| dc.description.abstract | Teaching how to write effectively is one of the most important skills to teach to
the students. The teacher must be sure to select resources and support materials that not
only aid in teaching how to write, but also help students learn to write. In addition,
writing is a process in which the writer discovers, organizes, and communicates his
thoughts to a reader.
The research design was Classroom Action Research (CAR) with cycle model.
Each cycle consisted of four stages; planning the action, implementing the action,
observing and evaluating, and data analysis and reflecting the action. This research was
conducted collaboratively with the English teacher. Dictogloss technique was used to
improve class VIII D students’ active participation and their achievement in writing a
narrative text at SMP Muhammadiyah 7 Sempu, Banyuwangi. Before conducting this
research, the researcher did the preliminary study by interviewing the English teacher of
the eighth grade of SMP Muhammadiyah 7 Sempu, Banyuwangi. Based on the
preliminary study, the researcher found that from four skills (listening, speaking,
reading, and writing), writing is the most difficult skill faced by the eighth grade
students of SMP Muhammadiyah 7 Sempu, Banyuwangi. Most of the students in class
VIII could not express their own ideas well in written communication. They did not
know how to start writing, and writing made them frustrated. In addition, they were
often unable to make the sentences by using the appropriate grammar, they were lack of
vocabulary, and they did not pay attention to the mechanics of writing (such as
punctuations, capitalizations and spellings). The last problem was most of the students
of class VIII did not actively participate in the writing teaching learning process. They
had low motivation in writing.
To overcome those problems, Dictogloss technique was used to improve the
students’ active participation and their achievement in writing a narrative text.
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The data in this research were gathered by doing observation in the class in each
cycle and by administering writing test. Observation was done during writing teaching
learning process in meeting 1 and meeting 2 in each cycle. The writing test was
administered in the third meeting in each cycle. The results of the observation and the
writing test were analyzed in the percentage to find the percentage of the students’
active participation and their achievement in writing teaching learning process by using
Dictogloss technique.
The research subjects were 32 students of class VIII D. They were taken by
using purposive method. Based on the data analysis and discussion, it was revealed that
teaching writing by using Dictogloss technique could improve class VIII D students’
active participation and their achievement in writing a narrative text at SMP
Muhammadiyah 7 Sempu, Banyuwangi. The improvement of the students’ active
participation could be seen from the percentage of the students who actively participated
in the writing teaching learning process increased from 68.76% in the first cycle to
79.68% in the second cycle. Besides, the improvement of the students’ writing
achievement could be seen from the percentage of the students who got score ≥ 70 in
the writing test increased from 46.88% before doing the action to 68.75% in the first
cycle and 75% in the second cycle.
Considering the results of the class observation in each cycle and the writing
test, it can be concluded that Dictogloss technique could improve the students’ active
participation and their achievement in writing a narrative text. So, it was suggested to
the English teacher to use Dictogloss technique in teaching English, especially in
teaching writing to improve their writing achievement. | en_US |
