STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1440 H / … 226.FTIK... · Kondisi kelas menjadi jauh...
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AN UNDERGRADUATE THESIS THE USE OF DICTOGLOSS TECHNIQUE TO IMPROVE THE WRITING ABILITY IN NARRATIVE TEXT AT THE EIGHT GRADERS OF STATE JUNIOR HIGH SCHOOL 3 SEKAMPUNG By: TRI SARI Student Number: 13108607 The Tarbiyah and Teacher Training Faculty The English Education Department STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1440 H / 2018 M
Transcript of STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1440 H / … 226.FTIK... · Kondisi kelas menjadi jauh...
AN UNDERGRADUATE THESIS
THE USE OF DICTOGLOSS TECHNIQUE TO IMPROVE
THE WRITING ABILITY IN NARRATIVE TEXT
AT THE EIGHT GRADERS OF
STATE JUNIOR HIGH SCHOOL 3 SEKAMPUNG
By:
TRI SARI
Student Number: 13108607
The Tarbiyah and Teacher Training Faculty
The English Education Department
STATE INSTITUTE FOR ISLAMIC STUDIES OF
METRO
1440 H / 2018 M
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AN UNDERGRADUATE THESIS THE USE OF DICTOGLOSS TECHNIQUE TO IMPROVE
THE STUDENTS’ WRITING NARRATIVE TEXT AT THE EIGHT
GRADER OF SMPN 3 SEKAMPUNG
Presented as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan (S.Pd.)
in English Education Department
By:
TRI SARI
Student Number: 13108607
Sponsor :Drs. Kuryani Utih, M.Pd
Co-Sponsor :Trisna Dinillah Harya, M.Pd.
The Tarbiyah and Teacher Training Faculty
The English Education Department
STATE INSTITUTE FOR ISLAMIC STUDIES
OF METRO
1440 H / 2019 M
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THE USE OF DICTOGLOSS TECHNIQUE TO IMPROVE THE WRITING ABILITY IN NARRATIVE TEXT
AT THE EIGHT GRADERS OF STATE JUNIOR HIGH SCHOOL 3 SEKAMPUNG
ABSTRACT
By: TRI SARI
The purposes of this research are to know whether mind dictoglosS technique can improve the students writing ability narrative text at the eight graders of state junior high school 3 sekampung.
The researcher had outlined the problem in this research that focused on writing narrative text. It is related on the problem identification that the students have low motivation to learn English especially in writing, they get difficulties to understand the generic structure of narrative text, and they are also not interested about the learning method in the class. They always feel bored in writing subject.
This research was classroom action research that consisted of two cycles. The research was conducted at State Junior High School 3 Sekampung on VIII.1 class which consisted of 30 students. The research is conducted collaboratively with an English teacher of State Junior High School 3 Sekampung. The data collecting technique used test, documentation, observation and field note. Regarding to the research process, the researcher gave the pre-test for the students to know their writing skill score. Then, the researcher gave the treatment for the students. In addition, the change of the students’ writing ability score could be known through post test that had been given in every cycle.
The result of the research illustrated the average of the students’ score in pre-test was 59 and post test 1 was 64 and post test 2 in cycle II was gained the average score was 74. The condition of the class was getting better. The students were more active in English learning process. In summing up it may be stated that using dictoglos technique can improve the students’ writing narrative text at the eight grade of State Junior High School 3 Sekampung.
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MENGGUNAKAN TEKNIK DICTOGLOS UNTUK MENINGKATKAN KEMAMPUAN SISWA
MENULIS TEKS NARATIVE PADA SISWA KELAS VIII DI SMP NEGERI 3 SEKAMPUNG
ABSTRAK
Oleh: TRI SARI
Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan
teknik dictoglos dapat meningkatkan kemampuan siswa menulis teks narative pada siswa kelas VIII di SMP Negeri 3 sekampung lampung timur.
Permasalahan yang diangkat oleh peneliti dalam penelitian ini berkaitan dengan kemampuan menulis paragraf. Hal ini berdasarkan pada identifikasi masalah yang menjelaskan bahwa siswa mempunyai motivasi rendah untuk belajar bahasa Inggris khususnya materi menulis, mereka mengalami kesulitan dalam memahami struktur kebahasaan dari teks narative, dan mereka pula tidak tertarik terhadap metode yang digunakan di kelas. Mereka selalu bosan pada saat materi menulis bahasa Inggris.
Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang terdiri dari 2 siklus. Penelitian ini dilaksanakan di SMP Negeri 3 Sekampung pada kelas VIII.1 yang terdiri dari 30 siswa. Teknik pengumpulan data pada penelitian ini menggunakan teknik test, dokumentasi, observasi, dan catatan lapangan. Tahapan-tahapan dalam proses penelitian yaitu peneliti memberikan pre-test kepada siswa untuk mengetahui kemampuan pada siswa dalam menulis paragraf. Kemudian, peneliti memberikan tindakan kepada siswa dalam setiap siklusnya Perubahan nilai dari siswa akan diketahui melalui hasil post test yang dilakukan dalam setiap siklus.
Selanjutnya, berdasarkan penelitian yang telah dilakukan, peneliti mendapatkan hasil penelitian dengan nilai rata-rata pre-test adalah 59, post test 1 adalah 64 dan post test 2 pada siklus II adalah 74. Kondisi kelas menjadi jauh lebih baik. Siswa-siswa menjadi lebih aktif untuk mengikuti proses pembelajaran bahasa Inggris. Kesimpulannya adalah penggunaan teknik dictoglos dapat meningkatkan kemampuan siswa menulis teks narrative dan aktifitas pembelajaran siswa pada kelas VIII.1 di SMP Negeri 3 Sekampung.
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MOTTO
Who teacheth by pen (i.e. Gods teach humans by write),
Teacheth man that which he knew not
(QS. Al-Alaq : 4 & 5)
“Learn from yesterday, live for today, and hope for tomorrow”
-Albert Einstein-
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DEDICATION PAGE
This undergraduate thesis is dedicated to: The first is dedicated of almighty Allah SWT, thanks God all about the
precious gift inside to me.
My beloved parents (Mr. Supani and Mrs. Sulatin who have vigorously
done everything for their children. Who always pray and support in their
endless love. The biggest thanks go to both of you. I highly love you very
much.
My beloved family , Thanks for your attention, love, help and motivation.
Because of you all, I become who I am now, much better than before.
My Sponsor (Drs. Kuryani Utih, M.Pd and Co-sponsor (Trisna Dinillah
Harya, M.Pd), who always given the helping and guidance to me for
finishing this undergraduate thesis. Thanks for guiding.
My beloved lectures of English Education Department of State Islamic
Institute of Metro.
My beloved friends (Rizka Hariyati, S.Pd, Eni Qistia Mubarokah,S.Pd,
Dea Oktaviana,S.Pd, Nofa Alfania,S.Pd, Putri Rianndari,S.Pd, Ratna
Novitasari,S.Pd, Sintya Ayuningtias, S.Pd, Trya Septiana,S.Pd,Umi
Sholekhah,S.Pd) thank you for your support and beautiful friendship and
my beloved friends (TBI A Class) and all people whom I love.
My beloved Almamater of State Institute for Islamic Studies of Metro.
The big family of SMP Negeri 3 Sekampung, thanks for help!
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TABLE OF CONTENTS
COVER ........................................................................................................... i
TITLE ............................................................................................................. ii
ABSTRACT .................................................................................................... iii
ABSTRAK ...................................................................................................... iv
NOTIFICATION PAGE ............................................................................... v
NOTA DINAS ................................................................................................. vi
APPROVAL PAGE ....................................................................................... vii
RATIFICATION PAGE ................................................................................ viii
STATEMENT OF RESEARCH ORIGINAL ............................................. ix
ORISINALITAS PENELITIAN ................................................................... x
MOTTO .......................................................................................................... xi
DEDICATION PAGE .................................................................................... xii
ACKNOWLEDGEMENT ............................................................................. xiii
TABLE OF CONTENTS ............................................................................... xv
LIST OF TABLES ......................................................................................... xviii
LIST OF FIGURES ....................................................................................... xix
LIST OF APPENDICES ............................................................................... xx
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of Study .......................................................... 1
B. Problem Identification ........................................................ 5
C. Problem Limitation ............................................................. 6
D. Problem Formulation .......................................................... 6
E. Objectives and Benefits of the Study ................................. 6
CHAPTER II THEORITICAL REVIEW ................................................... 8
A. The Concept of Writing Narrative Text ............................ 8
1. The Concept of Writing ............................................... 8
a. The Definition of Writing ....................................... 8
b. The Element of Writing .......................................... 9
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c. Teaching Writing in Junior High School ................ 11
2. The Concept of Narrative Text .................................... 13
a. The Definition of Narrative Text ............................ 13
b. Kind of Narrative Text ........................................... 14
c. Language features of NarrativeText ....................... 15
d. Organization Text in Narrative Text ...................... 16
e. The Measurment of Writing Narrative Text .......... 17
B. The Concept of Dictogloss Technique ............................... 21
a. The Definition of Dictogloss Technique ............... 21
b. The Stages of Dictogloss Technique ...................... 22
c. The measurment of Dictogloss Technique ............. 24
d. The Advantages of Dictogloss Technique .............. 25
e. The Disadvantages of Dictogloss Technique ......... 26
C. Action Hypothesis .............................................................. 27
CHAPTER III RESEARCH METHODHOLOGY .................................... 28
A. Variable and Operational Definition of Variable ............... 28
1. The Variable of Research ....................................... 28
2. The Operational Definition of Variable ................. 28
B. Setting of the Research ...................................................... 30
C. Subject of the Research ..................................................... 30
D. Procedure of the Research .................................................. 30
E. Data Collecting Technique ................................................. 36
F. Data Analysis Technique .................................................... 38
G. The Indicator of the Success.............................................. 40
CHAPTER IV RESULT OF THE RESEARCH ....................................... 41
A. Result of the Research ........................................................ 41
1. Description of Research Location ................................... 41
a. The History of School ............................................. 41
b. Vision and Mission of School ................................ 42
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c. The Condition of Teacher and Official Employer . 42
d. The Quantity of Students at School ........................ 44
e. The Organization Stucture of School ..................... 44
f. The Building of Facilities ....................................... 46
g. The location Sketch of School ................................ 47
2. Data of the research ....................................................... 48
a. Pre test ....................................................................... 48
b. Cycle 1 ...................................................................... 51
c. Cycle 2 ...................................................................... 62
B. Interpretation ...................................................................... 73
1. Result of Students Learning ...................................... 74
2. The Comparison Score in Pre test, Post test 1 and
Post test 2 .................................................................. 75
3. The Result of Students Learning Activities in Cycle
1 and Cycle 2 ............................................................ 78
C. Discussion........................................................................... 81
CHAPTER V CONCLUSION AND SUGGESTION ................................. 84
A. Conclusion .......................................................................... 84
B. Suggestion .......................................................................... 86
BIBLIOGRAPHIES ....................................................................................... 87
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table 1 The students’ pre-survey score ........................................................... 3
Table 2 The categories of the studentsc score .................................................. 4
Table 3 The subject of the research.................................................................. 30
Table 4 The condition of teacher and offical employers.................................. 43
Table 5 The students quantity .......................................................................... 44
Table 6 The Facilities of school ....................................................................... 46
Table 7 The Result of Pre-Test Score .............................................................. 49
Table 8 Percentage of students pre-test score .................................................. 50
Table 9 The schedule of action in cycle 1 ........................................................ 52
Table 10 The Result of Post-Test 1 Score ........................................................ 55
Table 11 Percentage of students post-test 1 score ............................................ 56
Table 12 The students activities in cycle 1 ...................................................... 58
Table 13 The comparison score pre-test and post test 1 .................................. 60
Table 14 The comparison student pre-test and post test 1 ............................... 61
Table 15 The schedule of action in cycle 2 ...................................................... 63
Table 16 The Result of Post-Test 2 Score ........................................................ 66
Table 17 Percentage of students post-test 2 score ............................................ 67
Table 18 The students activities in cycle 2 ...................................................... 68
Table 19 The comparison score post-test 1 and post test 2 .............................. 71
Table 20 The comparison student post-test 1 and post test 2 ........................... 72
Table 21 The comparison score pre-tes, post-test 1 and post test 2 ................. 76
Table 22 The comparison students pre-tes, post-test 1 and post test 2 ............ 77
Table 23 The table of students activities in cycle 1 and cycle 2 ...................... 78
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LIST OF FIGURES
Figure 1 The cycle of the classroom action research (CAR) .......................... 32
Figure 2 The organization of strucrure............................................................. 45
Figure 3 The sketch location of SMP Negeri 3 Sekampung ............................ 47
Figure 4 Percentage of Student’s Pre-Test Score ............................................. 50
Figure 5 Percentage of Student’s Post-Test I Score ......................................... 56
Figure 6 Percentage of Student’s Activities in Cycle I .................................... 58
Figure 7 The comparison of students pre-test and post test I score ................. 61
Figure 8 Percentage of Student’s Post-Test II Score ....................................... 67
Figure 9 Percentage of Student’s Activities in Cycle II ................................... 69
Figure 10 The comparison of students post-test I and post test II score .......... 72
Figure 11 The comparison of students pre-test, post test I and post test II
score ................................................................................................. 77
Figure 12 The Students’ Result of Learning Activity in Cycle I and Cycle II 79
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LIST OF APPENDICES APPENDIX I
1. Syllabus ............................................................................................... 89
2. Lesson Plan I ....................................................................................... 90
3. Observation sheet in pre-test ................................................................ 96
4. Observation sheet in post-test I ............................................................ 97
5. Observation sheet in pre-test II ............................................................ 98
6. Observation Sheet of the Students’ Activities in Cycle I ..................... 99
7. Observation Sheet of the Students’ Activities in Cycle II .................. 101
8. Observation sheet score in pre-test ...................................................... 103
9. Observation sheet score in post-test I................................................... 104
10. Observation sheet score in post-test II ................................................. 105
11. The comparison score in pre test, post test i and post test 2 ................ 106
12. Instrument of Pre-test .......................................................................... 107
13. Instrument of Post-test I ...................................................................... 108
14. Instrument of Post-test II ..................................................................... 109
15. The Documentation Picture ................................................................. 110
16. Attendance List in pre-test ................................................................... 115
17. Attendance List in Post Test I .............................................................. 117
18. Attendance List in Post Test II ............................................................. 119
APPENDIX II
1. Surat Izin Survey ................................................................................. 121
2. Surat Balasan Survey ......................................................................... 122
3. Sk Bimbingan Skripsi ................................................... ..................... 123
4. Surat Tugas ................................................................... ..................... 124
5. Surat Izin Research ....................................................... ..................... 125
6. Surat Balasan Research ....................................................................... 126
7. Surat Keterangan Penelitian ................................................................ 127
8. Surat Keterangan Bebas Kaprodi ........................................................ 128
9. Surat Keterangan Bebas Pustaka......................................................... 129
10. Curriculum Vitae ............................................................................... 130
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a system of communication. Language can be used to say
our expression, emotion, feeling, and so on. Without language it is so hard to
imagine how people can cooperate and get a long with one another. Realizing
that English has an important role in international communication. It has been
one of the most important international language. Studying English is very
complex. It has four basic skills that must be mastered if someone want to be
successful in English. Those are listening, speaking, reading, and writing.
Each of them has close relation. The difficult of each skill is relative, and it
depends on them selves. In this case the researcher is going to focus on
writing skill.
Writing is one of four skills that must be mastered by English students.
Writing is an important aspect for the students to learn since it is one of the
productive skills that is frequently used to convey the idea (to communicate
with the other) beside speaking. Is the difficult skills. Many students feel hard
to learn writing, because it does not only needs the good sufficiency of
vocabulary and grammatical function but also needs the good word and
sentence arrangement in make a good paragraph.
Narrative is a story with complication or problematic event and is tries
to find the resolution to solve the problems. An important part of narrative text
is the narrative mode, the set of methodes used to communicate the narrative
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through a process narration. Students in junior high school should be able to
write or produce narrative. It is not something attractive and fun for them to
write narrative text although narrative text have purpose to entertain the
reader. They know many stories related to narrative but when they have to
produce their own narrative, they face many difficulties. Many students cannot
get and generate their own idea. Some students have idea but cannot express it
in their own sentences. They also have difficulties in arranging the idea into
good order to form a good narrative. They also lack vocabularies related to the
idea that they want to write.
The teacher usually asks the students to write sentence as many as they
can but they do need to know how to make their students write as many as
they can. This factencourage the research to focus on helping the students
developing their writing ability. Writing narrative paragraph requires more
attention in detail. There are complex rules in writing that cannot be ignored.
When students write something, they have to pay more attention in word
spelling, punctuation marks, dictions, grammar, purpose of their writing, and
idea of their writing itself. However, the researcher finds that it is difficult for
students to generate narrative text based on their idea. They are confused
about how they will write their idea and arrange it into good narrative text. It
happens because usually they are only given examples of narrative text.
Based on the issues above, the researcher offers to apply dictogloss
technique when teaching students in writing narrative texts. By using this kind
of technique, students will consider that it is easier to write or produce
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narrative text. Dictogloss technique contains the combination of listening
skills and writing skills. They also will learn how to work together with their
friends in a group. It will guide students to explore and to generate their own
narrative text. They will not be confused about how they will produce their
own narrative text.
In this case, when the writer conducted the pre survey on May 1st 2017,
the writer found that some students have low writing ability at the eight
graders of the state Junior High School 3 Sekampung. Especially, in writing
ability of narrative text. It causes the students confusion the grammar and
structure of the narrative, lack ideas, less selfconfidence and less of
motivation. When the teacher give a text, the students difficult to understand
what kind of the text itself. Furthmore, this fact can be seeing on data score of
the students’s narrative writing ability result of pre-survey, as follow:
Table 1 The Students’ Writing Ability in Narrative Text Result at The Eight Graders of
The State Junior High School 3 Sekampung
NO NAME SCORE CATEGORIES 1 AS 72 Passed 2 BA 60 Failed 3 DAL 60 Failed 4 DS 64 Failed 5 DAS 83 Passed 6 EL 40 Failed 7 FPH 64 Failed 8 HO 28 Failed 9 IJJ 52 Failed 10 KA 10 Failed 11 LFH 60 Failed 12 MA 68 Failed
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13 MR 81 Passed 14 MA 64 Failed 15 M 48 Failed 16 M 76 Passed 17 MC 80 Passed 18 M 78 Passed 19 NP 54 Failed 20 P 60 Failed 21 PL 60 Failed 22 RI 50 Failed 23 REF 77 Passed 24 RY 84 Passed 25 RY 45 Failed 26 RS 35 Failed 27 RAR 73 Passed 28 S 56 Failed 29 SA 57 Failed 30 SR 63 Failed 31 SY 72 Passed 32 Y 66 Failed
Source : The Data of Pre Survey in May 1st 2017
Table 2 The Categories of The Students’ Writing Narrative Ability Score
No. Score Category Frequencies Percentage
1. <71 Failed 22 68,75%
2. >71 Passed 10 31,25%
TOTAL 32 100%
Source: Pre Survey in the eighth graders of State Junior High School 3 Sekampung.
Based on the table 2 above, it can be conclude that there are only 10
students who can pass from the Minimum Mastery Criteria (MMC) And 22
students who can not pass. The Minimum Mastery Criteria (MMC) in this
school is 71 it means that, 22 student’s writing result is poor. especially on
writing ability in narrative text.
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There are many factors influence the students writing ability. Therefore,
the teacher should be able to make an interesting writing teaching. The
teacher should be able to invite the students participation in the learning
activity and also the students should be able to apply the suitable technique
and media to teaching in order the goal of learning can be achieve.
So, to solve the problems, the writer using dicgtoglos technique as
strategy to improve the students writing ability. Dictoglos is a technique for
language learning in which students work together to reconstruct a dictated
text. They reconstruct the dictated text by using their own words or in other
words they do not write exactly what the teacher read.
Based on the explanation above, the writer conducted the research
entitled: “The Use of Dictogloss Technique to Improve the Writing Ability in
Narrative text (The Class Room Action Research at the Eight Graders of the
State Junior High School 3 Sekampung)”
B. Problem Identification
Referring to the preliminary observation at State Junior High School 3
Sekampung, there are some problems that affect the success of teaching and
learning process of writing. The writer would like to assume that the
problems as follow :
1. The students’ have a low motivation in writing.
2. The students’ have difficulties to generate ideas in writing ability
especially in narrative text.
3. The students have not practiced writing in the classroom.
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4. The students’ have low interaction with the teacher.
5. Most of students’ have confuse the grammar.
6. Most of students’ have lack vocabulary.
C. Problem Limitation
From the identification above, the reseacher limits the problem only
focused on the students’ have difficulties to generate ideas in writing ability
especialy in narrative text and the students have low motivation in writing.
This research will be conducted at the eight graders of the State Junior High
School 3 Sekampung.
D. Problem Formulation
Seeing the problem above, the researcher formulate the problem as
follow: “Can use of dictogloss technique improve the students’ writing ability
in narrative text and the students’ learning activities at the eight graders of the
State Junior High School 3 Sekampung.
E. Objectives and Benefit of The Study
1. Objectives of the study
Based on the statement of the problem above the researcher has a purpose
to know what dictogloss technique can improve the students writing
ability in narrative text at the eight graders of state junior high school 3
Sekampung.
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2. Benefits of the Study
The results of this classroom action research are expected:
1) For the Students
As a motivation for the students to improve their writing
narrative ability.
2) For the English Teacher
As information for English teachers, especially at the eight
graders of the State Junior High School 3 Sekampung, that dictogloss
technique is effective to be use in teaching writing generally when
teaching narrative.
3) For the Other Researcher
This result can be used as a reference of their experience in the
teaching and learning process and also as a consideration for other
research to conductions further studies.
4) For the Headmaster
As a contribution to fasilitate the learning English process,
especially in writing narrative.
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CHAPTER II
THEORICAL REVIEW
A. Concept Writing Ability in Narrative Text
1. The Concept of Writing Ability
a. The Definition of Writing Ability
Based on oxford dictionary, “writing ability is among the most
complex human activities. It involves the development of design idea, the
capture of mental respresentations of knowladge and of experience with
subjects.1 in addition Siahaan states that “the written productive language
skill is called writing”.2 Brown’s in Teaching by Principles Defines
“written products are often the result of thinking, drafting, and revising
procedures that require specialized skill, skills that not every speaker
develop naturally”3
Furthermore, Steve Peha said that “Writing ability is the
communication of content for a purpose to an audience.”4 It is the skill of
a writer to communicate information to a reader or group of readers. Her
or his skill is also realized by his or her ability to apply the rules of the
1 Oxford Advanced Learner’s Dictionary, ( New York: Oxford University Press, 2010)
p.1722. 2 Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu 2008).p.2. 3 H. Douglash Brown, Principles of Language Learning and Teaching,(San Fransisco:
San Fransisco State University, 1994), p.335 4 Peha Steve, The WritingTeacher’s Strategy Guide: The Best Way to Teach is The
Way That Makes Sense to You,Your Kids, and Your Comunity, in www.ttms.org, downloaded 1st March 2017
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language she or he is writing to transfer to information she or he has in her
or his mind to her or his readers effectively.
Based on the explanation above, the researcher concludesthat
writing ability is very important to develop the students’ ability inlearning
English because writing is the one of main part in English. Morever,
writing is helpful to the srudent or someone to communicate an
information or what they think when they can not explain it by speaking.
The concept of writing as a skill needs to be be differentiated from
writing as a text. It is defined as a productive written language skill. On
the opposite, writing a text is peace of written informations. “written
products are often the result of thinking, drafting, and revising procedures
that require specialized skill, skills that not every speaker develop
naturally”.5
Writing is also realized by their ability to apply the rules of the
language they are writing to transfer the insformation that they have on
their mind to the readers effectively.
b. The Elements of Writing Ability
In writing Ability there are five element. They are purpose, audience,
clarity, unity, coherence.
5 H. Douglash Brown, Principles of Language Learning and Teaching,(San
Fransisco: San fransisco State University, 1994), p.335
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1. Purpose
For writers to stay focused on their topic, they must
understand the purpose that they are trying to accomplish. The
purpose is the goal the writer is trying to achieve.
2. Audience
The second element of good writing is to keep your
audience in mind as your write. The term audience refers to the
readers. Good writer should know who their audience is before
they start writing. Goods writers keep their audience in mind as
they write every sentence in their paragraph.
3. Clarity
Clarity refer to how easy it is for the reader to understand
your writing. Good writers explain their points clearly. Clear
sentences are not vague or indirect, they get the point across to the
reader by using specific,concise language.
4. Unity
Unity in paragraph means that all the sentences are related
to the topic sentence and it is controlling idea. Good writers stay on
topic by making sure that each supporting sentence relates to the
topic sentence.
5. Coherence
A piece of writing has coherence went all of the ideas are
organized and flow smoothly and logically from one to the next.
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Went a paragraph or essay has coherence, the reader can follow the
main ideas more easily.
c. Teaching Writing In Junior High School
Teaching writing in Junior High School Writing in Junior High
School has several rules actually. Those rules are based on Core
Competences and Basic Competences of English (curriculum of
English) for Junior High School. In this case, the curriculum that is
used in Junior High School 3 Sekampung refers to 2013 curriculum.
The researcher dealt with the eighth grade students in the second
semester. Core and basic competences of writing as in Indonesian
English curriculum for the eighth grade students in the second
semester covers:
Table 1: Core Competences and Basic Competences of Writing Ability
for Junior High School Students at the Eight Grade
No. CORE COMPETENCE BASIC COMPETENCE
1. Menghargai dan menghayati
ajaran agama yang dianutnya
Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi Internasional yang
diwujudkan dalam semangat
belajar.
2. Menghargai dan menghayati Menunjukkan perilaku tanggung
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perilaku jujur, disiplin,
tanggungjawab, peduli(toleransi,
gotong royong), santun, percaya
diri, dalam berinteraksi secara
efektif dengan lingkungan sosial
dan alam dalam jangkauan
pergaulan dan keberadaannya
jawab, peduli, kerjasama, dan
cinta damai, dalam
melaksanakan komunikasi
fungsional.
3. Memahami dan menerapkan
pengetahuan (faktual,konseptual,
dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu
pengetahuan, teknologi, seni,
budaya terkait fenomena dan
kejadian tampak mata
Memahami fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan
konteks penggunaannya.
4. Mengolah, menyaji, dan menalar
dalam ranah konkret
(menggunakan, mengurai,
merangkai, memodifikasi, dan
membuat) dan ranah abstrak
(menulis, membaca,
menghitung, menggambar, dan
Menangkap makna teks naratif
lisan dan tulis, berbentuk fabel
pendek dan sederhana.
13
mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber
lain yang
sama dalam sudut pandang/teori
From the table above, the researcher can conclude that the standard
of competency of writing in Junior High School is producing the meaning
of simple essay related to several text types in written form in the context
of daily life and academic purposes to interact with the environment. In
this case, the researcher is going to focus on one text type only. The text
type that is going to be used here is narrative text.
2. Concept of Narrative Text
a. The Definition of Narrative Text
George Wilson and Julia M. Burks stated that narrative Text is the
form of writing used to relate, the story of acts or events.6
Narrative
text is a story about the legend or life, experience.
Narrative writing is called non fiction if the story or event is true or
actually accrued. The kind of factual narrative is often found in
biography, history and newspaper writing. The effective narrative also
contains the incidents or details that contribute directly to the story
7 George E Whishon, let’s write English (New York: American book campany,1980), p.221.
14
according to Gorys Keraf narrative are the element or event
accorrence1.7
Based on the quotations above. It can be inferred that narrative is a
form of story, which used the correlation about story as happened and
tell a story connect with structure time, eg: short story, novel, legend
and happened in our life.
b. Kinds of Narrative Text
There are two kinds or narrative text. They are expository and
suggestive narrative. Expository narrative is narrative that purpose
only to give information to the readers. So their knowledge enlarges.
Suggestive narrative is narrative that effort to covert a meaning to the
readers through imagination power that their have understand.
The different between expository and suggestive narrative:
1. Expository Narrative
a) It can be used to enlarge the experience.
b) It can be used to convey the information about an event.
c) It can be based on the reasoning to reach rational agreement.
d) The language that used in expository narrative focuses more on
informative language with center on the using denotative words.
2. Suggestive Narrative
a) It can be used to canary a meaning or on instruction implied
b) It can be used to make the imagination fouler.
7 Gorys Keraf, Farasit & Argumentasi, (Jakarta: Gramedia Pustaka utama.2001), P.135
15
c) Reasoning in suggestive narrative only functions as tool to
canary the meaning so if we need reasoning can be colluded.
d) The language that used in suggestive narrative focuses more on
figurative language with center on the using connotative.
Types of narrative Text include short stories, novels, and new
stories. As well as large past of our everyday social, interchange in the
form of letters and conversation.8 Stories can usually be divided in to
these parts, motivation, complication, rising action, and climax and out
came.
Motivation is the state of circumstances that starts the action of
the story, it often involves strong wish or conflict that causes action.
Circumstance is the obstacle within or outside of the main character
and what he or she wants. The raising action is struggle with the
complication, or the obstacle, that interferes with the character’s
desire. The climax is the training point in the story, after which the
outcome becomes inevitable. The outcome quickly follows the climax.
However, not all stories reveal, the out come some ends at the climax,
leaving the reader to figure out the ending.
c. Language Features in Narrative Text
Writing has each feature like as narrative writing also has features
sick as:
1. Focus a specific and the individualized participants.
8 Ibid, p.12.
16
2. Narrative uses of material process (action verb).
3. Narrative uses of relation process and mental process.
4. Narrative uses of past tense.
5. Narrative uses of temporal conjunctions and temporal
circumstances.
From the explanation above, simple past includes in features
narrative so when make the narrative writing, of course, it has
important role to connect one event to the others.
d. Text Organization in Narrative Text
The text organization in narrative writing includes; orientation is
introducing the character of the story. The time and the place the story
happened (who, what, when and where). Complication is a series of
events in which a main character attempts to story the problem and
resolution is the ending of the story containing the solving problem.
Narrative text is to amuse, entertain, and to deal with actual or
vicarious experience in different ways. Narrative deal with
problematic events. Which lead to a crisis or turning point of some
kinds which in turn finds a resolution? The generic structures of
narrative are:
1. Orientation : sets the scene and introduce the participants.
2. Evaluation : a stepping back to evaluate the plight
3. Complication : a crisis, arisen
4. Re-orientation : The crisis is resolved for better or for worse
17
5. Re-orientation : Optional.
Referring to the statement above, narration is necessary to be
taught by the teacher in the class so that the students. can understand,
describe, express, and produce the narrative text well.
e. The Measurment of Writing Narrative Text and Dictogloss
Technique
Analytic rubrics provide more detailed information about
students’ ability. It is because when using analytic scoring, teachers use
different aspects of writing such as content, organization, mechanics,
vocabulary and grammar that can give more information about
students’ writing ability. Assessment rubric used in this research based
on Mohammad khatib in his literaly studies, he was write that according
to shehadeh (2011) the scale defines the following five component
areas on 0-100 point scale.9 The writing assement rubic is show below:
No. Aspect of Writing Score Criteria
1. Content 0-20 Knowladge of subject,
devlopment of thesis,
coverage of topic,
relevance of detail,
substance, quantity of
details.
9 Mohammad Khotib, Languaging and writing skill: the effect collaborative writing on
ESL students’ writing performance.Vol.6 No.1, February. 2015. P. 205. Australian International Academic Centre, Australian.
18
2. Organization 0-20 fluency of expression,
clarity in the statement
of ideas, support,
organization of idea,
sequencing and
devlopment of ideas.
3. Grammar 0-20 used of sentence
structures and
construction, acuracy
and correctness in the
use of argument,
number, tense, word
order, articles,
pronouns, preposition,
negation.
4. Vocabulary 0-20 range, accurasy of word
or idiom choice,
mastery, of word form,
appropriateness of
register, effectiveness
in the transmission, of
meaning.
19
5. Mechanics 0-20 convension of spelling,
punctuation,
capitalization,
paraghraph identation.
There are some aspects which were assessed in this study. Those
aspects are the writing aspects and the participation aspect. The writing
aspects include content, organization, language use and mechanics. In the
content aspect, the students’ writing should relevant to the points of the
dictated-text. It also should match the purpose of a narrative text. Then in
term of the organization aspect, it should be well-organized. While in term
of the language use, it should show few errors of agreement, tense, articles,
pronouns, and prepositions. Then in the mechanics aspect, it should
demonstrate mastery of conventions which shows few errors of spelling,
punctuation, and capitalization. Finally in term of the participation aspect,
the students should give their contribution to the success of the group work.
They should participate in the dictogloss activity.
20
B. Concept of Dictogloss Technique
1. The Concept of Dictogloss Technique
a. The Definition of Dictogloss Technique
Dictogloss technique is not something new in educational field.
Many experts and teachers have implemented it in teaching and
learning in the classroom. Dictogloss is one of techniques that can be
used in language teaching and learning process both individually and
collaboratively.10 The difference between dictation and dictogloss is
dictogloss is not just dictating the text, but also interpreting the text
into different version. Despite dictogloss is used just for teaching
grammar skill in the earlier time, it can be used for other skills as
well. In applying dictogloss technique, the students try to write down
as much as possible from what they hear and they work in group to
reconstruct text.11 As Jacobs and George states “Dictogloss is an
integrated skills technique in learning a language in which students
work together to reconstruct version of text read to them by their
teacher”.12 It encourages students to use their previous knowledge
and refine their understanding of language they have used.
10 Fatemeh Mehdiabadi, The Effectiveness of Colaborative Output Task of Dictogloss in
Enhancing EFL Learners Emotional Intellegence, International Jurnal of Linguistics, Vol.6/no.6, 2014,p.131.Enhancing EFL learners’ Emotional Intelligence, International Journal of Linguistics, Vol. 6, No. 6, 2014, p. 131.
11 Ibid. 12 George Jacob and John Small, Combining Dictogloss and Cooperative Learning to
Promote Language Learning, (The Reading Matrix), Vol.3/No.1, 2003, p.1.
21
Dictogloss is a task-based procedure which is designed to help
language learners about grammar works on a text.13
Based on the explanation above, Dictogloss technique is a teaching
technique which incorporates various activities such as listening, taking
notes, discussing and group or other activities during the process of
learning and teaching. The purpose of Dictogloss is to improve
students' knowledge of text structure and grammar within an authentic
context. The learners are insisted to create the text with their own
grammatical and linguistic resources. It can be concluded that
dictogloss is integrated technique than can be used for all basics
English skills which encourage students to explore their linguistic and
grammatical knowledge on a text. In which the students are asked to
reconstruct the text with their group about the text they have heard
twice. Then, they re-create the text with their own version.
b. The Stages of Dictogloss Technique
In applying dictogloss technique in teaching and learning English,
there are four stages should be concerned; preparation, dictation,
reconstructing, analysis and correction.
1. Preparation
at this stage,the students are prepared to pay fully attention to
the text they will hear by suggestion in each meetings. Vocabulary
should be pre taught if there are unfamiliar or unknown words which
13 Ruth Wajnryb, Grammar Dictation, (Oxford: Oxford University Press, 1990), p.6.
22
make the students difficult to understand the point of the text. Then,
teachers ensure the students about what they are expected to do
during each stage of dictogloss technique. Before the technique is
begun, it is important to organize and divide them into some groups.
2. Dictation
Based on standard procedure, the students will hear the text
twice in this stage. At the first chance, the students are asked to hear
to the text without writing anything and just the words stay in their
memories. In the second chance, they are allowed to take a note
contained a type of word that will help them in reconstruction stage.
Grammatical aspect or words function are provided by the learners
as part of productive process. The text should be dictated at normal
speech and should not be broken up the sentences into isolated words
unit.
3. Reconstruction
As soon as the text has been dictated, the students work with
their group to create the text which they have heard before based on
their style. The gathering ideas form each student are filtered and
chosen to pour out into the text. Then, a student which is selected as
the scribe who writes down the text as it is discussed with the group.
During the reconstruction, the teacher monitors the activity but not to
give them any language input. The teacher just interfere them to
23
minimize error which would disturb the primary area that will be
analyzed in last stage.
4. Analysis and Correction
Learners analyze and compare their text with the
reconstructions of other groups. In this way errors are exposed and
discussed. The class may discuss the differences in the texts, then
compare their texts with the original and note or make necessary
corrections. Ideally, the original text should not be seen by learners
until after their own versions have been analyzed.14
c. The Meansurment of Dictogloss Technique
In relation to the participation aspect in dictogloss technique, an
assessment rubric of participation aspect there are:15
Aspect Level Score Criteria
Participation Excellent to very
good
10-9 • Gives a high contribution to
the teaching-learning process
Good the average 8-6 • Gives a standart contribution
Fair to poor 5-4 • Sometimes gives a
contribution to the teaching-
learning process
Very poor 3-2 • Does not give any
14 Kidd Richard, Teacing ESL Grammer through Dictation, (Canada: TESL Canada
Journal), Vol.10/No.1,1992, p.57. 15 Ratnaningsih,E “Improving Writing Ebility of Class VIIID Students of SMPN 1 Saptosari Through the Use of the Dictogloss Technique, 2011(Skripsi), p.18-20.
24
contribution to the teaching-
learning process
d. The Advantages of Dictogloss Technique
Dictogloss technique as one of techniques that can be used in
language teaching which brings some advantages when it is
implemented. According to Vasiljevic, there are some advantages of
dictogloss. Those advantages are:
1. Dictogloss Technique is an effective way of combining individual
and group activities. It is because dictogloss combines individual and
group activities in which the students are together reconstruct the
text by their own individual cognitive skill.
2. Dictogloss technique more facilitates the development of the
learners’ communicative competences than traditional method, in
which focus on teacher-centered.16
3. Dictogloss technique also promotes learners’ autonomy. Students are
expected to help each other to recreate the text rather than depend on
the teacher to provide the information. The analysis and correction
stage enables the students to see where they have done well and
where they need to improve.17
16 Zorana Vasiljevic, “Dictogloss as an Interactive Method of Teaching Listening
Comrehension to L2 Learners” in English Language Teaching, (Japan: Bunkiyo Univesity), Vol. 3/No.1, March 2010, p.45-45.
17 Abid Choirul Fikri, “The Effectiveness of Dictogloss Technique on Students’ Writing of Descriptive Text (A Quasi-Experimental Study at the First Grade Students of SMA PGRI 56 Ciputat Kota Tangerang Selatan in Academic Year 2015/2016”, 2016 (Skripsi), p.17.
25
Moreover, Wajnyrb also gives her view on the advantages of
dictogloss. Those advantages are:
1. It makes the students become active in making decisions about the
target language they will construct during the re-construction text
stage.
2. By dictogloss, the students are able to diagnose their own skills. It
makes them aware what they know and what they do not know about
in target language.
3. Dictogloss exploits the students’ creativity. When the text is being
dictated quickly, the students will get insufficient information to
reconstruct the text. Here, the students will use their creativity by
call on their previous knowledge about language and their grammar
competency.18
e. Disadvantages of Dictogloss Technique
There are also disadvantages of using dictofloss technique:
1. Dictogloss technique just gives short-term memory not long term
memory.
2. Dictogloss technique just reconstruct the text without focus on
grammar
18 Wajnyrb, Grammar Dictation..., p.11-12.
26
C. Action Hypothesis
By using dictogloss tachnique, it can improve the writing ability in
narrative text and learning activities at the eight graders of the state Junior
High School 3 Sekampung in academic year 2017/2018.
27
CHAPTER III
RESEARCH METHOD
A. Variable and Operational Definition of Variable
1. The Variable of Research
The dependent variable of this research was students’ writing skill
that focus on the students’ participant in the learning proccess. Could be
understood clearly include the content, organization, language use and
mechanics of the writing narrative text. The independent variable of this
research was using dictogloss technique. This technique could be helping
the students’ writing narrative text well.
2. The Operational Definition of Variable
Operational definition is the definition of variable that identifies
the observable indicators that would be used to determine the variables’
attributes. According Raymond mark the definition an operational
definition is tell us what activities or operations we need to perform to
measure a concept or variable.19 Meanwhile, variable is a concept, which
means is a mental image that symbolizes an idea, an object, an event, or a
person. Based on statement, the operational definition of variable in this
research is: 20
19 Allen Rubin & Earl.R.Babbie, Essential research Method for Social Work,(United
State of America: Engaged Learning, 2010), Second Edition,p.70 20 Michael K. Le Roy, Research Methods in Political Science: An
IntroductionMicroCase,(USA: Thomson Learning academic resource center,2009), Seventh Edition, p.67
28
a. Independent Variable
The independent variable of this research is using dictogloss technique.
This technique could be helping the students’ writing narrative text.
Independent variable as a variable in this learning is dictogloss
technique. This variable would be measure by observation to the
teacher directly when using dictogloss technique. The measurement is
using observation sheet to measure of dictogloss technique by the
teacher certainly. The assessment of score in using dictogloss
technique work is between 0-100 score. The indicator of dictogloss
technique is the consensus of the students and teacher on frequency of
use. If the teacher indicated that, the class is “frequently divided into
small group of students who work together on the same assignment or
different assignments, including practical/ laboratory work”.21
b. Dependent Variable
The dependent variable of this research is students’ writing narrative
text, that focus on the students’ learning activities. Could be
understood clearly include the sound, the stress and the intonation by
the other people. Dependent variable of this research is writing
narrative text that will be measure by using written test. The written
test is consisting of 1 text of narrative, which consist of 20 sentences.
21 Marlaine E. Lockheed et al, Effective primary Level Science Teaching in the Philippines,
(Philippines: Working papers , 1989), p.21.
29
Each sentences gets five scores so the result of maximal score is 100
scores.
B. Setting of the Research
The writer conducts the research at the Eighth Graders of the State
Junior High School 3 Sekampung. The location is in Jenderal Sudirman Street
No. 6, Karyamukti, Sekampung, East Lampung. In consists of 13 classes. It
has 25 teachers. The totals of teachers are 25 and 389 students.
C. Subject of the Research
The subjects of this research are the students of class VIII A of the State
Junior High 3 Sekampung, because based on the teacher’s experience during
teaching and learning process and the students result test in writing ability,
especially in writing narrative text. This class has the lowest score among the
other class.
Table 3 Subject of the Research
Class Sex
Total Male Female
VIII A 6 24 30
D. Procedure of the Research
This kind of the research is classroom action research (CAR).
Classroom action research (CAR) is a method for improving and modifying
the working system of a classroom in school.22 It means that action research
22 Gary Anderson with Nancy Arsenault, Fundamental of Educational Research, (USA:
Falmer Press, 2005), p.261.
30
is a research that is used to investigate and evaluate their work in teaching
and learning with the aim of collecting information about what they want.
Furthermore, classroom action research is about working towards
practical outcomes, and also about creating new forms of understanding,
since action without understanding is blind, just as theory without action is
meaningless.23 It means that, classroom action research is a form of enquiry
that enables practitioners everywhere to investigate and evaluate their work in
the class. This research is a collaborative study.
According to Donald Ary, Action Research is an activity to take an
action based on research and analyze the action taken.24
Anne explains that Action Research is to intervene in a deliberate way
in the problematic situation in order to bring about changes and even better,
improvements in practice.25 It means that action research is given by teacher
with directive from teacher that is done by students.
Action research is a process in which participants examine their own
educational practice systematically and carefully, using the techniques of
research.26
From some opinion above, it can be concluded that classroom action
research (CAR) is an obvious research that is used to investigate and evaluate
their work in teaching and learning process in the classroom.
23 Valsa Koshy, Action Researh for Improving Practice, (London: Paul Chapman
Publshing, 2005), p.8. 24 Donald,Ary, et.al, Introduction to Research in Education, (USA: Wadsworth Cengage
Learning, 2010), p.512. 25 Anne ,Burns, Doing Action Research in English Language Teaching, (New York and
London:RoudledgeFalmer,2001),p.2. 26 Eileen,Ferrance, Action Research, (New York: Brown University, 2000), p.1
31
In this research, the researcher would like to conduts the research in two
cycles. The cycle consists of planning, action, observing, reflecting. The
researcher used cycle of Classroom Action Research (CAR) by Jean McNiff
and Jean Whitehead like the figure below:27
Figure 1 The Cycle of the Classroom Action Research (CAR)
From the illustration above, the explanations about four steps of action
research procedure are conducted in each cycle:
1. Cycle 1
a. Planning
Planning is the first steps in every activity. Without planning, the
writers activity will not focus. The planning would be reference in doing
action. In this phase, the researcher prepared lesson plan, instructional
materialand teaching media. In planning stages, the researcher prepared
the teaching learning instrument as the follows :
1) The writer identified the problem and found the problem solving.
2) The writer prepared the material and technique of teaching.
27 Jean Mcniff & Jean Whitehead, Action Research: Principles and Practice, (New York:
RoutledgeFalmer, 2002), Second Edition, p.40.
CAR Model Jean McNiff
32
3) The writer made the lesson plan.
4) The writer prepared the source of learning.
5) The writer prepared guidance to observe and evaluate.
b. Acting
Doing action is the second step in activity. It is implementation in a
planning about action in the class. Without the action the planning just
imagination that never can be real. In this phase, the researcher will
trying to implementating the Dictogloss Technique in teaching learning
process. Here the steps that the researcher did in the class:
1. Pre-Teaching activities
a) The writer greet of the students.
b) The writer prayed together before start the teaching learning
process.
c) The writer checked the attendance list of the students.
2. While Teaching Activities
a) The writer applies the lesson plan.
b) The writer explains the material by using Dictogloss Technique.
c) The writer gives a test to the students to make a simple text based
on the topic. This test as practice and give a feedback to measure
the skill of the students.
3. Post-Teaching Activity
a) The writer asks the students about the difficulties of the lesson.
b) The writer gives evaluation to the students works.
33
c) The writer closes the meeting by praying and greeting.
c. Observing
Observing is the activity of observe by observer. Observing is a
process of recording the event and action in the class. Observing would
be done to get data needed and to see whether the comprehensively.
Based on the collected data are achieved or not. The writer used some
had better preparation for the next action.
d. Reflecting
Reflection is the last step in this process. Reflecting is the action
to explain again about what happened. In this phase, the writer analyzed
and made evaluation that happened in learning process by eliminating the
not useful action. The writer analyzed and discussed result of students
work during teaching learning, like strength and weakness done by writer
and students during teaching learning process by using Dictogloss
Technique and learning result in writing text. Learning process analyzed
done based on observation. Based on analyses and reflection, it is
decided that next cycle focused based on the weakness in previous cycle.
2. Cycle 2
If from cycle I, there are some students are not successful, so the
writer must conduct cycle 2. The result in cycle 1 is for evaluation material
and for reflection to the second research. The minimum cycle in Classroom
Action Research (CAR) is two cycle. If from cycle 2 all of the students are
34
successful, the cycle is able to be stopped until cycle 2 only. The procedures
of the research are:
a. Planning
1. The writer identifies the problem in the first cycle and find the cause
problem from the first cycle.
2. The writer prepares the lesson plan.
3. The writer decides the material, method and strategy of teaching.
4. The writer prepares the source of learning.
5. The writer prepares guidance to evaluate and observe the student’s
activities after teaching and learning process.
b. Acting
The writer applies the action plan II.
1. Pre-Teaching activities
a) The serearcher greet of the students.
b) The sesearcher pray together before start the teaching learning
process.
c) The researcher checked the attendance list of the students.
2. While Teaching Activities
a) The writer applies the lesson plan.
b) The writer explains the material by using Dictogloss Technique.
c) The writer gives a test to the students to make a simple text based
on the topic. This test as practice and give a feedback to measure
the skill of the students.
35
3. Post-Teaching Activity
a) The writer asks the students about the difficulties of the lesson.
b) The writer gives evaluation to the students works.
c) The writer closes the meeting by praying and greeting.
c. Observing
In this phase, the writer observes the process of teaching and
learning by using format of observing to collect the data in cycle 2.
d. Reflecting
This step is reflecting and evaluating to action was done. By
reflecting writer would know the strenght and weakness of acting was
done. This matter to knowing whether still need done next cycle or not.
E. Data Collecting Technique
The research method is the way which is used by researching in
collecting data in research. The writer uses the method collecting data such
as:
1. Observation
In the context of science, observation means more than just
observing the world around us to get ideas for research. Observation also
refers to the process of making careful and accurate measurement, which is
distinguish feature of well-conducted scientific investigation.28
28 Geoffry Marczy et.al, Essential of Research Design and Methodology, (New Jersey:, John
Willey and Sons Inc, 2005), p.6.
36
In this research, the writer used observation to see the teaching
learning process. Where, the writer observed the students activities in
teaching and learning process to know how to the process of teaching and
learning is held. In doing the observation the writers make the observation
sheet that consist of list of student name and student activities. The writer
observes the student and then the writer written it in the observation sheet.
It was also used to know and then review the problems or mistakes during
teaching learning process. In this research guide the collaborator to
observe the eight graders of the state junior high school 3 Sekampung.
From this note, the writer could analyzed what should be repaired on the
next teaching learning process.
2. Test
Test is a test of question or exercise which used for knowing the
creativity, knowledge, ability, or talent that belongs to the individual or
group. In this research the writer will use test method to get information
about the student score before and after treatment.
a. Pre-test
The writer would give the students pre-test at the first meeting.
The writer was give pre test to know how to the process of teaching
and learning is held before giving treatments. The writer would give
the students pre-test by asking the students to write or make an
narrative paragraph based on the topic given.
37
b. Post-test
The post-test would be done after the treatment, after having the
treatment; the students would have a post-test. The form and the
procedure of the post-test are the same as pre-test where the students
are asked to make an expository paragraph, but the topic given in the
post-test is different topic.
The post-test was given in the last meeting after treatments in
order to find out whether the treatments gave any contribution to the
students achievement in the experimental.
3. Documentation
Documentation is a technique that is used to get information from
written sources or documents like books, magazines, regulation, notes of
meeting and daily report. When the process of creating the research is
conducted, the writer may collect documents. This data source is relatively
scientific data and easy to gain. In this research, the writer gets the data
about total of the students, the teachers and the condition of the school. To
gets the data, the writer asked to the English teacher of the eight grades,
the head master and the staff of the state jinior high school 3 Sekampung.
F. Data Analysis Technique
In this research, the writer would be conducted the data analysis by
taking the average from the result or score from pre-test and post-test to know
the improvement, the writer also compare between pre-test and post-test
score.
38
Then, the result would be matched with the minimum standart in the
school. In the eight grades of the state junior high school 3 Sekampung, the
minimum standart in English subjects is 71. If 70% of the students got score
at least 71 in the post-test, it means that circle of learning method could
improve the students writing on a narrative text.
If the result score of the students had been fulfilled more than 70 and
70% of the students had been passed. So, the writer could stop the research.
But if there are some students not successful and got score less 71 from 70%
of the total students the writer must be continued in the next cycle. In the
classroom action research the minimum cycle that muyst be conducted are
two cycles.
Data analysis would be taken from the average score of the pre-test and
post-test in cycle 1 and cycle 2. To analyzed the result of study, the writer
used the formula to get the average as follow:
X =∑𝑥𝑥𝑁𝑁
Note:
X = Average score
∑x = Total Score of the Students
N = Total of Students.29
Furthermore, to know the result the writer will compare the average
score between pre-test and post-test for each cycle and then to know the
29 Donald,Ary, et.al, Introduction to Research in Education, (USA: Wadsworth Cengage
Learning, 2010), p.108-109.
39
percentage of increasing score in students learning activities, the writer would
use the percentage formula as follow:
%100×= ∑N
XP
Note :
P = Percentage
∑x = Total Score of the Students
N = Total of Students.30
G. Indicator of Success
The study can be stated success when 70% of the students get the
Minimum Mastery Criteria (MMC) score is 71, and 70% of the students
active in learning process. If the indikator of succsess reached, then it is not
necessary to proceed to the next circle.
30 Burhan Nurgiyantoro, Gunawan,& Marzuki, Statistik Terapan, (Yogyakarta: Gajah Mada
University Press,2004), p.64
40
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A. RESULT OF THE RESEARCH
1. Description of Research Location
The general description that assessed is as the complementary data. It
is subjectively concerned in condition of school namely history of school,
geographical of school, building condition of school, and structure of
organizational school.
a. The History of State Junior High School 3 Sekampung
State Junior High School 3 Sekampung is located on Jl. Jend.
Sudirman number 6 Karya Mukti, Sekampung, East Lampung. This
school was on established in 1994. Since it was established the
headmaster of the school had been changed. State Junior High School
3 Sekampung changed leader in eight times. The first headmaster was
Jamaluddin, S.Pd from 1994 until 2000. The second headmaster was
Drs. M. Nurhadi NA from 2000 until 2004. The third headmaster was
Setiawan, S.Pd from 2004 until 2006. The fourth headmaster was Drs.
Hi. Rizal Hendra from 2006 until 2011. The fifth headmaster was
Sutarjo, S.Pd from 2011 until 2012. The sixth headmaster was Tomo,
S.Pd from 2012 until 2013. The seventh headmaster was Hj. Mei
Susilawati, S.Pd from 2013 until 2016 And the last headmaster was
Trisno Arso Pinuji, S.Pd from 2016 until now.
41
b. Vision and Mission of State Junior High School 3 Sekampung
a.) Vision of School
“Morality, Excellence in Achievement, Professional, and Religious.”
b.) Mission of School
1.) Optimizing the ability to understand, live, and practice the
teaching of Islam.
2.) Improving the mastery of science and technology, both cognitively,
affectively and motor.
3.) Improving the skills of students in the field of Information
Technology, Computers, and Sports.
4.) Implement the learning process and guidance affective coaching.
5.) Improved the members of school development in religion, work
hard, democratic, critics, creative, tolerance and professional.
6.) Carry out the development of facilities and infrastructure.
c. The Condition of Teachers and Official Employers at State Junior
High School 3 Sekampung
Condition of teachers and official employers in State Junior
High School 3 Sekampung, the numbers of teachers and official
employers in State Junior High School 3 Sekampung in the academic
years of 2018/2019 could be identified as follows:
42
Table 4 The Condition of Teachers and the Official Employers
at State Junior High School 3 Sekampung No Name Occuption Sex
1. Trisno Arso Pinuji, S.Pd Headmaster Male 2. Sugeng, S.Pd Science Teacher and Chief of Library Male 3. Dra. Suprihatin Conselor Teacher Female 4. Drs. Ganjar Subagiyo Social Teacher Male 5. Drs. Tukimin Mathematics Teacher Male 6. Drs. Gatot Purnomo Conselor Teacher Male 7. Drs. Edy Gunawan, M.Pd PKn Teacher Male 8. M. Ikhwan, S.Pd Mathematics Teacher Male 9. Drs. Samsul Bahri Social Teacher Male 10. Misnar, S.Pd Indonesian Language Teacher Female 11. Sarjono Lampung Language Teacher Male 12. Dra. Qomariyatul .B Art Teacher Female 13. Drs. Sarto Science Teacher Male 14. Hendro Guntoro, S.Pd Mathematics Teacher Male 15. Suyitno Baskoro Indonesian Language Teacher Male 16. Warno English Teacher Male 17. Mujiman, S.Pd Mathematics Teacher Male 18. Junaidi Indonesian Language Teacher Male 19. Dedi Sulaiman, S.Pd Sport Teacher Male 20. Drs. M. Shokeh Art Teacher Male 21. Eko Suryanto, S.Pd Science Teacher Male 22. Retno Wardati, A.Md Religion Teacher Female 23. Hendri Oktario, S.E Computer and Social Teacher Male 24. Fathrohul Mubaroq, S.S Computer Teacher Male 25. Amaroni Setiawan English Teacher Male 26. Nik Sela Selviana, S.Pd English and Religion Teacher Female 27. M. Zekri, S.IP Religion Teacher Male 28. Drs. Harno Chief of Commite Male 29. Drs. Paiman Head of Staff of administration Male 30. Upik Fatimah, S.Pd Staff of administration Female 31. Puji Lestari Staff of administration Female 32. Sugeng Staff of administration Male 33. Sukidi Security Male 34. Maryanto Office Boy Male 35. Marwanto Security Male 36. Wulan Muspita Staff of administration Female 37. Ribut Totowati Librarian Male
Sources : Documentation in SMP Negeri 3 Sekampung academic year 2018/2019
43
d. The Quantity Students at State Junior High School 3 Sekampung
There are 397 students of State Junior High School 3
Sekampung. Each grade consist of five classes. The seventh grade
consist of 120 students, the eighth grade consist of 152 students, and
the ninth grade consist of 125 students. The Quantities of the students
at State Junior High School 3 Sekampung that could be identified as
follows:
Table 5 The Students Quantity of State Junior High School 3 Sekampung
No. Class Sex
Amount Male Female
1. VII 28 92 120
2. VIII 37 115 152
3. IX 34 91 125
Amount 397
Source: Documentation of State Junior High School 3 Sekampung academic year 2018/2019.
e. The Organization Structure of State Junior High School 3
Sekampung
The organization Structure of State Junior High School 3
Sekampung in the Academic Year of 2018/2019 could be shown in
the figure as follows:
44
Figure 2
The Organization Structure of
State Junior High School 3 Sekampung
HEADMASTER Trisno Arso Pinuji, S.Pd
Vice of Curriculum Drs. Tukimin
Commitee Drs. Harno
Vice of Students Hendro Guntoro, S.Pd
TEACHER
Chief of Library H. Sugeng, S.Pd
Chief of Administration Drs. Paiman
Chief of Laboratory Eko Suryanto, S.Pd
STUDENTS
45
f. Building Condition of Facilities of State Junior High School 3
Sekampung
To support teaching and learning process, State Junior High
School 3 Sekampung has many buildings and other supporting
facilities. These buildings and facilities can be seen on the following
table:
Table 6 Facilities in State Junior High School 3 Sekampung
in academic year 2018/2019
No. Name of Room Number
of Unit Condition
1. Classroom 13 Good 2. Headmaster’s room 1 Good 3. Teachers’ room 1 Good 4. Administration’s room 1 Enough 5. Library 1 Good 6. UKS 1 Enough 7. BP’s room 1 Good 8. Laboratory 2 Good 10. Mosque 1 Good 11. Toilet 4 Enough 12. Boarding House 2 Enough 13. Kitchen 1 Good
Source: Documentation of State Junior High School 3 Sekampung in the academic year 2018/2019 on July 19th 2018.
46
g. The Location Sketch of State Junior High School 3 Sekampung
Figure 3
The Location Sketch of State Junior High School 3 Sekampung
N
S
Ruang
Gur
P A R K I R
Ruang TU
IX.2
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Kitch
Ruang
IX.4
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LAB
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LAB IPA
Toil
LIBRA
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VIII.5 VIII.4
VIII.1
Ruang
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TOILE
VII 2 VII 1
C A N T E E N
GUDA
Koperasi
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Ruang BP&U
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47
2. Data of the Research
This research was clasroom action research, and it was conducted
at the Eighth Grade of State Junior High School 3 Sekampung in the
academic years of 2018/2019. This research was conducted in two cycles.
Each cycle consisted of four steps that were planning, action, observing,
and reflecting which accomplished in two meeting. The students result of
writing narrative text was gained through test which consisted of pre test
and post test that was given to the students in the beginning research and in
the end of each cycle, while the students’ activity were gained from the
observation of the students’ learning activities.
a. Pre Test
Pre-test was presented to student which was aimed to find out
students’ ability before the treatment was implemented. It was conducted
on thursday, July 19th 2018 at 10.30-12.00 a.m and it took about 90
minutes. In this meeting the resarcher was being an observer and the
collaborator was being a teacher.
The first, the collabolator opened the class by greeting, praying,
checked the attendance list, and asking the students’ condition. Then, the
colabolator gave the explanation to the students about narrative text for
40 minutes. Afterwards, to measure their skill before giving the
treatment, the researcher gave them pre-test. The researcher ask the
students to write a narrative text with a free topic which had to be
48
completed for 40 minutes. Then, the result of pre-test can be seen on the
table below :
Table 7 The Result of Pre-Test Score of Narrative Text
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 14 14 11 10 10 59 Incomplete 2. BA 10 9 6 8 7 40 Incomplete 3. DAL 10 10 9 10 10 49 Incomplete 4. DS 15 13 10 10 10 58 Incomplete 5. DAS 11 10 7 7 8 43 Incomplete 6. EL 18 15 12 13 12 70 Complete 7. FPH 11 10 10 10 11 52 Incomplete 8. HO 10 14 12 12 13 70 Complete 9. IJJ 15 14 10 11 10 60 Incomplete 10. KA 18 14 12 13 13 70 Complete 11. LFH 10 10 9 9 9 47 Incomplete 12. MA 18 15 12 12 13 70 Complete 13. MR 13 13 10 10 11 57 Incomplete 14. MA 12 10 10 10 10 52 Incomplete 15. M 13 12 11 10 10 56 Incomplete 16. MC 19 13 13 12 13 70 Complete 17. M 18 15 12 13 13 71 Complete 18. NP 12 12 11 11 11 57 Incomplete 19. P 12 10 10 10 10 52 Incomplete 20. PL 13 13 11 11 11 60 Incomplete 21. RI 14 15 10 10 11 60 Incomplete 22. RFP 13 14 11 11 10 59 Incomplete 23. RY 13 13 10 12 10 58 Incomplete 24. RWS 11 10 9 9 9 48 Incomplete 25. RAR 15 14 11 10 11 61 Incomplete 26. S 14 14 12 13 10 63 Incomplete 27. SA 14 13 13 12 11 62 Incomplete 28. SR 12 12 11 12 13 60 Incomplete 29. SY 18 14 12 13 13 70 Complete 30. Y 15 15 11 13 12 66 Incomplete
TOTAL 1770 AVERAGE 59
49
Note Cont : Content Org : Organization Voc : Vocabulary Gram : Grammar Mech : Mechanic
Table 8
Percentage of Students Writing Narrative Text Pre-Test Score
No. Grade Category Frequency Percentage 1. ≥70 Complete 7 23,33% 2. <70 Incomplete 23 76,67%
Total 30 100% Source: The result score of writing pre-test at VIII.1 class of State Junior
High School 3 Sekampung on July 19th 2018.
Then the graph of percentage students writing narrative text in
pre-test score could be seen as follow:
Figure 4
Percentage of Students Writing Narrative Text
Pre-Test Score in Cycle I
Based on the result of students’ narrative text pre-test score, it
could be inferred that there was only 23,33% or 7students for the score
among the interval of > 70 who passed the Minimum Standart Criteria
023%
077%
000%
010%
020%
030%
040%
050%
060%
070%
080%
090%
Complete Incomplete
Complete
Incomplete
50
(MSC) at least 70 while 76,67% or 23 students for the score among the
interval of < 70 did not pass the Minimum Standart Criteria (MSC) of
less than 70. It indicated that the result of students narrative text in
writing was still low. It was the reason why the writer used Dictogloss
Technique to improve the students in writing narrative text. Therefore,
the researcher and collaborator made a plan to implement the action or
treatment that consisted of planning, action, observation, and reflection to
repair the weaknesses which faced by the students.
b. Cycle I
Cycle 1 was divided into planning, ating, observation and
reflection.
1.) Planning
In this step, the researcher prepared the lesson plan, material and
media that would be used in teaching learning process. The material
was narrative text. The material included the definition, the generic
structure, the language features and the example of narrative text.
Moreover, the researcher made an observation sheet that consists of
list of students’ name and list of the students’ activities that will be
observed during teaching learning process.
2) Acting
The action is the second step in this research. The researcher
conducted this cycle in two meetings. The schedule of action in this
cycle is as follows:
51
Table 9 The Schedule of Action in Cycle 1
Meeting Day/Date Time
1st Thursday, July 26th 2018 08.50 - 10.10 am
2nd Monday, July 30th 2018 10.30 - 11.50 am
a.) First meeting
The first meeting was conduct on Thursday, July 26th 2018
at 08.50 - 10.10 am, and it took about 2x45 minutes or 90
minutes. In this meeting the researcher was a teacher and Mr.
Amaroni Setiawan was the collaborator as well as an observer.
At the beginning of teaching learning process, the
researcher greeted students by saying “salam and good morning”
and all of students answered by saying “salam and good morning
miss” friendly. Then, the researcher asked about their condition
first before checked attendance list. Before giving the material,
the researcher gave some question, for example “what do you
know about Text?”. Some students could answer it but they used
Indonesian language. It could happen because they usually
discussed it in Indonesian language. Therefore, the researcher
explained about what is Text in English first before she
explained about narrative text.
Then, the researcher explained about the characteristics of
text and how to make a good text. After that, the explanation
52
continued about narrative text. Most of students still did not
understand about it. After that, the researcher gave the example
about narrative text. The researcher gave the text about ‘Snow
White” and asked the students to read it. Then, the researcher
said “Well class, now I want to ask you. What is the type of the
text?” Some students answered “descriptive text”, some students
kept silent, and two students answered “narrative text”. The
researcher said “Good! The type is narrative text. Today we
would discuss together about narrative text.” And then the
researchers explain the students about narrative text. After 2 x 45
minutes the ball rang and the researcher closed the lesson and
reminded the students that it would be discussed in the next
meeting.
In the end of meeting, the teacher gave motivation to the
students and stimulating the students to concluded the material.
And then, the researcher greets to closing the meeting.
b.) Second Meeting
The second meeting was conducted on Monday, July 30th
2018 at 10.30 until 11.50 am. This meeting used to post-test I,
for 2x45 minutes after the students given the action. The
researcher greeted the students and they answered it friendly.
Then, the researcher checked the attendance list. The activity
continued by giving some explanation more about narrative text
53
and how to create it. Then, at the end of this meeting the
researcher gave post-test cycle 1 with the similar task on pre-test
before. The students had to createa narrative text based on the
themes given in 40 minutes. The students did it seriously. It
seemed that the students’ score will be improved. The score of
post-test cycle 1 can be seen on the table below:
54
Table 10 The Result of Students Narrative Text Post-Test I Score in Cycle I
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 14 13 13 12 11 62 Incomplete 2. BA 10 10 9 9 9 47 Incomplete 3. DAL 13 13 10 10 11 57 Incomplete 4. DS 18 15 12 13 12 70 Complete 5. DAS 11 10 9 10 10 50 Incomplete 6. EL 18 16 12 13 13 72 Complete 7. FPH 14 14 11 10 11 60 Incomplete 8. HO 18 16 12 14 13 73 Complete 9. IJJ 14 13 13 12 11 62 Incomplete 10. KA 16 16 13 14 13 72 Complete 11. LFH 13 14 10 12 11 60 Incomplete 12. MA 16 15 13 14 15 72 Complete 13. MR 15 13 13 12 12 65 Incomplete 14. MA 12 12 10 11 11 55 Incomplete 15. M 14 15 10 11 10 60 Incomplete 16. MC 17 15 13 15 13 73 Complete 17. M 18 16 13 14 13 74 Complete 18. NP 14 14 11 11 10 60 Incomplete 19. P 13 13 10 10 11 57 Incomplete 20. PL 14 13 12 13 10 62 Incomplete 21. RI 15 13 10 14 13 64 Incomplete 22. RFP 14 12 10 13 13 62 Incomplete 23. RY 1 12 10 12 13 60 Incomplete 24. RWS 12 12 11 10 10 55 Incomplete 25. RAR 14 14 13 12 12 65 Incomplete 26. S 17 16 12 13 12 70 Complete 27. SA 16 17 13 12 12 70 Complete 28. SR 15 15 13 14 14 70 Complete 29. SY 18 15 12 13 13 71 Complete 30. Y 15 15 13 14 14 70 Complete
TOTAL 1920 AVERAGE 64
Note Cont : Content Org : Organization Voc : Vocabulary Gram : Grammar Mech : Mechanic
55
Table 11
Percentage of Students Writing Narrative Text
Post-Test 1 Score in Cycle I
No. Grade Category Frequency Percentage
1. ≥70 Complete 13 43,33%
2. <70 Incomplete 17 56,67%
Total 30 100%
Source: The result score of writing post test 1 at VIII.1 class of State Junior High School 3 Sekampung on Monday, July 30th 2018.
Then the graph of percentage students writing narrative
Text in post-test score could be seen as follow:
Figure 5
Percentage of Student Writing Narrative Text
Post-Test I Score in Cycle I
Based on the result of students’ writing narrative text post-
test I score, it could be conclude that there was 56,67% or 17
students for the score among the interval <70 did not passed the
043%
057%
000%
010%
020%
030%
040%
050%
060%
Complete Incomplete
Complete
Incomplete
56
Minimum Standard Criteria (MSC) at least while 43,33% or 13
students for the score among the interval of >70 passed the
Minimum Standard Criteria (MSC) or less than 70. In addition,
the average score of post-test I was 64. It indicated that the result
of students writing narrative text was increase that the pre-test
score was 59, but viewed from the indicator of success of this
research that 70% of the total students must pass the Minimum
Standard Criteria (MSC). It meant that the result of post-test I was
unsuccessful based on the indicator of success.
3) Observing
In observation of the researcher action, the collaborator
observed the students’ activities. The researcher as a teacher gave
material about writing text especially narrative text by using
dictogloss technique. While the treatment was being executed, the
student activities during the learning process wer also being
observed by the observer. The students who were active in
discussion would get the point by ticking it on the observation sheet
for meeting 1 and meeting 2. The indicators of the students’
activities were:
a) The students pay attention of the teacher explanation.
b) The students answered the question from the teacher.
c) The students able do the task.
d) The students active in the class
57
The result of the students’ learning activities could be seen as follow:
Table 12
The students’ Activities in Cycle I
No Student Activity Frequency Percentage
1. Pay attention to the teacher explanation 21 70%
2. The students’ ask/answer question 15 50%
3. The students active in the class 24 80%
4. The students able do the task 15 50%
Total Students 30
Then the graph of percentage students activities in cycle I as
follow:
Figure 6
Percentage of Students Activities in Cycle I
The table showed that not all the students’ active in learning
process. There were 21 students (70%) who gave attention to the
teacher explanation. 15 students (50%) who answer the question, 24
70%
50%
80%
50%
0%
20%
40%
60%
80%
100%
Pay Attention
Answer question
aActive in the class
Do the task
58
students (80%) who active in the class, and 15 students (50%) were
able to do the task.
4) Field Note
At this stage the researcher made a note of students’ activities.
From the observation on cycle I in the beginning of learning before
the researcher used Dictogloss Technique. Most of students still
seemed confused in the class, most of students who difficulty to do
the test was given, and most of students were not active in learning
process.
5) Reflection
From the result observation in learning process in cycle I, it
could be concluded that in the learning process has not achieved
Minimum Standard Criteria (MSC) of the research yet. At the end of
this cycle, the researcher analyzed and calculated all the processes
like students’ pre-test score and the result of students’ post-test I
score. The comparison between post-test score and post-test I score
was as follow:
59
Table 13 The Comparison Score Pre-Test and Post-Test I in Cycle I
No Student Name Pre Test Post Test
1 Increasing
Score Note
1. AS 59 62 3 Increased 2. BA 40 47 7 Increased 3. DAL 49 57 8 Increased 4. DS 58 70 12 Increased 5. DAS 43 50 7 Increased 6. EL 70 72 2 Increased 7. FPH 52 60 8 Increased 8. HO 70 73 3 Increased 9. IJJ 60 62 2 Increased 10. KA 70 72 2 Increased 11. LFH 47 60 13 Increased 12. MA 70 72 2 Increased 13. MR 57 65 8 Increased 14. MA 52 55 3 Increased 15. M 56 60 4 Increased 16. MC 70 73 3 Increased 17. M 71 74 3 Increased 18. NP 57 60 3 Increased 19. P 52 57 5 Increased 20. PL 60 62 2 Increased 21. RI 60 64 4 Increased 22. RFP 59 62 3 Increased 23. RY 58 60 2 Increased 24. RWS 48 55 7 Increased 25. RAR 61 65 4 Increased 26. S 63 70 7 Increased 27. SA 62 70 8 Increased 28. SR 60 70 10 Increased 29. SY 70 71 1 Increased 30. Y 66 70 4 Increased
Total 1770 1920 150 Average 59 64 High Score 71 74 Low Score 40 47 Note Cont : Content Org : Organization Voc : Vocabulary Gram : Grammar Mech : Mechanic
60
Table 14
The Comparison of Students’ Between Pre-Test and Post-Test I Score in Cycle I
No Grade Pre-Test Post-Test I Categories F % F %
1. >70 7 23,33% 13 43,33% Complete 2. <70 23 76,67% 17 56,67% Incomplete
Total 30 30
Source: The result score of writing post test 1 at VIII.1 class of State Junior High School 3 Sekampung on Monday, July 30th 2018.
Then, the graph of comparison students writing narrative text
pre-test and post-test I score in cycle I could be seen as follow:
Figure 7 The Comparison of Students’ Pre-Test and Post-Test I Score
in Cycle I
From the table and the graph above, in pre-test it could be seen
that total from 30 students, it could be conclude that 23,33% or 7 students
among the interval >70 students, was complete the minimum standard
criteria. Then the students who were incomplete the minimum standard
criteria were 76,67% or 23 students among the interval <70. In post-test
I, it could be conclude that 43,33% or 13 students among the interval >70
students, was complete the minimum standard criteria. Then the who
incomplete the minimum standard criteria were 56,67% or 17 students
among interval <70. Average score of pre-test was 59 and average score
7
23
13
17
0
5
10
15
20
25
Pre test Post test 1
Complete
Incomplete
61
of post-test I was 64 and the mean improvement score was 5 point. There
was improvement between pre-test and post-test I but did not fulfill the
indicator of success. It could be concluded that the result was
unsuccessful, because of the indicator of success could not be achieved
yet that was 70% of the total students must be passed the criteria.
Regarding to the result of student’s post-test I score and the
observation of student’s activities in cycle I it caused of give a subject
material was not run well, so some students could not clear to
understanding the material. Some students were not satisfied because
most of the students did not pay attention toward the teacher explanation
and they did not get difficulties to answer the question and some students
got failure in test of cycle I. So, the researcher had to continue in cycle II
which consisted of planning, acting, observing, and reflecting.
c. Cycle II
In other that to repair the weakness in cycle I the researcher need
to continue the treatment in cycle II because of cycle I was not success.
In this phase cycle II had four essential phases namely planning, action,
observation and reflection. The implementation of cycle II could be
explained on the following sequences:
1.) Planning
In the planning of cycle 2, the researcher and collaborator
discussed about some of problems that found in cycle 1. Therefore, in
this step the researcher would to prepare the lesson plan, material and
62
media that would be used in teaching learning process. The material
was narrative text. The material included the definition, the generic
structure, the language features and the example of narrative text.
Moreover, the researcher made an observation sheet that consists of
list of students’ name and list of the students’ activities that will be
observed during teaching learning process.
2.) Action
The researcher and collaborator arranged the schedule of
action in cycle 2. It can be seen on the table below:
Table 15 The Schedule of Action in Cycle 2
Meeting Day/Date Time
1st Thursday, August 2nd 2018 08.50 - 10.10a.m
2nd Monday, August 6th 2018 10.30 - 11.50a.m
a) First Meeting
The first meeting was held on Thursday, August 2nd 2018
at 08.50 - 10.10a.m and it took about 90 minutes or 2x45
minutes. In this meeting the researcher was a teacher and Mr.
Amaroni Setiawan as the collaborator as well as an observer.
At the beginning of teaching learning process the
researcher began the meeting by praying, greeting, checking
attendance list and asking the student’s condition. Afterwards,
the researcher gave the learning material about writing narrative
63
text. In section the researcher as the teacher also explained used
of simple present tense as the requirements of formula to make
writing narrative text well.
After explanation was done, the teacher asked the students
about the material to know the students comprehension. In this
meeting, condition of the class was effective. Most of students
was pay attention about the teacher explanation. Then for the
next section the teacher ordered the students to listen the and
pay attention to what is explained by the teacher until the
students understand about the material.
Afterward the researcher gave the student the exercise to
do. Later on, if the students still have difficulties, the students
can ask with the teacher. To strengthen their result learning the
teacher gave some feedbacks and question as needed to check
their understanding about the topic had been taught. Before the
time was up, the teacher give motivation to the students and
remind to keep on learning at home. Them the last closed the
meeting.
b) Second Meeting
The second meeting was conducted on Monday, August
6th 2018 at 10.30 - 11.50a.m, this meeting used to post-test II
in the last cycle II, for 2x45 minutes after the students given
the action, the researcher gave post-test II to the students. In
64
this meeting, most of the students could answer well. Then the
result of post-test II could be seen as follow:
Table 16
The Result of Students Writing Narrative Text Post-Test II Score in Cycle II
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 18 16 12 13 13 72 Complete 2. BA 15 13 10 14 13 64 Incomplete 3. DAL 16 14 13 12 12 67 Incomplete 4. DS 17 16 13 14 13 73 Complete 5. DAS 17 15 12 13 13 70 Complete 6. EL 18 17 13 15 14 77 Complete 7. FPH 17 17 12 14 15 75 Complete 8. HO 19 18 15 13 15 80 Complete 9. IJJ 18 15 12 13 13 71 Complete 10. KA 18 17 13 15 15 78 Complete 11. LFH 17 16 13 15 15 76 Complete 12. MA 18 18 14 15 15 80 Complete 13. MR 16 17 13 14 13 73 Complete 14. MA 15 15 12 13 13 68 Incomplete 15. M 17 15 12 13 13 70 Complete 16. MC 18 18 13 16 15 80 Complete 17. M 19 19 15 15 14 82 Complete 18. NP 17 16 12 14 15 75 Complete 19. P 16 16 12 13 13 70 Complete 20. PL 18 16 12 13 13 72 Complete 21. RI 17 15 12 13 13 70 Complete 22. RFP 17 17 12 14 15 75 Complete 23. RY 14 14 13 12 12 65 Incomplete 24. RWS 15 15 13 14 14 70 Complete 25. RAR 17 17 12 15 14 75 Complete 26. S 18 18 14 15 15 80 Complete 27. SA 17 15 15 15 17 79 Complete 28. SR 16 17 14 16 15 78 Complete 29. SY 16 16 14 15 15 76 Complete 30. Y 18 16 15 15 15 79 Complete
TOTAL 2220 AVERAGE 74
Note
65
Table 17
Percentage of Students Narrative Text Post-Test II Score in Cycle II
No. Grade Category Frequency Percentage
1. ≥70 Complete 26 86,67%
2. <70 Incomplete 4 13,33%
Total 30 100%
Source: The result score of writing post test 2 at VIII.1 class of State Junior High School 3 Sekampung on Monday, August 6th 2018.
Then, the graph of students writing narrative text post-test II
score in cycle II could be seen as follow:
Figure 8 Percentage of Students Writing Narrative Text
Post-Test II Score in Cycle II
Based on the result of students’ writing narrative text post-
test II score, it can be inferred that there was 86,67% or 26
students’ for the score among the interval of >70 who complete the
Cont : Content Org : Organization Voc : Vocabulary Gram : Grammar Mech : Mechanic
087%
013%
000% 010% 020% 030% 040% 050% 060% 070% 080% 090% 100%
Complete Incomplete
Complete
Incomplete
66
Minimum Standard Criteria (MSC) at least 70, while 13,33% or 4
students’ for the score among the interval <70 who incomplete the
Minimum Standard Criteria (MSC) at least 70.
Based on explanation above, it could be inferred that
indicator of success was achieved. That is 86,67% from the
students got score at least 70 for the minimum standard criteria and
the other hand the cycle II was successful.
3.) Observing
In this step, the researcher presented the material by
Dictogloss Technique. In learning process, there were also four
indicators used to know the students’ activities like in learning
process previously.
Based on the observation result sheet in cycle II, the
researcher indicated that learning process in cycle II was
successful. The result score of students’ learning activities
observation, as follow:
Table 18
The Students’ Activity in Cycle II
No Students Activities Frequency Percentage 1 Pay attention of the teacher explanation 24 80% 2 The students’ ask/answer question 18 60% 3 The students active in the class 27 90% 4 The students able do the task 27 90%
Total Students 30
67
80%
60%
90% 90%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
Pay attention Answer question Active in the class Do the task
Then, the graph of percentage students activities in cycle II,
as follow:
Figure 9 Percentage of Students Activities in Cycle II
The table and the graph above showed that the students’
activity in cycle II was increase. The students’ activity that had
high percentage were the students able do the task 90%, the first
high percentage was the students pay attention of the teacher
explanation 80% and the students active in the class 90%, and the
last the students ask/answer the question from the teacher 60%.
Based on the result above, the researcher indicated that learning
process in cycle II was successful because the students’ activity got
percentage >70%.
4.) Field Note
From the observation on cycle II, most of the students were
interested to follow the lesson, most of the students could practice
well and correctly, most of the students were active during teaching
learning process.
68
5.) Reflection
At the end of this cycle, the researcher and the collaborator
analyzed and calculated all the processes like student’s post-test II
score and observation of student’s learning activities. The
comparison between students post-test I score and post-test II score
could be compared on the following table.
Table 19 The Comparison Score Between Post-Test I Score in Cycle I and
Post-Test II Score in Cycle II
No Student Name
Post Test 1
Post Test 2
Increasing Score Note
1. AS 62 72 10 Increased 2. BA 47 64 17 Increased 3. DAL 57 67 10 Increased 4. DS 70 73 3 Increased 5. DAS 50 70 20 Increased 6. EL 72 77 5 Increased 7. FPH 60 75 15 Increased 8. HO 73 80 7 Increased 9. IJJ 62 71 9 Increased 10. KA 72 78 6 Increased 11. LFH 60 76 16 Increased 12. MA 72 80 8 Increased 13. MR 65 73 8 Increased 14. MA 55 68 13 Increased 15. M 60 70 10 Increased 16. MC 73 80 7 Increased 17. M 74 82 8 Increased 18. NP 60 75 15 Increased 19. P 57 70 13 Increased 20. PL 62 72 10 Increased 21. RI 64 70 6 Increased 22. RFP 62 75 13 Increased 23. RY 60 65 5 Increased 24. RWS 55 70 15 Increased 25. RAR 65 75 10 Increased 26. S 70 80 10 Increased 27. SA 70 79 9 Increased
69
28. SR 70 78 8 Increased 29. SY 71 76 5 Increased 30. Y 70 79 9 Increased
Total 1920 2220 300 Average 64 74 High Score 74 80 Low Score 47 64
Table 20 The Comparison of Students’ between Post-Test I Score in Cycle I
and Post-Test II Score in Cycle II
No Grade Post-Test I Post-Test II Target F % F %
1. >70 13 43,33% 26 86,67% Complete 2. <70 17 56,67% 4 13,33% Incomplete
Total 30 30
Then, the graph of comparison students writing narrative text
post-test I and post-test II score in cycle II could be seen as follow:
Figure 10 The Comparison of Students Writing Narrative Text Post-Test I Score and Post-Test II Score in Cycle II
From the table above, it could be seen that the score of the
students in post-test II was various. The highest score was 80 and the
lowest score is 64. The average score of post-test II was 74. Besides,
13
26
17
4
0
5
10
15
20
25
30
Post Test I Post Test II
Complete
Incomplete
70
the percentages of students’ successfulness of post-test II score was
86,67% or 26 students of the total students passed the minimum
standard criteria and 13,33% or 4 students did not pass the minimum
standard criteria at least 70. It means that the indicator of success of
this research had been achieved that was >70% students was gotten
score 70. It indicated that the students’ writing narrative text was
increased.
Regarding to the result above, it could be inferred that this
Classroom Action Research (CAR) was successful and it would not be
continue in the next cycle because of the learning process and the
product of learning entirely passed the indicators of success and it
means that dictogloss technique could improve students skill in
writing narrative text.
B. Interpretation
Writing narrative text would be easier to understanding when it
supported by the right method, because the lesson will take more concrete
for students and the students have to complete understanding. During the
research, the researcher observed that the students were enthusiastic to
attention from teacher explaination in learning process.
The researcher assumes that teaching writing by using dictogloss
techniue can improve students writing narrative text. Dictogloss technique
is one of technique that can be used in language teaching and learning
process both individually and collaboratively. Dictogloss technique is a
71
teaching technique which incorporates various activitiessuchas listening,
taking notes, disscussing and group or other activities during the process
of learning and teaching.So, it has proved that dictogloss technique could
be one the interesting technique to teaching writing narrative text.
1. Result of Students Learning
a. Result of students Pre-Test Score
In this phase, the researcher presented the pre- test to
measure the students ability before implementing the treatment.
The writer obtained the data through test in the from of essay
which completed for 90 minutes. It was done on Thursday, July
19th 2018. From the result of pre- test showed that most of the
students got difficult for doing the test. Based on the table 6 the
students average were 60,26 , it showed that most of the students
have not passed yet in achieving the Minimum Standar Criteria at
least 70. In this phase, only 7 students out of 30 students passed of
the minimum standars criteria.
b. Result of Students Post-Test 1 Score
In this research, to know the students writing narrative test
mastery after implementing the treatment the researcher conducted
the post- test I. It was done on Monday, July 30th 2018. Based on
the table 9 the students average was 54 it shown that most of the
students have not passed yest in achieved the minimum standard
criteria at least 70. In this stage there are 13 students out of 30
72
students passed of the minimum standard criteria. It can be
conclude that most of the students failed in achieving the material.
c. Result of Students Post- Test II Score
In this phase, the researcher continued to cycle II because
the score of post test I in cycle I did not fulfilled the minimum
mastery criteria yet that was only 20 % passed the minimum
standard criteria. The researcher presented the post- tes II to
measure the students ability after implementing the treatment. The
researcher obtained the data trough test in the from of essay which
completed for 90 minutes. It was done on Monday, August 6th
2018. Based on the table 15 students average were 64 , it showed
that most of the students have achieving the Minimum Standard
ceiteria (MSC) at least 70. In this phase, 26 students out of 30
students of 86,67% students passed of the minimum standatd
criteria and the research was successful.
2. The Comparison Score in Pre-Test, Post-Test I in cycle I, and
Post-Test II in Cycle II.
English learning process was successfully in cycle I the
students’ average score was high. While, the score of the students in
post-test I was higher than pre-test. Moreover, in cycle II, the
students’ average score was higher than cycle I. The following on the
table of illustration score in cycle I and cycle II.
73
Table 21 The Comparison of Writing Narrative Text of Pre-Test,
Post-Test I in Cycle I and Post-Test II in Cycle II
No Student Name
Pre Test
Cycle 1 Cycle 2 Note Post
Test 1 Increasing
Score Post
Test 2 Increasing
Score 1. AS 59 62 3 72 10 Increased 2. BA 40 47 7 64 17 Increased 3. DAL 49 57 8 67 10 Increased 4. DS 58 70 12 73 3 Increased 5. DAS 43 50 7 70 20 Increased 6. EL 70 72 2 77 5 Increased 7. FPH 52 60 8 75 15 Increased 8. HO 70 73 3 80 7 Increased 9. IJJ 60 62 2 71 9 Increased 10. KA 70 72 2 78 6 Increased 11. LFH 47 60 13 76 16 Increased 12. MA 70 72 2 80 8 Increased 13. MR 57 65 8 73 8 Increased 14. MA 52 55 3 68 13 Increased 15. M 56 60 4 70 10 Increased 16. MC 70 73 3 80 7 Increased 17. M 71 74 3 82 8 Increased 18. NP 57 60 3 75 15 Increased 19. P 52 57 5 70 13 Increased 20. PL 60 62 2 72 10 Increased 21. RI 60 64 4 70 6 Increased 22. RFP 59 62 3 75 13 Increased 23. RY 58 60 2 65 5 Increased 24. RWS 48 55 7 70 15 Increased 25. RAR 61 65 4 75 10 Increased 26. S 63 70 7 80 10 Increased 27. SA 62 70 8 79 9 Increased 28. SR 60 70 10 78 8 Increased 29. SY 70 71 1 76 5 Increased 30. Y 66 70 4 79 9 Increased
Total 1770 1920 150 2220 300 Average 59 64 74 High Score 71 74 80 Low Score 40 47 64
74
Table 22 The Comparison of Students’ Pre-Test Score, Post-Test I Score in Cycle I
and Post-Test II Score in Cycle II
No Grade Pre-Test Post-Test I Post-Test II Target F % F % F %
1. >70 7 23,33% 13 43,33% 26 86,67% Complete 2. <70 23 76,67% 17 56,67% 4 13,33% Incomplete
Total 30 30 30
Based on the result of the pre-test, post-test I and post-test II, it
was know that there is an increase of the students’ score. It could be
seen from the students get score >70, 7 to 13 became 26. Therefore,
the researcher conclude that the research was successful because the
indicator of success in this research had been achieved.
The researcher show the graph of the result of pre-test, post-test
I and post-test II, as follow:
Figure 11 The Comparison Score of Students Writing Narrative Text in Pre-Test, Post-Test I in Cycle I, and Post-Test II in Cycle II
Based on the graph above, it could be inferred that dictogloss
technique could improve students in writing narrative text. It is
supported by increasing score of the students from pre-test to post-test
I and from post-test I to post-test II.
023%
043%
087% 077%
057%
013%
000% 010% 020% 030% 040% 050% 060% 070% 080% 090% 100%
Pre-Test Post-Test I Post-Test II
Complete
Incomplete
75
3. The Result of Students’ Learning Activities in Cycle I and Cycle II
The students’ learning activities data was gotten from the whole
students’ learning activities on observation sheet. The comparison of
two activities in cycle I and cycle II could be seen in the table below:
Table 23 The Table of Students Activities in Cycle I and Cycle II
No Students’ Activities
Cycle I Cycle II Increasing F Percentage F Percentage
1
Pay attention of teacher explanation
21 70% 24 80% 10%
2
The students’ ask/answer question
15 50% 18 60% 10%
3
The students avtive in the class
24 80% 27 90% 10%
4
The students able do the task
15 50% 27 90% 40%
Figure 12 The Students’ Result of Learning Activity in Cycle I and Cycle II
70%
50%
80%
50%
80%
60%
90% 90%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Pay attention Answer the question
Active in the class
Do the task
Cycle I
Cycle II
76
Based on the data had gotten, it can be explained as follow: a. The Students pay attention to the teacher’s explanation
The students’ attention to the teacher explanation from the first
meeting to the next meeting was increased. In cycle I was only 70%
and in cycle II 80%it improved 10%.
b. The students ask/answer question from the teacher
The students who ask/answered question from the teacher was
increased from the first meeting to next meeting. It showed when the
teacher gave the question to the students, they were brave to answer
although not all the question could be answered well. For this activity
was improved 10%, from cycle I 50%and cycle II 60%.
c. The students active in the class
The active students in class were increased. It could be seen on
the cycle I 80% and cycle II also 90%, it increased 10%.
d. The students able do the task
The students who had done the task were increased. It could be
seen on the cycle I 50% and cycle II 90%, it increased 40%.
Based on the data above, it could be concluded that the students
felt comfort and active with the learning process because most of the
students shown good increasing in learning activities when
77
Scaffolding Technique was applied in learning process from cycle I up
to cycle II.
Then, based on the explanation of cycle I and cycle II, it could
be inferred that the use of dictogloss technique could improve students
in writing narrative text. There was progress average score from 59 to
64 and to 74.
From the figure 4, we could be seen that there was an increasing
on the average score and total of the students who passed the test from
pre-test, post-test I to post-test II. In the graphs above, the average
score in the pre-test was 59 and only 7 students or (23,33%) passed
the test.
Moreover, in the post-test I and II there was 13 students or
(43,33%) passed the test the indicator students get score >70 with
average 64, 26 students or (86,67%) who passed the test indicator
students get score >70 with average 74. From the explanation, the
researcher concluded that the research was successful and it could be
stopped in the cycle II because the indicator of success 70% of
students got score >70 was reached.
C. DISCUSSION
In teaching writing to the State Junior High School 3
Sekampung especially in students of class VIII.1, based on the pre
survey there are some problems like some students difficulties to
78
express their idea in writing. The researcher chose dictogloss
technique could improve students in writing narrative text.
The researcher used this strategy to organize idea students and
made students more active in writing especially narrative text in
learning English. There was appositive increasing about students
learning activities using dictogloss technique. Therefore, dictogloss
technique hopefully is useful in the learning activities.
Based on the explanation of cycle I and cycle II, it could be
inferred that the use of dictogloss technique could improve students in
writing narrative text. There was progress from the students get score
>70 from pre-test 23,33% or 7 students, post-test I 43,33% or 13
students and post-test II become 86,67% or 26 students. We could be
seen that was an increasing on the students complete score and total of
score of the students who passed the least from pre-test, post-test I to
post-test II.
Moreover, the standard criteria with the score minimum was 70
in this research, in the post-test I there was 13 students or 86,67%
passed the test with the average 64 and the post-test II was students 26
students or 86,67% who passed the test with average 74. From the
explanation, the researcher concluded that the research was successful
and it could be stopped in the cycle II because the indicator of success
70% of students got score >70 was reached.
79
The result of the students activities in cycle I and cycle II was
increase. Pay attention of the teacher explanation from 70% become
80%, the students ask/answer question from 50% become 60%, the
students able do the task from 50% become 90%, the students active
in the class from 80% become 90%. The result of students’ activities
in cycle I and cycle II, there are increasing about students’ learning
activities.
In increasing the students’ writing ability in narrative text, the
researcher used dictogloss as a technique to train the students’ writing
narrative and made the students more active in performance, also
interested in learning writing ability. With the dictogloss technique the
students could exploits creativity. When the text is being dictated
quickly, the students will get insufficient information to reconstruct
the text. Here, the students will use their creativity by call on their
previous knowledge about language and their grammar competency.
The students’ score increase because the students’ had trainned with
dictogloss as a technique. dictogloss contained a language teaching
technique that is used to teach grammatical structures in wich students
form small groups and summarize a target language so that the
students’ writing ability could increased after trainned dichtogloss
technique continously.
Moreover, the researcher used a dictogloss technique which
narrative text in order to increase the students’ writing ability. The
80
researcher prepare a fable and the reseacher read the text to the
students at normal speed while they take note. Student then work in
small groups to prepare a summary of their work using the correct
grammatical structure and finally its group present their work to the
rest of the class. This activity was did until the end of the meeting.
83
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the learning process on two cycles, the researcher
would like to described the conclusion that the narrative text writing skills
could be increased through Dictogloss Technique, as folows:
1. Dictogloss Technique can be used as an alternative way in learning process of
writing. The student’s activity in the implementation of cycle I and II is very
active. It means that Dictogloss Technique can improve the student’s
activeness. The average student’s activity in cycle I is 62,5%, then increase to
be 80% in cycle II.
2. Dictogloss Technique makes students understand easily in narrative text
writing skills. While, Dictogloss Technique is also able to develope the
narrative text writing score. It can be seen on the progress from pre-test to
cycle I and cycle II. The average score of pre-test is 59 and in cycle I is 64
while in cycle II is 74.
3. researcher used dictogloss as a technique to train the students’ writing
narrative and made the students more active in performance, also interested in
learning writing ability. With the dictogloss technique the students could
exploits creativity. When the text is being dictated quickly, the students will
get insufficient information to reconstruct the text. Here, the students will use
their creativity by call on their previous knowledge about language and their
84
grammar competency. The students’ score increase because the students’ had
trainned with dictogloss as a technique. dictogloss contained a language
teaching technique that is used to teach grammatical structures in wich
studentsformsmall groups and summarize a target language so that the
students’ writing ability could increased after trainned dichtogloss technique
continously.
Moreover, the researcher used a dictogloss technique which narrative
text in order to increase the students’ writing ability. The researcher prepare a
fable and the reseacher read the text to the students at normal speed while
they take note. Student then work in small groups to prepare a summary of
their work using the correct grammatical structure and finally its group
present their work to the rest of the class. This activity was did until the end
of the meeting.
Based on the table above, it can be inferred that Dictogloss Technique
can improve the narrative text writing of the students. It can be seen there was
an increasing score of the students.
85
B. Suggestion
Based on the result of the research, the researcher would like to constructively
give suggestions as follows:
1. It is suggested to the teacher to use Dictogloss Technique as the teaching
learning strategy because it could increase the student writing skills.
2. It is suggested to the English teacher to include Dictogloss Technique
strategy in teaching process. The teachers should be creatively used
Dictogloss Technique in teaching, especially reading class, in order to engage
the students to be active in learning process.
3. It is suggested to students who want to develop this study to include another
skill in learning English, such as speaking, listening, or writing as well as
involve different subjects and also different text.
4. The Headmaster is suggested to support the English Learning process by
preparing the facilitation and instrument completely.
BIBLIOGRAPHY
Anderson, Gary and Nancy Arsenault.Fundamental of Educational Research. USA: Falmer press.2005.
Ary,Donald, et.al,.Introduction to Research in Education.USA: Wadsworth Cengage Learning. 2010.
Burns, Anne .Doing Action Research in English Language Teaching. Roudledge: New York and London.2001.
Douglas, H.Brown. Teaching by Principles An Interactive Approach to Language Pedagogy 2nd Edition. Longman: University Press.2001.
Douglas, H.Brown. Principle and Language and Teaching An Interactive Approach to Language Pedagogy.San Fransisco State University. USA 2001.
Fatemeh Mehdiabadi.The Effectiveness of Collaborative Output Task of Dictogloss in Enhancing EFL Learners Emotional Intelligence. International Journal Oo Linguistics.2014
Ferrance,Eileen.Action Research.New York: Brown University.2000.
George E Whishon.Let’s Write American Book Company.New York.1980.
George Jacob and John Small.Combining Dictogloss and Cooperative Learning to Promote Language Learning the Reading Matrix.2003
Jean,McNiff, and Jack Whitehead. Action Research: Principles and Practice second edition.London and New York : Routledge Falmer.2002.
Jonanthan Winterton, Franscoise, and et all. Typology of Knowledge, Skills ans Competences: Clarification of the Concept and Prototype. European Communities.2006
Keraf, Gorys.Farasit and Argumentasi. Gramedia Pustaka Utama: Jakarta.2001.
Koshy,Valsa.Action Research for Improving Practice.London: Paul Chapman Publishing.2005.
Marczy,Geoffry.Essential of Research Design and Methodology.New Jersey.2005.
Siahaan, Sanggam. Issue in Linguistics. Graha Ilmu: Yogyakarta.2008.
Steve, Peha.The Writing Teacher’s Strategy Guide: Easy to Teach Techniques for Up andDown the Grade Levels and Across the Curriculum.1995
Vasiljevic, Zorana.Dictogloss As An Interactive Method Ofteaching Listening Comprehension to Learners English Teaching.2010.
Wajnyb,Ruth.Grammar Dictation.Oxford: University Press.1990.
APPENDICES
SILABUS PEMBELAJARAN Sekolah : SMPN 3 Sekampung Kelas : VIII ( Delapan) Mata Pelajaran : BAHASA INGGRIS Semester : II (Dua) Standar Kompetensi : Menulis
1. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar Teknik Bentuk
Instrumen Contoh
Instrumen
12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
1. Teks fungsional : - Notices - iklan 2. Tata bahasa - Imperratives - Getting attention - Comparison 3. Kosa kata Kata terkait tema dan jenis teks 4. Tanda baca, Spelling
1. Review tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait materi
2. Menulis kalimat sederhana untuk - memberi
himbauan / peringatan - mengiklan-
kan sesuatu 3. Melengkapi
teks
Menulis teks fungsional pendek berbentuk : - Notices - Iklan
Tes tulis
Product
Essay Completion Penugasan
1. Write sentences based on the situation given.
2. Complete the text using suitable word/words.
3. Write notices related to certain places
4. Write an advertisement promoting a certain product.
4 x 40 menit
1. Buku teks yang relevan
2. Contoh teks fungsional
3. Gambar terkait materi dan topik
4. Benda sekitar
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar Teknik Bentuk
Instrumen Contoh
Instrumen 12.2. Mengungkap
kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
1. Teks Essai
narrative / recount
2. Ciri kebahasaan teks narrative / recount
3. Langkah retorika teks narrative / recount
4. Tatabahasa - Simple past - Past
continuous 5. Kosakata
- Kata terkait tema dan jenis teks
6. Tandabaca, spelling
fungsional pendek
4. Menulis teks fungsional pendek
1. Review ciri
kebahasaan teks narrative/ recount
2. Membuat kalimat sederhana terkait teks narrative/ recount
3. Mengembangkan langkah retorika teks recount dan narrative
4. Membuat draft teks recount dan narrative
5. Menulis teks recount dan narrative berdasarkan draft yang dibuat
6. Memajang hasil
Menulis teks pendek dan sederhana dalam bentuk recount / narrative dengan langkah retorika yang benar
Tes tertulis Proyek
Uraian Penugasan
Write a short recount/narrative text based on: a. Your
experience happend to you
b. The story You have ever read
c. Series of pictures given.
Find 5 short texts of recount or narratives and expose them.
8 x 40 menit
1.Buku teks
yang relevan 2. Buku cerita
bahasa Inggris
3. Gambar - gambar terkait cerita
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Alokasi Waktu
Sumber Belajar Teknik Bentuk
Instrumen Contoh
Instrumen tulisan di dinding
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Mengetahui; Kepala Sekolah SMPN 3 Sekampung Trisno Arso Pinuji, S.Pd NIP. 19630916 200012 1 001
Sekampung, 2019 Guru Mapel Bahasa Inggris, Ama Roni Setiawan, S.Pd NIP. 19721205 199903 2 007
LESSON PLAN 1
School : SMP N 3 Sekampung
Class/Semester : VIII A
Subject : English
Skill : Writing
Kind of Text : Narrative
Topic : Retell Story
Time Allocation : 2 X 40 Minutes
A. Standard Competence : Expressing the meaning of short functional text
and simple essay in the form of narrative text in the
context of simple story.
B. Basic Competence : Expressing the meaning and the rhetorical steps in
simple essay accurately, fluently and acceptable in
the context of simple story in the form of narrative
text.
C. Indicators
1. Identifying the generic structure of narrative text.
3. Writing simple story used in narrative text.
4. Writing a narrative text.
D. Learning Objective
1. Students are able to identify the generic structure of narrative text which
consists of identification structure of narrative text.
2. Students are able to write simple story used in narrative text.
3. Students are able to write a narrative text.
The Students’ character are expected to be: Trustworthiness
Respect
Diligence
E. Learning Material
Narrative Text (Retell Story)
a. Definition of Narrative Text
A narrative text is an imaginative story to entertain people..
b. The Generic Structure of Narrative Text
The generic structure is:
1) Orientation: it is about the opening paragraph where the characters of the
story are introduced .
2) Resolution: where the probles in the story is solved
3) Reorientation: lesson from the story
c. The Language Feature of Narrative Text
The language feature of Narrative Text:
1) Using simple present tense
The formula of past tense is:
Example:Vina and I went to the Ragunan zoo.
2) Using adjectives
Example: The elephant was a long trunk.
3) Using of linking verbs
Example: The dress looked beautiful.
d. The Example of Narrative Text
The Goose that Laid The Golden Eggs
A man and his wife owned a very special goose. Every day the goose would lay a
golden egg, which made the couple very rich.
"Just think," said the man's wife, "If we could have all the golden eggs that are
inside the goose, we could be richer much faster." "You're right," said her
husband, "We wouldn't have to wait for the goose to lay her egg every day.
S + Verb 2+ O/C
"So, the couple killed the goose and cut her open, only to find that she was just
like every other goose. She had no golden eggs inside of her at all, and they had
no more golden eggs.They realized that they should not greedy.
F. Method/Technique
• Dictogloss Technique
G. Teaching Learning Activities
Pre-Teaching Activities
• Greeting by saying “salam” and pray together with students friendly.
• Check the attendance list.
• Ask the students about their condition.
• Giving motivation to the students.
While-Teaching Activities
Exploration
• Give the stimulus about narrative text
• Ask the students what they know about narrative text.
Elaboration
• The teacher explains the objective of the lesson for that day.
• The teacher presents the material about narrative text.
• Explain how to play dictogloss Technique.
• The students devided into heteregenous (4-5 students) choose one
students to be a leader of each groups.
• Students recieve their assigment (paragraph titles) from the teacher.
• Each group then initiates discussion among its members.
• Teacher gives occasion to the students to ask any dificulties or problem.
• Students write narrative text in each group
• The teacher assumes the role of facilities
• A presentation of group’s paragraph is continuing evaluation by the
teacher and other group.
Confirmation
• Ask one of each group to present their task.
• Give feedback to the students by giving appreciation for all of groups
that had been presented their task.
• Give confirmation to the students about their work.
Post-Teaching Activities
• Ask the students are there any difficulties in the lesson.
• Make conclusion about the lesson together with the students.
• Give a reward for the group that has the highest score.
• Give a homework to the students to make a narrative paragraph about a
story.
• Close the lesson by praying and greeting.
H. Tool / Source of Material
Tools : Whiteboard, boardmarker, paper.
Source of Material : -Scrip from LKS Book.
- Internet
I. Evaluation
1. Technique : Written test
2. Type : Essay
3. Instrument :
Direction: Make a narrative text with your own words. And the topic is
story of “The lion and the mouse”.
Example answer:
Title THE LION AND THE MOUSE
Orientation Once when a Lion was asleep a little Mouse began running up an d down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
Resolution
Reorientation
"Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?" The Lion was so tickled at the idea of th e Mouse being able to help him that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse. Finally, they became best friend forever. Little friends may prove great friends. Good deeds are rewarded.
4. Scoring :
a. Scoring Rubric
Explanation Score Format Mechanic Content Organization Grammar and Sentence Structure
5 5 20 35 35
Total 100
b. Scoring Guidance
No. Criteria Maximum Score
1. Format – 5 points There is a title There is centered The first line is intended There are margins on both sides The paragraph is double-spaced
1 1 1 1 1
2. Mechanics – 5 points There is a period, a question mark, or an exclamation mark after every sentence. Capital letters are used correctly. The spelling is correct.
1 2 2
3. Content – 20 points The paragraph fits the assignment. The paragraph is interesting to read. The paragraph shows thought and care.
5 5 10
4. Organization – 35 points The paragraph begins with a topic sentence that has both a topic and a controlling idea. The paragraph contains several specific and factual supporting sentences that explain or prove the topic sentence, including at least one example. The paragraph ends with an appropriate concluding sentence.
10
20 5
5. Grammar and Sentence Structure – 35 points Estimate a grammar and sentence structure score.
35
Grand Score 100
c. Maximum score = 100 Total Score
d. Student’s score = X 100 Maximum Score
Karyamukti, 2018 Collaborator The Researcher
Ama Roni Setiawan, S.Pd Tri Sari NIP. 19721205 199903 2 007 St. ID. 13108607
Approved By
Head Master of SMP N 3 Sekmpung
Trisno Arso Pinuji, S.Pd NIP. 19630916 200012 1 001
OBSERVATION SHEET OF TEACHER ACTIVITIES IN PRE-TEST
Meeting : Date :
Teacher Activity Good Enough Less 1. Pre Teaching
a. The teacher greets the students b. The teacher asks the student’s condition c. The teacher checks the student’s attendance list d. The teacher explains the goal of the teaching and
learning.
2. While Teaching a. The teacher explains the material about narrative
text to know how identify the text. b. The teacher explains the rules of dictogloss
technique briefly. c. The implementation of dictogloss technique
1. Preparation: a. The teacher ask the students to makes
some group. One group consist of 4-5 member.
b. The teacher write vocabulary are unfamiliar word which make the students difficult to understand the point of the text.
c. The teacher ask the students to prepared fully attention to the narrative text they will hear by suggestion in each meeting.
2. Dictation: a. The teacher read the narrative text
until twice in this stage. b. The first the students asked to hear
the text without writing anything. c. The second the students are allowed
to take a note, and ask the student to write some word that will help them in reconstraction stage.
3. Reconstraction: a. The teacher ask the students to work
with their group to recreate the narrative text which they have heard before but based on their own version.
And ask the groups to gathering ideas from each students.
b. The teacher monitors the activity but just interfere them to minimize error which will distrub the primary.
4. Analysis and corection: a. The teacher ask the students to
analyze and compare their text with the roconstraction of other group. And if there are some errors are exposed and discussed.
b. The teachers ask the students to compare their narrative text with the original and note or make necessary corrections.
c. The teacher give suggestion to the students that the original text should not be seen by group until after their own versions have been analyzed.
3. Post Teaching a. The teacher concludes the result of learning. b. The teacher closes the learning activity.
Note : • Tick (√) for each positive activity.
Kolaborator
Ama Roni Setiawan, S.Pd
Sekampung, ……………… 2018
Peneliti
Tri Sari
OBSERVATION SHEET OF THE STUDENTS’ ACTIVITY IN CYCLE 1
NO. NAME THE STUDENTS’ ACTIVITY
TOTAL 1 2 3 4 1 AS √ √ 2 2 BA √ √ 2 3 DAL √ √ √ 3 4 DS √ √ √ 3 5 DAS √ √ 2 6 EL √ √ √ 3 7 FPH √ √ 2 8 HO √ √ √ 3 9 IJJ √ √ 2 10 KA √ √ √ 3 11 LFH √ √ √ 3 12 MA √ √ 2 13 MR √ √ √ 3 14 MA √ √ 2 15 M √ √ √ 3 16 MC √ √ √ 3 17 M √ √ 2 18 NP √ √ √ 3 19 P √ √ 2 20 PL √ √ √ 3 21 RI √ √ 2 22 REP √ √ 2 23 RY √ √ √ 3 24 RWS √ √ 2 25 RAR √ √ √ 3
26 S √ √ √ 3 27 SA √ √ √ 3 28 SR √ √ 2 29 SY √ √ 2 30 Y √ √ √ 3
TOTAL 21 15 24 15 76
NOTE :
1. The students pay attention to the teacher explanation.
2. The students ask/answer question.
3. The students active in theclass
4. The students doing the task expository paragrah based on the topic.
OBSERVATION SHEET OF THE STUDENTS’ ACTIVITY IN CYCLE 2
NO. NAME THE STUDENTS’ ACTIVITY
TOTAL 1 2 3 4 1 AS √ √ 2 2 BA √ √ √ 3 3 DAL √ √ √ √ 4 4 DS √ √ √ √ 4 5 DAS √ √ √ 3 6 EL √ √ √ √ 4 7 FPH √ √ √ 3 8 HO √ √ √ 3 9 IJJ √ √ 2 10 KA √ √ √ 3 11 LFH √ √ √ 3 12 MA √ √ 2 13 MR √ √ √ √ 4 14 MA √ √ 2 15 M √ √ √ √ 4 16 MC √ √ √ 3 17 M √ √ √ √ 4 18 NP √ √ √ 3 19 P √ √ √ 3 20 PL √ √ √ 3 21 RI √ √ √ 3 22 REP √ √ √ 3 23 RY √ √ 2 24 RWS √ √ √ 3 25 RAR √ √ √ 3
26 S √ √ √ 3 27 SA √ √ √ √ 4 28 SR √ √ √ 3 29 SY √ √ √ 3 30 Y √ √ √ √ 4
TOTAL 24 18 27 27 93
NOTE :
1. The students pay attention to the teacher explanation.
2. The students ask/answer question.
3. The students active in theclass
4. The students doing the task expository paragrah based on the topic.
103
The Result of Pre-Test Score of Narrative Text
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 14 14 11 10 10 59 Incomplete 2. BA 10 9 6 8 7 40 Incomplete 3. DAL 10 10 9 10 10 49 Incomplete 4. DS 15 13 10 10 10 58 Incomplete 5. DAS 11 10 7 7 8 43 Incomplete 6. EL 18 15 12 13 12 70 Complete 7. FPH 11 10 10 10 11 52 Incomplete 8. HO 10 14 12 12 13 70 Complete 9. IJJ 15 14 10 11 10 60 Incomplete 10. KA 18 14 12 13 13 70 Complete 11. LFH 10 10 9 9 9 47 Incomplete 12. MA 18 15 12 12 13 70 Complete 13. MR 13 13 10 10 11 57 Incomplete 14. MA 12 10 10 10 10 52 Incomplete 15. M 13 12 11 10 10 56 Incomplete 16. MC 19 13 13 12 13 70 Complete 17. M 18 15 12 13 13 71 Complete 18. NP 12 12 11 11 11 57 Incomplete 19. P 12 10 10 10 10 52 Incomplete 20. PL 13 13 11 11 11 60 Incomplete 21. RI 14 15 10 10 11 60 Incomplete 22. RFP 13 14 11 11 10 59 Incomplete 23. RY 13 13 10 12 10 58 Incomplete 24. RWS 11 10 9 9 9 48 Incomplete 25. RAR 15 14 11 10 11 61 Incomplete 26. S 14 14 12 13 10 63 Incomplete 27. SA 14 13 13 12 11 62 Incomplete 28. SR 12 12 11 12 13 60 Incomplete 29. SY 18 14 12 13 13 70 Complete 30. Y 15 15 11 13 12 66 Incomplete
TOTAL 1770 AVERAGE 59
104
The Result of Students Narrative Text Post-Test I Score in Cycle I
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 14 13 13 12 11 62 Incomplete 2. BA 10 10 9 9 9 47 Incomplete 3. DAL 13 13 10 10 11 57 Incomplete 4. DS 18 15 12 13 12 70 Complete 5. DAS 11 10 9 10 10 50 Incomplete 6. EL 18 16 12 13 13 72 Complete 7. FPH 14 14 11 10 11 60 Incomplete 8. HO 18 16 12 14 13 73 Complete 9. IJJ 14 13 13 12 11 62 Incomplete 10. KA 16 16 13 14 13 72 Complete 11. LFH 13 14 10 12 11 60 Incomplete 12. MA 16 15 13 14 15 72 Complete 13. MR 15 13 13 12 12 65 Incomplete 14. MA 12 12 10 11 11 55 Incomplete 15. M 14 15 10 11 10 60 Incomplete 16. MC 17 15 13 15 13 73 Complete 17. M 18 16 13 14 13 74 Complete 18. NP 14 14 11 11 10 60 Incomplete 19. P 13 13 10 10 11 57 Incomplete 20. PL 14 13 12 13 10 62 Incomplete 21. RI 15 13 10 14 13 64 Incomplete 22. RFP 14 12 10 13 13 62 Incomplete 23. RY 1 12 10 12 13 60 Incomplete 24. RWS 12 12 11 10 10 55 Incomplete 25. RAR 14 14 13 12 12 65 Incomplete 26. S 17 16 12 13 12 70 Complete 27. SA 16 17 13 12 12 70 Complete 28. SR 15 15 13 14 14 70 Complete 29. SY 18 15 12 13 13 71 Complete 30. Y 15 15 13 14 14 70 Complete
TOTAL 1920 AVERAGE 64
105
The Result of Students Writing Narrative Text Post-Test II Score in Cycle II
No Name Criteria of The Score
Score Target Cont Org Gram Mech Voc
1. AS 18 16 12 13 13 72 Complete 2. BA 15 13 10 14 13 64 Incomplete 3. DAL 16 14 13 12 12 67 Incomplete 4. DS 17 16 13 14 13 73 Complete 5. DAS 17 15 12 13 13 70 Complete 6. EL 18 17 13 15 14 77 Complete 7. FPH 17 17 12 14 15 75 Complete 8. HO 19 18 15 13 15 80 Complete 9. IJJ 18 15 12 13 13 71 Complete 10. KA 18 17 13 15 15 78 Complete 11. LFH 17 16 13 15 15 76 Complete 12. MA 18 18 14 15 15 80 Complete 13. MR 16 17 13 14 13 73 Complete 14. MA 15 15 12 13 13 68 Incomplete 15. M 17 15 12 13 13 70 Complete 16. MC 18 18 13 16 15 80 Complete 17. M 19 19 15 15 14 82 Complete 18. NP 17 16 12 14 15 75 Complete 19. P 16 16 12 13 13 70 Complete 20. PL 18 16 12 13 13 72 Complete 21. RI 17 15 12 13 13 70 Complete 22. RFP 17 17 12 14 15 75 Complete 23. RY 14 14 13 12 12 65 Incomplete 24. RWS 15 15 13 14 14 70 Complete 25. RAR 17 17 12 15 14 75 Complete 26. S 18 18 14 15 15 80 Complete 27. SA 17 15 15 15 17 79 Complete 28. SR 16 17 14 16 15 78 Complete 29. SY 16 16 14 15 15 76 Complete 30. Y 18 16 15 15 15 79 Complete
TOTAL 2220 AVERAGE 74
106
The Comparison of Writing Narrative Text of Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II
No Student Name
Pre Test
Cycle 1 Cycle 2 Note Post
Test 1 Increasing
Score Post
Test 2 Increasing
Score 1. AS 59 62 3 72 10 Increased 2. BA 40 47 7 64 17 Increased 3. DAL 49 57 8 67 10 Increased 4. DS 58 70 12 73 3 Increased 5. DAS 43 50 7 70 20 Increased 6. EL 70 72 2 77 5 Increased 7. FPH 52 60 8 75 15 Increased 8. HO 70 73 3 80 7 Increased 9. IJJ 60 62 2 71 9 Increased 10. KA 70 72 2 78 6 Increased 11. LFH 47 60 13 76 16 Increased 12. MA 70 72 2 80 8 Increased 13. MR 57 65 8 73 8 Increased 14. MA 52 55 3 68 13 Increased 15. M 56 60 4 70 10 Increased 16. MC 70 73 3 80 7 Increased 17. M 71 74 3 82 8 Increased 18. NP 57 60 3 75 15 Increased 19. P 52 57 5 70 13 Increased 20. PL 60 62 2 72 10 Increased 21. RI 60 64 4 70 6 Increased 22. RFP 59 62 3 75 13 Increased 23. RY 58 60 2 65 5 Increased 24. RWS 48 55 7 70 15 Increased 25. RAR 61 65 4 75 10 Increased 26. S 63 70 7 80 10 Increased 27. SA 62 70 8 79 9 Increased 28. SR 60 70 10 78 8 Increased 29. SY 70 71 1 76 5 Increased 30. Y 66 70 4 79 9 Increased
Total 1770 1920 150 2220 300 Average 59 64 74 High Score 71 74 80 Low Score 40 47 64
107
1. TEST
PRE-TEST
Subject : English
Skill : Writing
Topic : Narrative Text
Time Allocation : 45 Minutes
School : Class :
Name : Date :
Instruction : Create a narrative text based on the story.
Answer :
108
POST-TEST (CYCLE I)
Subject : English
Skill : Writing
Topic : Narrative Text
Time Allocation : 45 Minutes
School : Class :
Name : Date :
Instruction:
1. Listen your teacher telling about a story.
2. Write a keywords, recreate narrative text consist of orientation, complication,
and resolution!
3. Work in group and use your time efficiently!
Keywords
Title:
Orientation:
Complication:
Resolution:
109
POST-TEST (CYCLE II)
Subject : English
Skill : Writing
Topic : Narrative Text
Time Allocation : 45 Minutes
School : Class :
Name : Date :
Instruction:
1. Listen your teacher telling about a story.
2. Write a keywords, recreate narrative text consist of orientation, complication,
and resolution!
3. Work in group and use your time efficiently!
Keywords
Title:
Orientation:
Complication:
Resolution:
110
2. OBSERVATION
THE OBSERVATION SHEET OF STUDENTS’ ACTIVITIES
School : SMP N 3 Sekampung
Class : VIII A
Subject : English
Material : Writing Narrative Text
Day/Date :
Direction: Give the check list sign (√) for each of the students’ activity below!
No. St. Names
The Students’ Activity
Giving
attention to
the
teacher’s
explanation
Understanding
the material
Following
the
teacher’s
instruction
Giving
respond to
the
teacher’s
explanation
Doing the
task
1. Adi Saputra
2. Bayu Apriyadi
3. Dea Anita Lestari
4. Devita Sari
5. Dewi Amanda Sari
6. Eka Lestari
7. Faisal Putra Himawan
8. Helen Oktaviani
9. Intan Jihan .J
10. Khoirul Anam
11. Lutfi Fitri Handayani
12. Maya Anggistasari
111
13. Meliya Rahayu
14. Mira Astuti
15. Misyatun
16. Mutiara Chusnunia
17. Muzzammil
18. Nurul Puspita Sari
19. Puspita Sari
20. Putri Lestari
21. Rahmawati Istiqomah
22. Renda Firman .P
23. Reva Yulia
24. Revi Yulia
25. Revida Wulan .S
26. Rika Alfina Rahma
27. Santi
28. Santi Apriliani
29. Sekar Rahayu
30. Susi Yulianti
31. Yunita Sari
Karyamukti, 2018 Collaborator The Researcher Ama Roni Setiawan, S.Pd Tri Sari NIP. 19721205 199903 2 007 St. ID. 13108607
Approved By Head Master of SMA Gaya Baru
Trisno Arso Pinuji, S.Pd NIP. 19630916 200012 1 001
112
3. DOCUMENTATION
In this research, the researcher will take the data from the
documentation of SMP N 3 Sekampung such as:
a. The History of SMP N 3 Sekampung.
b. Vision and Mission of SMP N 3 Sekampung.
c. The total of teachers and staffs at SMP N 3 Sekampung.
d. The total of students at SMP N 3 Sekampung.
e. The building condition of SMP N 3 Sekampung.
f. The condition of learning facilities at SMP N 3 Sekampung.
4. FIELD NOTE
THE FIELD NOTE
Cycle :
Day/Date :
Collaborator:
113
Ant & Grasshopper
Once, in one summer season’s day there was a grasshopper that was jumping
around, cheeping and singing to its heart’s web content In an area. An ant passed
by, birthing along with massive toil an ear of corn he was saving to the nest.
” Why do not you come as well as appreciate the day with me?” claimed the
grasshopper, “rather than toiling constantly?”
” I am mosting likely to lay up food for the following winter months,” stated the
ant, “and recommend you to do the same with me.”
“Why should we care about wintertime?” said the grasshopper; “We have had a
great deal of foods currently.” Yet the ant kept walking on its way and also
proceeded its toil.
114
When the wintertime came the insect didn’t have any kind of food and discovered
itself passing away of cravings– while it saw the ant supplying daily, corn and
grain from the stores they had actually collected before. Then the insect
acknowledged: It is best to prepare well for days of something we need in the
future.
Bear and Lion
One upon a time a lion and also a bear caught and killed a goat. They had a
quarrel over it.
” It is mine,” claimed the bear. “I captured it with my strong paws.”
” It is not yours. It is mine,” said the lion. “I eliminated it with my strong jaws.”
Then they started to fight over it. They added and down capital, under and over
the dropped trees, in and out of the woodland. They bit as well as scratched with
their stamina, yet no person can conquer the other. At last they both were
weakened and might combat no longer. They lay upon the ground, panting as well
as checking out each various other. A fox that was passing by at the time saw
115
them with a dead goat near by. She added to them, took the goat residence and
also consumed it up.
https://borneochannel.com/cerita-pendek-cerpen-dalam-bahasa-inggris-dan-
artinya/
116
117
118
119
120
121
122
123
ATTENDANCE LIST OF PRE TEST CLASS : DATE :
NO NAME SIGNATURE
1. Adi Saputra 1.
2. Bayu Apriyadi 2.
3. Dea Anita Lestari 3.
4. Devita Sari 4.
5. Dewi Amanda Sari 5.
6. Eka Lestari 6.
7. Faisal Putra Himawan 7.
8. Helen Oktaviani 8.
9. Intan Jihan .J 9.
10. Khoirul Anam 10.
11. Luthfi Fitri Handayani 11.
12. Maya Anggitasari 12.
13. Meliya Rahayu 13.
14. Mira Astuti 14.
15. Misiyatun 15.
16. Mutiara Chusnunia 15.
17. Muzzammil 17.
18. Nurul Puspasari 18.
19. Puspitasari 19.
20. Putri Lestari 20.
124
21. Rahmawati Istiqomah 21.
22. Renda Firman .P 22.
23. Reva Yulia 23.
24. Revida Wulan .S 24.
25. Rika Alfina Rahma 25.
26. Santi 26.
27. Santi Aprilliani 27.
28. Sekar Rahayu 28.
29. Susi Yulianti 29.
30. Yunitasari 30.
125
ATTENDANCE LIST OF POST TEST I CLASS : DATE :
NO NAME SIGNATURE
1. Adi Saputra 1.
2. Bayu Apriyadi 2.
3. Dea Anita Lestari 3.
4. Devita Sari 4.
5. Dewi Amanda Sari 5.
6. Eka Lestari 6.
7. Faisal Putra Himawan 7.
8. Helen Oktaviani 8.
9. Intan Jihan .J 9.
10. Khoirul Anam 10.
11. Luthfi Fitri Handayani 11.
12. Maya Anggitasari 12.
13. Meliya Rahayu 13.
14. Mira Astuti 14.
15. Misiyatun 15.
16. Mutiara Chusnunia 15.
17. Muzzammil 17.
18. Nurul Puspasari 18.
19. Puspitasari 19.
20. Putri Lestari 20.
126
21. Rahmawati Istiqomah 21.
22. Renda Firman .P 22.
23. Reva Yulia 23.
24. Revida Wulan .S 24.
25. Rika Alfina Rahma 25.
26. Santi 26.
27. Santi Aprilliani 27.
28. Sekar Rahayu 28.
29. Susi Yulianti 29.
30. Yunitasari 30.
127
ATTENDANCE LIST OF POST TEST II CLASS : DATE :
NO NAME SIGNATURE
1. Adi Saputra 1.
2. Bayu Apriyadi 2.
3. Dea Anita Lestari 3.
4. Devita Sari 4.
5. Dewi Amanda Sari 5.
6. Eka Lestari 6.
7. Faisal Putra Himawan 7.
8. Helen Oktaviani 8.
9. Intan Jihan .J 9.
10. Khoirul Anam 10.
11. Luthfi Fitri Handayani 11.
12. Maya Anggitasari 12.
13. Meliya Rahayu 13.
14. Mira Astuti 14.
15. Misiyatun 15.
16. Mutiara Chusnunia 15.
17. Muzzammil 17.
18. Nurul Puspasari 18.
19. Puspitasari 19.
20. Putri Lestari 20.
128
21. Rahmawati Istiqomah 21.
22. Renda Firman .P 22.
23. Reva Yulia 23.
24. Revida Wulan .S 24.
25. Rika Alfina Rahma 25.
26. Santi 26.
27. Santi Aprilliani 27.
28. Sekar Rahayu 28.
29. Susi Yulianti 29.
30. Yunitasari 30.
129
APPENDICES
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
CURRICULUM VITAE
The name of the researcher is TRI SARI.
She was born in Karyamukti, East Lampung on
November 26st 1995. She is the third child from
happy couple namely Mr. Supani and Mrs.
Sulatin.
She was enrolled her study in the
Kindergarten of TK LKMD Karyamukti
Sekampung on 2000 and graduated on 2001. She continued her study Elementary
School at SDN 01 Karyamukti, East Lampung on 2001 until 2007. In line with her
focus on the study, she continued her study in Junior High School at SMP N 3
Sekampung, East Lampung on 2007 and graduated on 2010. She decided to
continue her study in Senior High School at SMA Negeri 1 Batanghari, East
Lampung on 2010 until 2013. Then, at the same year, she was registered as a S1
student of English Education Department of The State Institute for Islamic Studies
(IAIN) of Metro on 2013 until now. Many things she has gotten in the classroom
and she hoped get job soon after graduate.
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