ABSTRACT
The research aims at revealing: (1) whether dictogloss technique improve students? ability to use references correctly in writing report text; (2) the class situation when dictogloss technique is applied in the English class.
This action research was carried out at SMP N I Sukoharjo in the academic year of 2014/2015. The subject of the research was the students of class 9 J SMP N I Sukoharjo in the academic year of 2014/2015. The research method was Classroom Action Research which was conducted in two cycles. The data were collected qualitatively and quantitatively. The qualitative data were collected by using the techniques of observation and interviews. To collect quantitative data, the researcher used pre-test and post-test. The qualitative data were analyzed by using five steps proposed by Burns (1999: 156-160). The quantitative data were analyzed by using descriptive statistics to calculate the mean score of the Pre-Test, Post-Test 1, and Post-Test 2.
The implementation of dictogloss technique in teaching reference in writing report text can improve students? ability in using reference in writing report text. It could be seen in the following indicators: increasing the ability in using (1) subjective pronoun; (2) objective pronoun; (3) possessive pronoun; (4) possessive adjective; and (5) demonstrative reference in writing report text. Based on the data, the use of dictogloss technique can increase the students? mean score from Pre-Test to Post-test 1 and Post-Test 2. The mean score of Pre-Test was 66.76, the mean score of Post-Test 1 was 78.12, and the mean score of Post-Test 2 was 87.54. Meanwhile, the mean score in terms of Subjective Pronoun has improved from 78.2 to 83.5 and 88.0. The mean score in terms of Objective Pronoun has improved from 78.1 to 80.8 and 85.7. The mean score in terms of Possessive Pronoun has improved from53.6 to 69 and 87.0. The mean score in terms of Possessive Adjective has improved from 64.0 to 79.2 and 87.5. And the mean score in terms of Demonstrative Reference has improved from 59.9 to 78.1 and 89.6.
Besides, this technique also gave many positive effects toward class situation. The benefits of this technique were the students become active, happy, easy in understanding the material, increase the quality of the students? relation each other, etc. After conducting Dictogloss technique, the researcher found that class climate increased. This technique changed the atmosphere of the class. The students could cooperate with their group mates well so that they enjoy in learning English
Keywords: Dictogloss, Reference, Writing Skill, Class Situation, Classroom Action Research