USING DICTOGLOSS TECHNIQUE TO IMPROVE

STUDENTS’ WRITING ABILITY AT SECOND GRADE OF

SMA MUHAMMADIYAH 2
BANDAR LAMPUNG

(A Script)

By

LIDYA UTAMI

UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2018
 ABSTRACT

USING DICTOGLOSS TECHNIQUE TO IMPROVE

STUDENTS’ WRITING ABILITY AT SECOND
GRADE OF SMA MUHAMMADIYAH 2 BANDAR
LAMPUNG

By

Lidya Utami

This research was intended to find whether teaching writing hortatory exposition
text through dictogloss technique could significantly increase students’ writing
ability or not. This research used quantitative method with pre test and post test.
Pre-experimental research design was used in this research. It was used to find out
whether there was an improving of using dictogloss technique in writing subject.

The subjects of the research were students in class XI IPS 2 of SMA

Muhammadiyah 2 Bandar Lampung. The sample of this research consisted of 33
students. In order to collect the data, the researcher gave pretest to the class to
measure the students writing ability before learning process post test after and
treatment are treated to the students. The finding showed that using dictogloss
technique was effective to improve students’ writing ability.

The data showed that there was an improvement in students’ writing ability after
having two times treatments through dictogloss technique. The T-test analysis was
applied on the data to see the significance of the improvement. It was gained that
the t-count value was analysis of t0 is 4.4. It can be said that (p= 0.00 < 0,005)
While the lowest pre test was 50.67 and the highest score was 76. The lowest post
test score was 66.67 and the highest was 80. It means that the null hypothesis (H 0)
is rejected and the alternative hypothesis is accepted. Based on that T-test analysis,
the dictogloss technique is effective and applicable at class XI IPS 2 of SMA
Muhammadiyah 2 Bandar Lampung to increase the students writing ability of
hortatory exposition text.

i
USING DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS’
WRITING ABILITY AT SECOND GRADE OF
SMA MUHAMMADIYAH 2
BANDAR LAMPUNG

By

Lidya Utami

A Script
Submitted in a Partial Fulfillment of
The Requirement for S-1 Degree
in
Language and Arts Department of
Teacher Training and Education Faculty

UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2018

iv
 CURRICULUM VITAE

The name of the writer is Lidya Utami. She was born in Kotabumi, North
th
Lampung on February 25 , 1988. She is the second child of Djunaidi, Ar and Elly
Yusnani. She has two brothers and two sisters.

She joined kindergarten at TK Nurul Iman in 1993 and graduated in 1994. In the
same year, she enrolled at SD Negeri 05 Kelapa Tujuh Kotabumi. In 2000 she
pursued at SMPN 07 Kotabumi. Then, she continued study in MAN 01 Kotabumi,
North Lampung and graduated in 2006.

In 2006, she was registered as a student in English Education Program and

followed organizations at campus region, and accomplished her teacher training
program (PPL) in SMPN 17 Bandar Lampung. She ever noticed as a student in
LBPP LIA Gedung Meneng until 2008.

ii
 DEDICATION

This paper is dedicated to

1. My Endless beloved parents, Ms. Elly Yusnani and Mr. Djunaidi

2. My Older brother, Hendra Apriliansyah and my youngest brother,

Ridho Almashar

3. My Sisters, Cuwo Nasri, Reza Saskia and Rachma Amelia

4. My Cutie pie nephew Azka Aidh Al Qarniy

5. My Late Friend, Desi Fathonah

6. My Advisors and Lecturers

v
 MOTTO

ALLOH WATCHES YOU AND THANKS TO HIM FIRST!

SURELY, ALLOH LOVES THOSE WHO PLACE THEIR TRUST IN HIM

(Quran 33:159)

HOPE TO MAN, DISAPPOINTMENT YOU GET!

FINISH WHAT YOU HAVE STARTED!

IF YOU WANT TO GO FAST, GO ALONE. IF YOU WANT TO GO FAR,

GO TOGETHER
(African Proverb)

iii
 ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamiin, Praise is merely to The Mightiest ALLOH

Subhanahu wa Ta’ala for the gracious mercy and tremendous blessing that enable
me to accomplish this script entitled “Using Dictogloss Technique to Improve
Students’ Writing Ability at Second Grade of Sma Muhammadiyah 2 Bandar
Lampung” is submitted as a compulsory fulfillment of the requirements for
obtaining the S-1 degree of English Education Study Program, Department of
Language and Arts, Teacher Training and Education Faculty, University of
Lampung .

The writer would like to express her deepest gratitude to all those who gave her
the possibility to complete this script.
The writer would like to acknowledge her sincere gratefulness to her supervisor
committee:
1. Drs. Sudirman, M.Pd, as her first advisor in finishing this script. Also due
to Drs. Huzairin, M.Pd as her second advisor. Without your help, the writer
would not finish this paper. May He bless you sir.

2. And the writer would express her thanks too, to Prof., Dr. Cucu Sutarsyah,
M.A. as her script examiner and academic advisor. Thank you very much
for guiding the writer in caring and patiently. Hope God rewards your
kindness.

3. The writer would like to dedicate this script to the writer’s parents, Bunda
and Ayah, who always pray and wait for the writer and very patiently
waited the writer to pass from her college and who always love the writer
until the end. I pray for you always, hopefully Alloh gives you Jannah as
your reward and we gathered there. Aamiin. Thank you so much Bunda
and Ayah, I love you very much to the moon and back.

4. Also for the writer’s friends, Devi S, Mb Mery, Indah K. Rini, Intan T.
Chodija, ‘Ncan’ Candra, Mb Santi, Siti Alfiah, mb Ema, Casey, Naya,
Wahyu Sri Sukarsih, Widhi Yanti RN, and whoever that the writer cannot
mention one by one. Thank you very much for your care and the supports.

5. The writer gratitude too, to her beloved friends in Cahaya’s House, Kak
Eka, Dian, Deka, Mb Helma, Lia, Suryati, Mb Vega, Mb Yuni.

6. Also to Kepri Band; Christina, Deva, Fina, Nisa, Purwanti. Thank you so
much for spending the ‘silly and crazy’ time together, love you.

iiv
7. To Ms. Zunia wati, S. Pd, M, Pd and Ms. Nova, S. Pd also for the sweet
students, XI IPS 2 in SMA Muhammadiyah 2 Bandar Lampung, thanks for
our team work.

8. Last but not the least, the writer would express the happiness ever met you
guys, 2006 English Department comrades. I will miss you. And for the
2010, 2012, 2013 comrades, thank you for your helps.

9. Also for my friends in ‘Meeting Chamber’ and organization, I learned

many things from you.

And for the writer’s Almamater, this place taught everything to the writer.

Bandar Lampung, Desember 2017

The writer,

Lidya Utami

iv
 TABLE OF CONTENT

Abstract ................................................................................................. i
Curriculum Vitae ................................................................................. ii
Motto ..................................................................................................... iii
Acknowledgement ................................................................................. iv
Dedication ............................................................................................. v
Table of Content ................................................................................... vi
List of Pictures ...................................................................................... viii
List of Tables ........................................................................................ ix
List of Appendices ................................................................................ x
I. INTRODUCTION .................................................................... 1

1.1. Background of the Problem .......................................... 1

1.2. Identification of the Problem ........................................ 4
1.3. Limitation of the Problem ............................................. 5
1.4. Formulation of the Problem .......................................... 5
1.5. Objectives of the Problem ............................................. 5
1.6. Uses of the Research ..................................................... 6
1.7. Scope of the Research ................................................... 6
1.8. Definition ...................................................................... 6
II. FRAME OF THEORIES.......................................................... 8

2.1. Concept of Writing........................................................ 8

2.2. Aspects of Writing Ability ............................................ 11
2.3. Types of Writing ........................................................... 14
2.4. The Process of Writing.................................................. 16
2.5. Teaching Writing........................................................... 18
2.5.1. Generic Structure of Hortatory Exposition Text...... 19
2.6. Concept of Dictogloss ................................................... 21
2.7. Advantages and Disadvantages of Teaching Writing by
Using Dictogloss ........................................................... 23
2.8. The Implementation of Dictogloss ................................ 24
2.9. Theoretical Assumption ................................................ 25
2.10. Hypothesis ................................................................... 26
III. RESEARCH METHOD ........................................................... 27

3.1. Research Design............................................................. 27

3.2. Population of the Research............................................. 28
3.3. Variables ........................................................................ 28

vi
 3.4. Data Collecting Technique............................................. 29
3.5. Research Instrument....................................................... 29
3.6. Validity of the Data ........................................................ 30
3.6.1 Content Validity........................................................ 30
3.6.2 Construct Validity..................................................... 31
3.6.3. Reliability of the Data.............................................. 31
3.7. Research Procedures ..................................................... 31
3.8. Data Analysis ................................................................ 32
3.9. Scoring Students’ Writing............................................. 33
IV. RESULT AND DISCUSSION.................................................. 34

4.1 Description of the Implementation of Data..................... 34

4.2. Result of the Pre Test ..................................................... 35
4.3. Result of Post Test ......................................................... 37
4.4. Hypothesis Testing......................................................... 37
4.5. Discussion ...................................................................... 39
V. CONCLUSION AND SUGGESTION .................................... 42

5.1. Conclusion ..................................................................... 42

5.2. Suggestion ...................................................................... 43

REFERENCES

APPENDICES

vii
 LIST OF PICTURES

Picture 1. Pre Test activity................................................................................62

Picture 2. Giving Instruction and Explanation............................................62
Picture 3. Activity during the technique is taught......................................63
Picture 4. Activity is still running...................................................................63
Picture 5. Post Test Activity..............................................................................64

viii
 LIST OF TABLES
Table 3.9.1 Analytical Scoring Rubric.................................................. 34

Table 3.10. Classification of students score .......................................... 35

Table 4.2.1 summary of students Pre Test score................................... 65
Table 4.2.3 summary of students Post Test Score ................................ 66
Table 4.2.4 Standard Deviation of Pre Test .......................................... 67
Table 4.2.5 standard Deviation of Post Test ......................................... 68

ix
 LIST OF APPENDICES

Appendix 1 Pre Test.......................................................................................................47

Appendix 2 Post Test.....................................................................................................48
Appendix 3 Lesson Plan 1...........................................................................................49
Appendix 4 Lesson Plan 2...........................................................................................53
Appendix 5 Student’s Writing Task..........................................................................57
Appendix 6 Scoring Rubric.........................................................................................60
Appendix 7 Pictures of the Learning Process........................................................62
Appendix 8 Table of Students’ Pre Test Summary Score...................................65
Appendix 9 Table of Students’ Post Test Summary Score.................................66
Appendix 10Table of T-table........................................................................................69
Appendix 11Graphic of T-test......................................................................................70

x
 1

I. INTRODUCTION

This chapter consists of several following points: background of the problem,

identification of the problem, limitation of the problem, formulation of the

problem, objective of the problem, the use of the research, scope of the problems

and the definition of terns.

1.1 Background of the Problem

One of standard competencies that should be achieved by the students are the

ability to communicate both in oral and written form by using appropriate, fluent,

and accurate language in form of descriptive, narrative, anecdote, analytical

exposition and hortatory exposition discourse. There are four skills in learning

language, listening, speaking, reading, and writing. The ability of writing will help

them express their ideas, or share information through written language. Since

writing is one of the productive skills, it should be taught in schools.

SMA Muhammadiyah 2 Bandar Lampung uses Education Unit- Oriented

Curriculum (KTSP 2006) as their curriculum. Based on Education Unit- Oriented

Curriculum (KTSP 2006) in the standard competence, students are expected to

express the meaning of transactional conversation and interpersonal formally and

sustained in a daily life context. By analyzing the case, writing is an important

subject to be mastered by the students. They use it to communicate to one another,

 2

as means of ideas and emotional expression, because when they write ideas and

emotion creatively, they are communicating on paper in their very best way. The

work of writing is presented in the form of texts, usually known as genres, which

are closely related to the purpose of each type.

Genre can be defined both in terms of the intended form and the intended function

of the writing. By form was meant such written products as letter, laboratory

report, or essay. Function could be thought of in terms communicative functions,

as it traditional in language teaching (describing, inviting, and apologizing) or in

terms of discourse mode, as was traditional in writing instruction (narration,

description, exposition, and argumentation).

Students at XI IPS 2 of SMA MUHAMMADIYAH 2 Bandar Lampung, told their

problems in writing were lack of vocabulary and had weaknesses in grammar and

writing activity as it was rarely practiced in the class. For that reason, teacher

should use effective teaching technique that encourages students to get involved

actively in the class. The teaching learning process has to be involved not only

teacher and students, but also between the students? Students, in every level of

study, were expected to be able to write in English. Based on educational unit-

oriented curriculum (KTSP 2006) in English subject syllabus of the second year

students in senior high school should be able to write hortatory exposition text.

In fact, many students thought that writing hortatory exposition text was the most

difficult activity to do. Why? Because it deal with arguing on some issues

surroundings. And as mentioned above, that they were lack of vocabulary,

grammar, and confuse how to start writing. They were weak in writing English
 3

and took time to think what they want to write. By writing the researcher hope the

students would have a development in English and writing as their ability and will

help them to understand what people say in English written text in the future.

The researcher used a technique to develop the students’ writing skill. Based on

some previous research that had been done by other researcher, in order to

minimize the problem above, therefore there should be some suitable techniques

in teaching writing in order to motivate students to write.

As the researcher’s experience when she did teaching practice, most of students

were afraid to write and could not write freely because they do not had enough

vocabulary. Whereas, they had knowledge about the news out there. Easily they

could find it from newspapers, TV, radio, internet and so on.

Hence, the researcher tells that writing is not as scary as the students ever

imagined. Language was not just sitting and keeping silent in the class. Writing is

an active activity; it can be done in any places. They could exchange their

information between them and write it in form of a text.

The researcher did the qusiy experiment in a senior high school, at XI IPS 2 of

SMA MUHAMMADIYAH 2 Bandar Lampung. The teacher said that the students

were seldom to write in English in the class. As foreign language students are in

the process of learning especially in writing, the students would try to convey the

intended meaning by constructing expressions to the best as the students would do

when communicating with other students.

 4

Writing is a productive process of constructing meaning that involves producing,

reserving and processing information. Although they had given a topic to write,

they could not automatically begin to do their writing tasks. Even they write

several lines, they mostly find difficulties on how to continue their writing. As the

result, they tend to stop their writing. Furthermore, writing is almost neglected

from teaching-learning process, as the researcher mentioned above that students

rarely had learning activities about writing English. Another factor that influenced

the students’ writing ability is about the process. The teaching learning is related

to classroom activity. For example discussing what they have seen on TV, internet,

newspaper, etc. the students can share their thought and find the new words and

topics.

1.2 Identification of the problem

In identifying the problem the researcher made a little interview with the teacher

and the students. There were many factors that influence why the students’ writing

achievement was relatively low than another skills. Based on the research back

ground above, a member of the problems identified:

a. The students’ ability in writing English was poor.

b. The students were lack of vocabulary.

c. The students’ grammar was weak.

d. The students writing organization was weak.

e. Took time to think and write.

 5

1.3 Limitation of the Problem

It is already stated in the background of the problem of the research that one of the

skills that is very important to have to be competed in learning English is writing

skills.

Based on the identification of the problems above, the researcher limited her

research problems as follows:

a. Writing is a productive process.

b. Developing students’ writing ability in EFL by using dictogloss technique.

1.4 Formulation of the Problem

Based on the limitation of the problems, the main problem of this research is

formulated as follows:

a. Is there any different of students writing ability which are being taught by

using dictogloss technique?

b. Is there any improve of students’ writing ability after being taught by using

dictogloss technique?

1.5 Objectives of the Problem

In reference to the research problem is:

a. To find out whether there is different of students’ writing ability after

being taught by using dictogloss technique or not.

b. To find out whether there is improvement on students’ writing ability after

being taught by using dictogloss technique or not.

 6

1.6 Uses of the Research

The uses of that research were:

a. Theoretically, the result of that research could be made for supporting

variation dictogloss as a technique in teaching writing. Practically, the

result of that research will be useful for the learning- teaching process to

develop the students’ writing ability, and that research could reinforce and

encourage students on their ability in writing.

1.7 Scope of the Research

The research was conducted at SMA MUHAMMADIYAH 2 Bandar Lampung.

The population of that research was the second year students of XI IPS 2 SMA

MUHAMMADIYAH 2 Bandar Lampung in academic year 2015/2016. It focused

on the implementation of dictogloss technique in developing the students’ writing

ability in hortatory exposition text. Theoretically, the research referred to the

writing ability of students based on their writing achievement in hortatory

exposition text.

1.8 Definition of Terms

In order to avoid misunderstanding, there are some terms defined in this

research:

a. Hortatory exposition is a type of spoken or written text that is intended to

explain the listeners or readers that something should or should not be

happened or be done.

b. Text is a certain unity of meaning, which contains sequences of sentences.

 7

c. Writing is a productive process in which the writer share or communicated

he/her ideas through written form that should consider some aspects:

content, grammar, organization, vocabulary, and mechanics.

d. Writing achievement is the accomplishment of writing on individuals in

form of score.

e. Dictogloss is a task-based procedure helping students to use their grammar

resources to reconstruct a text and become aware of their shortcomings

and needs. It can be a fairly controlled activity or a more extended

discovery activity. It is a relatively new technique.

 8

II. FRAME OF THEORIES

This chapter presents things that were crucial for this research. There were

Concept of writing, Aspect of Writing Ability, Types of Writing, Teaching

Writing, Concept of Dictogloss, Steps in Dictogloss Implementation, The

Advantages of teaching writing by using Dictogloss, The implementation of

Dictogloss, The implementation of Dictogloss, Theoretical assumption and

hypothesis.

2.1 Concept of Writing

Generally, writing can be meant as the act of making or tracing a character on a

paper with a pen or pencil. Writing is also an action or a process of discovering

and organizing ideas, putting them on a paper and reshaping and revising them.

Therefore, writing can be said as one of the ways to produce language in

particular situation. According to Luke and Freebody (1997b:193) writing and

reading are social activities. Graham (2016:1) Says, improving students’ writing

skills helps them succeed inside and outside the classroom. Effective writing is a

vital component of students’ literacy achievement, and writing is a critical

communication tool for students to convey thoughts and opinions, describe ideas

and events, and analyze information. Indeed, writing is a life-long skill that plays

a key role in post-secondary success across academic and vocational disciplines.

 9

The nature of writing and writing instruction is changing. Technology, such as

word processing and other forms of electronic communication, plays an

increasingly important role in how students learn and practice writing in and out

of the classroom. In addition, best practices in writing instruction have shifted to

include integrated interventions that involve many complementary instructional

practices. Writing is an activity which expresses the message through a text that

can be read by the reader. It can be understand since studying languages tend to

make the language as the means of communication to deliver the messages

Pardiyono (2012:1). That is, we are always reading something, written by

someone or writing something for someone. These others are always in some

relationships to us-often materially or symbolically unequal relationships of power

but always relationships in which versions of ‘ourselves’ and ‘others’ are

implicated and constructed. Even those texts we read or write that come from or

are intended for people we do not know assemble versions of our identities and

positions are readers – as men and women, students and teachers. Building the

writing habit was extremely important, but without looking at of examples of

different genres to see how they were constructed, and without becoming used to

drafting and re-drafting, students were unlikely to become effective writers.

Academic writing assignments require students to master the knowledge of good

writing. Evaluation judgments of the different fields of learning are mainly based

upon writing. Students who are skilled in writing can get better grades than those

who are unskilled. Thus, the basics of good writing should be taught and practiced

from the early years of learning Muslim (2014:Vol.4). Based on definitions above

it can be inferred that writing is one of the way to produce language that comes
 10

from our mind. We can allocate our ideas, feeling or anything that was in our

mind on a paper or computer screen by using writing. Writing can be read by

people whenever the writer is not present and then writing is also a skill to make a

form of word that had a higher value. Writing is among the most complex human

activities- It involves the development of a design idea, the capture of mental

representations of knowledge, and of experience with subjects. The interlocking

processes of writing by novice and expert authors have been studied by such

diverse disciplines as cognitive psychology, stylistics, rhetoric, text linguistics,

critical literary theory, hyper text theory, second language acquisition, and writing

pedagogy. From such a wealth of approaches and themes, this book will be

concerned with what is immediately relevant to the teaching and learning of

writing in EFL at advanced levels Jozsef (2001:1). Deane (2011:6) sketches that

normally, given the nature of literacy as an integrated process of communication,

one expects to find parallel expressive, receptive, and reflective skills across tasks

with similar domains in play. These are different modes of thought, but they

invoke the same mental representations. A reader may start with letters on the

page and end up with ideas. A writer may start with ideas and end up with letters

on the page. A thinker may deal simultaneously with letters and words, sentences,

paragraphs, documents, ideas, and rhetorical goals. In writing activities, writer

could be said to be successful if the writing contains the necessary aspects of

writing. Weir (1990) in his scoring scheme for the Test English for Educational

Purposes (TEEP) proposes seven components of writing, i.e:

1. Relevance and adequacy of content, in which the main topic is treated

coherently without gaps and pointless.

 11

2. Compositional organization, which deals with controlled underlying

structure of content organization, in turn bearing clear overall shape and

internal pattern.

3. Cohesion, which includes continuous writing, makes possible the intended

communication.

4. Adequacy of vocabulary for purposes, in which the vocabulary is adequate

for the intended communication and was not characterized by frequent

lexical inappropriate and/or repetition.

5. Grammar, which is related to accuracies of grammatical patterns.

6. Punctuation, which is related to an agreement with conventions of

punctuation.

7. Spelling, this deals with accurate arrangement of letters within words.

As mentioned in the seven components of writing, the students should be able to

write text relevance, adequately, and clear. Put the punctuation, grammar, and

spelling of the letters in appropriate sentence. According to the result of the

students XI IPS 2 of SMA Muhammadiyah 2 Bandar Lampung, they have enough

ability to fulfill the seven components of writing above.

So, in writing ability the students should master the seven aspects above that have

been described.

2.2 Aspects of Writing Ability

According to expert, there are some compositions that should be followed by the

students. One of them is Heaton. Heaton (1988:116) specifically mentions that in

order to be effective: a piece of composition should meet the following qualities:

 12

a. Content

Content refers to the substance of writing, the experience of main idea i.e.

group of related statement that a writer presents as units in developing

subject. Content the paragraph do the work of conveying ideas rather that

fulfilling special function of transition, restatement, and emphasis.

b. Organization

Organization refers to the logical organization of content. It is scarily more

than attempt to piece together all collection of fact and jumble ideas. Even

in early drafts it may still be searching for order, trying to make out

patterns in its material and working to bring particulars of it subject in line

with what is still only a half-formed notion of purpose.

c. Vocabulary

Vocabulary refers to the selection of word those are suitable with the

content. It begins with the assumption that writer wants to express the

ideas as clearly and directly as he/she could. As a general rule, clarity

should be his/her prime objective. Choosing words that express his/her

meaning was prickly rather than skews it or blur shed.

d. Language Use

Language use refers to the use of correct grammatical form and synthetic

pattern of separating, combining, and groping ides in words, phrases,

clauses, and sentences to bring out logical relationship in paragraph

writing.
 13

e. Mechanic

Mechanic refers to the use of graphic convention of the language, i.e, the

step of arranging letters, words, and paragraphs by using knowledge of

structure and some others related to one another.

Based on the categories of writing aspects above, it can be concluded that

generally the aspects of the writing were classified into five aspects

namely content, organization, vocabulary, language use, and mechanic.

Students can make a well-organized text comprehend those aspects. We

can see it from the syllabus that the school provided it.

Hence, the students at this grade have already had an ability to elaborate

the information surrounding them in the form of writing, so, the researcher

takes this to know how far the students’ ability in writing a text, in context

is hortatory exposition text. At this grade, they have ability to organize

what they should write in simple texts. By using dictogloss technique, the

researcher hopes that the students will be interested in learning English

especially in writing, then, it makes the students more active since this

technique can stimulate them to find the new topics and reconstruct the

text that can be discussed and is hoped to improve the students’ writing

ability.

While according to the categories above, there are aims that should be

achieved in KTSP 2006, as following:

 14

Table 2.2.1. Language Categories

The category was taken from KTSP 2006 as follow:

Menulis
12. Mengungkapkan makna dalam 12.2. Mengungkap-kan makna dan

teks fungsional pendek dan esei langkah retorika dalam esei

berbentuk narrative, spoof dan dengan menggunakan ragam

hortatory exposition dalam bahada tulwas secara akurat,

konteks kehidupan sehari-hari lancar dan berterima dalam

konteks kehidupan sehari-hari

dalam teks berbentuk:

narrative, spoof, dan hortatory

exposition

2. 3 Types of Writing

In order to determine which type of writing or text, it is necessary to review the

type of writing. According Setyawan (2015:12-13) there are four main types of

writing. They are:

a. Description

It is related to the description of something in order to make the readers

see, feel or hear what the writer feels, sees or hears. A description could be

objective or suggestive. Objective description deals with fact of

technicalities that give no judgment or emotional reaction. The purpose

was mainly to describe fact, while suggestive description involves the

impressions and feelings that the writer had about what he/she was
 15

describing. Besides that, descriptive paragraphs could be divided into

description of place and description of a person.

b. Narration

Narration was story telling. It involves writing about an event or a series

of event, real or fictitious. In narration, events were recounted in the order

in which they occur. However, the purpose of the narrative writing was not

usually, just to relate a sequence of events. A narrative may contain a

particular message that the writer want to get across.

c. Exposition

Its function was to provide information or an explanation about object or

subject. Expository writing usually were more tightly structured, the

information arranged according to the writing purposes and the

relationship demanded by subject matter. A paragraph explaining how

something works, for instance requires chronological, step by step

organization. Besides that, expository writing should be precise, clear, and

straight forward. Examples of expository writing were factual reports or

explanation of processes.

d. Argumentation

Argumentation is a form of writing in which we argue for certain idea and try

to persuade the readers to adopt your point of view. In argumentative writing,

the writers not only inform but also attempt to convince the readers that the

point of view is right. Written argumentative is sometimes more difficult

because the writer does not see the readers facial expression, hear their voice,

or experience their presence. For this reason, writing

 16

argumentative demands careful planning, analysis of the audience, and

sufficient evidence to prove to your reader that your opinion is valid. From

the explanation of the types above, the researcher took exposition type as

her research to know the students’ ability in explaining how something

works and able to write paragraph in this case, hortatory exposition text,

steps by step and organizationally.

2.4 The Process of Writing

Widiati (2006: Vol.13) states that n the writing for communication type, students

are made aware of the purpose in writing and the audience they are writing to.

Thus, in this type of writing students write with a reader in mind and they can also

have feedback from the teacher as the reader of their written texts. In terms of the

writing for fluency type, writing is considered to be a means to generate and

explore ideas. Students are given freedom to develop their ideas and continue

writing, without taking into account grammatical accuracy as their eventually

given time for revisions of their drafts. Writing is not just one practice or activity.

A note to a cousin is not like a business report, which is different again from a

poem. The processes and ways of thinking that lead to these varied kinds of texts

can also vary widely, from the quick email to a friend to the careful drafting and

redrafting of a legal contract. The different purposes and genres both grow out of

and create varied relationships between the writers and the readers, and existing

relationships are reflected in degrees of formality in language, as well as

assumptions about what knowledge and experience are already shared, and what

needs to be explained. Writing with certain purposes in mind, the writer focuses
 17

attention on what the audience is thinking or believing; other times, the writer

focuses more on the information she or he is organizing, or on her or his own

emergent thoughts and feelings NCTE (2016).

Kellog (2008:2) states that writing an extended text at an advanced level involves

not just the language system. It poses significant challenges to our cognitive

systems for memory and thinking as well. Indeed, writers can put to use virtually

everything they have learned and stored away in long-term memory.

Writing is a stage in which the writers out their ideas, information, and words on

papers. It means that the students should write down of what they were going to

say or write. The next was re-write, it is defined as a process of making revisions

or changes of what they had written. In process writing, spelling becomes a part

of writing and not a separate isolated skill. Some believe that if children enjoy

writing and engage in a lot of writing then spelling ability usually takes care of

itself. Direct instruction on technical skills could be done within the context of

writing. Steps in process writing often include the following:

a. Prewriting, where children spend time thinking about the content of their

writing rather than correctness of spelling or neatness of their handwriting.

b. Drafting and redrafting, and the young writers’ conference with their

teacher or peers on ways of improving their writing. Not all writing pieces

require this kind of process some writers go through several drafts while

others go from first drafts straight to editing.

c. Editing and revising, which normally take place after the final draft had

been put aside for a while. Further conferencing could take place at this

stage.
 18

d. Publishing, when the final draft is prepared for publication. E.g., A class

newspaper, a letter, a poster, a wall display. It was possible though, that a

child may not want other people to read his or her writing.

In this research the students use drafting and redrafting to make their

hortatory exposition text by writing the clues that the teacher said to the

students and drafting-redrafting in their group. After they drafting the

clues they redrafting or elaborate the clues into the text form.

2.5 Teaching Writing

Teaching is a process of giving guidance to the students in order to reach goals.

Teaching known as “instruction” it means process that makes someone do

learning. It is a media for learning process includes individual behavior changes

through pre-planned.

Halliday (1985b) suggests that writing had evolved in societies as a result of

cultural changes creating communicative needs which could not be readily met by

the spoken language. He speculates that with emergence of cultures based on

agriculture rather than hunting and gathering, there developed a need for

permanent records which could be referred to over and over again. Also he says

that language learning was a social process, and knowledge was transmitted in

social contexts, through relationships, like those of parents and child or a teacher

and pupil, or classmates, that were defined in the value systems and ideology of

the culture. In addition, when working with the students of foreign and second

language, as Met (1998) argues, planning must be based on an understanding of

 19

the students and their prior knowledge and capacities, and understanding their

needs in this case in developing critical literacy skills.

Whole language, according to Goodman in Emilia (2010:38), views that respect

for understanding of learning and language is matched by respect for and

understanding of teaching. Goodman says that whole language teacher regard

themselves as professionals, draw constantly on a scientific body of knowledge in

carrying out their work; know about language, learning, children, curriculum and

methodology; understand that learning ultimately takes place one child at a time;

try to create appropriate social settings and interactions, and to influence the rate

and direction of personal learning; and utterly convinced that teacher guides,

support, monitor, encourage, and facilitate learning.

2.5.1 Generic structure of hortatory exposition text

Hortatory is a kind of English text that produces the writer’s effort to influence

the readers to do something or doing certain things. In hortatory exposition text,

the writer includes some opinions about certain things to strengthen the main idea

from the text.

Hortatory exposition text presents recommendation as closing paragraph from the

text. In this recommendation, the writer asks and persuades the readers.

There were three language structures in hortatory exposition text, i.e. thesis

statement, arguments, and recommendation. Here the definition of the three

language structures:
 20

a. Thesis statement

It consists of introducing the writer’s main idea about phenomenon that

will be discussed in the class.

b. Arguments

It is about opinions which support the writer’s main idea. The more

opinion was written, more attractive the hortatory exposition was. It is

because the reader disposed to believe toward a phenomenon, if we put

many opinions inside the text.

c. Recommendation

It consists of recommendation or elicitation from the writer to the reader.

Here is the example of hortatory exposition text:

Never Try Smoking

A lot of people, especially teenagers, who do not smoke always, want to try smoking.
They know it is bad for them and all, but it is just something they want to try. So they ask
one of their smoker friends for a cigarette. Admittedly, they firstly cannot light it on their
own so they ask his friend to do it. Then they inhale that cigarette and smoke
occasionally.

ARGUMENT 1

Apparently that makes them the born smokers. Now they do smoke fairly regularly. They
cannot avoid smoking and they enjoy too. They have smoker friends. Every day they
bring a pack in their pocket. For them, a pack of cigarette is as important as a wallet for
their money.

ARGUMENT 2

Suddenly, for certain reason, they realize the fact that tobacco is the cause of a long list of
nasty diseases. It is not only heart disease, stroke, and chronic lung disease but also
bladder, lung, and pancreatic cancer. Even it was reported that around 400,000 Americans
died each year. It was one every 80 seconds from tobacco-related illnesses.

ARGUMENT 3

Then they decide it is stupid to harm selves. They want to quit smoking. Unfortunately, they
find that quitting smoking is so difficult. “Why can’t I stop smoking? I really want to
 21

stop it”. It is hard to quit because nicotine is powerfully addictive. Cigarette is one of the
most efficient drug-delivery devices ever devised. As result, when people try to quit
smoking, they often experience classic nicotine withdrawal symptoms such as anxiety,
irritability, headache, depression, and restlessness.

RECOMMENDATION
Well, still want to try smoke? Think the facts before trying! If you are not smoker, you
should never and never try to smoke.

2.6 Concept of Dictogloss

Dictogloss is a new version of dictation; it is a consciousness-raising task which

encourages language learners to interact and construct a linguistically acceptable

text cooperatively and this text is similar to the one read to them before and they

have taken some notes on, both in case of content and style. Therefore, the

constructed text is not a replication of the original one since students use their

notes, share their ideas with their group-mates, and utilize their own background

knowledge to create text.

Kowal and Swain (1997) claim that dictogloss is an effective learning technique

since the task provide a context for negotiation. This script examined

learners’interaction in the iteractional stage of dictogloss to see how it might

facilitate L2 learning. The learners’ interaction suggest that the four procedural

stages of the task were all important for language learning. They were: first, read

the dictogloss through once at a normal speed, asking students to listen carefully.

Second, read the dictogloss a second time, and encourage students to jot down

notes. Third, review difficult or possibly unknown vocabulary that appears in the

dictogloss. The last, create short passage that embeds a particular grammatical

form you wish to emphasize. It should be a form that the students know well but

that is often produced inaccurately by students.

 22

Wajnryb (1990:18) explains that the foundation stone of dictogloss is the concept

of text: “Text provides the point of departure from which the procedure begins

(the dictation); it was the goal towards which the learners direct their energies (the

reconstruction); and it was the framework within which their efforts were

measured (the analysis).” It may be said, then, that the basic premise of the whole

procedure was the value placed on text as the semantic unit of language. This

means that textual considerations, such as textual cohesion, were brought into

being in both the decoding of language (dictation) and in its encoding

(reconstruction). Wajnryb adds that there was the sense of the text as culture-

specific, in this case to English. What this means was that each text offers a

linguistic way of ordering world experiences that were uniquely English.

The author maintains that continued and regular exposure to and construction of

these characteristic text-types will facilitate the language learners understanding,

appreciation, and manipulation of the logical and rhetorical world of English. For

those learners whose first language rests on a very different logic system or world

view, this was enormously important and valuable. Because the students could

understand from the early of learning English process step by step.

There are four steps in dictogloss technique that is suggested by Nunan (1996:

86), they are:

 23

a. Preparation

The teacher stimulates the students to face the text that will be heard by

presenting questions and discussing the stimulation pictures, together with

vocabulary discussion.

b. Diction

The students listen twice. First, the students only listening and getting the

general pictures text. Second, they make notes, by helping them to

reconstruct the text.

c. Reconstruction

In the last diction, the learners collect the notes and arrange again the text

according to their version. In this step the writer does not give language

input to the students.

d. Analysis and correction

There are several ways to cover this step. First, in each text, students’

version could be written on the whiteboard or displayed in via Overhead

Projector (OHP), LCD Projector, etc. Second, the text could be duplicated

and distributed to all the students. Third, the students could compare

sentence by sentence with their version.

2.7 Advantages and disadvantages of teaching writing by using Dictogloss

Based on the principal of Dictogloss, the researcher found some advantages of

teaching writing ability through Dictogloss technique:

1. The students more active in teaching learning activity

 24

2. The students are able to express their thoughts, ideas, and able to find

their ideas.

3. The students have opportunities to develop their language which connects

to their daily activity.

While the researcher found disadvantages of teaching writing by using this

technique. She estimates that the technique a little confusing, needs some

preparations such as learning-process media and if the whole students in one

group consists of weak students, it will not run well and spend much time during

teaching learning process.

2.8 The implementation of Dictogloss

a. The researcher reads a text. Students listen. They do not take notes. They

just listen.

b. After listening to the text the students co-construct a dictogloss on their

own.

c. The students individually write down as much of the story as they could

remember at least 250 words. They could use pictures, abbreviations, other

words, blanks or anything else that will help them if they don't recall the

specifics.

d. They put down their pens and the researcher reads the text one last time.

e. They work in group.

f. They review the difficulty.

g. They get a few more moments to write their final version.

 25

h. They can write the final version.

It’s an elaboration of steps in dictogloss implementation to make the steps clearly,

and what the researcher and the students would do.

2.9 Theoretical assumption

Writing is one of the language skills which are aimed to help students to develop

on communication skill well. Writing is a skill that should be taught to the

students beside listening, reading, and speaking. By writing, the partners

understand the information that they have had. The students are treated by using

dictogloss technique then get more exposure to the language because the students

become more actively involved during the teaching and learning by being

provided by many writing models.

This technique is used correctly, it solve the students’ problem to write in English.

Then the students have confident to express their information. The students found

that they unconfident to write because they had lack of vocabulary and

grammatical mastery also made their ideas could not be properly conveyed and

they needed a bit time to think to write.

Related to the frame of theories above, the researcher assumes that teaching

writing ability through dictogloss technique have positive effect in improvement

on the students’ writing ability, because this method encourages the students to be

more active in writing hortatory exposition text as many words as possible. It

 26

means that students had a chance to develop their skill to write each other and tell

their opinions to others.

2.10 Hypothesis

The hypothesis of this research can be formulated as follow;

H1: teaching hortatory exposition text through dictogloss technique does give

improve the students’ writing ability achievement.

H0: teaching hortatory exposition text through dictogloss technique does not give

improve in the students’ writing ability achievement.

Based on the frame theory above, the alternative hypothesis is accepted.

 27

III. RESEARCH METHOD

Research design was a plan or steps that should be prepared to collect the data in a

research. Model that tried to find the relations between variable was called by

experiment. Research experiment tended to get the relation from variables validly

and can be used to find the conclusions in generally.

This chapter told a research method which covered research design, population of

the research, variables, and data collecting technique, research instrument, and

validity of the data, research procedure, and data analysis. In this research, the

writer will use one group pretest-post test design. The students was be given the

pretest before the treatment and post test after the learning process.

3.1 Research Design

The researcher used pre-experimental class by using one class which was taken

from the teacher’s suggestion and it was proper to the research design. Therefore,

this research used one group of pre-test and post-test design. The researcher gave a

pre-test before a treatment and post test after the treatment. The variables were

independent variable and dependent variable. The independent variable the

dictogloss technique and writing ability as the dependent variable.

 28

One group of pre-test and post-test design can be illustrated as follows:

T1 X T2

Note:

T1 : Pre-test
T2 : Post-test
X : Treatment

(Setiyadi, 2006:131)

3.2 Population of the Research

The population of this research was the XI IPS 2 students of SMA

MUHAMMADIYAH 2 Bandar Lampung 2015/2016 even academic year. The

researcher would take only one class as the sample. This class consisted of 33

students. The researcher took the students of XI IPS 2 as the sample, since the

teacher suggested to take this class to researcher and they did not do writing

activity as often as another subject.

3.3 Variables

Hatch and Farhady (1982) state that variable is an attribute of person to person or

from object to object. Besides, in order to assess the influence of the treatment in

research, variable could be defined as independent and dependent variables.

According to Hatch and Farhady (1982), types of variables are as follow:

a. The independent variable was the dictogloss technique.

b. Dependent variable was the writing ability.

 29

The research consists of two variables as follows:

a. Dictogloss independent variable (X) because this variable was major and

was investigated.

b. The students’ writing ability as dependent variable (Y) because this

variable was measured to determine the effect of dictogloss technique.

3.4 Data Collecting Technique

In collecting the data, the researcher used the following technique:

a. Writing Pre Test

Pre test was administered before the treatment was given writing test to

know how far the students writing ability especially for the material would

be taught by the researcher. The researcher read the text then the students

listened to what the researcher read. After the students listening to the text,

the students discussed it with group and did it individually.

b. Writing Post Test

After giving the treatment to the students, the researcher gave the posttest

to the students. The type of the post test was also in the form of production

test in this case, writing test. The test was administered to see whether the

dictogloss technique could develop the students’ writing ability

significantly.

3.5 Research Instrument

The instrument of this research is writing test. The researcher read text and

showed picture to the students, from the pictures and clues the students elaborated
 30

it in form of hortatory exposition text. They made text in form of hortatory

exposition text at least one 150-250 words.

3.6 Validity of the Data

A test was considered valid if the test measure the object to be measured and

suitable with the criteria. According to the Hatch and Farhady (1982; 281) there

are two basic types of validity: content validity and construct validity of the test.

3.6.1 Content validity

The writer adopts the test based on the students’ handbook and the curriculum

used to get the content validity of the test. Content validity was concerned

with the test which was sufficiently representative and comprehensive. In the

content validity and the material were given suitable related to the curriculum.

It meant that the materials were suitable to the students. Content validity was

the extent to which a test measures a representative sample of the subject

meter content, the focus of content validity was adequacy of the sample and

simply on the appearance of the test (Hatch and Farhady, 1982). According to

the Standard competence, writing English should express the meaning of a

short functional text and essay form of narrative, spoof and hortatory

exposition in daily life context. While, the basic competence notes that it

expresses the meaning in short functional context (for examples, banner,

poster, pamphlet, etc) formal and informal by using kind of written language

accurately, fluently, and sustainable in daily life context.

 31

3.6.2 Construct Validity

Construct validity was concerned with whether the task was actually in line

with the theory of what it means to know the language that would be

measured, it would be examined whether the task actually reflect what it

meant to know a language. It meant that the pretest and posttest would be

measured by some aspects (content, mechanic, organization, vocabulary,

language used, and a table of specification was an instrument that would help

the researcher plan the task.

3.6.3 Reliability of the Data

In this research writer used inter rater reliability in achieving the reliability

data which consist of pretest and posttest. The first and second raters were the

English teacher and the last rater was the researcher herself. Both of them

discussed and put mind of the writing criteria in order to obtain the reliable

result of the test.

The writer also used the statistical formula for accounting the reliability score

between first and second raters.

3.7 Research Procedures

The procedures of this research are as follows:

a. Determining the population

b. Preparing the pre-test and conducting

c. Arranging the material and presenting the using technique

 32

d. Arranging and conducting post test

e. Analyzing the data and testing the hypothesis

3. 8 Data Analysis

The data from the writing test were arranged from the highest until the lowest one.

The data from the pre-test and posttest will be analyzed to find out whether the

result of the test similar or not. The researcher uses pretest-posttest design to

compare the result of the data from the pre-test and post-test with the same

subject. The data calculated by using SPSS v. 20.

The formula of the group that the researcher uses to know the significance of the
different mean was as follows:
= −
+ − 2
Explanation:

N : number of participants
X: mean of students’ score
DS: deviation standard
While to find out the standard deviation∑the writer used the formula as follows:
SD=
Explanation:
∑ : calculation
D: deviation
N: number of participants
 33

3.9 Scoring Students’ Writing

Scoring the students work was a step to obtain quantitative information from each

student. One of the ways to scores or to evaluate the students’ achievement in

writing was rating scale. In using rating scale, the scorer could make a rank order

of the result of the students’ work, based on a given categories to know which

students had the high scores and which had the lowest scores. There were five

components of writing that each student’s final score was divided by the total of

the components than multiplied by 100 (see appendix 6).

Here are the data of the students’ writing test score.

Table 3.10 Classification of students score

Score Interval Category Number Frequency
Of students (%)
(frequency)
76-80 Excellent 6 students 18 %
66-75 Average to good 23 students 70%
56-65 Poor to fair 4 students 12%
46-55 Very poor - 0%

1. performance was counted by using this formula:

R
= N × 100
(Arikunto, 2005: 236)

The success indicator in this research was when the students already fulfill the
minimum criteria of mastering English lesson at XI IPS 2 of SMA
Muhammadiyah 2 Bandar Lampung (KKM 70). It meant that the students had
reached the criteria of successful students.
 42

V. CONCLUSSIONS AND SUGGESTIONS

This chapter presents of the conclusion that the researcher does in her research.

The conclusion is based on the result implementation and the discussion of the

findings from the previous chapter. The recommendations offer some suggestions

for the teachers and further researcher who want to conduct further study

concerning the topic.

5.1 Conclusion

Based on the result of the data analysis, it can be concluded that dictogloss can be

applied to improve students’ writing ability in the second year of SMA

Muhammadiyah 2 Bandar Lampung. It can be proved by the improving of the

students’ score of pretest and post test. The students of the school know how to

make a good writing and it is very useful for them when they write something.

Therefore they can make a hortatory exposition text better than before. Referring

to the discussion of the research findings on the previous chapter, the writer

1. There is an improvement of students’ ability in writing hortatory

exposition text after being taught by using Dictogloss Technique. It is

supported by the significant result of the pre-test that is 61.23, than the

post-test is 71.96.
 43

2. Dictogloss also can improve students’ aspect writing skill. It showed in the

research. Dictogloss can improve students’ writing ability in five aspects,

these are, content, organization, language use, vocabulary, and mechanic.

The highest score achieved by the students are content and vocabulary.

The score improved because the students were able to make sentences in

the hortatory exposition text.

3. It can be seen from the score of five aspect of writing: content from (6.06)

27.27 into 33.33. In organization from (12.12) 18.18 into 30.30, in

language use from (3.03) 27.27 into 30.30. Furthermore for vocabulary

was (12.12) 21.21 into 33.33, and the last is mechanic from 27.27 to 30.30.

It means the hypothesis is accepted.

The technique is applicable to use in teaching hortatory exposition text writing to

the students of class XI IPS 2 at SMA Muhammadiyah 2 Bandar Lampung.

According to a small interview that the researcher did to the teacher; the teacher

rarely gave the writing activity when she teaches English in a class to the students.

It can be used to improve their ability in writing.

5.2 Suggestion

After conducting this research, the researcher offers several recommendations for

the English teachers and other researchers. They are followed below:

1. For the English teachers

 44

The results of the research show that the activity is believed to be friendly

in improving the students’ writing ability. The researcher suggests that

English teachers could apply, explore, and elaborate more complex in

improving the students’ writing ability. It was very useful for them to use

the technique to assess the students more active and it could multiply their

vocabularies and of course ability in writing. They can use LCD projector

to create an attractive and interested in participating in this activity. The

teacher should be well prepared in using dictogloss technique because

teacher’s preparation was very influences the successful in teaching

learning process. This comment goes with the argument that “good

teachers are continuously learning (Jacobson, 1998:29). This statement is

relevant to the point from language education theories, such Leung (2009)

who points out that professionalism is important for teachers.

2. For the next researchers

This research only gives some main parts of the technique on the use of

dictogloss technique to improve students’ writing ability. It is suggested

that the other researchers could conduct the other studies of the same issue

and other skills.

3. From the result, the lowest aspects of writing are organization, language

use and mechanic. The writer suggests that the teacher must pay more

attention for the students about their organization, language use, and

mechanic.
 45

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