deductive methods, the teacher gives grammatical rules and gives some exercises
to apply the rules in order to help the learners understand.. While in inductive

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methods, the teacher gives the learners some exercises and helps the learners to
find the pattern of grammatical rules.
The second principle is using some exercises that make the relationship
between grammatical form and communicative function becomes obvious, since
many grammar exercises still focus on the grammatical form, rather than apply
the rules into communicative context. The third principle which is stated by
Nunan (2003:160) is focusing on the development of “procedural knowledge”
rather than “declarative knowledge”. As we know that declarative knowledge is
the knowledge of knowing language rules, while procedural knowledge is the
capability to use the knowledge for communication.

2.2. The Methods of Teaching Grammar
Lado (1964: 92) states that there are three approaches to the teaching of
grammar. The first approach is: “Grammar-Translation Method”. Lado (1964:92)
states that in the grammar-translation method, the students are asked to memorize
the rules and they are hoped to apply the rules on their own. Because the students
couldn’t apply the rules into the target language, they have a low self esteem
about the language. Therefore, grammar-translation method is not being used
anymore today.
The second approach is “Mimicry- memorization Method”. Lado (1964:93)
says that the students learn some basic sentence through imitation. The meaning
is given in the native language, and the learners are not allowed to translate word
by word. Furthermore, the learners practice in the form of dialogue.
The third approach proposed by Lado (1964: 93) is “Pattern-practice
Approach”. Similar to Mimicry-memorization Method, the students are asked to

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repeat a pair of different sentences. Before doing the repetition, the teacher had
already explained some grammatical points.

3.Dictogloss
Nowadays, there is a relatively simple technique named Dictogloss. The
term Dictogloss is used in several different senses. Nunan (2003:161) states that
Dictogloss involves learners collaborating in small groups,
actively using their language, and reflecting on the way
grammar works in context (thus reinforcing form/ function
relationships).
Wajnr yb, as cited by Read (1988) says that there are four stages in the
Dictogloss procedure. They are preparation, dictation, reconstruction, and
analysis. The further explanation would be as following:
1) Preparation
The teacher divides the students into groups. Each group consists of five or
six students. The teacher tells about the topic of the text and some of the
vocabularies. The text itself should be an authentic text, should be attractive
and should form a logical sequence. The text consists of four or five
sentences.

2) Dictation
The teacher reads the text twice. For the first time, the teacher reads at normal
speed and the students are not allowed to write anything down. For the second
time, the students start to take notes.
3) Reconstruction

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The students start to reconstruct the text based on their notes while writing
down the passage. They collaborate with the members of their group in
reconstructing the text.

4) Analysis and correction
The students start to analyze and correct their notes. The teacher asks the
student from each group as the representation to come in front of the class.
The student writes down the reconstruction of the text in the blackboard. The
teacher starts to analyze the text by comparing students’ writing in the
blackboard. By doing so, the teacher also gives the explanation about the use,
the meaning, and the form of simple past tense. Then, the teacher shows the
original text and the students start to have the correction of their text
reconstruction. The teacher asks the students to form a dialogue with their
partner about their daily communication. Thus, the students reflect on the way
grammar works in context and reinforce their function relationship.

4. The Characteristics of first grade students of SMK
As we know that the vocational students are very different with senior
high school students in common. They are supposed to work after they graduate.
Learning a language, especially English, should be meaningful. It should have a
commercial purpose which enables the students to communicate properly while
proposing the job or making an application letter. Or in other words, their ability
in mastering some grammatical points should be put into communicative context.

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Based on KTSP (Kurikulum Tingkat Satuan Pendidikan), the aspects of
teaching English are divided into three levels as follows:
ü

Basic communication for novice level

ü

Basic communication for elementary level

ü

Basic communication for intermediate level

5. The Rubrics
Blaz (2001:23) states that “A rubric is the most commonly used method
for scoring, evaluating, and grading a performance assessment”. There are two
types of rubrics: holistic and analytical. Blaz (2001:27) also comments that:
A holistic rubric evaluates the overall performance and rates it
in a qualitative manner. An analytical rubric breaks down the
performance into the different levels of behavior expected,
assigning each a point value (which can be weighted if
desired), and which are totaled for a quantitative measure.
Therefore, in measuring students’ competency in the spoken test, the researcher
used an analytical rubric. The researcher also employed the weighting table to
score the students’ competency in the spoken test. The weighting table as
follows:

WEIGHTING TABLE
AREA\ LEVEL
Grammar
Vocabulary
Comprehension
Fluency
Pronunciation

I
4
3
2
2
1

II
8
6
4
4
2

III
12
9
6
6
3

IV
16
12
8
8
4

V
20
15
10
10
5

TOTAL
Table 8. The Weighting Table

Hughes (1989:113)

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There are some proficiency descriptions in weighting the score for each level and
area as follows:
LEVEL

I.
II.
III.
IV.
V.
LEVEL

I.
II.
III.
IV.
V.
LEVEL

I.
II.
III.
IV.
V.

LEVEL

I.
II.
III.
IV.
V.
LEVEL

I.
II.

AREA: GRAMMAR
inadequate and inaccurate use of grammar; constant errors showing lack
of control of few major patterns; preventing communication
frequent errors showing lack of control of some major patterns; causing
misunderstanding
occasional error showing good control of some patterns; still
understandable
few errors; no mistakes with the pattern; understandable
rich use of grammar with no more than two errors
AREA: VOCABULARY
inadequate and inaccurate use of vocabulary; even for the simplest
conversation
limited vocabulary to basic personal (time, food, family).
inaccurate choice of words to discuss social topic.
adequate use of general vocabulary to cope with social situation
rich use of vocabulary; attempts to be elaborated
AREA: COMPREHENSION
responses barely comprehensible
responses mostly comprehensible; constant repetition and rephrasing;
requiring interpretation by the listener
responses mostly comprehensible; occasional repetition and rephrasing;
requiring interpretation by the listener
responses comprehensible; requiring minimal interpretation
responses readily comprehensible

AREA: FLUENCY
speech halting and uneven; long pauses; incomplete thoughts
speech is very slow and uneven; frequent pauses; few or no incomplete
thoughts
speech is frequently hesitant but manages to continue; complete thoughts
speech is effortless and smooth; complete thoughts
speech continuous with little stumbling
AREA: PRONUNCIATION
pronunciation frequently intelligible
frequent errors; little or no communication

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III.
IV.
V.

few mispronunciation; occasional problems with communication
few mispronunciation; no interfere with communication
no mispronunciation; communication with ease
Blaz (2001: 39) & Hughes (1989: 111-112)

6. The Previous Research
There are so many previous researches that have proved to us whether the
use of Dictation is really effective to be applied in the classroom. Julia Read, an
Indonesian teacher who worked at University of England has applied this
technique to teach Indonesian language to her foreign students. She prefers this
technique, after observing many phenomenon that happened to language teachers.
One of the phenomenon is when a teacher has taught a grammatical point, and the
students have understood it, they don’t apply the grammatical point the next time
they speak or write productively. Therefore, by using this technique, it is hoped
that the grammatical point can be applied into communicative context.

Colleen Maloney-Berman from SUNY Buffalo reports that his previous
research using Dictogloss has shown the effectiveness of this technique in raising
elementary school immersion students’ awareness of linguistic elements while
reproducing

content-related

text(http://intranet.usc.edu.au/wacana/4/issue4/.html)

Kowal and Swain (1994:25) conclude that Dictogloss provided a
successful vehicle for encouraging their students to create meaning and to process
language syntactically. Klein (1986) also comments that:

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20

Learners learn by comparing their own output with what others
produces, thereby developing an awareness of their language
performance and its discrepancy with others.

B. Theoretical Framework
In this research, the researcher tries to evaluate the use of Dictogloss as a
technique in teaching grammar to the first grade students of SMK Bopkri I
Yogyakarta. The researcher tries to investigate whether or not Dictogloss as a
technique has a positive effect to enhance the students’ mastery of simple past
tense. There are some considerations in applying this technique, first because it is
a relatively simple one, second because it can help the students to learn from
context and the third because it suits to the learners’ age.
Since language is used for communication, students sho uld not only know
about the knowledge of language rules, but also are able to use the knowledge for
communication. As we know that many learners are able to give explanation of a
grammatical rule or principle from the standard textbook, but then violate the rule
when using language communicatively. For example, there is a student who is
able to tell his friend to put an s at the end of the verb when making third person
singular declarative statement, but when he makes such statement, he leaves off
the s.
The first grade of vocational high school students is the basic step or good
step for both the teacher and the students. It is an appropriate step for the teacher
to fix students’ misconception or mistake in learning English, especially
grammar. So that, when the students face final examination they have already
prepared.

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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
simple 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 masterin