DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Implementing Dictogloss Procedure Using Animated Stories to Improve the Ability of Eighth Graders in Writing Narrative Texts

Fitratul Ahdiah

Abstrak


ABSTRAK

This study was conducted to improve the eighth-graders’ ability in writing narrative texts by implementing Dictogloss procedure using animated stories. The result of the preliminary study held in SMPN 6 Muara Uya indicated that the students had problems in writing and they also had low motivation and appreciation toward English lesson. Thus, supported by findings from previous studies related to improving writing ability, the researcher chose to implement the Dictogloss procedure and modified it by using animated stories as attractive and interesting medium in teaching writing of narrative texts. Hence the research problem in this study was formulated as “how can Dictogloss procedure using animated stories improve the ability of eighth graders in writing narrative texts?”

The research design used in the present study was Collaborative Classroom Action Research which consisted of Planning, Acting, Observing, and Reflecting. The study was conducted in two cycles and a collaborator worked alongside the researcher in constructing the teaching scenario which incorporates Dictogloss procedure using animated stories in the lesson plans, observing and reflecting upon the implementation of the strategy. The subjects of this study were 29 students of Class VIII of SMPN 6 Muara Uya in the academic year of 2015/2016.

The findings revealed that the implementation of Dictogloss procedure using animated stories had successfully improved the students’ ability in writing narrative texts. The result of writing test conducted in Cycle 2 showed that the majority of the students (93.10%) improved their writing score by at least 10 points from the result of writing test in preliminary study and the students’ writing level in general was increased from Poor to Good. Also, the students’ involvement during the lesson was very good (96.65%) and the implementation of the strategy received positive responses (90.47%) from the students.

The improvement in students’ ability in writing narrative texts was made possible by the implementation of Dictogloss procedure using animated stories which followed four stages of Dictogloss i.e. (1) Preparation (involving students in brainstorming the words related to the animated story and practicing pronunciation), (2) Dictation (asking the students to watch and jot down the words from the animated story), (3) Reconstruction (asking the students to reconstruct the story by collaborative writing), and (4) Analysis and Correction (asking the groups to analyze other groups’ reconstructed text and to correct their own). An animated story was used during Dictation and Analysis and Correction stages instead of using an audio file or the text being read by the teacher. The Dictogloss procedure was completed in two meetings and three Dictogloss procedures were completed in each cycle.

Based on the result of the study, Dictogloss procedure using animated stories is suggested to be used by other teachers who may have experienced similar issues in their practice of English teaching, particularly at the same level of education. Future researchers are also encouraged to explore more of the potential of this strategy in different text genres in other levels of education and/or in other skills of English.