The effectiveness of the dialog journals technique in improving the skill in writing narrative texts of the year-12 students of MAN 3 Malang / Ali Mukti
| Main Author: | Mukti, Ali |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
|
| Online Access: |
http://repository.um.ac.id/58437/ |
Daftar Isi:
- ABSTRACTMuktiAli.2009.TheEffectivenessoftheDialogueJournalsTechniqueinImprovingtheSkillinWritingNarrativeTextsoftheYear-12StudentsofMAN3Malang.UnpublishedThesis.EnglishEducationDepartmentGraduateProgramofStateUniversityofMalang.Advisors(I)Prof.Drs.BambangYudiCahyonoM.PdM.A.Ph.D.(2)Dra.Hj.UtamiWidiatiM.A.Ph.D.KeywordseffectivenessdialoguejournalswritingskillnarrativetextDialoguejournalisanewtechnique.ItseffectivenesshasthusnotbeenprovedyetonMAN3Malangstudents.Thisstudywasconductedtoinvestigatetheeffectivenessofdialoguejournalstechniqueinimprovingstudentsskillinwritingnarrativetexts.ThegeneralquestiontoanswerwasDothestudentstaughtusingdialoguejournalstechniqueperformsignificantlybetterinwritingnarrativetextsthanthosetaughtwithoutdialoguejournalstechniqueThetentativeanswerforthequestionwasthenformulatedintheworkinghypothesiswhichreadThemeanscoreofthegrouptaughtusingdialoguejournalstechniqueissignificantlyhigherthanthatofthegrouptaughtwithoutdialogjournalstechnique.Thedesignofthestudywasquasi-experimentalwithanon-randomizedpretest-posttestcontrolgroup.Thesamplesofthestudyweretakenfromthepopulationoftheyear-12studentsofIPAatMAN3Malanginthe2008/2009academicyeartheywereyear-12IPA3asthecontrolgroupandyear-12IPA2astheexperimentalgroup.Bothofthetwoclasseswereoccupiedby36femalestudents.Incollectingthedatatwokindsofwritingtestswereusedastheprimaryinstrumentoneofthemwasusedinthepretestandtheotherintheposttest.Thetestsrequiredthestudentstowritenarrativetexts.Thentheirwritingswerescoredusingananalyticalscoringrubric.Besidesaquestionnairewasutilizedasasecondaryinstrument.Itwasgivenonlytotheexperimentalgroupinordertoevaluatetheapplicationofdialoguejournals.Basedonthedescriptivecharacteristicstheresultofthestudyshowedthatthemeansofthefivewritingaspectsoftheexperimentalgroupwerebetterthanthoseofthecontrolgroup.Hencethedialoguejournalstechniqueemployedintheexperimentalgrouphelpedimprovestudentsskillinwritingnarrativetexts.Furthermoreusinganalysisofcovariance(ANCOVA)withsignificancelevelof.05theresultsofthestudyshowedthatvocabularyandlanguageuseaspectsweresignificantlydifferent.ItwasbecausetheobtainedF-ratiosforvocabularyandlanguageuseaspectswere4.595and27.548respectivelywhiletheFtablewas3.988.Theotherthreeaspectsnamelycontentorganizationandmechanicsshowedinsignificantdifferences.ItwasindicatedbytheirobtainedF-ratioswhichwerelowerthantheFtable.RespectivelytheirobtainedF-ratioswere0.0710.669and3.755forthethreeaspects.GenerallyspeakinghoweveritrevealedthattheF-ratiooftheholisticwritingaspects(8.580)washigherthantheFtable(3.988).Thustherewasenoughevidencetorejectthenullhypothesis.Inotherwordsthehypothesiswasaccepted.Basedontheresultsoftheresearchfindingsitcanbeconcludedthatthedialoguejournalstechniquegiventoexperimentalgroupisprovedtobeeffectiveinimprovingstudentsskillinwritingnarrativetexts.ThusitissuggestedthatteachersofEnglishutilizethistechniqueintheirteachingwriting.Besidesteachersshouldalsogivemoreattentioninadditiontocontentorganizationandvocabularytolanguageuseandmechanicsaspectsofwritinginteachingwriting.Itissimplybecausethesetwoaspectswerestillinthefairtopoorcriteria.Suggestionsarealsoaddressedtofutureresearchersthattheycanconductanexperimentmorethan10meetingsandthesubjectsareeitheryear-10or-11students.Furthermoretheresearchcanbeconductedtoclassesorprogramswithlowcognitivedevelopmentand/oraffectiveproblems.Theresearchersinordertobeneutraldonothavetobeinvolvedinteachingbuttheycanassignoneteacherortwodifferentteacherstoteachinthetwogroups.