THE APPLICATION OF DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION.
THE APPLICATION OF DICTOGLOSS TECHNIQUE TO
IMPROVE STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION
A THESIS
Submitted to the English Department, in Partial Fulfillment
of Requirement for the Degree of Sarjana Pendidikan
By :
KURNIAWAN NOVIAN PUTRA
Reg. Number 209321007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Putra, Kurniawan Novian. 209321007 The Application of Dictogloss
Technique to Improve Students’ Achievement in Writing Analytical
Exposition. A Thesis. English Department, Languages and Art, States
University of Medan.
This study is aimed at improving grade XI Science students’ writing achievement
by applying Dictogloss Technique. The research was conducted by applying
classroom action research. The subject of this study was Grade Private XI Senior
High School PAB 4 Sampali which consisted of 25 students. To collect the data,
the instruments used were primary data ( writing test ) and secondary data (
interview, observation sheet, and diary note ). Based on the data analysis, it was
found that the students’ score improved; it can be seen from the score in
orientation test, Cycle I test and Cycle II test. In the orientation test, the mean of
the students score was ( 50,6 ), in the cycle I test was ( 59,4), and the mean of
students’ score of the last test was ( 67,2 ). Based on the interview, observation
sheet, and diary note, it shows that expression and excitement of the students were
also improved. It was found that teaching of writing analytical exposition text by
applying Dictogloss Technique could improve students’ writing achievement. It is
suggested that English teachers apply this strategy as one of the alternative
strategy in teaching Writing.
TABLE OF CONTENT
ABSTRACT ...................................................................................................
i
ACKNOWLEDGMENT ............................................................................... ii
TABLE OF CONTENT ................................................................................. iii
LIST OF TABLES ........................................................................................ vi
LIST OF FIGURES ....................................................................................... vii
LIST OF APPENDICES .............................................................................. viii
CHAPTER I INTRODUCTION
A. The Background of the Study ...........................................................
B. The Problem of Study .......................................................................
C. The Objective of Study .....................................................................
D. The Scope of Study ...........................................................................
E. The Significance of Research ...........................................................
1
4
4
5
5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework .....................................................................
1. Writing Skill ...............................................................................
2. Types Of Writing .......................................................................
3. Genres Of Writing .....................................................................
4. Analytical Exposition ................................................................
5. Student’s Achievement In Writing ............................................
6. The Components Of Writing .....................................................
7. Paragraph ...................................................................................
8. The Importance Of Writing .......................................................
9. Assessment of Writing ...............................................................
10. Dictogloss Technique ................................................................
a. Definition Of Dictogloss ........................................................
b. Dictation And Dictogloss .......................................................
c. Dictogloss And Activation Of Writing Skill .........................
d. Dictogloss Stages ...................................................................
e. The Aim, Potential Benefits, And The Values Of Dictogloss
11. Assessment..................................................................................
B. Conceptual Framework .....................................................................
6
6
7
9
9
12
13
17
18
19
20
22
23
23
24
29
30
33
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................................
B. The Subject Of The Research ...........................................................
C. The Instrument Of Collecting Data ...................................................
D. Procedure Of The Research ..............................................................
E. Technique Of Data Analysis .............................................................
35
38
38
38
41
CHAPTER IV
A. Data ....................................................................................................
1. The Primary Data ..........................................................................
2. The secondary Data .......................................................................
B. Data Analysis ......................................................................................
1. The Primary Data ............................................................................
2. The secondary Data ........................................................................
C. Research Account ................................................................................
1. Cycle I ............................................................................................
2. Cycle II ...........................................................................................
D. Research Finding and Discussion .......................................................
44
44
45
46
46
49
50
50
51
52
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 54
B. Suggestion ........................................................................................... 54
PREFERENCES ........................................................................................... 55
LIST OF TABLES
Table 2.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Table 4.6.
Table 4.7.
Assessment Of Writing Analytical Exposition Text .....................
Procedure Of Data Collection For The First Meeting ..................
Procedure Of Data Collection Of The First Cycle .......................
Procedure Of Data Collection Of The Second Cycle ...................
Assessment Of Writing Analytical Exposition Text .....................
Score Of The Tests ........................................................................
The Percentages Of The Students’ Writing Achievement ...........
20
39
39
40
42
45
48
LIST OF FIGURES
Figure 3.1 Simple Action Research Model (From Maclssac, 1995) .............. 36
LIST OF APPENDICES
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Lesson Plan ...............................................................................
Students’ Writing Tests ...........................................................
Score Of The Tests ...................................................................
Interview Sheet ........................................................................
Observation Sheet ....................................................................
Diary Notes ..............................................................................
56
85
93
94
95
96
CHAPTER I
INTRODUCTION
A. The Background of the Study
In Indonesia, English is a foreign language. Learning a foreign language is
an integrated process that the learners should study the four basic skills: listening,
speaking, reading, and writing. We use it to understand their world through
listening and reading and to communicate our feeling, need, and desires through
speaking and writing. By having more knowledge about language skill we have
much better chance of understanding and being understood and getting what we
want and need from these around us.
Of four language skill above, the very important and most required in
academic field is writing. Writing is process of transforming thoughts and ideas in
written form. Writing is not only a process of linking words into sentences or
paragraph, but it is a sequence or steps of ideas, organized thoughts and feeling in
the form of words and combined into sentences into form of paragraphs in which
every sentence is closely related one another.
Writing is a medium of expressing ideas or opinion. It is a common
activity in teaching and learning process that requires knowledge of developing
ideas, sentence pattern, paragraphing and the use appropriate words that makes
sense to the readers. Lindamen (1987:11) state that writing is a process of
communication that introduces graphic symbol such as word, phrases, and
sentences later formed to become a paragraph that can convey the message to the
readers. So it is not only about thinking of something to say, selecting the words
and then sharing the idea through written language; but it is also about developing
a lot of ideas, combining the sentences so they can make a unity, and organizing
paragraph by paragraph. In other words, writing is not as easy as being thought so
far. It needs good preparation, prior knowledge and experience before, in order to
generate an effective and accurate writing.
The condition mentioned above really proves what students consider about
writing. Even at present, the students’ writing competence is still becoming a
serious problem. The poor quality of English writing skill generally can be seen
that a lot of students during the writing task are sometimes stuck and cannot
continue to complete their writing task some simple reason, that is lack of
Vocabulary or having no more idea. As result, they can only write down a rough
paragraph without including the details to the topic assigned. This case really
happens in one of the schools in Langkat, SMP Negeri 5 Stabat, where the
percentage of grade IX students who get score above 70 in English mid-term test
is only 21% (21 of 100 students). This condition really proves how bad the
students’ achievement in writing is.
Students should have certain knowledge on writing. They may have
qualification in speaking, but it doesn’t guaranty that they can also have
qualification in writing because sometimes it is much easier to share ideas orally
than organize them in written language. Therefore, those students are not able to
lay open their idea in writing even though they are good at vocabulary mastery.
The aesthetic of the students’ writing is influenced by teaching method or
technique. Teaching technique of writing is really needed in order to encourage
students’ ability and enhance their interest in writing. Interesting technique is
surely able to create the good atmosphere in classroom so the students can
improve their way of learning.
For the reason mentioned above, some linguist state that success of
teachers in teaching is often measured through the accuracy of method or
technique they apply. So teachers should be able to choose a suitable technique in
order to create a better, interesting and communicative teaching and learning
process. For this condition, linguists never stop to explore some good method or
technique to teach English in order to increase the students’ achievement in
learning English (Anthony, 1963).
Dealing with the fact previously mentioned, the writer needs to try to carry
out a research in teaching writing. In this case, the writer believes that Dictogloss
Technique is very good technique to be applied in teaching writing. It is also an
interesting technique. By applying this technique, the class will be offered to
discuss the upcoming topics which have relation with the prior knowledge the
students may have. Then, they can build up any paragraph by using their prior
knowledge and the language that they have put into some key words related to the
topic discussed.
Dictogloss basically retains individual element in which students work
individually to listen and take notes on text read by teacher. But the writer tends to
apply this technique in collaborative learning by situating the students in groups
consisting of two or four members.this such situation will show that different
students must have different strength, which may lead them to play different roles
in their group as well.
In short, the writer simplifies that to overcome the problem of teaching
writing. Particularly in building paragraphs, the teacher needs to apply Dictogloss
technique which will intend the enthusiasm of students in learning activities.
Applying Dictogloos technique is expected to solve the problem and to bring a
good improvement in students’ writing achievement.
From the explanation above, the writer is interested in conducting a
research under title “The Application of Dictogloss Technique Improve Students’
Achievement in Writing Analytical exposition“.
B. The Problem of Study
Based on the background of the study, the research problem is formulated
as follows:
“Is students’ achievement in writing analytical exposition improved by using
Dictogloss Technique?.
C. The Objective of Study
The objective of this study is to find out the students achievement in
writing analytical exposition by applying Dictogloss technique.
D. The Scope of Study
The study focuses on applying Dictogloss technique on students writing
achievement in analytical exposition text. In syllabus, analytical exposition text is
taught in the second grade of Senior High School. Therefore, the sample of this
research is the students in the second grade of Senior High School and the topic
that will be discussed by the students are phenomenon surrounding.
E. The Significance of Research
The findings of the study are expected to have both theoretical and practical
in reading as a process and product. Especially the Framework of writing.
1). Theoretically, the findings of the study are expected to enhance the theories
of writing.
2). Practically, the findings of the study is expected to be used for
a.
English Lecturers in enriching the strategy of teaching writing.
b.
English teacher as a source of valuable information to increase students’
writing ability by digtogloss technique.
c.
Students to improve their writing especially writing analytical exposition
d.
Other researcher, as a reference material to conduct related research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the average scores of students in
every test kept improving. It means that there was a significant improvement on
the students’ writing achievement in writing analytical exposition text by applying
Dictogloss Technique. It can be seen from the improvement of mean of the
students’ score namely: the mean of orientation test (1265) increased to the mean
of cycle I test (1485) and to the cycle test II (1680). The score continuously
improved from the first test to the third test.
B. Suggestion
The result of this research showed that the used of Dictogloss Technique
improved students’ writing achievement in analytical exposition text. In relation
to conclusion above, some points are suggested, as follows:
a. The English teacher are suggested to use Dictogloss Technique as the
effective strategy to stimulate the students’ learning writing spirit and
interest in the teaching – learning writing process. Even though
tDictogloss Technique is already the old one Technique in teaching
learning process.
b. For the readers who are interest for further study (university students)
related to this research should explore the knowledge to enlarge their
understanding about how to improve writing analytical expositiontext and
search another reference.
55
REFERENCES
Bowering & Malakul. 2006. The application of Genre Theory to improve
Academic English Writing Courses. Education journal, 328-334.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. Second Edition. San Francisco: Longman.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
San Francisco: Longman.
Creswell, John W. 2001. Research Design: Qualitative & Quantitative
Approaches. Thousand Oaks, London and New Delhi: Sage Publication
Harmer, Jeremy. 2004. How to teach writing. London: Long Man
Heaton, J.B. 1975. Writing English Language Test. London: Long Man
Kemmis, S. &McTaggart, R. 1992. The Action Research
lanner. Victoria: Daeken University Press
Kurniasari, Arny. 2009. Pengaruh Metode Dictogloss terhadap kemampuan
Menulis siswa kelas IV SDN Karangjati I NgawiTahunajaran 2009/2010
Leo, Sutanto. 2007. English for Academic Purpose Essay Writing. Yogyakarta:
CV AndiOffeset
Philips, D.A & Carr, K. 2010. Becoming A Teacher through Action Research.
New York: Taylor & Francis.
Pardiyono, M.Pd. 2007.PastiBisa! Teaching Genre-Based Writing. Yogyakarta :
CV Andi Offeset
Prihatien, Hasymi. 2010. The Contribution Collaborative Learning Method in
Increasing Students’s Competence in Writing Recount Text. Proceedings of
the International Seminar.
Vasiljeciv, Zorana. 2010. Dictogloss as an Interactive Method of Teaching
Listening Comprehension to L2 learners. English Language Teaching.III (1)
45-52
Wajnry, Ruth. 1990. Grammar Dictation. Hong Kong: Oxford University Press
IMPROVE STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION
A THESIS
Submitted to the English Department, in Partial Fulfillment
of Requirement for the Degree of Sarjana Pendidikan
By :
KURNIAWAN NOVIAN PUTRA
Reg. Number 209321007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Putra, Kurniawan Novian. 209321007 The Application of Dictogloss
Technique to Improve Students’ Achievement in Writing Analytical
Exposition. A Thesis. English Department, Languages and Art, States
University of Medan.
This study is aimed at improving grade XI Science students’ writing achievement
by applying Dictogloss Technique. The research was conducted by applying
classroom action research. The subject of this study was Grade Private XI Senior
High School PAB 4 Sampali which consisted of 25 students. To collect the data,
the instruments used were primary data ( writing test ) and secondary data (
interview, observation sheet, and diary note ). Based on the data analysis, it was
found that the students’ score improved; it can be seen from the score in
orientation test, Cycle I test and Cycle II test. In the orientation test, the mean of
the students score was ( 50,6 ), in the cycle I test was ( 59,4), and the mean of
students’ score of the last test was ( 67,2 ). Based on the interview, observation
sheet, and diary note, it shows that expression and excitement of the students were
also improved. It was found that teaching of writing analytical exposition text by
applying Dictogloss Technique could improve students’ writing achievement. It is
suggested that English teachers apply this strategy as one of the alternative
strategy in teaching Writing.
TABLE OF CONTENT
ABSTRACT ...................................................................................................
i
ACKNOWLEDGMENT ............................................................................... ii
TABLE OF CONTENT ................................................................................. iii
LIST OF TABLES ........................................................................................ vi
LIST OF FIGURES ....................................................................................... vii
LIST OF APPENDICES .............................................................................. viii
CHAPTER I INTRODUCTION
A. The Background of the Study ...........................................................
B. The Problem of Study .......................................................................
C. The Objective of Study .....................................................................
D. The Scope of Study ...........................................................................
E. The Significance of Research ...........................................................
1
4
4
5
5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework .....................................................................
1. Writing Skill ...............................................................................
2. Types Of Writing .......................................................................
3. Genres Of Writing .....................................................................
4. Analytical Exposition ................................................................
5. Student’s Achievement In Writing ............................................
6. The Components Of Writing .....................................................
7. Paragraph ...................................................................................
8. The Importance Of Writing .......................................................
9. Assessment of Writing ...............................................................
10. Dictogloss Technique ................................................................
a. Definition Of Dictogloss ........................................................
b. Dictation And Dictogloss .......................................................
c. Dictogloss And Activation Of Writing Skill .........................
d. Dictogloss Stages ...................................................................
e. The Aim, Potential Benefits, And The Values Of Dictogloss
11. Assessment..................................................................................
B. Conceptual Framework .....................................................................
6
6
7
9
9
12
13
17
18
19
20
22
23
23
24
29
30
33
CHAPTER III RESEARCH METHOD
A. Research Design ................................................................................
B. The Subject Of The Research ...........................................................
C. The Instrument Of Collecting Data ...................................................
D. Procedure Of The Research ..............................................................
E. Technique Of Data Analysis .............................................................
35
38
38
38
41
CHAPTER IV
A. Data ....................................................................................................
1. The Primary Data ..........................................................................
2. The secondary Data .......................................................................
B. Data Analysis ......................................................................................
1. The Primary Data ............................................................................
2. The secondary Data ........................................................................
C. Research Account ................................................................................
1. Cycle I ............................................................................................
2. Cycle II ...........................................................................................
D. Research Finding and Discussion .......................................................
44
44
45
46
46
49
50
50
51
52
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 54
B. Suggestion ........................................................................................... 54
PREFERENCES ........................................................................................... 55
LIST OF TABLES
Table 2.1.
Table 3.2.
Table 3.3.
Table 3.4.
Table 3.5.
Table 4.6.
Table 4.7.
Assessment Of Writing Analytical Exposition Text .....................
Procedure Of Data Collection For The First Meeting ..................
Procedure Of Data Collection Of The First Cycle .......................
Procedure Of Data Collection Of The Second Cycle ...................
Assessment Of Writing Analytical Exposition Text .....................
Score Of The Tests ........................................................................
The Percentages Of The Students’ Writing Achievement ...........
20
39
39
40
42
45
48
LIST OF FIGURES
Figure 3.1 Simple Action Research Model (From Maclssac, 1995) .............. 36
LIST OF APPENDICES
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Lesson Plan ...............................................................................
Students’ Writing Tests ...........................................................
Score Of The Tests ...................................................................
Interview Sheet ........................................................................
Observation Sheet ....................................................................
Diary Notes ..............................................................................
56
85
93
94
95
96
CHAPTER I
INTRODUCTION
A. The Background of the Study
In Indonesia, English is a foreign language. Learning a foreign language is
an integrated process that the learners should study the four basic skills: listening,
speaking, reading, and writing. We use it to understand their world through
listening and reading and to communicate our feeling, need, and desires through
speaking and writing. By having more knowledge about language skill we have
much better chance of understanding and being understood and getting what we
want and need from these around us.
Of four language skill above, the very important and most required in
academic field is writing. Writing is process of transforming thoughts and ideas in
written form. Writing is not only a process of linking words into sentences or
paragraph, but it is a sequence or steps of ideas, organized thoughts and feeling in
the form of words and combined into sentences into form of paragraphs in which
every sentence is closely related one another.
Writing is a medium of expressing ideas or opinion. It is a common
activity in teaching and learning process that requires knowledge of developing
ideas, sentence pattern, paragraphing and the use appropriate words that makes
sense to the readers. Lindamen (1987:11) state that writing is a process of
communication that introduces graphic symbol such as word, phrases, and
sentences later formed to become a paragraph that can convey the message to the
readers. So it is not only about thinking of something to say, selecting the words
and then sharing the idea through written language; but it is also about developing
a lot of ideas, combining the sentences so they can make a unity, and organizing
paragraph by paragraph. In other words, writing is not as easy as being thought so
far. It needs good preparation, prior knowledge and experience before, in order to
generate an effective and accurate writing.
The condition mentioned above really proves what students consider about
writing. Even at present, the students’ writing competence is still becoming a
serious problem. The poor quality of English writing skill generally can be seen
that a lot of students during the writing task are sometimes stuck and cannot
continue to complete their writing task some simple reason, that is lack of
Vocabulary or having no more idea. As result, they can only write down a rough
paragraph without including the details to the topic assigned. This case really
happens in one of the schools in Langkat, SMP Negeri 5 Stabat, where the
percentage of grade IX students who get score above 70 in English mid-term test
is only 21% (21 of 100 students). This condition really proves how bad the
students’ achievement in writing is.
Students should have certain knowledge on writing. They may have
qualification in speaking, but it doesn’t guaranty that they can also have
qualification in writing because sometimes it is much easier to share ideas orally
than organize them in written language. Therefore, those students are not able to
lay open their idea in writing even though they are good at vocabulary mastery.
The aesthetic of the students’ writing is influenced by teaching method or
technique. Teaching technique of writing is really needed in order to encourage
students’ ability and enhance their interest in writing. Interesting technique is
surely able to create the good atmosphere in classroom so the students can
improve their way of learning.
For the reason mentioned above, some linguist state that success of
teachers in teaching is often measured through the accuracy of method or
technique they apply. So teachers should be able to choose a suitable technique in
order to create a better, interesting and communicative teaching and learning
process. For this condition, linguists never stop to explore some good method or
technique to teach English in order to increase the students’ achievement in
learning English (Anthony, 1963).
Dealing with the fact previously mentioned, the writer needs to try to carry
out a research in teaching writing. In this case, the writer believes that Dictogloss
Technique is very good technique to be applied in teaching writing. It is also an
interesting technique. By applying this technique, the class will be offered to
discuss the upcoming topics which have relation with the prior knowledge the
students may have. Then, they can build up any paragraph by using their prior
knowledge and the language that they have put into some key words related to the
topic discussed.
Dictogloss basically retains individual element in which students work
individually to listen and take notes on text read by teacher. But the writer tends to
apply this technique in collaborative learning by situating the students in groups
consisting of two or four members.this such situation will show that different
students must have different strength, which may lead them to play different roles
in their group as well.
In short, the writer simplifies that to overcome the problem of teaching
writing. Particularly in building paragraphs, the teacher needs to apply Dictogloss
technique which will intend the enthusiasm of students in learning activities.
Applying Dictogloos technique is expected to solve the problem and to bring a
good improvement in students’ writing achievement.
From the explanation above, the writer is interested in conducting a
research under title “The Application of Dictogloss Technique Improve Students’
Achievement in Writing Analytical exposition“.
B. The Problem of Study
Based on the background of the study, the research problem is formulated
as follows:
“Is students’ achievement in writing analytical exposition improved by using
Dictogloss Technique?.
C. The Objective of Study
The objective of this study is to find out the students achievement in
writing analytical exposition by applying Dictogloss technique.
D. The Scope of Study
The study focuses on applying Dictogloss technique on students writing
achievement in analytical exposition text. In syllabus, analytical exposition text is
taught in the second grade of Senior High School. Therefore, the sample of this
research is the students in the second grade of Senior High School and the topic
that will be discussed by the students are phenomenon surrounding.
E. The Significance of Research
The findings of the study are expected to have both theoretical and practical
in reading as a process and product. Especially the Framework of writing.
1). Theoretically, the findings of the study are expected to enhance the theories
of writing.
2). Practically, the findings of the study is expected to be used for
a.
English Lecturers in enriching the strategy of teaching writing.
b.
English teacher as a source of valuable information to increase students’
writing ability by digtogloss technique.
c.
Students to improve their writing especially writing analytical exposition
d.
Other researcher, as a reference material to conduct related research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the average scores of students in
every test kept improving. It means that there was a significant improvement on
the students’ writing achievement in writing analytical exposition text by applying
Dictogloss Technique. It can be seen from the improvement of mean of the
students’ score namely: the mean of orientation test (1265) increased to the mean
of cycle I test (1485) and to the cycle test II (1680). The score continuously
improved from the first test to the third test.
B. Suggestion
The result of this research showed that the used of Dictogloss Technique
improved students’ writing achievement in analytical exposition text. In relation
to conclusion above, some points are suggested, as follows:
a. The English teacher are suggested to use Dictogloss Technique as the
effective strategy to stimulate the students’ learning writing spirit and
interest in the teaching – learning writing process. Even though
tDictogloss Technique is already the old one Technique in teaching
learning process.
b. For the readers who are interest for further study (university students)
related to this research should explore the knowledge to enlarge their
understanding about how to improve writing analytical expositiontext and
search another reference.
55
REFERENCES
Bowering & Malakul. 2006. The application of Genre Theory to improve
Academic English Writing Courses. Education journal, 328-334.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. Second Edition. San Francisco: Longman.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
San Francisco: Longman.
Creswell, John W. 2001. Research Design: Qualitative & Quantitative
Approaches. Thousand Oaks, London and New Delhi: Sage Publication
Harmer, Jeremy. 2004. How to teach writing. London: Long Man
Heaton, J.B. 1975. Writing English Language Test. London: Long Man
Kemmis, S. &McTaggart, R. 1992. The Action Research
lanner. Victoria: Daeken University Press
Kurniasari, Arny. 2009. Pengaruh Metode Dictogloss terhadap kemampuan
Menulis siswa kelas IV SDN Karangjati I NgawiTahunajaran 2009/2010
Leo, Sutanto. 2007. English for Academic Purpose Essay Writing. Yogyakarta:
CV AndiOffeset
Philips, D.A & Carr, K. 2010. Becoming A Teacher through Action Research.
New York: Taylor & Francis.
Pardiyono, M.Pd. 2007.PastiBisa! Teaching Genre-Based Writing. Yogyakarta :
CV Andi Offeset
Prihatien, Hasymi. 2010. The Contribution Collaborative Learning Method in
Increasing Students’s Competence in Writing Recount Text. Proceedings of
the International Seminar.
Vasiljeciv, Zorana. 2010. Dictogloss as an Interactive Method of Teaching
Listening Comprehension to L2 learners. English Language Teaching.III (1)
45-52
Wajnry, Ruth. 1990. Grammar Dictation. Hong Kong: Oxford University Press