THE EFFECT OF DICTOGLOSS TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.
THE EFFECT OF DICTOGLOSS TECHNIQUE ON
STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
CHRISTANTI SEPTRINNA PANJAITAN
Registration Number 2113121013
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ART
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Panjaitan, Christanti Septrinna. 2113121013. The Effect of Dictogloss
Technique on Students’ Achievement in Writing Report Text. A Thesis. Faculty
of Languages and Arts. State University of Medan. 2015
The objective of the study is to find out the effect of Dictogloss Technique on
students’ achievement in writing report text at SMP Swasta Brigjend Katamso
Medan. The study was conducted by using experimental research design. The
population of this study was seven classes of the ninth grade students of SMP
Swasta Brigjend Katamso Medan. The samples were taken by using clustering
technique and two of seven classes were taken into samples, one class as
experimental group and another class as control group. In the treatment, the
experimental group was taught by using Dictogloss technique, the control group
was taugh without using Dictogloss Technique. Writing report text test was used
as the instrument of collecting the data. Therefore, after analyzing the data, it was
found that the value of
was 4.24 with the degree of freedom (df) = 70 at that
level of significance (α=0.05) = 1.994. It means that
was considerably higher
than (4.24 > 1.994). The result of this study showed Dictogloss technique had a
significant effect on students’ achievement in writing report text.
Key words : Dictogloss, Report text, Writing achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTES .................................................................................. iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of the Study ....................................................................1
B. The Problem of the Study ..........................................................................4
C. The Objectives of the Study.......................................................................4
D. The Scope of the Study ..............................................................................4
E. The Significance of the Study ....................................................................5
CHAPTER II. LITERATURE REVIEW ............................................................6
A. Theoretical Framework ..............................................................................6
1. Students’ Achievement .......................................................................6
2. Writing ................................................................................................7
a. The Nature of Writing .................................................................7
b. Writing Process ............................................................................9
c. Purpose of Writing .....................................................................11
d. Types of Writing ........................................................................12
e. Genres of Writing ......................................................................13
f. Report Text ................................................................................15
g. Writing Assessment ...................................................................17
3. Technique..........................................................................................19
4. Dictogloss Technique .......................................................................21
a. The Nature of Dictogloss Technique .........................................21
b. Procedures of Dictogloss Technique .........................................22
B. Conceptual Framework ............................................................................23
C. Hypothesis................................................................................................24
CHAPTER III. RESEARCH METHODOLOGY ............................................25
A. Research Design.......................................................................................25
B. Population and Sample ............................................................................26
1. Population .........................................................................................26
2. Sample ..............................................................................................26
iv
C. The Instrument of Collecting Data ..........................................................27
1. Observation .......................................................................................27
2. Test....................................................................................................27
D. The Procedure of Collecting Data............................................................28
1. Pre-Test .............................................................................................28
2. Treatment ..........................................................................................29
3. Post-Test ...........................................................................................30
E. The Validity and Realibity of the Test .....................................................31
1. The Validity of the Test ....................................................................31
2. Realibility of the Test .......................................................................31
F. Technique of Analyzing Data ..................................................................32
CHAPTER IV. DATA, DATA ANALYSIS, AND FINDING ..........................35
A. Data ..........................................................................................................35
B. The Data Analysis ....................................................................................36
1. Reliability of the Test .......................................................................36
2. Data Analysis by Using t-Test Formula ...........................................38
C. Testing Hypothesis...................................................................................40
D. Research Finding .....................................................................................40
E. Discussion ................................................................................................41
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................42
A. Conclusion ...............................................................................................42
B. Suggestions ..............................................................................................42
REFERENCES .....................................................................................................44
v
LIST OF APPENDICES
Pages
APPENDIX A .......................................................................................................45
APPENDIX B .......................................................................................................46
APPENDIX C .......................................................................................................47
APPENDIX D .......................................................................................................50
APPENDIX E .......................................................................................................57
APPENDIX F ........................................................................................................62
APPENDIX G .......................................................................................................63
APPENDIX H .......................................................................................................81
APPENDIX I .........................................................................................................99
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Language is a system of communication in human being society. People
will share and express their ideas, thoughts, opinions, and feelings by using
language. Communication is an activity of expressing or sharing the thoughts,
ideas, feelings, and information of someone to other people. There are two ways
of communication, namely oral and written. When something is communicated or
conveyed in spoken language, it is called oral or speaking. Meanwhile, when
something is communicated or conveyed in written form, it is called writing.
Writing is a productive skill to express the ideas, feelings, opinions, and
experiences of someone into words in a meaningful form and to mentally interact
with the message.
English is an international language which is used by many people to
communicate in different country. In Indonesia, English is regarded as foreign
language and it has included into the curriculum of education. It is taught as a
compulsory subject to study from elementary school up to university.
Nowadays, the students are claimed not only to be able to speak but also to
write in English. But, writing is one of the difficult skills to be mastered by the
students. Heaton (1975:135) explains that writing skill is complex and difficult to
teach. It requires not only mastering on grammatical and rhetorical devices but
also of conceptual as the rule of writing such as degree of organization in the
development of ideas and information and also choosing the appropriate
1
2
vocabularies and sentence structure to create a style which is appropriate to
subject matter. The students need to think what they will write down and they
should be able to use the correct sentence structure and grammar in order to make
the reader(s) understand well. Professional writers often say that, “hard writing is
easy reading.” In other words, writing is not easy. They should be able to write
effectively because they perform their writing skill throughout their life for
academic and occupational purposes.
He is correct to say that since the writer had the same experience when she
did her Teaching Practice (PPL) and did observation in SMP Brigjend Katamso
Medan. She found that there was still problem in learning writing. The students’
achievement in writing was still low. Most of the students had difficulty in
writing. They had no ideas what to write, did not know how to build sentences
which are grammatically correct, did not know the generic structure of each kind
of texts, and lack of vocabularies. The teacher said that many students get the
score below Minimal Completeness Criteria (Kriteria Ketuntasan Minimal) of
English lesson for Junior High School. The score of writing test from the students
can be seen in table 1.1.
Table 1.1 The Ninth Grade (IX) Students’ Score of Writing Test
Class
IX – 1
IX - 4
Score
Students
Percentage
< 75
14
34,15
≥ 75
22
65,85
< 75
16
40,00
≥ 75
20
60,00
3
The Minimal Completeness Criteria (KKM) applied for the ninth grade (IX)
by school is 75. From the data above, it can be fulfilled that the students’ ability in
writing in that class is still low. It can be seen from the number of students where
30 of 72 students from two classes have score under the Minimal Completeness
Criteria.
The writer found that it was caused by inappropriate technique which was
used by the teacher. The teacher mostly taught the students only about the
theories, asked the students to memorize them without giving chance for the
students to practice their writing skill. It makes many students are bored to learn
English, especially to practice their writing skill. They can write various kinds of
text, one of them is report text.
Report text is one of the genres which should be mastered by the students
based on the curriculum. Report text is a genre which intends to classify and
describe the natural, cultural and technological phenomena in the world. By
learning this genre, the students will know how to write a good report text.
Based on the explanation above, it is considered that the students need
innovation in teaching-learning process to teach writing report text which should
be coverage by the teachers. The teachers can do innovation by applying the
interesting method or appropriate technique in teaching learning process. One of
the alternative techniques which can be used by the teachers is Dictogloss
technique. It can help the students to write their report text easily.
Dictogloss is an integrated skills technique for language learning where the
learners are required to reconstruct a text by listening and noting down the key
4
words which are used as a base for reconstruction. The writer would like to apply
Dictogloss technique because it has some advantages. It integrates the four
language skills of listening, reading, speaking, and writing. It gives students
opportunities to talk about both content and language itself. It helps the students to
ease them to write their composition and gives them idea to write by using the key
words.
In this research, the writer will focus on the students’ achievement in
writing report text through Dictogloss technique. This research will be conducted
to investigate how Dictogloss technique affects the students’ achievement in
writing report text.
B.
The Problem of the Study
Based on the background of the study, the research problem is formulated as
the following:
Does Dictogloss Technique affect the students’ achievement in writing report
text?
C.
The Objectives of the Study
This study is aimed to find out the effectiveness of applying Dictogloss
Technique on students’ achievement in writing report text.
D.
The Scope of the Study
The study is focused on the application of Dictogloss Technique in teaching
writing report text.
5
E.
The Significance of the Study
The findings of this study are expected to be useful for:
1.
English teachers who may apply this technique as one of the alternative
technique in improving the quality of teaching learning process, especially
teaching writing report text.
2.
Students who want to enlarge their knowledge and help themselves to
improve their writing skill by using Dictogloss Technique.
3.
The other researchers who are interested in this study to get more
information about the application of Dictogloss Techinque on students’
achievement in writing report text.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the calculation of the data, it can be concluded that Dictogloss
technique significantly affects the students’ achievement in writing report text.
It can be seen from the mean of control and experimental group in the posttest score are 79,17 and 82,58. The number of the students for each group is 36. It
means that the mean score of experimental group is higher than those of control
group.
The result of calculation t-test shows that the score of t-observed (4.24) <
the score of t-table (1.994). It means that the null hypothesis (Ho) is rejected and
the alternative hypothesis (Ha) is accepted.
B.
Suggestion
Based on the result of the study above, the suggestions are given to the
following:
1.
The English teachers are suggested to apply Dictogloss technique in
affecting students’ ability in writing report text by giving abundant exercises
to enable them to write meaningfully because Dictogloss technique
integrates the four language skills of listening, reading, speaking, and
writing; gives students opportunities to talk about both content and language
42
43
itself; and helps the students to ease them to write their composition and
gives them idea to write by using the key words.
2.
The students are suggested to use Dictogloss technique because this
technique allows them to explore their mind to generate ideas which are
reflected to get meaningful ideas in order to improve their ability in writing.
3.
Other researchers are also suggested to apply Dictogloss technique in order
to find out that this technique can be also applied to other language skills,
especially in listening skill, since the researcher find out that this technique
can be also applied to affect the listening skill, but she has not completed the
research yet.
REFERENCES
Arikunto, S. 2010. ProsedurPenelitian (EdisiRevisi). Jakarta: RinekaCipta.
Best, J. W. & Kahn, J. V. 2006. Research in Eductaion (10th edition). New York:
Pearson Education Inc.
Brown, H. D. 2001. Teaching by Principles an Interactive Approach to Language
Pedagogy Second Edition. New York: Addison Wesley Longman Inc.
Fraenkel, Jack R. &Wallen, Norman E. 2007.How to Design and Evaluate
Research in Education. New York: McGraw-Hill.
Fong, Lee Lai. (2015). Journal of Management Research. The Use of Dictogloss
as an Information Gap Task in Exploiting Dual Application Principle in
Learning Irregular Verbs. Vol. 7, No. 2 (484-488).
Gerot, Linda and Peter Wignell. 1995. Making Sense of Functional Grammar.
Sydney: Antipodean Educational Enterprise.
Heaton,J.B. 1988. Writing English Language Tests. New York: Longman, Inc.
Jacobs, George. (2003). The Reading Matrix. Combining Dictogloss and
Cooperative Learning to Promote Language Learning. Vol. 3, No. 1 (1-5).
Kooshafar, Masoome. (2012). Journal of Language Teaching and Research. The
Effect of Dictogloss Technique on Learners’ Writing Improvement in Terms
of Writing Coherent Texts. Vol. 3, No. 4 (1-4).
O’Malley, J.M., & Valdez Pierce, L. (1996).Authentic Assessment for English
Language Learners: Practical Approaches for Teachers. New York:
Addison-Wesley.
Oshima, A and Ann. H. 1998. Wriitng Academic English. New York:Addison
Wesle Longman.
Richards, J. C., &Renandya, W. A. (2003).Methodology in language teaching: An
anthology of current practice. (3rd ed.).Cambridge: Cambridge University
Press.
Tribble, Christopher. (1996). Writing..Hongkong: Oxford University Press, Great
Calendron Street, Oxford OX2 6DP.
White, Ron & Arndt, Valery (1992).Process Writing.England: Duke of Edinburgh
English Language Book Competition Teacher’s Book.
Widdowson, Henry G. 2001. Teaching as a Language as Communication.
Oxford: Oxford University Press.
43
44
Wikipedia, the free encyclopedia.Genre.http://en.wikipedia.org/wiki/Genre
Wikipedia,
the
encyclopedia.Instrument.https://en.wikipedia.org/wiki/Instrument
free
STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
CHRISTANTI SEPTRINNA PANJAITAN
Registration Number 2113121013
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ART
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Panjaitan, Christanti Septrinna. 2113121013. The Effect of Dictogloss
Technique on Students’ Achievement in Writing Report Text. A Thesis. Faculty
of Languages and Arts. State University of Medan. 2015
The objective of the study is to find out the effect of Dictogloss Technique on
students’ achievement in writing report text at SMP Swasta Brigjend Katamso
Medan. The study was conducted by using experimental research design. The
population of this study was seven classes of the ninth grade students of SMP
Swasta Brigjend Katamso Medan. The samples were taken by using clustering
technique and two of seven classes were taken into samples, one class as
experimental group and another class as control group. In the treatment, the
experimental group was taught by using Dictogloss technique, the control group
was taugh without using Dictogloss Technique. Writing report text test was used
as the instrument of collecting the data. Therefore, after analyzing the data, it was
found that the value of
was 4.24 with the degree of freedom (df) = 70 at that
level of significance (α=0.05) = 1.994. It means that
was considerably higher
than (4.24 > 1.994). The result of this study showed Dictogloss technique had a
significant effect on students’ achievement in writing report text.
Key words : Dictogloss, Report text, Writing achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTES .................................................................................. iv
LIST OF TABLES ............................................................................................... vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of the Study ....................................................................1
B. The Problem of the Study ..........................................................................4
C. The Objectives of the Study.......................................................................4
D. The Scope of the Study ..............................................................................4
E. The Significance of the Study ....................................................................5
CHAPTER II. LITERATURE REVIEW ............................................................6
A. Theoretical Framework ..............................................................................6
1. Students’ Achievement .......................................................................6
2. Writing ................................................................................................7
a. The Nature of Writing .................................................................7
b. Writing Process ............................................................................9
c. Purpose of Writing .....................................................................11
d. Types of Writing ........................................................................12
e. Genres of Writing ......................................................................13
f. Report Text ................................................................................15
g. Writing Assessment ...................................................................17
3. Technique..........................................................................................19
4. Dictogloss Technique .......................................................................21
a. The Nature of Dictogloss Technique .........................................21
b. Procedures of Dictogloss Technique .........................................22
B. Conceptual Framework ............................................................................23
C. Hypothesis................................................................................................24
CHAPTER III. RESEARCH METHODOLOGY ............................................25
A. Research Design.......................................................................................25
B. Population and Sample ............................................................................26
1. Population .........................................................................................26
2. Sample ..............................................................................................26
iv
C. The Instrument of Collecting Data ..........................................................27
1. Observation .......................................................................................27
2. Test....................................................................................................27
D. The Procedure of Collecting Data............................................................28
1. Pre-Test .............................................................................................28
2. Treatment ..........................................................................................29
3. Post-Test ...........................................................................................30
E. The Validity and Realibity of the Test .....................................................31
1. The Validity of the Test ....................................................................31
2. Realibility of the Test .......................................................................31
F. Technique of Analyzing Data ..................................................................32
CHAPTER IV. DATA, DATA ANALYSIS, AND FINDING ..........................35
A. Data ..........................................................................................................35
B. The Data Analysis ....................................................................................36
1. Reliability of the Test .......................................................................36
2. Data Analysis by Using t-Test Formula ...........................................38
C. Testing Hypothesis...................................................................................40
D. Research Finding .....................................................................................40
E. Discussion ................................................................................................41
CHAPTER V. CONCLUSION AND SUGGESTIONS ....................................42
A. Conclusion ...............................................................................................42
B. Suggestions ..............................................................................................42
REFERENCES .....................................................................................................44
v
LIST OF APPENDICES
Pages
APPENDIX A .......................................................................................................45
APPENDIX B .......................................................................................................46
APPENDIX C .......................................................................................................47
APPENDIX D .......................................................................................................50
APPENDIX E .......................................................................................................57
APPENDIX F ........................................................................................................62
APPENDIX G .......................................................................................................63
APPENDIX H .......................................................................................................81
APPENDIX I .........................................................................................................99
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Language is a system of communication in human being society. People
will share and express their ideas, thoughts, opinions, and feelings by using
language. Communication is an activity of expressing or sharing the thoughts,
ideas, feelings, and information of someone to other people. There are two ways
of communication, namely oral and written. When something is communicated or
conveyed in spoken language, it is called oral or speaking. Meanwhile, when
something is communicated or conveyed in written form, it is called writing.
Writing is a productive skill to express the ideas, feelings, opinions, and
experiences of someone into words in a meaningful form and to mentally interact
with the message.
English is an international language which is used by many people to
communicate in different country. In Indonesia, English is regarded as foreign
language and it has included into the curriculum of education. It is taught as a
compulsory subject to study from elementary school up to university.
Nowadays, the students are claimed not only to be able to speak but also to
write in English. But, writing is one of the difficult skills to be mastered by the
students. Heaton (1975:135) explains that writing skill is complex and difficult to
teach. It requires not only mastering on grammatical and rhetorical devices but
also of conceptual as the rule of writing such as degree of organization in the
development of ideas and information and also choosing the appropriate
1
2
vocabularies and sentence structure to create a style which is appropriate to
subject matter. The students need to think what they will write down and they
should be able to use the correct sentence structure and grammar in order to make
the reader(s) understand well. Professional writers often say that, “hard writing is
easy reading.” In other words, writing is not easy. They should be able to write
effectively because they perform their writing skill throughout their life for
academic and occupational purposes.
He is correct to say that since the writer had the same experience when she
did her Teaching Practice (PPL) and did observation in SMP Brigjend Katamso
Medan. She found that there was still problem in learning writing. The students’
achievement in writing was still low. Most of the students had difficulty in
writing. They had no ideas what to write, did not know how to build sentences
which are grammatically correct, did not know the generic structure of each kind
of texts, and lack of vocabularies. The teacher said that many students get the
score below Minimal Completeness Criteria (Kriteria Ketuntasan Minimal) of
English lesson for Junior High School. The score of writing test from the students
can be seen in table 1.1.
Table 1.1 The Ninth Grade (IX) Students’ Score of Writing Test
Class
IX – 1
IX - 4
Score
Students
Percentage
< 75
14
34,15
≥ 75
22
65,85
< 75
16
40,00
≥ 75
20
60,00
3
The Minimal Completeness Criteria (KKM) applied for the ninth grade (IX)
by school is 75. From the data above, it can be fulfilled that the students’ ability in
writing in that class is still low. It can be seen from the number of students where
30 of 72 students from two classes have score under the Minimal Completeness
Criteria.
The writer found that it was caused by inappropriate technique which was
used by the teacher. The teacher mostly taught the students only about the
theories, asked the students to memorize them without giving chance for the
students to practice their writing skill. It makes many students are bored to learn
English, especially to practice their writing skill. They can write various kinds of
text, one of them is report text.
Report text is one of the genres which should be mastered by the students
based on the curriculum. Report text is a genre which intends to classify and
describe the natural, cultural and technological phenomena in the world. By
learning this genre, the students will know how to write a good report text.
Based on the explanation above, it is considered that the students need
innovation in teaching-learning process to teach writing report text which should
be coverage by the teachers. The teachers can do innovation by applying the
interesting method or appropriate technique in teaching learning process. One of
the alternative techniques which can be used by the teachers is Dictogloss
technique. It can help the students to write their report text easily.
Dictogloss is an integrated skills technique for language learning where the
learners are required to reconstruct a text by listening and noting down the key
4
words which are used as a base for reconstruction. The writer would like to apply
Dictogloss technique because it has some advantages. It integrates the four
language skills of listening, reading, speaking, and writing. It gives students
opportunities to talk about both content and language itself. It helps the students to
ease them to write their composition and gives them idea to write by using the key
words.
In this research, the writer will focus on the students’ achievement in
writing report text through Dictogloss technique. This research will be conducted
to investigate how Dictogloss technique affects the students’ achievement in
writing report text.
B.
The Problem of the Study
Based on the background of the study, the research problem is formulated as
the following:
Does Dictogloss Technique affect the students’ achievement in writing report
text?
C.
The Objectives of the Study
This study is aimed to find out the effectiveness of applying Dictogloss
Technique on students’ achievement in writing report text.
D.
The Scope of the Study
The study is focused on the application of Dictogloss Technique in teaching
writing report text.
5
E.
The Significance of the Study
The findings of this study are expected to be useful for:
1.
English teachers who may apply this technique as one of the alternative
technique in improving the quality of teaching learning process, especially
teaching writing report text.
2.
Students who want to enlarge their knowledge and help themselves to
improve their writing skill by using Dictogloss Technique.
3.
The other researchers who are interested in this study to get more
information about the application of Dictogloss Techinque on students’
achievement in writing report text.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Based on the calculation of the data, it can be concluded that Dictogloss
technique significantly affects the students’ achievement in writing report text.
It can be seen from the mean of control and experimental group in the posttest score are 79,17 and 82,58. The number of the students for each group is 36. It
means that the mean score of experimental group is higher than those of control
group.
The result of calculation t-test shows that the score of t-observed (4.24) <
the score of t-table (1.994). It means that the null hypothesis (Ho) is rejected and
the alternative hypothesis (Ha) is accepted.
B.
Suggestion
Based on the result of the study above, the suggestions are given to the
following:
1.
The English teachers are suggested to apply Dictogloss technique in
affecting students’ ability in writing report text by giving abundant exercises
to enable them to write meaningfully because Dictogloss technique
integrates the four language skills of listening, reading, speaking, and
writing; gives students opportunities to talk about both content and language
42
43
itself; and helps the students to ease them to write their composition and
gives them idea to write by using the key words.
2.
The students are suggested to use Dictogloss technique because this
technique allows them to explore their mind to generate ideas which are
reflected to get meaningful ideas in order to improve their ability in writing.
3.
Other researchers are also suggested to apply Dictogloss technique in order
to find out that this technique can be also applied to other language skills,
especially in listening skill, since the researcher find out that this technique
can be also applied to affect the listening skill, but she has not completed the
research yet.
REFERENCES
Arikunto, S. 2010. ProsedurPenelitian (EdisiRevisi). Jakarta: RinekaCipta.
Best, J. W. & Kahn, J. V. 2006. Research in Eductaion (10th edition). New York:
Pearson Education Inc.
Brown, H. D. 2001. Teaching by Principles an Interactive Approach to Language
Pedagogy Second Edition. New York: Addison Wesley Longman Inc.
Fraenkel, Jack R. &Wallen, Norman E. 2007.How to Design and Evaluate
Research in Education. New York: McGraw-Hill.
Fong, Lee Lai. (2015). Journal of Management Research. The Use of Dictogloss
as an Information Gap Task in Exploiting Dual Application Principle in
Learning Irregular Verbs. Vol. 7, No. 2 (484-488).
Gerot, Linda and Peter Wignell. 1995. Making Sense of Functional Grammar.
Sydney: Antipodean Educational Enterprise.
Heaton,J.B. 1988. Writing English Language Tests. New York: Longman, Inc.
Jacobs, George. (2003). The Reading Matrix. Combining Dictogloss and
Cooperative Learning to Promote Language Learning. Vol. 3, No. 1 (1-5).
Kooshafar, Masoome. (2012). Journal of Language Teaching and Research. The
Effect of Dictogloss Technique on Learners’ Writing Improvement in Terms
of Writing Coherent Texts. Vol. 3, No. 4 (1-4).
O’Malley, J.M., & Valdez Pierce, L. (1996).Authentic Assessment for English
Language Learners: Practical Approaches for Teachers. New York:
Addison-Wesley.
Oshima, A and Ann. H. 1998. Wriitng Academic English. New York:Addison
Wesle Longman.
Richards, J. C., &Renandya, W. A. (2003).Methodology in language teaching: An
anthology of current practice. (3rd ed.).Cambridge: Cambridge University
Press.
Tribble, Christopher. (1996). Writing..Hongkong: Oxford University Press, Great
Calendron Street, Oxford OX2 6DP.
White, Ron & Arndt, Valery (1992).Process Writing.England: Duke of Edinburgh
English Language Book Competition Teacher’s Book.
Widdowson, Henry G. 2001. Teaching as a Language as Communication.
Oxford: Oxford University Press.
43
44
Wikipedia, the free encyclopedia.Genre.http://en.wikipedia.org/wiki/Genre
Wikipedia,
the
encyclopedia.Instrument.https://en.wikipedia.org/wiki/Instrument
free