1

CHAPTER I

INTRODUCTION

A. Background of Study

Writing is a part of learning a language that requires knowledge, reading,

observation and experience. All language skills such as listening, speaking,

reading, and writing must be applied in teaching English. We can understand the

information through listening and reading, in addition, through speaking and

writing, we can communicate our feeling, need, desire and idea. The basic

purpose of teaching language is the students will be expect to master all the

language skills. All language skills cannot be separated due to they are related to

each other and integrated in teaching English, especially writing.

According to Utami Dewi, writing is the expression of language in the form

of letters, symbols, or words. The primary purpose of writing is communication.

People have used many tools for writing including paint, pencils, pens,

typewriters, and computers. The writing can be performed on the wall of a cave, a

piece of paper, or a computer screen.1In the other words, writing allows the

students to learn the language in integrated way, thus, writing skill is important

for students.

In writing skill, there are many types of paragraphs that have to be studied

by the students such as descriptive, narrative, recount, expository and so on.

Descriptive paragraph is one of materials in writing for the students. The students

find the difficulty in writing descriptive paragraph in which they have to express

their ideas into words and how to construct sentences grammatically until become

1
Utami Dewi, How to Write. (Medan.La-Tansa Press, 2010),p.2.
 2

a good paragraph, furthermore, the students are required to apply their knowledge

of grammar, generic structure, vocabularies and punctuation. As a result, writing

also becomes boring and difficult for them since the students have to use correct

grammar, appropriate vocabulary, punctuation, capitalization and so on.

To have ability in making a good descriptive paragraph is influenced of

some factors, such as mastering the characteristics of descriptive paragraph like

generic structure, gramatical features, media, strategy, technique,etc.

Technique is needed in learning, a teacher must choose the suitable

technique in learning process, and besides that a technique is a detailed list of

rules or a guideline for any (teaching) activity. There are many techniques that can

be used in teaching, they are mind mapping, brainstorming, dicto comp

techniques, etc.

Ideally if the teacher who teaches writing subject applying a good technique

and will be use different techniques in learning process, the students will be able

to write well or the students’ ability will be better in writing especially in

descriptive paragraph. But based on the writer’s observation at VIII2 class SMP

Cerdas Murni Tembung, the writer found that most of the students had a serious

problem in learning descriptive paragraph. It can be seen by the mistakes they

made, such as the relation of each paragraph is irrelevant, and the mistakes in

answering of the test. This condition happened because the students have less

knowledge of writing, structure, and vocabulary. Besides that the teacher always

uses monotone strategy and technique in teaching. So the students’ ability in

writing descriptive paragraph is low.

 3

To solve the problem above, it’s better to use a different technique, such as

dicto comp technique. Dicto comp technique is a technique in which the students

can work effectively in pairs or in groups to create a text based on what has been

read by the teacher to the whole class, so they can more concentration in learning

when the teacher read the text, besides that the students gain confidence in

listening globally rather ‘blanking out’ when they hear a word they don’t know,

and get practice in listening for keywords. It will hope that by implementing this

technique the students’ ability to write descriptive paragraph can be increased.

That’s why the writer was conducted a research with the title “Improving

The students’ Ability In Writing Descriptive Paragraph By Using Dicto

Comp Technique at VIII2 SMP Cerdas Murni Tembung.”

B. Identification of Study

In this research the identification of studies are:

1. The students have low ability in writing descriptive paragraph.

2. The students have confused to mastering the material

3. The students have less motivation in study English.

4. The teacher does not use various techniques in teaching.

C. Formulation of Study

Based on the background above, the formulation of the problems are :

1. How is the students’ respond in teaching learning process when dicto

comp technique applied?

 4

2. How the implementation process of the students’ ability at writing

descriptive paragraph be increased by implementing of dicto comp

technique?

D. Aim of Study

The aims of study in this research are to know :

1. The increasing of the students’ ability in writing descriptive paragraph by

using dicto comp technique.

2. The students’ ability in writing descriptive paragraph after taught by

using dicto comp technique.

E. Significance of Study

The result of this research is hoped to be useful for:

1. The English teacher of SMP Cerdas Murni Tembung can get useful

information to increase their teaching process by using dicto comp

technique.

2. The students will be increase their interest and motivation in english

learning by using dicto comp technique.

3. The other researchers, who are interested in doing the same research will

use the result of this research as information for further in the same

interest.
 5

CHAPTER II

THEORITICAL REVIEW

A. Theoritical Framework

This theoretical framework is presented in order to give some clearer

concept being applied in this research that is on using dicto comp technique in

teaching to improve the students’ ability in writing past descriptive paragraph. To

support the ideas of this research, some theories and some information was

included to help the writer to design this research.

1. Definition of Writing

Writing is the expression of language in the form of letters, symbols, or

words. The writing can be performed on the wall of a cave, a piece of paper, or a

computer screen.2

Writing is a complex process that requires a number of various skills. As a

research shows, its nature may be treated differently in different cultures and

educational systems.3

Writing is a method of representing language in visual or tactile form.

Writing systems use sets of symbols to represent the sounds of speech, and many

also have symbols for such things as punctuation and numerals.4

Writing is a process that allows the writer to explore thought and ideas and

make them visible and concrete.5 Writing encourages thinking and learning for it

motivates communication and makes thought available for reflection.

2
Utami Dewi, How to Write. (Medan.La-Tansa Press, 2010),p.2
3
Y.V.Yakhontova, English Academic Writing For Students And Researchers.(United
States,2003) ,p.18
4
Simon Ager, The Online Encyclopedia Of Writing Systems and Languages
(http://www.omniglot.com/writing/definition.htm)accessed on February 1st 2015
 6

Based on the explanation above, it can be concluded that the primary

purpose of writing is communication and making matter needs processes.

1.1 Process of Writing

As Harmer said in producing a writing matter, there is process involved and

the process can be affected by content of the writing. There are four elements of

the writing process. They are :6

1) Planning

Experience writer plans what he/she is going to write before starting to

write or type. He/she try and decide what he/she are going to say. For some

writers, this may involve making detailed notes. For others a few jotted words

may be enough. When planning, the writer has to think about three main issues. In

the first place he/she has to consider the purpose of his/her writing since this

influence (among other things) not only the type of the text he/she wish to

produce, but also the language that is used, and the information that is choosen to

writing but also the choice to writing for, since this will influence not only the

shape of the writing but also the choice language, whether, for the example, it is

formal or informal in tone. Then, the writer has to consider the content structure

of the piece that is how best to sequence the fact, ideas, or arguments which

he/she have decided to include.

2) Drafting

We can refer to the first version of a piece of writing as draft. This first go at

a text is often in the assumption that it will be amended later. As the writing

5
Tiwari, Encyclopedia of Modern Methods Of Teaching 7. (New Delhi :Cressent,
2005),p.120
6
Jeremy Harmer, How to Teach Writing, (Malaysia : Longman, 2004),p.4
 7

process proceeds into writing process into editing, a number of drafts may be

produces on the way to final version.

3) Editing (Reflecting and Revising)

Once writer has produced a draft he/she then usually reads thought what

he/she has written to see where it works and where it does not work. Perhaps the

order of the information is not clear and the way something is written is

ambiguous or confusing. Reflecting and revising are often helped by other reads

or editors who comment and make suggestion. Another readers’ reaction to a

piece of writing will help the author to make appropriate revisions.

4) Final Version

Once writer has edited their draft, making the changes he/she considers

being necessary, he/she produce their final version. This may look considerably

different from both of the original plan and the first draft, because things have

change in the editing process. But the writer is now ready to send the written text

to its intended audience.

1.2 The Assesment of Writing

The skills of writing include five general components areas such as the

following :7

1. Content

The ability to think creatively and develop thought including all of the

relevant to assigned topics.

7
Heaton, Writing English Language Test, (New York : Longman , 1998),p.138
 8

2. Organization

The ability to write in appropriate manner for a particular purpose with a

particular audience in mind, together with ability to select, to organize and other

relevant information.

3. Vocabulary

The ability to write the word effectively and to appropriate register.

4. Language Use

The ability to correct and appropriate sentences.

5. Mechanical Skill

The ability to use correctly those conventions peculiar to written language.

Examples : Punctuation and Spelling.

2. Parts of Paragraph

A Paragraph has three major structural parts. They are a topic sentence,

supporting sentences, and concluding sentence.8

1) Topic Sentence

A topic sentence states the main idea of paragraph. It is not only names the

topic of paragraph but it also limits the topic to one or two areas that can be

discussed completely in the space of a single paragraph. The specific area is called

the controlling idea.

Example : Gold, a precious metal, is prized for two important characteristics.

Topic Controlling Idea

8
Ibid,p.17
 9

2) Supporting Sentence

Supporting sentences develop the topic sentence. That is, they explain the

topic sentence by giving reasons, examples, facts, statistics, and quotations.

Example : First of all, gold has a lustrous beauty that is resistant to corrosion.

For example a Macedonion coin remains as untarnished today as the

Day it was.

3) Concluding Sentence

The concluding sentence signals the end of paragraph and leaves the reader

with important points to remember.

Example : In conclusion, gold is treasured not only its beauty also for its utility.

3. Descriptive Paragraph

A paragraph is the basic unit of organization in writing in which a group of

related sentences develops one main idea.9 A paragraph can be as short as a

sentences or long as ten sentences.

Description in a paragraph is called as the descriptive paragraph.

Descriptive paragraph is used to describe what something looks life. For example,

you might need to describe a city for an easy about life aboard, the equipment in

an experiment for a laboratory report, or a person appearance for an essay about

that person. Each gives the readers a clear mental picture of what is being

described.

9
Oshima,Alice and Ann Hogue, Writing Academic English.(New York :
Longman,1999),p.16
 10

Description is to describe a particular person, place, or thing.10

1. Describing a Person

In describing a person, the first thing that should be done is recognize the

individual characteristic. Describing a person in his/ her physical attribute (eyes,

hair, skin), moral attitudes (kind, patient), and intellectual (smart, clever),etc.

2. Describing a Place

The best way to describe a place is by presenting something concrete, for

the examples : a lion, school, office, etc.

3. Describing an Object

Describing an object is by providing the physical characteristic of an object

such as the shapes, colour, form, etc.

Here is the example of descriptive paragraph :

The Joko’s Family

Mr.Joko is an Australian teacher, but he lives and works in Jakarta. He

teaches English at SMP N 8. He is very good teacher. Many students like him. His

wife is an Indonesian. She comes from Medan. They have one son and one

daughter. The children go to a primary school.

Mr.Joko’s house is made of wood. It has five rooms : a kitchen, a

bathroom, a living room, and two bedrooms. The Joko’s family have a house maid

to help Mrs.Joko to do the house work. The maid comes from Depok.

10
Linda.Gerot and Peter Wignell. Making Sense Of Functional Grammar. (Australia :
Gerd Srabler), p. 208
 11

3.1 Parts of Descriptive Paragraph

In writing descriptive, several things should be understood as the following :

1. Social Function

The social function of writing descriptive is to describe a particular person,

place, thing, or animal.

2. Generic Structure

The generic structure of descriptive writing is :11

a. Identification, which identifies phenomenon that will be described.

b. Description, which describe about parts qualities or characteristics of

something or someone in detail.

3. Grammatical Feature

The following are several grammatical feature of descriptive writing :12

a. In describing writing, the present tense is predominantly used.

b. The use of action verbs are needed in describing especially for

describing behaviors.

c. When describing feelings, mental verbs are used. Adjective, adverbs

and adverbial phrases are used most often.

4. Definition of Ability

Hornby states in his dictionary that ablity is capacity or power to perform

act, physical and mental. Especially for academic field, Hornby also defines

ability as cleverness and intelligence.13

11
Gerrot, Making Sense Of Function Grammar, (Cammeray : Antipodean Educational
Enterprises, 1994),p.208
12
Knapp, genre, Text and Grammar, (Sydney : University Of New South Wales, 2005),
p.257
 12

Ability also inspires attitude. Acording to Altman “attitudes are

multidimensional; they manifest the simultaneous operation of several factors.

The one most researcher agree on are the affective, cognitive and co-native

components of attitudes.14

Because ability is part of physical and intellectual activities the teacher has

important role to develop students’ behavior. Roy J. Sephard states: “the ultimate

objective of physical educator is to develop overt behavior that will manifest itself

through active participation in various types of physical activity. Nevertheless, it

is also useful to modify latent behavior. If a person develops a more positive

attitude toward physical activity, this may be the first significant step toward his

personal participation in an activity lifestyle.15 According to Martin H.Manser

states that “Ability is skill of power”.16

It can be conclude that ability is power of skill need to do something. The

people who have better knowledge than other people. And the know that we

created by Allah SWT on the best structure. So, its mean that we have ability

since we was born and balanced in form and nature, it based on Surat Mujadalah

verse: 11

13
Hornby.AS, The Advanced Learner’s Dictionary Of Current English, (London: Oxford
University press, 1992), p.2.
14
Altman, Organizational Behavior, theory and practice, (London: Academic Press,
1985), p.95.
15
Roy J. Shephard, Psycal Activity And Growth, (London: Year Books Medical
Publisher, 1982), p.233.
16
Martin H.Manser, Oxford learners Pocket Dictionary, (E. nglind: Longman, 1991),
p.1.
 13

Meaning : “O you who have believe, when you are told, “ Space

yourselves” in assemblies, then make space; Allah will make space for you.

And when you are told, “Arise”, then arise; Allah will raise those who have

believe among you and those who were given knowledge, by degrees, and

Allah is acquanted with what you do.”17

5. Definition of Technique

According to Setiyadi a technique is implementational, meaning that a

technique is something that actually takes place in language teaching or learning

in the classroom.

Based on the statement above, can concluded that a technique is an

implementation that actually takes place in the classroom. It’s particular trick,

strategy used to accomplish an immediate objective. Technique must be consistent

with a method as well as approach.18

According to Morris a technique is the sistematic procedure by which a

complex or scientific task in accomplihed, or the degree of skill or command of

fundamentals exhibited in any performance.19By applying the suitable technique

the students will be easy to understand the material. But the teacher must choose

the suitable technique in learning before teaching, so the learning process will be

easier to get the goal in learning process. It’s suitable with Allah says in An- Nahl

verse 125 in Holy Qur’an,

17
Muhammad Mahmud Ghali. 1996.Towards Understanding the Ever Glorious
Qur’an.(Mesir: Al-Azhar University),p.970
18
Setiyadi,Ag.Bambang.2006.Teaching English as A Foreign Language. Yogyakarta :
Graha Ilmu,p.14
19
Morris In Sudjana.2000. Metode dan Teknik Pembelajaran Partisipatif, Bandung,p.9
 14

Meaning : Invite (all) to the way of the Lord with wisdom and beautiful

preaching (with good method). And argue with them in ways that are best

and most gracious: for they knowledge best, who have strayed from His

path and who receive guidance20

a. Dicto Comp Technique

The Dicto Comp, whose name comes from dictation and composition,is an

experience technique. It reduces the cognitive load of a task (writing task) by

preparing the learner well before they do the task. In dicto comp and its related

techniques, the preparation provides the learners with ideas, language items, and

text organization, so that they can focus on the skill aspect, which is writing in the

case of dicto comp.

In dicto comp, the learners listen as the teacher reads a text to them. The

teacher may read it several times. Then, the learners write what they can

remember without any further help. Besides that the learners have to remember

20
Muhammad Taki Ud-Din Al- Hilali, Muammad Muhsin, 1999. The Nobel
Qur’anEnglish Of The Meaning and The Commentary, (Madina : King Fahd Compleks For The
Printing of The Holly Qur’an),p. 956
 15

the ideas in a text that is more than a hundred words long and express them in the

words of the original or in their own words.21

b. The Features of Dicto Comp Technique

According to Wajnryb, there are some features of dicto comp, they are :

1) The students arrangement- can proceed from individuals to pairs to groups

to whole class.

2) Information distribution-student cooperative to combine their knowledge

and skill, having the same access to the information.

3) The students focus- focus on language accuracy as well as meaning; can

focus on a particular language feature.

4) Language modes- listening, writing, speaking.

5) Peer teaching- if students with different abilities /knowledge of Maori

work together, the more advanced student can teach the other.

6) Challenge- student hear the passage only twice and have to use their own

knowledge of language to rewrite it.

c. The Procedure of Dicto Comp Technique

There are seven steps in procedure of dicto comp technique, they are :

1) Select a short text appropriate for your students (approximately five

sentences)

2) Prepare the students for the text by :

21
Nation, Paul.1991. Dictation, Dicto Comp, and the Related Technique. Victoria
University Wellingto,p. 12
 16

a) Focusing on the topic (for the example : by brainstorming or

predicting from a picture

b) Teaching any necessary content vocabulary

c) Making sure students understand for the task and are seated in their

groups

3) Read the text out at a normal speed, pausing between sentences, while

students take note of key content words.

4) Students work in groups of four to write the text, using their notes. The

teacher can circulate during this stage and quietly prompt students to

correct minor errors that are not part of the grammar of the exercise.22

d. The Advantages of Dicto Comp Technique

The advantages of dicto comp technique are :

1) They can measure general proficiency in English, including many of the

integrative skills used in writing.

2) They are easy to prepare.

3) They can be scored with good consistency.

4) They are much harder to cheat on than multiple-choice, completion, or

cloze tests.23

22
Wajnryb,R. Dictocomp.Te Reo Maori
(http://tereomaori.tki.org.nz/teacher.tools/te.whakaipurangi.Raveni/Examples.of second-language-
learning -tasks/dictocomp-wajnryb.1988-1990) accessed on February 1st 2015
23
S.Madsen, Harold. Techniquesin Testing.(Oxford University Press,1983), p.113
 17

B. Related Study

1. Hasibuan, Siti Afriani.(2012).“The Implementation Of Mind Map Strategy

to Improve The tudents’ Ability In Writing Descriptive Paragraph on Eight Grade

Of MTs Ahmadul Jariah.” A Thesis. English Department, Faculty of Tarbiyah,

Institute for Islamic Studies of North Sumatera Medan. The objective of this

research were conducted to find out the implementation of mind map strategy to

improve the students’ ability in writing descriptive paragraph on eight grade of

MTs Ahmadul Jariah. The Population of this research was consist of one class and

the total number of the population were 35 students of class VIII. The technique

of analyzing data of this research was applied by qualitative and quantitative data.

The qualitative data were taken from diary notes, observation sheet, interview and

documentation. The quantitative data was taken from the test. The result of

analysis showed that there was a development of the students’ ability in writing

descriptive paragraph. It was showed from the mean of the post test in the first

cycle 74,2 the mean of the post test in the second cycle was 88,5. The percentage

of the students who got up to 65. In the test 1 students who got up to 65 there

were only 8 of 35 the students (22,8%). In the test of cycle 1 students who got up

to 65 there were only 26 of 35 students (74,2%). In the test in cycle 2 students

who got up to 65 there were only 31 of 35 students (88,5%). The improvement

was about 14,3%. From the data above it was indicated that the implementation of

mind map strategy was effective and the data above it can be conclude that the

students’ ability in writing descriptive paragraph can improve by using mind map

strategy. For the testting the hypothesis used ttest formula, and from the
 18

computation it could be seen thet the coeficient of tcount (11,2) > ttable (1,66). Thus,

action hypothesis can received.

2. Siregar, Nur Aisyah.(2012).“Improving Students’ Achievement In Writing

Recount Text Through Dicto-Comp Technique.” A Thesis. English Department,

Faculty of Language and Arts, State University Of Medan. The objective of this

research was to find out the effectiveness of using dicto comp technique on the

students’ achievement on recount text. The Population of this research was class

VIII MTs-S Diah Safitri Kec. Desa Pematang Kab. Labuhan Batu Utara which

consists of 40 students. The instrument of collecting data used writing text for

quantitative data, while diary notes, observation sheet, and interview sheet were

used for qualitative data. Based on writing test score, the students’ score kept

improving in every test. In pre-test was (38,15), in cycle 1 the mean of writing

score was (61,00), and in the cycle 2 the mean score was (78,72). The finding of

this research showed that dicto comp technique can improve the students’

achievement on writing recount text.

C. Thought of Framework

Writing is one of the four basic language skills that should be mastered by

the students because in writing the students can express their ideas, feelings,

opinions, and experiences. The quality of technique in teaching can be influenced

the students’ skill in learning learning process, especially in writing descriptive

paragraph. There are many ways to improve the students’ skill 1 writing

descriptive paragraph. One of the ways is by applying Dicto Comp Technique.

 19

This technique can be useful in helping the students to be easy in getting idea in

their written.

In dicto comp technique, the students gain confidence in listening globally

because they will listen carefully a word they don’t know which read by the

teacher and they will take key words that will be written by using their own words

later. In this research, the writer is going to ask the students to write descriptive

paragraph by using effective technique, such as dicto comp technique. The

procedures in dicto comp technique will help the students to develop the students’

ability in writing descriptive paragraph.

In conclusion, by using dicto comp technique the students can be helped in

managing their problems in writing text based on the text which they hear and

also enable the teacher to prepare the material easily in teaching writing

descriptive paragraph, so that the goals of teaching writing can achieved by using

dicto comp technique.

D. Hypothesis

The hypothesis in this research is:

The students’ ability in writing descriptive paragraph can be improved by

using dicto comp technique.

 20

CHAPTER III

METHOD of REASEARCH

A. Location and Design of Study

This research was conducted at SMP Cerdas Murni Tembung.

The reasons in choosing this location were :

1) There was a problem that faced by the students in writing especially in

descriptive paragraph.

2) That school is near from the writer’s house.

B. Research Design

This research applied by classroom action research, according to Arikunto,

class room action research consist of three words that can be understood as

follows understanding:

1. Research: examine the activities of an object, use the rules of a particular

methodology to obtain data or information useful to improve the quality

of thing that interest and important for researchers.

2. Action: something movement activities that are deliberately made with a

specific purpose, which in study form a series of cycles of activity.

3. Class: is a group of students who are in the same time receiving the same

lesson from a teacher. Restriction written for the understanding of the

notion that class is long, to knock out a misconception and is widely

understood by the public with “the room where the teacher teaches “. Not

a form of class room but a group of students who were studying24.

24
Suharsimi Arikunto, Penelitian Tindakan Kelas,(Jakarta: Bumi Aksara,2010),p.2
 21

By combining the understanding of three word limit can be concluded that

the research is a class action against activities that are deliberately raised that

occurs in a class room in classroom. Classroom action research is not really

difficult, because the teacher can do with a deliberate and carefully observed the

results. Thus, classroom action research will involve four steps, namely: planning,

action, observation, and reflection. The relationship between the four components

showed a cycle of recurring events. “Cycle” this is what actually one of main

characteristics of action research became, namely that action research must be

conducted in the form of the cycle, not just a one-time intervention alone.

C. Subject of Study

Rochiati Atmadja in Syahrum & Salim’s book said that subject who being

researched in qualitative is mentioned by informant which is become a

relationship or counselor for getting information that needed by research. The

sampling is based on total sampling technique.25

The subjects of this research are students class of SMP Cerdas Murni

Tembung.The samples will taken only one class is VIII2 which consist of 33

students. Others individuals who provided information on the subject under

research will classify as informant. It was included the English teacher and the

principle of SMP Cerdas Murni Tembung.

25
Syahrum & Salim, Metode Penelitian Kualitatif ,(Bandung: Citapustaka Media, 2007),
p.142
 22

D. Instruments Data Collection

The instruments of this research are:

1. Interview

According to Bogden and Biklen in Syahrum & Salim’s book interview is

conversation aimed get information, usually it consist of two persons or more.

Interview will be conducted to get information about students’ ability in writing

descriptiva paragraph correctly before giving treatment. So, interviews only

conducted in analyzing situation. The English teacher and some of students will

be interviewed.26

2. Observation

Observation is action of watching something carefully. The comment or

remark base on something will be seen in writing in observation sheet.

Observation will be used in the sense “an act or instance of watching,” as in

“observation of a lunar eclipse”. This distinction is, in fact, usually followed in

actual usage. The use observations to mean an act of happen in the classroom

during the teaching-learning process.

3. Document

Document is anything will be written that occur information serving as

proof. According to Mr. Salim and Syahrum, all of data are collected and

interpreted by researcher. And they also were supported by some Medias such as:

photos, diary notes and video which related to research focusing.27

26
Ibid, p.122
27
Salim and Syahrum, op.cit., p. 124
 23

4. Test

The test is an instrument or a tool to measure the behavior or performance a

person (Aiken, 1991). The measuring instrument is in the form of a series of

questions posed to each subject that demands the discovery of cognitive tasks

(Mc. Millian & Schumacher, 1989).28

Test is a set of questions that are given to the students or a set of problems

that are given to the students to see their achievement in answering the questions.

In this research, the instrument for collecting the data is by using writing test

which organized by the teacher. The students will be asked to write the

description about “My Classroom”.

E. Procedures of Collecting Data

The procedure of data collection for this study was conducted by conducting

four meetings and two cycles. Each cycle was consist of two meetings and every

meeting included into four steps namely planning, action, observation, and

reflection.

Key steps to be taken in the first cycle and subsequent cycles are as follows:

1. Determination of the focusissues

2. Planning action

3. Action

4. Observation

5. Reflection

28
Ibid., p. 141
 24

6. Follow up subtainable.29

For more details, a series of activities of each cycle can be seen in the picture

below:

Problems Planning I Action I

Cycle I

Reflection I Observetion I

New Problems, the Planning II Action II

Result of reflection

Cycle II

Reflection II Observation II

If problems not Continue to the next

yet finish cycle

Picture 1. Cycle activities of CAR

29
Candra Wijaya, Syahrum, Penelitian Tindakan Kelas (Konsep dan penerapannya dalam ruang-
ruang kelas), Medan: Penerbit Latansa Press 2012, p. 20-22
 25

1. First Cycle

a. Planning

Planning is an essenntial in the development of any strategy. In a sense it is

the strategy, because a strategy is a plan. It is by far major part of the preparation

step in the common pattern teaching. In advance planning had to be flexible

because it depended on circumstance and curriculum after the problem had been

known, the researcher as teacher and the teachers worked together to plan

everything needed in order to solve the problem the students face. So, the

researcher prepared everything related to teaching learning process. The

researcher will apply dicto comp technique in teaching descriptive paragraph.

There are some activities which is done in this planning. There are :

1. Making pre-test as instrument that was used to know the students’

ability in writing descriptive paragraph before getting treatment.

2. Making post tests for cycle I and cycle II

3. Preparing lesson plan and media that will use in teaching and learning

process.

4. Preparing diary notes, questionnaire and observation sheets that will

use to know all the activities and condition when apply dicto comp

technique in the classroom.

5. Determining the collaborator who will help the writer in conducting the

research.

b. Action

Action is the process of doing something. It is implementation of planning.

The researcher is flexible and ready to the situation changing in school. In action
 26

the writer taught how to write a descriptive paragraph through dicto comp

technique.

In this phase, there were some actions, namely:

a) Preferring Section

1) Designing lesson plan

2) Preferring learning material

3) Preferring learning sources

4) Preferring learning media

5) Preferring instruments of collecting data

b) Introduction

1) Explaining the objectives, advantages, and leaning procedure.

2) Doing apperception by asking students about the material of

descriptive paragraph.

c) Core Activity

1) Teach : Present the lesson

2) Team Study : Students work on worksheets in their teams

to master the material.

3) Test : Students take individual quizzes

4) Team Recognition: Team scores are computed based on team

members’ improvement scores, and individual certificates, a

class newsletter, or a bulletin board recognizes high-scoring

teams.30

d) Closing

30
Robert E. Slavin ,Cooperative Learning (1994), p. 75-76.
 27

1) Concluding the material

2) Giving homework

3) Closing the learning

c. Observation

Observation proposed to find out information action by the observers in the

classroom during the teaching learning process. The observation was done during

the action going on. Observation was done to collect the data namely, teacher’s

and students’ activity, behavior, attitude during the learning process going on. In

this section, the researcher did the observation using observation format and

evaluated result of action using format of learning activity sheet.

d. Reflection

Reflection is a feedback process from the action that will be done.

Reflection was used to help the teacher make decision. Reflection had evaluated

aspects to evaluate the effect of spacious issue and to suggest the way to handle it.

In this phase, the writer took the feedback of her teaching-learning process from

the result of observation. Deal with the purpose of the researcher increase the

students’ ability in writing descriptive paragraph. The researcher reflected on

everything that she had done and made decision.

After knowing the result of the first cycle from the observation sheet and the

students’ score, the researcher knew the shortage of the application of Dicto

Comp Technique. If the application of Dicto Comp Technique hasn’t done well

and the students’ score is still low, it will be improved in the second cycle.
 28

2. Second Cycle

a. Planning

The researcher and teacher discussed about the implementation of teaching

learning program that related to first cycle that have evaluated and developing of

action program in second cycle.

b. Action

In this section, the researcher and teacher did the action that looking on

reflection that has evaluated and perfected.

c. Observation

The researcher and teacher observed the influence of actions collect the data

of second action.

d. Reflection

The researcher was checked the score of the students’ in the post test II, it

was found that the students’ score in post test II, the researcher know the different

of score in pre-test and post test I. How is the score in post test II highest than in

pre-test and post test I. If The score in post test II highest than in pre-test and post

test I, it means that the students’ ability in writing descriptive paragraph can be

improved.

F. Definition Operational of Variable

To avoid misunderstanding of terms and focus of the variable of this study,

here would be providing the meaning of terms used in this study that: the

independent variable is the students’ ability in writing descriptive paragraph will

do the test given by the researcher. Further the students’ ability is the marks or

scores get by the students in doing the test. Those scores will show how the
 29

students’ ability weather is excellent, good, poor, or very poor. The indicators of

their ability are:

1. The students will able to tell the definition of descriptive paragraph and its

function

2. The students will able to build up a good descriptive paragraph based on

assessment of writing descriptive paragraph, generic structure and

grammatical feature.

G. Technique of Collecting Data

1. Interview

Interview was conducted to get information about the students’ ability in

writing descriptive paragraph correctly before giving treatment and after giving

treatment. So, interview only conducted in analyzing situation. The English

teacher and some of students will be interviewed.

2. Observation

In this case, observation was done by investigating in the field of research.

First, the researcher observed about the condition in the class when teaching-

learning process going on and the condition of the students. The last, the

researcher observed about condition in school that is about the location and the

facilities which supported teaching-learning process, especially in teaching

English.
 30

3. Test

After teaching by dicto comp technique, the teacher distributed some test

to the students’ ability in writing descriptive paragraph. The procedures were :

1) Distributing the test material to the students.

2) Giving instruction that the test would be done directly.

3) Specifying the time.

4) Reading the text direction.

5) Collecting the test when the time is up.

6) Evaluating the score.

The form of the test is writing test, the criteria of scoring content is give

very poor, fair to poor, good to average, excellent to very good. These tests gave

33 students and had 30 minutes to finish the test.

4. Diary Notes

Diary notes were done to write and report the moments of events and daily

activity, however to express the feeling participated in classroom action research

that come out before that probably it isn’t planned on observation guidance.

5. Documents

In this research, documents were taken as instrument of data to analyze

about students’ achievement, activity, behavior, expressing, etc. It was included

students’ attendance list, students’ score book and documentation (photograph)

H. Technique of Analyzing Data

The technique of analyzing data of this study was applied by using

qualitative and quantitative data. The qualitative was used to describe the situation
 31

during teaching-learning process. They had been analyzed from the interview

result, observation and diary notes. The quantitative data was used to analyze the

students’ score. They had been collected and analyzed by computing the score of

the test.

The categories the mean of the students’ score in each cycle, the researcher

will apply the following formula:31

𝛴𝑋
𝑋̅ = x100%
𝑁

Where:

𝑋̅ : The mean of the students

𝛴x : The total score

N : The number of students

Next, the categories the number of the students who pass the test

successfully, the researcher will apply the following formula

R
𝑃 = 𝑇 × 100%

Where :

P : the percentage of students who get point 70

R : the percentage of students who get point 70 above

N : the total number of students

Then, to see the result difference of the test successfully after using the

technique, the researcher will apply the following t-test formula:32

31
Anas Sudijono, Pengantar Statistik Penndidikan (Jakarta: RajaGrafindo Persada, 2006),
p. 84
32
Sumadi Suryabrata, Metodologi Penelitian (Jakarta: RajaGrafindo Persada, 2005) p.
101.
 32

̅̅̅2 − 𝑋
𝑋 ̅̅̅1
𝑡=
1 1
𝑆√𝑛 + 𝑛
1 2

Where:

X1 : The mean of the data of the students’ ability in writing descriptive

paragraph at the first cycle

X2 : The mean of the data of the students’ ability in writing descriptive

paragraph at the second cycle

n1 : The sample group of students at the first cycle

n2 : The sample group of students at the second cycle

 33

CHAPTER IV

DATA ANALYSIS AND RESEARCH FINDING

A. The Data

This research analyzed two kinds of data namely quantitative and qualitative

data. The quantitative data was taken from the test score. The qualitative data

involved observation sheet, interview, diary notes and documents. This research

was conducted only in VIII class which consisted of 33 students. It was

accomplished in two cycles. Each cycle consisted of four steps of action research

(planning, action, observation and reflection). The first cycle was conducted in

three meetings. The second cycle was also conducted in three meetings. In the last

meeting of each cycle, the students took the test as the post-test.

1. The Quantitative Data

The quantitative data was taken from the test result, which was carried out

in two cycles. In the two cycles, six meetings were conducted. The first cycle was

conducted in three meetings and second cycle was conducted in two meetings. .

The test was given to the students in the forms of pre-test, post-test of cycle I and

cycle II. The result of the students could be seen in the following table:
 34

Table1. The Students’ Descriptive Paragraph Scores

Students’ Scores

NO NAME Pre test Post Test Post Test of

of Cycle I Cycle II

1 50 70 65
ARP
2 50 60 65
AR
3 40 60 65
ARS
4 60 70 75
BP
5 70 70 75
DAS
6 20 60 65
FYP
7 70 70 80
FRS
8 70 70 80
GR
9 30 75 85
HZ
10 40 70 65
IPS
11 60 70 85
IS

12 70 70 85
MW
13 60 75 90
MAF
14 30 60 65
MAP
15 60 75 90
MBR
16 30 60 85
MC
17 30 70 85
NS
18 20 65 85
OP
19 30 75 90
OAS
20 40 60 80
PDT
 35

21 70 75 90
PY
22 70 60 75
QAP
23 30 65 75
RR
24 70 70 90
RWN
25 30 60 75
RDE
26 50 70 75
SAP
27 20 65 75
SRA
28 30 65 80
SY
29 30 65 80
SAW
30 40 60 80
SNL
31 60 75 90
SZ
32 50 70 85
TSH
33 60 65 80
YM
Total ∑=1540 ∑= 2220 ∑= 2610

46,66 67,27 79,09

2. The Qualitative Data

The qualitative data was obtained by the observation sheet, interview, diary

notes, and documentation. In the qualitative data can be seen both teacher and

students’ behavior and progress during the process of teaching and learning

process in cycle one and cycle two.

 36

2.1 Observation Sheet

In observation sheet, the researcher observed and investigated the students

and teacher about the situation, problem and also the obstacles that found during

teaching and learning process. Observation sheet was used to measure the level of

students’ activities during teaching learning process which applied Dicto Comp

technique to improve the students’ ability in writing descriptive paragraph and

interaction between teacher and students. The observation during the research can

be seen in Appendix VII - Appendix IX. The observation sheet noted that the

students were active and enthusiastic in learning descriptive paragraph by using

Dicto Comp technique.

2.2 Interview

This interview was conducted in two sessions. The first session, the

researcher interview students and teacher before conducting this research. While

the second session was interview students and teacher after conducting this

research that improved the Dicto Comp technique in writing descriptive

paragraph.

From the interview that was done in the last meeting found that both teacher

and students were gave the good respond about the improving of Dicto Comp

technique in teaching descriptive paragraph. The interview sheet can be seen in

appendix III.

2.3 Diary Notes

The diary notes contain of all the students and teacher activities in every

meetings during the teaching and learning process taken. The researcher has
 37

written the development during the improving of Dicto Comp technique in

teaching descriptive paragraph including students’evaluation.

At the first, students have low attention to teacher explanation and not too

seriously in learning descriptive paragraph. But in the next meetings the students

have been more seriously and interesting in learning descriptive paragraph by

using Dicto Comp technique. It could be seen in their test result from the pre test

until post test II. The students have given their increased n every meeting. The

diary notes can be seen at Appendix IX.

2.4 Documentation

The documentation immortalize the important moment during this research.

The documentation showed the photograph of the students and teacher activities

during teaching and learning process; the students’ photo in carry out the pre test

and post test, the photo of students and teacher when learning and teaching

process, and also the photo of the researcher and the students during teaching and

learning process in used Dicto Comp technique. The documentation can be seen

in Appendix XII.

B. Data Analysis

1. The Quantitative Data

The researcher had given the pre test on the first meeting, it showed that the

students still faced some problems and difficulties in writing descriptive

paragraph. The reseacher always gave a test in the snd of each cycle, too. The

students’ score on cycle I and cycle II was different, it showed that the students’

score was improve. The total of students’ score on pre test was 1540, total scores

on post test I was 2220, and the total scores on post test II was 2610, the number
 38

of students who took the test was 33 students. The mean of the students’ score

could be seen below :

1540
𝑋̅ = x100%
33

= 46,66

In the pre test, the total scores of the students was 1540 and the number of

the students was 33. It means that the mean on the pre test was 46,66.

2220
𝑋̅ = x100%
33

= 67,27

In the post test on cycle I, the total scores of the students was 2220 and the

number of the students was 33. It means that the mean on the pre test was 67,27.

2610
𝑋̅ = x100%
33

= 79,09

In the post test on cycle II, the total scores of the students was 2610 and the

number of the students was 33. It means that the mean on the pre test was 79,09.

The percentage of the master students was calculated below :

R
𝑃 = × 100%
𝑇

7
𝑃1 = × 100% = 21%
33

18
𝑃2 = × 100% = 54%
33

27
𝑃3 = × 100% = 81%
33
 39

Where :

P1 = The percentage of master students on pre test

P2 = The percentage of master students on post test of cycle I

P3 = The percentage of master students on post test of cycle II

R = The number of students who got points 70 above

T = The total number of students who took the test

The result shows the improvement of the students’ score from the pre test

to the post test on cycle II. In the pre test, there was only 21% (seven students)

who got point 70 above. On the post test of cycle I, there was 54% (eighteen

students) who got point 70 above. It means that there was the improvement about

33%. On the post test of cycle II, there was 81% (twenty seven students) who got

point 70 above. It means that there was the improvement about 48%. It concluded

that the total improvement of the students’ score from pre test to the post test of

cycle II was 60%.

2. The Qualitative Data

The qualitative data were obtained by the observation sheet and interview

sheet diary notes were taken in every meeting. The researcher was conducted in

two cycles and each cycle consisted of three meetings.

2.1 First Cycle

In this cycle, the researcher as a teacher did the learning in two meeting.

After doing all of the process, planning, action, observation, and reflection. The

researcher evaluated the teaching learning process in the end of the first meeting

by doing a test that was called post test I.

 40

1. Planning

The planning was arranged before doing reseach. All preparation that was

need in the process of research, such as lesson plan, media, observation sheet,

designing the test, and designing how to apply the dicto comp technique. I made

the lesson plan plans for four meetings.

2. Action

In this step, there were some activities done by the researcher as the teacher.

They were :

a. The teacher introduced the topic and give the example of descriptive

paragraph

b. The teacher explained about descriptive paragraph and how to write it

briefly

c. The teacher asked the students to make a group

d. The teacher read a short paragraph several times

e. The teacher controlled the students’ activity and helped if they need.

3. Observation

a. Checked the observing sheet by checklist the observation format.

b. Took the diary notes, analyzed the classroom and wrote all of the action

that happened in the classroom. It was done to know the students’ interest

in learning descriptive paragraph by using dicto comp technique and to

know the influenced of dicto comp technique in improving the students’

ability in writing descriptive paragraph.

 41

4. Reflection

Based on the result of the score of the test in cycle I, action of improvement

was needed. Actually, students’ score in test of cycle I was improved than the

score of pre test. But, it needed more improvement in their knowledge about

descriptive paragraph because some of them still confused and difficult to

understand it.

In the second cycle, the researcher as the teacher improved their ability in

writing descriptive paragraph with some test which was given to them related to

the topic discussion.

2.2 Second Cycle

In this cycle, was expected that the result from the students were better than

the first cycle. In second cycle, the researcher felt better to begin because the

researcher had already got the reflection from the first cycle to be used as the

information on the students’ problem. The second cycle was done and indicated

that the students get better improvement. The researcher conducted to the second

cycle with the same step as follows:

1. Planning

In this cycle, dicto comp technique would apply in teaching-learning

process. In this cycle, same with the first cycle teaching learning process still

emphasized students in writing descriptive paragraph by using dicto comp

technique. The researcher created more supportive condition in order to helped the

students to give more their response and their participant actively in the class.
 42

2. Action

The research was tried to the best in teaching the students and was

motivated them to increase their ability in writing descriptive paragraph by using

dicto comp technique.

3. Observation

The observation was done for the second cycle. The students’ activity

during teaching learning process had been observed.

a. The students were not confused about the steps of dicto comp technique.

b. Many students were active in practicing, even some were make noisy

when teaching learning process.

c. The researcher also saw they did not have any problem in doing their

exercises.

4. Reflection

In this phase, the feedback of the teaching-learning process was taken

from the result of the observation. As the observation and result test, the

researcher could be concludes as follows:

a. The research could be increased on the students’ ability in writing

descriptive paragraph by using dicto comp technique. It was based on the

observation sheet that showed and improved every meeting. Every student

had enthusiast in learning.

b. Students’ score had improvement too. It was based on the percentage of the

students’ scores, there were 54% at the post test of cycle I and there were

81% at the post test cycle II. The improvement of the students’ score from

the post test of cycle I and cycle II was 27%. It made the researcher felt that
 43

the cycle could be stopped because the students could be mastering in

writing descriptive paragraph.

C. Research Finding

The result of quantitative data was indicated that there was an improvement

on the students’ ability in writing descriptive paragraph by using dicto comp

technique. The mean of the first cycle was 67,27 while the mean of second cycle

was 79,09. It was indicated that the mean in second cycle were better than first

cycle. The percentage of students who got point >70 was grew up. In the pre test,

the students who got point >70 were only 7 students (21%). In the post test of

cycle I students who got point >70 there were 18 students (54%). The post test of

cycle II students who got point >70 there were 27 students (81%). For the total

improvement of the students’ scores from pre test until post test of cycle II was

60%. So it could be indicated that the students’ ability in writing descriptive

paragraph was improved from the first meeting to the last meeting.

In this research the qualitative data was supported the research finding

besides the quantitative data. The qualitative data were organized from the diary

notes, interview, observation sheet, and documentation. All of these data indicated

that the students gave the good response during teaching learning process. It

indicated that by using dicto comp technique was effective in improving the

students’ ability in writing descriptive paragraph.

D. Discussion

The problem was always faced by some teachers were they had been felt

difficult to choose one of learning strategy for using in certain condition

when teaching learning was going on. The teacher should make some
 44

efforts to regulate activities in the class. Meanwhile, Paul in his book said

that dicto comp preparation provides the learners with ideas, languages

items, and text organization, so that they can focus on the skill aspect,

which is writing in the case of dicto comp.33

The researcher thought that dicto comp technique was suitable for

using in writing because it made the students can more concentration, but

relax and enjoy to do their learning and task. It could be seen on the result

of improving the students’ score in every meeting.

33
Nation, Paul.1991.Dictation, Dicto Comp, and the Related Technique. Victori
University Wellington, p.12
 45

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on result of the research, it could be conclude that:

1. The percentage of students’ pre test was only 21%, it means there were

just 7 students who got points 70 above.

2. The percentage of students’ score in the post test of cycle I, there were

54% (18 students) who got points 70 above. It means that there was an

improvement from the pre test to the post of cycle I. It was about 33%.

3. The percentage of students’ score in the post test of cycle II, there were

81% (27 students) who got points 70 above. The improvement from the

post test of cycle I to the post test of cycle II was about 48%. It means that

the total students’ score had reached the target, so the reseacher stopped

the research on the cycle II.

4. The result of research showed that the students’ score kept increase in

every meeting. It indicates that the implementation of dicto comp

technique is effective to improve the students’ ability in teaching process,

especially in writing descriptive paragraph.

 46

B. Suggestions

In relation to the conclusion above, it could be a reason to have some

suggestions. The suggestions are:

1. It is suggested to English teachers to apply Dicto-comp technique to

improve the students’ ability in writing descriptive paragraph. Dicto-comp

technique trains the students to enjoy and have challenge in finishing their

writing because they have limited time in listening to the teacher reading a

text.

2. For students, it is also suggested to use relevant topic to conduct the

farther research by using Dicto-comp technique.

3. For all readers, may this research will bring you into good understanding

how to improve the students’ ability in writing descriptive paragraph by using

Dicto-comp technique.
 47

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