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TEACHING SPELLING THROUGH DICTATION TO THE FIFTH GRADE
STUDENTS OF SDN 3 SUBAGAN IN ACADEMIC YEAR 2012/2013
BY
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
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TEACHING SPELLING THROUGH DICTATION TO THE FIFTH GRADE
STUDENTS OF SDN 3 SUBAGAN IN ACADEMIC YEAR 2012/2013
THESIS
As partial fulfillment of the requirements for the
Sarjana Pendidikan Degree in English Department
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
BY
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
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APPROVAL SHEET
1
This thesis entitled “Teaching Spelling Through Dictation to The Fifth Grade
Students of SDN 3 Subagan in The Academic Year 2012/2013” has been approved
and accepted as partial fulfillment for the Sarjana Pendidikan degree in English
Department, Faculty of Teacher Training and Education Mahasaraswati Denpasar
University.
ADVISOR I ADVISOR II
I. B. N. Mantra, S.Pd., S.H., M.Pd. I Ketut Wardana, S.Pd., M.Hum
NPK. 82 6410 347 NPK. 82 7110 318
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APPROVAL SHEET
2
This thesis has been examined by the committee on oral examination on
August 15th 2013
Chief Examiner
Drs. I Nengah Astawa, M. Hum
NIP. 19571113198603 1 001
Examiner I
I. B. N. Mantra, S.Pd., S.H., M.Pd.
NPK. 82 6410 347
Examiner II
I Ketut Wardana, S.Pd., M.Hum
NPK. 82 7110 318
Approved by
Dean of the Faculty of Teacher
Training and Education
Prof. Dr. Wayan Maba
NIP. 19581231 198303 1 032
Head of the English Department
I Komang Budiarta, S.Pd
NPK. 82 8208 306
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ACKNOWLEDGEMENTS
First of all, the researcher would like to express my greatest gratitude under the
Lotus Feet of the Almighty God “Ida Sang Hyang Widhi Wasa” for his blessing to
me so that she could explore all of powers and abilities to complete the writing
process of this final assignment exactly in time, which is one of the requirements for
taking final examination.
Next she would like to express her sincere gratitude to Mr Ida Bagus Nyoman
Mantra S.Pd., S.H., M.Pd as first advisor and also to I Ketut Wardana, S.Pd. M.Hum
as second advisor who have given lots of invaluable encouragements, guidance,
correction and also suggestions during the preparation and the writing process of this
thesis. Without their invaluable suggestions, guidance, corrections and
encouragements, this final project would not be able to be accomplished perfectly in
time by the writer.
Further she would also like to dedicate special thanks to the headmaster of SDN
3 Subagan who had permitted to conduct this research study in his school, and also to
the English teacher of this school for their nice cooperation during the research of this
study. Besides that, the special thank also goes to all of her beloved friends and
special to best beloved friend whose type this thesis and for her support during the
writing process of this thesis. Without their support, it would be hard for her to finish
this last assignment.
Last but not least, special thank are dedicated to her beloved parents, brother for
their invaluable sacrifices, spirits and motivation in writing this thesis.
Denpasar, August 2013
The researcher
Ni Luh Putu Oka Arisona
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ABSTRACT
Oka Arisona, Ni Luh Putu 2013. Teaching Spelling Through Dictation of The
Fifth Grade Students Of SDN 3 Subagan in Academic Year
2012/2013. First advisor: Ida Bagus Nyoman Mantra, S.Pd, SH,
M.Pd. Second advisor: I Ketut Wardana, M.Hum.
Key Words: Teaching, Spelling, Dictation, SDN 3 Subagan
This study was aimed at improving spelling through dictation technique to the fifth
grade students of SDN 3 Subagan in academic year 2012/2013. The subject of the
study was the fifth grade students consisted of 22 students; 6 females and 16 males.
The study was designed in the form of a classroom action research and conducted
into two cycles and each cycle consisted of two sessions and involved four steps
namely planning, action, observation and reflection. There were four instruments
used to collect the data in this study: pre-test, post-test, questionnaire and observation
sheet. The undertaking of the present study was based the fact that the spelling of the
fifth grade students of SDN 3 Subagan is very poor, based on the results of pre-test
which revealed that students’ spelling the words was unsatisfying. The result of the
pre-test was only 54 which was considered very low. The finding showed that there
were continuous improvements on the students’ mean score after applying dictation
technique. In cycle I, the score of session 1 was 60.36 and session 2 was 66.55, the
grand mean of cycle I was 63.46, it meant that the students’ spelling was enough. The
next two sessions was applied in cycle II to anticipate unsatisfied reaction from the
researcher. It showed that the score in session 3 was 76, session 4 was 81.45 and the
grand mean of cycle II was 78.73. It meant that the increasing score in every session
showed that the spelling of the students was considered very well according to the
rate description. The increasing between grand mean cycle I and II was 15.27. The
result of the analysis of the questionnaire score showed the comparative percentage
figures of 73.15% for item A, it meant that the students like dictation technique.
24.74% for item B, 2.12% for item C, and 0% for item D. These resulted comparative
percentage figures clearly showed the subjects’ attitudes and motivation in learning
and practicing spelling through dictation technique. Based on the previous finding
and discussion, the researcher could conclude that the application of dictation
technique could improve the fifth grade students’ spelling of SDN 3 Subagan in
academic 2012/2013.
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TABLE OF CONTENTS
COVER.................................................................................................................. ii
APPROVAL SHEET 1.......................................................................................... iii
APPROVAL SHEET 2.......................................................................................... iv
ACKNOWLEDGEMENT..................................................................................... v
ABSTRACT................................................................................................... ........ vi
TABLE OF CONTENTS....................................................................................... vii
LIST OF TABLES.............................................................................................. ... ix
LIST OF FIGURE................................................................................................. x
LIST OF SYMBOL……………………………………………………………… xi
LIST OF ABBREVIATION…………………………………………………… xii
CHAPTER I INTRODUCTION.......................................................... 1
1.1 Background of the Study.......................................... 1
1.2 Statement of Research Question............................... 3
1.3 Objective of the Study.............................................. 3
1.4 Limitation of the Study............................................. 3
1.5 Significance of the Study.......................................... 4
1.6 Assumption................................................................ 4
1.7 Hypothesis................................................................. 5
1.8 Definition of Key Terms........................................... 5
1.9 Theoretical Framework.............................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE..................... 7
2.1 Conception of Spelling.............................................. 7
2.2 The Importance of Spelling.......................................... 9
2.3 Technique of Teaching Spelling................................ 11
2.4 Teching Spelling Using Dictation............................. 13
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2.4.1 Advantages of Dictation................................. 15
2.5 Assessment of Spelling............................................. 16
CHAPTER III RESEARCH METHODOLOGY................................... 18
3.1 Subject of the Study.................................................. 18
3.2 Research Design........................................................ 18
3.2.1 Planning...................................................... 20
3.2.2 Action......................................................... 22
3.2.3 Observation................................................ 23
3.2.4 Reflection................................................... 24
3.3 Research Instrument.................................................. 24
3.4 Data Collection.......................................................... 26
3.5 Data Analysis............................................................ 27
CHAPTER IV THE PRESENTATION OF THE FINDINGS............... 29
4.1 Data........................................................................... 29
4.2 Data Analysis............................................................ 33
4.3 Discussion of the Findings........................................ 39
CHAPTER V CONCLUSION AND SUGGESTION........................... 41
5.1 Conclusion.................................................................. 41
5.2 Suggestion................................................................. 43
REFERENCES.......................................................................................................45
APPENDICES
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LIST OF TABLE
Table 3.1 Five Scoring System of Spelling........................................................ 26
Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores in
Spelling through Dictation.................................................................. 30
Table 4.2 Tabulation of Data Showing the Subjects’ Changing Motivation
and attitudest in Teaching Spelling through Dictation...................... 32
Table 4.3 Tabulation of Data Showing the Frequency Distribution of Initial
Reflection (IR) and Post Test Scores in Teaching Spelling through
Dictation............................................................................................. 34
Table 4.4 Summary of The Research Finding Showing The Mean Score
from IR, Cycle I and Cycle II............................................................. 35
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LIST OF FIGURE
Figure 4.1 Graph Showing The Improvement of Subject’s Spelling
through Dictation in Cycle I…………...…………...................….... 37
Figure 4.2 Graph Showing The Improvement of Subject’s Spelling
through Dictation in Cycle II……………......................................... 38
Figure 4.3 Graph Showing Grand Mean of Subject’s Spelling through
Dictation……………………………………..……................……... 38
Figure 4.4 Graph Showing the Subjects’ Changing Motivation and attitudest in
Teaching Spelling through Dictation................................................ 39
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LIST OF SYMBOL
∑ : Total Numbers
M : Mean Score
X : Score
N : Number of the students
__ : Devided
x : Times
% :Percentages
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LIST OF ABBREVIATION
SDN : Sekolah Dasar Negeri
V : Class Five
X0 : Initial Reflection or Pre test
S1 : Post Test Session I
S2 : Post Test Session II
S3 : Post Test Session III
S4 : Post Test Session IV
F0 : Frequency in pre test
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
One of the objectives learning of teaching English in the school is to make
students able to communicate using the language in form of oral and written
communication. In learning language, especially for English the students have to be
able to master all the elements such as spelling, vocabulary, pronunciation, grammar
and so on. Among the elements, spelling has an important role to be master the
students because by spelling the letter correctly the students are able to pronounce the
words in English.
Beers (2003:6) states that spelling is a developmental process and consists of
stages that are compatible with students' understanding of letter-sound relationships.
These letter-sound relationships become more meaningful to students as their
understanding increases. Since spelling has the essential part in study English,
therefore the teacher needs to know how to spell the letters correctly and give good
example to their students.
In reality, the researcher still find that many students in SDN 3 Subagan
especially class V still have difficulty in spelling the words and the students score
achievement in English based on the standard score which is 75. Most of them cannot
achieve the estimated target. The researcher found that many students feel shyness,
nervousness, afraid of making mistake, not knowing the way how to spell the words.
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The students are not confident and become nervous to spell the word because of
weaknesses in using appropriate pronunciation.
When the students are making mistake in spelling, teacher always correct them
directly by stressing the usage of pronunciation itself. The monotonous and
uneffective method or technique that is used by the teacher in teaching and learning
process makes the students bored to follow English teaching learning process in
classroom.
Concerning those situations, it is very important for the teacher who is going to
teach spelling to consider the methods and techniques that they use in learning
language. The teacher has to change their traditional methods and techniques and try
to take some efforts in finding new technique that can improve the students’ interest
in spelling the words. There are several techniques used by teacher to feel
comfortable in the teaching lesson. Dictation is one of technique that can be used in
teaching spelling. The teacher asked the students to compose the letters which are
randomized into the correct word and then the students choose five words to clearly
spell out in front of the class. This technique will make the students became
interested in spelling, because they will easily understand how the proper
pronunciation.
Based on the explanation above and the difficulty that was faced by students in
the school, the researcher motivate to use this technique in teaching spelling. The
purpose is improving students’ spelling and making the teaching learning processes
more comfortable and interesting for fifth grade students of SDN 3 Subagan.
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1.2 Statement of Research Question
The teaching in spelling has been developed over long period of time in
teaching English, however the students faced problems in spelling the words. Based
on the background of the research, the research question can be formulated as
follows: To what extent is the effectiveness of dictation method in teaching spelling
to the fifth grade students of SDN 3 Subagan in academic year 2012/2013?
1.3 Objective of the Study
In general, the study is aimed at answering the question of previous studies
that have been implemented. Based on these reasons, the objective of the study is to
teach spelling ability to the fifth grade students of SDN 3 Subagan through dictation.
1.4 Limitations of the Study
In this fact, challenges related to the spelling mastery of the subject of this
study are definitely too broad and dealt with a single study. The researcher taught
spelling to the students’ related based competence of Elementary School. It is
conducted to the fifth grade students of SDN 3 Subagan and limited to teaching the
students’ spelling through dictation technique. The topic presented for the fifth grade
students are around the school, my friend, sport and big family.
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1.5 Significance of the Study
The outcome of this study is providing both of the theoretical and practical
significance. Theoretically the result of this study can be used as guidance for the
students and the teacher to make some evaluation on how they learnt spelling and
decide an effective and efficient strategy to be adopted to learn and teach spelling in
the future. Practically the result of this study can make the students aware of the
essential role of dictation in comprehending spelling, so they can use spelling in
speaking activities. The outcome of this study is useful for the English teacher to gain
a better understanding of the importance of the dictation in teaching the students
ability in spelling to the fifth grade students of SDN 3 Subagan.
1.6 Assumption
Due to time constraints, the research skills will not all variables can be
control. To address the compounding variables, it is important to state some
assumptions are as follows:
1. All subject under study are assumed to have study English in the same time.
2. All subjects under study are assumed to have the same motivation to learn.
3. All subjects under study are assumed to have the same purpose.
4. The instruments used to collect the data establish in eccordance with the facts
and data should be valid.
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1.7 Hypothesis
Hypothesis is a tentative solution of a problem. The research activities are
planned to verify the hypothesis. On attempting to give a tentative solution of the
problem, the hypothesis is stated as the following: the teaching of spelling is effective
by using dictation to the fifth grade students of SDN 3 Subagan in the academic year
2012/2013.
1.8 Definition of the Key Terms
In order to avoid misunderstanding about this study and to provide a clear
insight about what the study is concerned, there are some operational definitions of
key terms used in this study, as follows:
a. Spelling
Spelling is the writing of one or several words with the letter and accepted
standard spelling or the process of naming the letters. In this study, spelling
is defined as the ability of the fifth grade students in SDN 3 Subagan in
writing and pronouncing the letter of English words correctly.
b. Dictation
Dictation is a technique of teaching to the fifth grade students of SDN 3
Subagan in improving the students’ spelling ability in which the students are
requested to arrange the letter correctly then choose five words and spell
them clearly and fluently in front of the class. The students always asked to
work alone during the exercise of spelling.
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c. SDN 3 Subagan
SDN 3 Subagan is the government elementary school which is located in
Karangasem regency.
1.9 Theoretical Framework
A scientific study must be based on some theoretical and empirical evidences
and must contribute practical significance. The under taking of the present study is
based on following theoretical frame work: (1) conception of spelling, (2) the
importance of spelling, (3) technique of teaching spelling (4) teaching spelling using
dictation, and (5) assessment of spelling. Each of this heading is briefly discussed in
chapter II, with deals with “Review of Related Literature”.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents several theories that are relevant to the study. In detail,
this chapter explains about the conception of spelling, the importance of spelling,
tecniques of teaching spelling, teaching spelling using dictation and assessment of
spelling.
2.1 Conception of Spelling
Spelling means the written from the word and also place the letters of word in
the correct accepted order spelling in this study refers to ability of the students in
recognizing as well is in writing every single word by using letters. In learning
spelling, the students must know about alphabets and receive single word by using
letters or clues (such as context) for word recognition. While in spelling the the
students must respond without the benefit of a complete visual stimulus. Spelling as
one of the language aspects can’t therefore be neglected in teaching process as it is a
part of foreign language as a whole. Spelling has a great role in determining the
success of written comunication. When spelling is introduced for the fifth class, it is
very important for the teacher to make good impression for the students. The
following, there are the references used in teaching spelling.
According to Beers (2003:2), there are five levels in spelling and the average students
progress differently. Spelling is a more difficult task for students who are blind
because they have to learn to read and write signs, abbreviations, and contractions
and need to memorize the full spelling of words in order to reproduce them. The
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improvement of spelling implies the improvement of word recognition, which help
the students with the decoding process and hence comprehension. As a result,
spelling is one of the components of literacy that plays an important role in students'
learning and understanding. The rule usually refer to the middle or latter parts of
words. At the initial levels, the children do not make any attempt to adjust oral and
written language to one another. The children focus on graphic dimensions, such as
the minimum number of letters needed for writing to be read, or on varying letters in
order to distinguish between the ways in which different words. At these levels, the
children often spell words according to the size of the reference items for example, by
using more letters for words that refer to large items.
Tantaros (2007:31) explains that there are some similarities between the
language used in this life to understand the alphabetic principle, although the spelling
of syllables appears to be more frequently used in studying a language such as
Spanish, Italian and Portuguese. In what concerns the syllabic spellings in
Portuguese. Martins and Silva (2006:227) state that syllable spelling of children
resulting from the understanding of letters and sounds to pronounce words correctly.
Because there is only one vowel per syllable in Portuguese, spelling the children only
one syllable. Thus, the authors propose that children rely on letter names almost all of
which aim to produce a better speech.
Silva and Martins (2002:466) confirm that in a number of experimental studies
in which the authors compare the impact of programs designed to encourage
preschoolers to be more advanced in terms of the creation of quality children's
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spelling. After spelling a word, the children directed the spelling on a higher level,
such as spelling syllables. The children were asked to analyze words in oral form,
thinking the two spellings, choose one, and to justify their choice. So the children are
encouraged in the process of speaking, writing, and the relationship between the two.
The main cognitive activities involved were (a) predicting the number and type of
letters to be written, (b) comparing the children’s own spelling with spellings one
level higher, (c) evaluating which one was better, (d) justifying their choice. These
observations were conducted according to some constructivist principles because the
experimental intervention with children was mainly sustained by children’s
discoveries.
Based on the description above, the present study tend to apply the theory
which is proposed by Martins et al who state that spelling is result from the
understanding of letters and sounds to pronounce words correctly. This is in
accordance of achievement indicator, such as arranging the letter correctly and
spelling the words correctly related on the subject.
2.2 The Importance of Spelling
Spelling is the basic skill underlying writing. Without learning to spell fluently
our train of thought is interrupted during writing. Children, though, often do not see
the importance of spelling. Why not spell book, buk; or read, rede? Spelling standards
prevent confusion and they also add to the creativity of English. This is the
importance of spelling according to some expert’s opinion, Catherine Snow et al.
(2005:86) summarize the real importance of spelling for reading as follows: “Spelling
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and reading are mutually reinforcing and dependent on the same part of a word”. So
the spelling of words can make representations to learn easily constructed to be able
to read fluently.
Furthermore, Kolodziel and Columbia (2005:212), explain that results of the
study of children with words and memorization and occured before they can actually
read. The children begin to use non-alphabetic signs with gradual way to improve a
child's ability to spell words correctly using phonological and finally using the correct
orthography. The children begin to spell the words and use consonant sounds at the
beginning of the letter that was heard, and then develop a spelling and able to
understand the second consonant sound and continued to learn the vowel sound.
Finally, the children can learn according to the rules of correct orthography of the
English language (Ouellette and Senechal, 2008:195).
Naturally, spelling is a topic that attracts interest among the general public.
Vedora and stromer (2007:489) observe that spelling is an important part of the
educational process because from study of spelling we can read, write, spell and
appropriately express one's thoughts and writing is very important for a literate
society. It is often felt rightly or wrongly that the standard spelling of a person
depends on the education level of intelligence and ability.
However, Rieben et al (2005:145) shows that although invented spelling is useful
in developing orthography skills, it only becomes useful when the children are
provided with feedback on the correct orthographic spellings of their invented
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spellings. For this study, children were divided into four groups, namely: invented
spelling, copied spelling, invented spelling with feedback on correct orthography, and
a control. The children invented a way of spelling the words, but the words are
written in a different way in books.
Caravolas, Hulme, & Snowling (2001:751) explain that it is very important to
learn about the development of spelling and not only of pedagogical interest in
understanding how the children acquire aspects mainly alphabetically, because of the
early spellings of the children provide information about children's early knowledge
of the extent and characteristics of the literary forms can not be obtained in other
ways.
Padak and Rasinski (2006:292) explain that educators are in a relationship as one
of learning spelling. This is very important if parents can participate. Sitton spelling
involves parents about the expected information in spelling learning by explaining
how to help children with take-home assignments and exercises to build skills.
2.3 Technique of Teaching Spelling
Teaching spelling is not only teaching students to speak in a good pronunciation
in target language, but it can also be defined as teaching students to can spell the
words correctly. In this case, students should be able to spell the words in front of
class. Therefore teacher roles and technique uses in teaching learning are very
important to teaching students’ spelling ability.
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Rippel (2008:2) says that there are 20 best tips for teaching spelling to the
students and for accelerating their learning, namely : harness the power of
multisensory learning, actively develop phonemic awareness, teach the letters and
letter combinations that represent each sound, accelerate your students’ learning with
color-coded letter tiles, incorporate other kinesthetic (hands-on) activities, don’t be
afraid to start at the beginning, make review a priority, use misspellings as a
diagnostic opportunity, teach reliable spelling rules, minimize distractions during
lesson time, dictation exercises are important, students benefit from learning roots,
prefixes, and suffixes, provide writing opportunities throughout the day, approach
spelling as a thinking subject, not merely a subject for memorization, students need to
read to build up their visual memory of words, teach the jobs of Silent E, schedule
frequent spelling lessons, teach proper homophone usage, develop a method for
learning “rule breakers”, well-planned lessons are a roadmap to spelling success.
Moreover, Gentry (2004:56) states that there are six most helpful for teaching
spelling in the classroom, such as: careful word selection, using a pre test-study-post
test format, using a self-correction technique, teaching children how to study
unknown words, spelling games and board games, word sorting.
While, Topfer (2010:2) shows that how to teach spelling, such as: beliefs about
learning to spell, knowledge about spelling, assessment strategies, scope and
sequence, consistent teaching practices. All of them are very important to teach
spelling for the children to develop the mind as well as the problems when writing
words and learn about the structure and meaning of new words.
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Apel (2011:592) explains that there are three elements in teaching spelling
technique, namely phonology, morphology and memory. All of them are coordinated
in the correct spelling to improve students' visual language. But it is very difficult
spelling instruction for teachers, especially when there is punctuation and students do
not need to learn it but simply through reading the punctuation marks.
All the technique above can be used by the teacher in order to reach the purpose
of teaching spelling that is spell the words efficiency. Where the learners should be
able to making themselves understood, using their current proficiency to the fullest.
In teaching English as second language teacher should think of more creative ways to
give the students as much time to practice. The most important aspect of preparing
students to spell in front of class is to give them as many opportunities as possible to
practice producing unplanned, spontaneous.
2.4 Teaching Spelling Using Dictation
There are several methods to teaching students' ability to spell the words, but in
this occasion the researcher using the dictation method. Davis and Rinvolucri
(2002:3) argue that “dictation contains a lot of ways or techniques that can be used to
reproduce learning activities in dictate terms. The activities begin from the traditional
focus on the problem of spelling and punctuation for a train that emphasize personal
and opinions of teachers and students. Dictation provides a wide range of activities
suitable for different levels and ages, sample text with lots of activities, students are
given the opportunity to create their own text, and various correction techniques that
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were told”. Moreover, it “usually a group of European teachers more than half as
much to use dictation in the process of teaching and learning activities”.
Again Alkire (2002:18) explains that the possibility of learning with a broadcast
dictation is orthographic text dictation in which students write on a particular section.
This method is a classic exercise in addition to strengthening spelling dictation and
sound relations in English, as well as expresses understanding and disadvantages for
teachers to analyze students' future learning.
Blanche (2004:175) explains that dictated in foreign language lessons by giving
some advice on work to be selected: in line with students’ average ability, relevant to
their needs and interests, not too long (always less than a fully printed page), capable
of being cut up into short, self-contained portions. It can be concluded that the
dictation makes a better review and some of the text used in different teaching and
learning activities last week of may be used again. Dictation activities can be
obtained from anywhere, such as books, newspapers, magazines and poetry and gave
a lot of themes to complement the guidelines listed above.
Hoare and Tanner (2009:761) explain that there are some techniques of dictation
such as: preview, dictating the passage, consolidation, final corrections, follow-up.
Dictation can help in all areas of language acquisition such as introducing grammar
models with this type of essay because of the active role of children's memories can
be seen when writing paragraphs rather than reading. Dictation may not be particular
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in the development of writing, because the students don’t need to express their ideas
in written form. Meanwhile, by dictation can repeat the words spoken.
Teaching spelling through dictation will make the students more understand,
because they will be more easily to know how to spell the words correctly. By
dictating the letter, the students were more interested in learning dictation. The more
students understand and are able to spell the words correctly. In this technique the
researcher gives to the students to choose five words and then spell them clearly and
fluently in front of class. This situation makes the students more active and also they
more interested in learning spelling, because their teacher never to teach spelling the
words before and usually to read the words directly without spell it correctly.
2.4.1 Advantages of Dictation
Dictation has the advantages in teaching learning process. According to
Montalvon (1990:22) has earlier remarked that there are advantages of dictation but
the most important are: dictation can help develop all four-language skills in an
integrated way, it can help learn grammar, it helps to develop short-term memory,
practice in careful listening to a speaker will be useful to learners in future in the
note-taking activities for instance listening to lectures, dictation fosters unconscious
thinking in the new language, correction can be done by the students peers correction
of written dictation leads to oral communication.
However Rahimi (2008:5) states the advantages of dictation, such as: the
students have been designed for language learning and teaching, there is a great
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diversity of themes to choose from, and moreover, the students are ready made lesson
plans and exercises for class activities, which is beneficial for busy teachers who
might save time in preparation for language classes. It is important that the level and
aims are formulated and there is a range of worksheets with comprehension
questions, vocabulary matching exercises and grammar and language focus points.
Many possible aspects of the themes are described, so the teachers may simply adjust
the online activities for their particular classroom including follow-up activities after
students have listened to the recordings, have written dictations from these and self-
corrected their written work.
2.5 Assessment of Spelling
The aim of learning is to reach instructional objectives. Instructional
objectives are then evaluating periodically to measure the degree of the students’
achievement in mastery the language skill which has been taught. The most common
method of assessing the degrees of the ability on the achievement of the student’s
progress is done by using test. Test may be conducted primarily as devices to
reinforce learning and motivate the student’s performance in the language learning.
The technique for testing spelling or oral production skill are varying from
spelling tests, picture-cued tasks, multiple-choice techniques, matching phonetic
symbols (Brown, 2004:223). The method used for assessing oral communication
skills depends on the purpose of the assessment. A method that is appropriate for
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giving feedback to students who are learning a new skill is not appropriate for
evaluating students at the end of course.
However, Loeffler (2005:25) comfirms that there are four criteria of spelling
rubric, namely: circles all misspell the words, accurately corrects all circled
misspelled the words, always using the dictionary or similar words to spell words
without help, spells all words correctly in writing.
The researcher assessed the students’ spelling in this study with scored based
on 5 point scale only in four descriptions, namely: the spelling is perfect, the spelling
is almost perfect, wrong in spelling, no spelling the word. The students spell the
words in front of class in each session when the researcher do the research study. The
students would get 5 score if the spelling is perfect, 4 score if the spelling is almost
perfect, 2 score if they wrong in spelling, and 0 score no spelling the word.
The method used for assessing oral communication skills depends on the
purpose of the assessment. A method that is appropriate for giving feedback to
students who are learning a new skill is not appropriate for evaluating students at the
end of course. The assessment of students’ spelling to the fifth grade students of SDN
3 Subagan is intended to improve their spelling the words in English correctly.
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CHAPTER III
RESEARCH METHODOLOGY
3.1. Subject of the Study
The subject of this study was the fifth year students of Elementary School.
This study was carried out the fifth year students of SD N 3 Subagan. In order to
make this research study more specific the researcher took the fifth class as the
subject under study. All fifth grade students in this class had 22 students that
consisted of 16 males and 6 females students. This group of students were selected as
the subjects of the study because they had crucial problems in spelling the words.
This could be identified from the result of the interview which was previously done to
the English teacher of this class. The teacher said that their spelling was still very
low.
3.2. Research Design
Since this study was aimed at teaching the students’ spelling by using
dictation technique, then the researcher used classroom action research as a method to
solve classroom problems through the application of the scientific approach.
Classroom Action Research (CAR) is used as one way to improve the quality of
teaching and learning and it is due to the fact that classroom action research is
developed primary because of the problems faced by the teacher in the classroom
during teaching and learning activities (Mantra 2010:7).
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Classroom action research could be defined as cycle process of planning, action,
observation and reflection. This classroom action research was intended to find out
the effectiveness of teaching spelling through dictation. On account of the result of
the reflection or post-test in cycle I was used as valuable input to revise the planning
in cycle II. Therefore, cycle II sorted with revised planning (RP) was hoping much to
be more effectiveness than cycle I. The effectiveness of the dictation technique in
teaching spelling was figured out & through comparing the mean score of IR (Xo) of
true subjects with their corresponding mean score of the reflection or post-test both
cycle I (XI) and cycle II (XII).
In this classroom action research, the teaching and learning processes were
divided in two cycles and consist in two sessions. Each session consist in foot
activities, namely: planning (P), action (A), observation (O) and reflecting (R). In
order to measure the real pre-existing spelling of class V of SDN 3 Subagan. IR was
administered to the subjects. The mean scores of the IR were compared to the mean
scores of the R at the end of each session at the degree of the advance spelling of the
subject.
The design of the present classroom action research can be depicted in
following:
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Cycle I
Cycle II
Figure 3.1 Kemmis and Taggart’s action research (2000:595)
The diagram above shows that the present study was conducted cyclically.
Firstly, cycle I started with pre-test in initial reflection to obtain the preliminary data
about the students’ achievement in spelling, and cycle II started with revised planning
(RP). It involved planning (P), Action (A), observation (O), and reflection (R). All
elements included in the present classroom action research were elaborated as
follows:
Planning Action Observation
Reflection
Revised
Planning
Action
Observation
Reflection
Initial
Reflection (IR)
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3.2.1. Planning
Before the present classroom action research carried out, the researcher had to
prepare instructional planning for all session. Based on the fact the subjects under
study still have low spelling ability in English. The dictation techniques were
included send to improve and progressively enhance their spelling. In order that, the
researcher planned the instruction activities by doing the following:
1. Determining the subjects of the study. The researcher carried out a
preliminary study at SDN 3 Subagan. Some questions were asked to the
English teacher there about the difficulties faced by the students in spelling.
2. Preparing and seeking a series of short words appropriately used in
teaching spelling which faced by the students of class V of SDN 3
Subagan. The researcher prepared ten short the random letters as suitable
for teaching spelling class V in SDN 3 Subagan.
3. Preparing and administering IR in sppelling. The IR in spelling for the
subject under the study to measure the real pre-existing spelling. In the IR
subjects were requested to arrange the letters into the word correctly then
the students choose five words and spell them clearly and fluently. Because
the researcher only assessed the students’ spelling, the scored by using
rational scoring method of 0-5.
4. Designing the lesson plan and setting up the teaching scenarios of the
present classroom action study. The researcher designed two cycles in four
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sessions. Each lesson plan was used to teach spelling. Four lesson plans or
teaching scenarios were used for both cycles. The topics were adopted from
Elementary School syllabus which was currently applicable. In the line
with the time schedule, each session or meeting was planned to last for
about 70 minutes respectively.
5. Constructing and administering reflection or post-test at the end of each
session or meeting based on the dictation technique which was being taught
at time. The reflection administration was used to measure the extent of the
subject progress in spelling. The results of the reflection were scorned by
using rational scoring method of 0-5.
6. Constructing and administering questionnaires to the subject under study.
The questionnaires were administered by the end of sessions two in cycle I.
The questionnaires were actually intended to measure quantitatively the
changing learning behaviors of the subjects in teaching spelling through
dictation. The result of the students’ changing behavior then could be
manifested in cycle II to make teaching spelling through dictation more
successfully.
3.2.2. Actions
To implementing the previously planned teaching scenario was the main
activity in this classroom action research. In line of the objective of the study, action
or classroom activities refer with the researcher really did in the classroom during the
process of teaching spelling. What the researcher did in every classroom session was
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perennially based one three-phase technique. The classroom was classified into the
three main part, that is: pre-activities, whilst-activities and post activities. What kind
of activities and what goals were can be described as follows:
1. Pre- activities
In pre-activities researcher who also acted as a classroom teacher, aimed to
activate the subject and focus with mutual interest in attention. The pre-
activities were intended to activate the subject knowledge, which were be
discussed and practiced. During the pre-activities researcher asked activities
such as greeting students, checking the students’ attendance, introducing the
topic and ask some general questions related to the topic which would give to
the students. The pre-activities planned about 5 minutes.
2. Whilst-activities
In whilst-activities, the researcher first of all give the subject some instruction
during the practice in spelling through dictation. The teacher gave the
instruction how to do the task and how spell the words. Every student arrange
the letters. This activity will last for about 15 minutes for each session.
3. Post-activities
Post-activities ended the teaching or spelling through dictation. In the post-
activities, the researcher administrated reflection or post test to complete spell
the words in front of class was actually intend to the subject in improved
ability in spelling after the teaching of spelling through dictation. The post-
activities in each session were planned to last about 50 minutes.
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3.2.3. Observation
In this classroom investigation the researcher as a classroom teacher as well as
observer. This suggested the classroom observation was carried out while the
teaching spelling. Observation was intended to teaching and learning process being
undertaken in the this case teaching spelling by using dictation technique to the fifth
class students of SDN 3 Subagan could improve and promote their achievement in
spelling. Beside that the researcher also meant to perceive whether there were awry
positive changing behaviors, motivation and attitude of the subject.
3.2.4. Reflection
The result of the observation was analyzed in order to find the strength and the
weaknesses of the action and to decide whether the study would be continued. The
reflection was administered during the post tests at the end of the cycle. This kind of
post test must be conducted orally, because from spell the words the researcher will
know the subject’s pronunciation. The researcher tried to understand the process, the
strength and the weakness of the action. It was also accordance to this reflection the
researcher could decide whether stop the study or to replay another action.
3.3. Research Instrument
The research instruments were tools which were used by the researcher to collect
a data. In this study, the researcher used several instruments to collect the data,
namely: test, questionnaires and observation sheet. The instruments were described as
follow:
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1. Tests
The test particularly consisted of the pre-test and post-test. The pre-test was
conducted before the action in order to examine the students’ achievement in spelling.
It was intended to know the students’ prior achievement, and the result of this test
was used as reference for conducting the research. In this step, the researcher gave
arrange the letters into the word correctly then choose five words to spell them in
front of the class. The post test was conducted at the end of each session in order to
know the students’ improvement in spelling after the action and the implementation
of the dictation technique. It was used to make decision whether the research would
stop or continue.
2. Questionnaire
The questionnaire was used to know the students’ response towards the
implementation of the technique in the classroom. The questionnaire distributed after
the cycle I has been completed. The administering of the questionnaire was to find
out the students’ problems in participating spelling through dictation technique. The
items consisted of the students’ opinion as well as their feeling about spelling and
dictation technique. The researcher constructed the questionnaire in the form of
multiple choices items with four options and scored using rating 0-3. Students would
get 3 score for A answer, 2 score for B answer, 1 score for C answer and 0 or zero
score for D answer. In order to avoid confusion and misunderstanding, it was
constructed in Bahasa Indonesia. The results of the questionnaire were considered as
the additional data required the present classroom action research. The comparative
percentages figured shows the subjects’ different degree of changing behavior toward
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spelling learning activities and were used as informative feed back to make some
remedial revisions and basis to plan for the sessions in cycle II in improving way.
3. Observation sheet
The observation sheet is used to note and observe students’ spelling during pre-test
and post-test process to knowing student improvement in spelling. There is one type
of observation sheets that the researcher used. The form of observation sheets can
seen in the the appendix 5. In this study the spelling of the students’ achievement will
be scored based on 5 point scale only in four descriptions namely: the spelling is
perfect, the spelling is almost perfect, wrong in spelling, no spelling the word. For
more details, it can be seen in the table 1.
Table 3.1
Four Scoring System of Spelling
Score Description
5 The spelling, accuracy and fluently are perfect
4 The spelling, accuracy and fluently are almost perfect
2 Wrong in spelling, accuracy and fluently are not appropriate
0 No spelling the word
3.4. Data Collection
In collecting data, there are a number of research instrument that are usually
used by the researcher in conducting a research, those are pre-test, post-test,
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observation sheet and questionnaires. The data needed on this study were collected in
class V of SDN 3 Subagan.
There were two kinds of data collected by the researcher on this study namely
quantitative and qualitative data. The quantitative data was collected through the
administration of the pre-test on the initial reflection and post-tests in Cycle I and
Cycle II. Meanwhile the qualitative data was collected through administering
questionnaires to the subject under study.
3.5. Data Analysis
The data obtained for the present class action study analyzed descriptively to
reveal the extent of the subjects’ progress in spelling. The data required were
collected through administrating pre-test and post-test. Some supporting additional
data were gathered through administrating questionnaires to the subject of the study.
The mean of pre-test scores, post-test scores and questionnaire were computed by the
formula presented below:
1. The mean score of the whole students is calculated as follow:
∑X
M = N
2. The score obtain by each students:
X = Score obtained x 100%
Maximum score
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3. The value of questionnaire:
Option : A B C D
Value : 3 2 1 0
4. The percentages of questionnaire’s answer:
% = Number of students choosing an item X 100%
The sum of total items
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CHAPTER IV
THE PRESENTATION OF THE FINDINGS
The disscussion of data that have been collected through the present
classroom action reserach study which dealt with teaching spelling through dictation
to the fifth grade students of SDN 3 Subagan in academic year 2012/2013 could be
finally discussed in this chapter.
4.1 Data
The data were taken from students of SDN 3 Subagan through
instrumentations namely: pre-test, post-test and questionnaire to achieve the final
results of the study as how it was formulated in research question. The result of those
date were collected and elaborated from the subject through 5 scale scoring.
The pre-test was administered to the subjects under study to obtain their pre-
existing ability in spelling. In pre-test the students were given to arrange the letter
then choose the five words and spell them clearly and fluently in front of class. The
time allotment for the pre-test was 50 minutes. During the test, most of the students
looked confused and were not confident to spell. There were some problems in their
spelling such as the lack of pronunciation. These problems then made the students felt
that spelling was very hard and they were not interested in learning process. The
result of the pre-test could be seen in table 2. After analyzing the students’ answer in
pre-test, it was found that the score of students’ speaking skill on pre-test was 54. It
means students’ speaking skill was very low.
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Post-tests were given in every session, it means that there were 4 post-tests.
The post-test were given in oral form in which every student was spelled the words
correctly were related to the topic had been taught by teacher such as around the
school, my friend and I, sport and family. There were four categories of spelling that
were assessed by the researcher, they were: the spelling is perfect, the spelling is
almost perfect, wrong in spelling and no spelling the word.
The following tabulation consisted of five sets of row scores; first set was the
student’s pre-test, second set was two post-test of cycle I (S1 and S2) and then the
third one was another two post-test of cycle II (S3 and S4). The end of the tabulation
there was the sum of means score of each session by calculating the whole raw score
divided by total amount of students who followed the lessons, pre-test and post-test
when the study was conducted. The five sets of raw scores collected were tabulated as
the following:
Table 2
Tabulation of Data Showing the Subjects’ Progressing Scores in Spelling through
Dictation.
Subjects IR (Xo)
Cycle I
Cycle II
XS1 XS2 XS3 XS4
1 52 56 68 76 80
2 48 52 64 64 72
3 56 60 76 84 88
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4 48 56 76 80 84
5 64 68 80 80 88
6 52 52 60 76 80
7 48 60 68 80 84
8 56 68 68 80 80
9 48 48 64 68 76
10 52 52 76 84 84
11 52 56 56 68 80
12 64 68 68 80 84
13 52 68 68 76 84
14 56 60 60 68 76
15 48 52 52 76 80
16 52 60 64 64 84
17 60 68 68 76 76
18 56 64 64 80 84
19 64 68 68 80 80
20 52 64 64 76 84
21 56 68 68 80 84
22 52 60 64 76 80
Sum 1188 1328 1464 1672 1792
Mean 54 60.36 66.55 76 81.45
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The additional data required for the present classroom action study were
collected through administering questionnaire to the subjects under study after the
completion of cycle I. The answers of the questionnaire were qualitatively scored
using the rating scales 3-0 in which A = 3, B = 2, C = 1 and D = 0.
The scores gathered from administering questionnaire showed the subjects’
changing behavior, attitude, interest and motivation in spelling through dictation
technique. The obtained data showing the subjects’ total scores for items in the
questionnaire were tabulated as following:
Tabel 3
Tabulation of Data Showing the Subjects’ Changing Motivation and Attitudes in
Teaching Spelling through Dictation technique.
No. Subjects A B C D
1 Indra Apriawan I Wayan 9 12 1 -
2 Diartana I Putu 18 8 - -
3 Adi Suasnawan I Kadek 21 2 2 -
4 Pebriana Putra I Putu 18 8 - -
5 Eka Ayu Widiantari Putri Ni Putu 21 4 1 -
6 Candra Diputra I Komang 24 4 - -
7 Agus Wira Darma I Gede 21 4 1 -
8 Arta Jaya Pebri Antara I Made 30 0 - -
9 Nita Dewi Darmayanti Ni Kadek 24 4 - -
10 Pande Ariawan I Made 15 8 1 -
11 Arimbawa I Kadek 18 8 - -
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12 Dipayana I Kadek 12 10 1 -
13 Eviliyani Putu 21 6 - -
14 Sastriani Ni Komang 27 2 - -
15 Diva Parmantara I Ketut 24 4 - -
16 Fadullah Effendi Ihsan 24 4 - -
17 Sri Rahayu Ni Putu 15 10 - -
18 Kumala Jaya Ade 9 10 2 -
19 Andika Putra I Dewa Gede 15 10 - -
20 Gede Agung Kusuma W A A 15 8 1 -
21 Anjani Friska 12 10 1 -
22 Yusuf B.P Ilham 21 4 1 -
Sum 414 140 12 0
%
73.15 24.74 2.12 0
The total of questionnaires score was formulated by calculating: A + B + C +
D. The sum was used to divided each score in item A, B, C, and D.
4.2 Data Analysis
As mentioned previously, there were five sets of raw scores, which showed
the students progress in spelling taught through dictation technique. From the
tabulation above, the main score of each test was computed by calculating the
students’ raw score and then divided by total number of the subjects under study. The
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following description explained to what degree the students’ achievement both in
terms of score and spell the English words correctly.
∑ Xo 1188
1. The main score of IR or pre-test = = = 54
N 22
∑ X1 1328
2. The main score of S1 = = = 60.36
N 22
∑ X2 1464
3. The main score of S2 = = = 66.55
N 22
∑ X3 1672
4. The main score of S3 = = = 76
N 22
∑ X4 1792
5. The main score of S4 = = = 81.45
N 22
The calculation of raw scores of students’ achievement can be concisely
formulation to get the mean of IR and grand mean of oral test in both cycles.
The mean of score of IR:
1188 1188
∑ X = = = 54
N 22
The grand mean of post-test in cycle I:
XS1 + XS2 60.36 + 66.55 126.91
= = = 63.46
2 2 2
The grand mean of post-test in cycle II:
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XS3 + XS4 76 + 81.45 157.45
= = = 78.73
2 2 2
The result of the data analysis above which was considered as the findings of
the present classroom study could be summarized as the following:
Table 4
Summary of the research finding showing
the mean score from IR, cycle I and cycle II.
Initial Reflection /Cycle Mean score Grand mean
Initial reflection (Xo) 54
Cycle I S1 60.36
63.46 S2 66.55
Cycle II S3 76
78.73 S4 81.45
Instead of main score and grand mean of the both cycles, the additional
supporting data were collected by means of administering questionnaires by the end
of cycle I to the students under study. The data tabulation of table 3 had to be
computed and concisely described below. The computation of the comparative
percentage for the mean score of the items of the questionnaires showing the subject’s
total answer from item A, B, C and D was disused as follows:
iiiiixlix
414
1. Total percentage of item A : x 100% = 73.15%
566
140
2. Total percentage of item B : x 100% = 24.74%
566
12
3. Total percentage of item C : x 100% = 2.12%
566
0
4. Total percentage of item D : x 100% = 0%
566
The finding of the present of study as summarized in table 5, clearly showed
the mean score of pre-test and post-test every session of both cycles obtained by
students’ oral test. The mean of pre-test was 54. It means that student’s spelling of
fifth grade students of SDN 3 Subagan was very low.
Some plans action and reflection were applied to cover the students’
difficulties by applying dictation to teaching students spelling. The result of student’s
oral test was increasing contently higher from session to session. It can be noticed
from the main score of S1 was 60.36 and S2 was 66.55. The grand mean of cycle I
was 63.46.
From this increasing main score and up graded grand mean in cycle I, the
researcher felt unsatisfied and applied cycle II with another two sessions by
emphasizing some point’s strategy and varied the media. The achievement of students
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drastically increased from session to session. S3 was 76 and S4 was 81.45. The grand
mean of cycle II was 78.73.
The result of analysis the questionnaires score showed that item A mainly
dominated other items. This can be noticed from 22 students, 73.15% chose item A,
item B was chosen by 24.74%, item C was chosen by 2.12% of the students. The
comparative percentages of the items of the questionnaires showed the positive
changing attitude and motivation in learning spelling taught through dictation to the
fifth grade students of SDN 3 Subagan.
To make those finding cleaner, it was necessary to present the data for IR,
post-test in both cycle obtained by students under study through following graph:
Graph 1
Graph showing the improvement of subject’s spelling
through dictation in cycle I
Graph 2
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Graph showing the improvement of subject’s spelling
through dictation in cycle II
Graph 3
Graph showing grand mean of subject’s spelling
through dictation.
Graph 4
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Graph Showing the Subjects’ Changing Motivationand attitudest in Teaching
Spelling through Dictation.
4.3 Discussion and Findings
The findings or presents study showed in all table above, are discussed to
point out, the degree of student’s spelling in term of mark, scored, grand mean of
both cycles and percentage of items in questionnaire indicating the changing behavior
toward spelling and strategy applied. The mean of IR or pre-test score (Xo) obtained
by students under study was 54 which was considered very low. Due to realization of
spelling is very important, the quality, mastery, and competency of aspects in spell
must be improved by applying relevant spelling classroom technique called dictation
which was conducted in cycle I and cycle II to cover difficulties faced by students in
pre-test.
iiiiiliii
The result of data analysis of reflection score in cycle I increased
significantly from session to session. The mean score of S1 was 60.36 and S2 was
66.55. The grand mean of cycle I was 63.46. It was much higher than the mean score
of the IR score. This grand mean of cycle I was showed the obvious improvement of
the students’ spelling through dictation.
Furthermore, the analysis of reflection score in cycle II drastically arose
from session to session. In S3, student’s score in oral test was 76 and S4 was 81.45.
The calculation of these score into grand mean was 78.73. There was a significant
difference 24.73 between the mean of IR score and cycle II.
The responses of questionnaires that consisted of ten items indicated the
subject’s attitude and motivation in spelling. The questionnaire of item A was
responded by 73.15%, item B was responded by 24.74% and item C was chosen by
2.12%. From the respondents there was not any student’s responded item D. This
means the indication of changing learning behaviors on students could influence
students’ spelling through positive motivation and interest by using dictation
technique. The finding of present classroom indicated the effectiveness of dictation
technique in teaching spelling on fifth grade students of SDN 3 Subagan in academic
year 2012/2013. It was recognized that the strategy worked effectively due to the
result of post-test in every session of cycle I and cycle II.
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CHAPTER V
CONCLUSION AND SUGGESTION
The discussion throughout the present classroom action study, which dealt
with teaching spelling through dictation to the fifth grade students of SDtN 3
Subagan could finally be concluded in this chapter. Some practical suggestions and
reference to the significance of the established research findings are also
recommended in this chapter so that the findings of this study could really provide
some benefits for the English teachers and the fifth year students of SDN 3 Subagan.
5.1 Conclusion
The present classroom action study dealt with teaching spelling for the fifth
grade students of SDN 3 Subagan through dictation in academic year 2012/2013. The
selection of the fifth grade students was preceded by conducting a preliminary study.
Based on the study, it was found that the fifth grade students faced problem in
pronounce the words because of their weakness in spelling.
The improvement of the students’ ability in spelling through dictation using
classroom action which made use of a pre-test, post-test, design was divided into two
cycles, where each cycle consisted of two sessions. The main data required for the
present’s classroom action study were gathered through administering initial
reflection (IR) and reflection or post-tests to the subject under study. Some
supplementary data were gathered by means of administering questionnaire by the
end of the cycle I. As it was previously shown that the
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student’s average score in the pre test was 54 then improve to 63.46. This main score
was obtained by calculating the average point in post test I=60.36, post test II=66.55.
After following, the second cycle treatments the student’s achievement raised
significantly to 78.73. This mean score was also derived from the adding two means
score of post test III=76 and post test IV= 81.45. Therefore, the dictation contributed
significantly to improve the student’s on spelling words.
Beside the improvement that was mentioned above, from the questionnaire,
the researcher found that the action was going well. The students’ improvement was
supported by the fact that the implementation of dictation in cycle I and cycle II could
maintain the students’ motivation, interests, and enjoyment in learning process. The
students’ gave a positive response to the activity, and they were motivated a lot to
spell more. The result of the analysis of the questionnaire score clearly showed the
comparative percentages figures of 73.15%, 24.74%, 2.12% and 0% for the
respective total response of the items of the questionnaire option A, B, C and D.
Moreover the technique could also reduce students’ boredom, which made it possible
for the students to learn English at their best. These finding clearly suggested that
teaching spelling through dictation could make the students active in learning.
Finally, it could be concluded that dictation was effective and successful to
be used for teaching spelling words, especially for the fifth grade students of SDN 3
Subagan in the academic year 2012/2013.
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5.2 Suggestion
Based on the findings of the study, which the dictated the letter is very
effective to be applied to increase student’s spelling through dictation to the fifth
grade students of SDN 3 Subagan in academic year 2012/2013. The researcher would
like to give some suggestion as follow:
a. For the English teacher
English teacher should know the main purpose of language teaching,
especially in teaching English as foreign language is communication whether it is
spoken or written. Therefore, the teacher should use English in presenting the
material to increase students’ spelling and encourage them to practice their
English both spoken and written. The teacher should give a good model, how to
pronounce the words. The teacher should be more creative in planning the
activity in the class, and also arrange the materials to teach spelling in the class.
The researcher also suggested to use of dictation technique for teaching
students’ spelling, because is effective to increase students’ spelling. The teacher
should give the students more chance to spell the words correctly. It will be
easier for them to comprehend and pronounce the words of the spelling.
b. For the students
The students need to lift their motivation in learning spelling and they should
try to omit their fear and embarrassment when they are trying to spell using
English. Due to the advancement to knowledge nowadays, the students must learn
actively by using English. It is suggested to the students to learn English regularly
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to increase their spelling, because the more they learn so the better English they
would get.
c. For the researchers
To the other researchers, it is suggested to conduct further research on
teaching the spelling through dictation technique, because this technique is good
to improve the students’ spelling.
d. For the readers
The researcher realized that this thesis is still far away from the state of being
perfect, so the researcher hopes that the readers can give any kind of
suggestion and critics for the perfectness of this research study.
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Brown. H. Douglas. (2004). Language Assessment: Principal and Classroom
Practice. New York: San Francisco State University.
Caravolas, M., Hulme, C., & Snowling, M. J. 2001. The foundations of spelling
ability: Evidence from a 3-year longitudinal study. Journal of Memory and
Language, 45, 751–774. Washington University.
Davis, P., and Rinvolucri, M. 2002. Dictation. New methods, new possibilities.
Cambridge University Press.
Gentry J. Richard. 2004:56. The Science of Spelling. Portsmouth, NH: Heinemann
Hoare, P., & Tanner, P. D. 2009. The benefits of dictation for university writing
students and teachers. In A. M. Stoke (Ed.), JALT2008 Conference
Proceedings. Tokyo: JALT.
Kolodziej, N., Columba, L. 2005. Invented spelling: Guidelines for parents. Reading
Improvement, 42(4), 212-223. Retrieved from Academic Search Premier
database.
Loeffler Kelly A. 2005:25. An Alternative Spelling Assessment for Students with
Learning Disabilities. Teaching Exceptional Children, Vol. 37, No. 4, pp. 24-
27. Copyright 2005 CEC.
45
iiiiilix
Mantra. 2010. Lembaga Pengembangan Sumber Daya Insani. Bina Patria.
Montalvan, R. 1990. Dictation updated: Guidelines for teacher-training workshops.
Available from Internet:
<http://exchanges.state.gov/education/engteaching/dictn2.htm>. Accessed on
10 May 2013.
Padak, N. and Rasinski, T. 2006. The Reading Teacher, 60, pp. 292-295. Home-
school partnerships in literacy education: From rhetoric to reality.
Ouellete, G., & Senechal, M. 2008. A window into early literacy: Exploring the
cognitive andlinguistic underpinnings of invented spelling. Scientific Studies
of Reading, 12, 195-219.
Rahimi, M. 2008. Using Dictation to Improve Language Proficiency. Asian EFL
Journal. http://www.bbc.co.uk/worldservice/learningenglish/ and
www.breakingnewsenglish.com. Accessed on 16 May 2013.
Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. 2005. Effects of various early
writing practices on reading and spelling. Scientific Studies of Reading, 9(2),
145-166.
Rippel, Marie. 2008. The 20 Best Tips for Teaching Spelling. Pp 2-11.
Silva, C., & Alves Martins, M. 2002. Phonological skills and writing of pre-syllabic
children. Reading Research Quarterly, 37, 466-483. Higher Institute of
Applied Psychology, Lisbon: Portugal.
Snow, C. E., Griffin, P., and Burns, M. S. (Eds). 2005. Knowledge to Support the
Teaching of Reading: Preparing Teachers for a Changing World. San
Francisco: Jossey-Bass.
Tantaros, S. 2007. Invented spelling in the Greek context. L1 – Educational Studies
in Language and Literature, 7(3), 31-62.
Topfer, Christine. 2010. Solving words. Developing a whole school approach to
teaching spelling, pp 2-59.
Vedora & Stromer. 2007. What teachers need to know about spelling. Camberwell:
Australian. pp 489.
46
iiiiilxi
LIST OF APPENDICES
Appendix 1 : List of Students Class V SDN 3 Subagan
Appendix 2 : Pre-Test
Appendix 3 : Lesson Plan
a. Lesson Plan Session 1
b. Lesson Plan Session 2
c. Lesson Plan Session 3
d. Lesson Plan Session 4
Appendix 4 : Post Test and Answer Key
a. Post Test and Answer Key Session 1
b. Post Test and Answer Key Session 2
c. Post Test and Answer Key Session 3
d. Post Test and Answer Key Session 4
Appendix 5 : Observation Sheet
a. Observation Sheet of Pre-Test
b. Observation Sheet of Session 1
c. Observation Sheet of Session 2
d. Observation Sheet of Session 3
e. Observation Sheet of Session 4
Appendix 6 : Kuisioner
Appendix 7 : Surat Ijin Penelitian
Appendix 8 : Surat Keterangan Penelitian
iiiiilxiii
Appendix 1
LIST OF STUDENTS
CLASS V SDN 3 SUBAGAN
IN THE ACADEMIC YEAR 2012/2013
No. Name Gender
1 Indra Apriawan I Wayan M
2 Diartana I Putu M
3 Adi Suasnawan I Kadek M
4 Pebriana Putra I Putu M
5 Eka Ayu Widiantari Putri Ni Putu F
6 Candra Diputra I Komang M
7 Agus Wira Darma I Gede M
8 Arta Jaya Pebri Antara I Made M
9 Nita Dewi Darmayanti Ni Kadek F
10 Pande Ariawan I Made M
11 Arimbawa I Kadek M
12 Dipayana I Kadek M
13 Eviliyani Putu F
14 Sastriani Ni Komang F
15 Diva Parmantara I Ketut M
16 Fadullah Effendi Ihsan M
17 Sri Rahayu Ni Putu F
18 Kumala Jaya Ade M
19 Gede Andika Putra I Dewa M
20 Gede Agung Kusuma W. A A M
21 Anjani Friska F
22 Yusuf B. P Ilham M
iiiiilxiv
Appendix 2
PRE-TEST
School :SDN 3 SUBAGAN
Subject :ENGLISH
Class :V
I. Listen the random words below and then answer correctly.
1. I-L-A-R-Y-R-B = 11. U-R-N =
2. G-A-D-R-E-N = 12. C-S-H-E-S =
3. F-O-I-F-E-C = 13. T-E-I-N-S-N =
4. L-F-A-G = 14. I-W-F-E =
5. L-A-L-T = 15. U-N-L-C-E =
6. G-I-B = 16. S-N-O =
7. L-M-L-S-A = 17. F-A-H-T-R-E =
8. S-O-H-R-T = 18. M-O-H-T-E-R =
9. R-O-N-U-D = 19. N-E-I-E-C =
10. O-F-T-O-L-A-L-B = 20. C-I-H-L-D =
II. Choose five words and spell them correctly and fluently in front of class.
iiiiilxv
Appendix 3.a
LESSON PLAN
CYCLE I SESSION 1
School : SD Negeri 3 Subagan
Subject : English
Class/Semester : V/2
Theme : Around the School
Standard competence : Comprehending correct spelling of new English word.
Basic competence : Understanding correct spelling of new English word.
Time Allocation : 2 X 35 minutes.
I. Indicators
1. Arranging the letter correctly.
2. Spelling the word correctly with the topic related to around the
school.
II. Learning objectives
After the teaching learning process, the students are able to:
1. Arrange the letter correctly.
2. Mention and spell the word correctly related to around the school.
III. Character of students who are expected to:
1.Trustworthines
2.Respect
3.Diligence
4.Responsibility
5.Courage
iiiiilxvi
IV. Learning Method
Dictation
V. Material
Various parts of the school.
VI. Teaching and Learning Activities
No. Teacher’s activities Students’ activities Time
1. Pre-activities:
1. Greeting students.
2. Checking students’
attendance list.
3. Explaining the standard
competency.
4. Explaining the material
to be taught.
1. Replying the
teacher’s greeting.
2. Mentioning who is
absent.
3. Listening teacher
explanation about
standard
competency.
4. Listening teacher
explanation about
material to be
taught.
10
minutes
2. Whilst activities
Exploration:
1. Introducing the new
section that are going
to learn.
Elaboration:
1. Explaining to the
students what they have
to do.
2. Asking the students to
1. Listening and pay
attention.
1. Listening and pay
attention.
2. Listening the word
50 minutes
iiiiilxvii
listen the random letter.
Confirmation:
1. Asking the students to
arrange the letter
correctly.
2. Asking the student to
correct their friend’s
work.
3. Checking the students
who gets most the
works.
4. Asking the student to
repeat the words with
the right pronunciation.
carefully which
they could hear .
1. Arranging the letter
correctly.
2. Correcting their
friends work.
3. Raising hand if get
most words.
4. Repeating spelling
the words with the
right
pronunciation.
3. Post activities
1. Concluding the lesson.
2. Giving time if the are
any problems faced by
the students.
3. Ending the class and
saying goodbye.
1. Listening and pay
attention.
2. Raising the
questions if they
still find any
problems.
3. Responding the
teaching last
greeting.
10 minutes
Learning sources:
1.Textbooks Let's Make Friends with English, Bambang Sugeng, vol 5, esis.
2.Other books relevan.
iiiiilxviii
Assessment:
Competency
Achievement
Indicators
Engineering
Assessment
Form
Instruments Instruments
Key
Word
1. Arranging
the letter
correctly.
2. Spelling
the word
correctly
related to
around the
school.
Written test
Oral test
Essay
Arrange the letter
and then spell it
correctly.
Script:
1. L-A-S-R-O-
M-O-S-C
Mention five words
about around the
school and then
spell clearly.
CLASSROOM
1.GARDEN
2.LIBRARY
3.OFFICE
Guidelines for assessment:
I. Maximum score = 25
II. student score = Score obtained X 100
Maximum score
iiiiilxix
Rubric of Spelling:
Score Description
5 The spelling, accuracy and fluently are perfect
4 The spelling, accuracy and fluently are almost perfect
2 Wrong in spelling, accuracy and fluently are not appropriate
0 No spelling the word
Denpasar, 8 May 2013
Researcher,
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
iiiiilxx
Appendix 3.b
LESSON PLAN
CYCLE I SESSION 2
School : SD Negeri 3 Subagan
Subject : English
Class/Semester : V/2
Theme : My friend
Standard competence : Comprehending correct spelling of new English word.
Basic competence : Understanding correct spelling of new English word.
Time Allocation : 2 X 35 minutes
I. Indicators
1. Arranging the letter correctly.
2. Spelling the word correctly with the topic related to My friend.
II. Learning objectives
After the teaching learning process, the students are able to:
1. Arrange the letter correctly.
2. Mention and spell the word correctly related to my friend.
III. Character of students who are expected to:
1.Trustworthines
2.Respect
3.Diligence
4.Responsibility
5.Courage
IV. Learning Method
Dictation
iiiiilxxi
V. Material
Physical characterictics of a person.
VI. Teaching and Learning Activities
No. Teacher’s activities Students’ activities Time
1. Pre-activities:
1. Greeting students.
2. Checking students’
attendance list.
3. Explaining the standard
competency.
4. Explaining the material
to be taught.
1. Replying the
teacher’s greeting.
2. Mentioning who is
absent.
3. Listening teacher
explanation about
standard
competency.
4. Listening teacher
explanation about
material to be
taught.
10
Minutes
2. Whilst activities
Exploration:
1. Introducing the new
section that are going
to learn.
Elaboration:
1. Explaining to the
students what they have
to do.
2. Asking the students to
listen the random letter.
1. Listening and pay
attention.
1. Listening and pay
attention.
2. Listening the letter
carefully which
50 minutes
iiiiilxxii
Confirmation:
1. Asking the students to
arrange the letter
correctly.
2. Asking the student to
correct their friend’s
work.
3. Checking the students
who gets most the
works.
4. Asking the student to
repeat the words with
the right pronunciation.
they could hear
from the teacher.
1. Arranging the letter
correctly.
2. Correcting their
friends work.
3. Raising hand if get
most words.
4. Repeating spelling
the words with the
right
pronunciation.
3. Post activities
1. Concluding the lesson.
2. Giving time if the are
any problems faced by
the students.
3. Ending the class and
saying goodbye.
1. Listening and pay
attention.
2. Raising the
questions if they
still find any
problems.
3. Responding the
teaching last
greeting.
10 minutes
Learning sources:
iiiiilxxiii
1.Textbooks Let's Make Friends with English, Bambang Sugeng, vol 5, esis.
2.Other books relevan.
Assessment:
Competency
Achievement
Indicators
Engineering
Assessment
Form
Instruments Instruments
Key
Word
1. Arranging
the letter
correctly.
2. Spelling
the word
correctly
related to
My friend.
Written test
Oral test
Essay
Arrange the letter
and then spell it
correctly.
Script:
1. A-L-T-L
Mention five words
about physical
characteristics of a
person and then
spell clearly.
TALL
1.BIG
2.SMALL
3.SHORT
Guidelines for assessment:
I. Maximum score = 25
II. student score = Score obtained X 100
Maximum score
iiiiilxxiv
Rubric of Spelling:
Score Description
5 The spelling, accuracy and fluently are perfect
4 The spelling, accuracy and fluently are almost perfect
2 Wrong in spelling, accuracy and fluently are not appropriate
0 No spelling the word
Denpasar, 15 May 2013
Researcher,
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
iiiiilxxv
Appendix 3.c
LESSON PLAN
CYCLE II SESSION 3
School : SD Negeri 3 Subagan
Subject : English
Class/Semester : V/2
Theme : Sport
Standard competence : Comprehending correct spelling of new English word.
Basic competence : Understanding correct spelling of new English word.
Time Allocation : 2 X 35 minutes
I. Indicators
1. Arranging the letter correctly.
2. Spelling the word correctly with the topic related to sport.
II. Learning objectives
After the teaching learning process, the students are able to:
1. Arrange the letter correctly.
2. Mention and spell the word correctly related to sport.
III. Character of students who are expected to:
1.Trustworthines
2.Respect
3.Diligence
4.Responsibility
5.Courage
IV. Learning Method
Dictation
iiiiilxxvi
V. Material
Kinds of sport.
VI. Teaching and Learning Activities
1. Pre-activities:
1. Greeting students.
2. Checking students’
attendance list.
3. Explaining the standard
competency.
4. Explaining the material
to be taught.
1. Replying the
teacher’s greeting.
2. Mentioning who is
absent.
3. Listening teacher
explanation about
standard
competency.
4. Listening teacher
explanation about
material to be
taught.
10
Minutes
2. Whilst activities
Exploration:
1. Introducing the new
section that are going
to learn.
Elaboration:
1. Explaining to the
students what they have
to do.
2. Asking the students to
listen the random letter.
1. Listening and pay
attention.
1. Listening and pay
attention.
2. Listening the letter
carefully which
they could hear
from the teacher.
50 minutes
iiiiilxxvii
Confirmation:
1. Asking the students to
arrange the letter
correctly.
2. Asking the student to
correct their friend’s
work.
3. Checking the students
who gets most the
works.
4. Asking the student to
repeat the words with
the right pronunciation.
1. Arranging the letter
correctly.
2. Correcting their
friends work.
3. Raising hand if get
most words.
4. Repeating spelling
the words with the
right
pronunciation.
3. Post activities
1. Concluding the lesson.
2. Giving time if the are
any problems faced by
the students.
3. Ending the class and
saying goodbye.
1. Listening and pay
attention.
2. Raising the
questions if they
still find any
problems.
3. Responding the
teaching last
greeting.
10 minutes
Learning sources:
1.Textbooks Let's Make Friends with English, Bambang Sugeng, vol 5, esis.
2.Other books relevan.
iiiiilxxviii
Assessment:
Competency
Achievement
Indicators
Engineering
Assessment
Form
Instruments Instruments
Key
Word
1. Arranging
the letter
correctly.
2. Spelling
the word
correctly
related to
sport.
Written test
Oral test
Essay
Arrange the letter
and then spell it
correctly.
Script:
1. O-F-T-O-A-
L-B-L
Mention five words
about sport and
then spell clearly.
FOOTBALL
1.TENNIS
2.RUN
3.VOLLEY
BALL
Guidelines for assessment:
I. Maximum score = 25
II. student score = Score obtained X 100
Maximum score
iiiiilxxix
Rubric of Spelling:
Score Description
5 The spelling, accuracy and fluently are perfect
4 The spelling, accuracy and fluently are almost perfect
2 Wrong in spelling, accuracy and fluently are not appropriate
0 No spelling the word
Denpasar, 22 May 2013
Researcher,
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
iiiiilxxx
Appendix 3.d
LESSON PLAN
CYCLE II SESSION 4
School : SD Negeri 3 Subagan
Subject : English
Class/Semester : V/2
Theme : Big Family
Standard competence : Comprehending correct spelling of new English word.
Basic competence : Understanding correct spelling of new English word.
Time Allocation : 2 X 35 minutes
I. Indicators
1. Arranging the letter correctly.
2. Spelling the word correctly with the topic related to Big family.
II. Learning objectives
After the teaching learning process, the students are able to:
1. Arrange the letter correctly.
2. Mention and spell the word correctly related to Big family.
III. Character of students who are expected to:
1.Trustworthines
2.Respect
3.Diligence
4.Responsibility
5.Courage
IV. Learning Method
Dictation
iiiiilxxxi
V. Material
Various family members.
VI. Teaching and Learning Activities
No. Teacher’s activities Students’ activities Time
1. Pre-activities:
1. Greeting students.
2. Checking students’
attendance list.
3. Explaining the standard
competency.
4. Explaining the material
to be taught.
1. Replying the
teacher’s greeting.
2. Mentioning who is
absent.
3. Listening teacher
explanation about
standard
competency.
4. Listening teacher
explanation about
material to be
taught.
10
Minutes
2. Whilst activities
Exp
loration:
1. Introducing the new
section that are going
to learn.
Elaboration:
1. Explaining to the
students what they have
to do.
2. Asking the students to
listen the random letter.
1. Listening and pay
attention.
1. Listening and pay
attention.
2. Listening the letter
carefully which
they could hear
from the teacher.
50 minutes
iiiiilxxxii
Confirmation:
1. Asking the students to
arrange the letter
correctly.
2. Asking the student to
correct their friend’s
work.
3. Checking the students
who gets most the
works.
4. Asking the student to
repeat the words with
the right pronunciation.
1. Arranging the letter
correctly.
2. Correcting their
friends work.
3. Raising hand if get
most words.
4. Repeating spelling
the words with the
right
pronunciation.
3. Post activities
1. Concluding the lesson.
2. Giving time if the are
any problems faced by
the students.
3. Ending the class and
saying goodbye.
1. Listening and pay
attention.
2. Raising the
questions if they
still find any
problems.
3. Responding the
teaching last
greeting.
10 minutes
Learning sources:
1.Textbooks Let's Make Friends with English, Bambang Sugeng, vol 5, esis.
2.Other books relevan.
iiiiilxxxiii
Assessment:
Competency
Achievement
Indicators
Engineering
Assessment
Form
Instruments Instruments
Key
Word
1. Arranging
the letter
correctly.
2. Spelling
the word
correctly
related to
Big
family.
Written test
Oral test
Essay
Arrange the letter
and then spell it
correctly.
Script:
1. I-S-S-E-T-R
Mention five words
about family and
then spell clearly.
SISTER
1.FATHER
2.MOTHER
3.WIFE
Guidelines for assessment:
I. Maximum score = 25
II. student score = Score obtained X 100
Maximum score
iiiiilxxxiv
Rubric of Spelling:
Score Description
5 The spelling, accuracy and fluently are perfect
4 The spelling, accuracy and fluently are almost perfect
2 Wrong in spelling, accuracy and fluently are not appropriate
0 No spelling the word
Denpasar, 24 May 2013
Researcher,
NI LUH PUTU OKA ARISONA
NPM. 09.8.03.51.31.2.5.3558
iiiiilxxxv
Appendix 4.a
POST TEST AND ANSWER KEY
CYCLE I IN SESSION I
I. Listen the random words below and then answer correctly.
1. L-A-S-R-O-M-O-S-C = CLASSROOM
2. N-G-A-R-D-E = GARDEN
3. F-I-F-O-E-C = OFFICE
4. I-L-B-R-Y-A-R = LIBRARY
5. G-F-L-A = FLAG
6. O-I-L-T-E-T = TOILET
7. A-N-C-N-E-T-E = CANTEEN
8. E-T-A-C-H-E-S-R = TEACHERS
9. S-T-D-E-U-N-S-T = STUDENTS
10. H-C-A-I-R = CHAIR
II. Choose five words and spell them correctly and fluently in front of the class.
iiiiilxxxvi
Appendix 4.b
POST TEST AND ANSWER KEY
CYCLE I IN SESSION II
I. Listen the random words below and then answer correctly.
1. A-L-T-L = TALL
2. H-I-N-T = THIN
3. H-T-I-R-G-B = BRIGHT
4. H-P-A-S-R = SHARP
5. U-N-R-O-D = ROUND
6. L-S-L-M-A = SMALL
7. S-O-T-R-G-N = STRONG
8. U-T-I-F-E-B-A-L-U = BEAUTIFUL
9. O-L-G-N = LONG
10. T-S-H-O-R = SHORT
I. Choose five words and spell them correctly and fluently in front of the class.
iiiiilxxxvii
Appendix 4.c
POST TEST AND ANSWER KEY
CYCLE II IN SESSION III
I. Listen the random words below and then answer correctly.
1. O-F-T-O-A-L-B-L = FOOTBALL
2. O-V-E-L-Y-L-A-L-B-L = VOLLEYBALL
3. E-N-I-N-T-S = TENNIS
4. O-J-G-G-I-N-G = JOGGING
5. H-C-E-S-S = CHESS
6. U-R-N = RUN
7. A-S-B-E-K-T-A-L-B-L = BASKETBALL
8. M-I-W-S-M-G-N-I = SWIMMING
9. O-X-I-N-G-B = BOXING
10. L-C-I-M-I-B-G-N = CLIMBING
I. Choose five words and spell them correctly and fluently in front of the class.
iiiiilxxxviii
Appendix 4.d
POST TEST AND ANSWER KEY
CYCLE II IN SESSION IV
I. Listen the random words below and then answer correctly.
1. I-S-E-T-R-S = SISTER
2. O-B-E-R-H-T-R = BROTHER
3. U-N-A-T = AUNT
4. O-N-S = SON
5. N-U-L-C-E = UNCLE
6. M-T-O-H-E-R = MOTHER
7. F-T-A-H-R-E = FATHER
8. U-D-A-T-H-R-E-G = DAUGHTER
9. E-N-I-E-C = NIECE
10. E-N-P-E-H-W = NEPHEW
I. Choose five words and spell them correctly and fluently in front of the class.
iiiiilxxxix
Appendix 6
KUISIONER
Petunjuk mengerjakan soal :
1. Jawablah semua pertanyaan dibawah ini dengan memberikan tanda silang ( x )
pada huruf A, B, C atau D sesuai dengan pendapat anda.
2. Semua pilihan jawaban yang disediakan adalah benar dan menggambarkan
pendapat anda terhadap proses pengajaran mengeja dengan menggunakan
teknik “Dictation”, oleh karena itu jawablah dengan jujur sesuai dengan hati
nurani anda.
3. Terima kasih atas bantuan anda dalam menjawab setiap pertanyaan yang ada
dalam questionnaire ini.
Pertanyaan :
1. Apakah anda senang belajar mengeja dengan menggunakan “Dictation”?
a. Sangat senang C. Biasa saja
b. Senang D. Tidak senang
2. Apakah “Dictation” teknik yang digunakan untuk mengajar mengeja sangat
menarik?
a. Sangat menarik C. Biasa saja
b. Menarik D. Tidak menarik
iiiiixc
3. Apakah “Dictation“ dapat membantu anda dalam mengungkapkan ide-ide
anda ?
a. Sangat membantu C. Kurang membatu
b. Membantu D. Sangat tidak membantu
4. Apakah dengan menggunakan “Dictation” partisipasi anda meningkat di
dalam kelas?
a. Sangat meningkat C. Biasa saja
b. Meningkat D. Tidak meningkat
5. Apakah “Dictation” bermanfaat untuk belajar bahasa inggris?
a. Sangat bermanfaat C. Kurang bermanfaat
b. Bermanfaat D. Sangat tidak bermanfaat
6. Apakah dengan menggunakan “Dictation” anda merasa lebih percaya diri
untuk mengungkapkan ide-ide anda dalam belajar bahasa inggris?
a. Sangat percaya diri C. Kurang percaya diri
b. Biasa saja D. Sangat tidak percaya diri
7. Apakah kemampuan anda di dalam mengeja kata meningkat dengan
menggunakan teknik “Dictation”?
a. Sangat meningkat C. Biasa saja
b. Meningkat D. Tidak meningkat
8. Apakah anda termotivasi dalam hal mengeja dengan menggunakan
“Dictation”?
a. Sangat termotivasi C. Kurang termotivasi
b. Termotivasi D. Sangat tidak termotivasi
iiiiixci
9. Apakah anda merasakan adanya kemajuan dalam belajar bahasa inggris di
dalam hal mengeja dengan menggunakan “Dictation”?
a. Sangat merasakan C. Biasa saja
b. Merasakan D. Sangat tidak merasakan
10. Apakah anda setuju jika pengajaran bahasa inggris dengan menggunakan
teknik “Dictation” lebih di tingkatkan?
a. Sangat setuju C. Kurang setuju
b. Setuju D. Tidak setuju
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Appendix 9
STATEMENT OF AUTHENTICITY
I declare that thesis is my own writing, and it is true and correct that there is
no other’s work or statement, except the work or statement that is referred in the
references. All cited works were quoted in accordance with the ethical code of
academic writing.
Denpasar, August 2013
The researcher
Ni Luh Putu Oka Arisona
NPM. 09.8.03.51.31.2.5.3558
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Appendix 10
AUTOBIOGRAPY
My name is Ni Luh Putu Oka Arisona. I was born in Doro Village,
Pekalongan Regency on March 1992. I am the first child in my
family. I am Balinesse. My father’s name is I Gede Soka and my
mother is Ni Luh Kerti. I was graduated from Krido Siwi
Kindergarden in 1997 and continued study in Elementary School at SDN 1 Dororejo
until 2003. In 2006, I graduated from Junior High School at SMPN 1 Doro and then I
continued study at SMAN 1 Doro and graduated in 2009. After graduated from
Senior High School, I continued my study at Mahasaraswati University and chose
English Department, The Faculty of Teacher Training and Education because I love
foreign language and interesting in teaching foreign language.
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