TESIS ENGLISH

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IMPROVING THE GRADE VIII STUDENTS’ WRITING SKILL OF NARRATIVE TEXT THROUGH DICTOGLOSS AT SMPN 1 MUNGKID, MAGELANG

IN THE ACADEMIC YEAR OF 2014/2015

A THESIS

Presented as Partial Fulfilment of the Requirements for the Attainment of the

Sarjana Pendidikan Degree in English Language Education

CHAPTER I INTRODUCTION

A.  Background of the Problem

English is an  international language which  is  widely used in many countries around the world. It is very important for students to master English in all skills. The skills are Listening, Speaking, Reading, and Writing. Those skills are related to each other. In this case, the researcher is going to focus on writing skill. Writing is a language skill that is very important.

The first significance of writing is that writing is the top level of a language. It is the last macro skill that has to be mastered by people who want to be able to communicate perfectly. The second significance is that writing is a productive skill. It involves producing language rather than receiving it. In writing, people will produce written language. The third significance of writing is that writing is the most complex macro skill in language mastery. In writing, people apply everything that they have got in the three stages before. The fourth or the last significance of writing is that writing is the stage of language mastery where people can generate ideas. In writing, people should construct the idea perfectly to make it so understandable that other people can catch the meaning or the purpose of the message (idea) in writing.

CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A.  Theoretical Description

1.   Theory of writing

a.   Definitions of writing

Writing is among the most important skills that foreign language students need to develop. It is the last stage in learning language after listening, speaking, and listening. In other words, the researcher can say that writing is an indicator whether students have gained all skills before or have not. Before the students have to write, they should be able to listen, to speak, and to read. Writing skill differs from other skills like speaking and listening. Brown (2001:

334) states that trends in teaching writing of ESL and other foreign languages are integrated with teaching other skills, particularly listening and speaking.

For example, when students are asked by their teachers to write related to  certain  topic,  they  may collect  information  from  a  radio,  a  television, magazines, internet, and directly communicating with experts of related topic. After they get sufficient information, they can start writing. When collecting the information, they are using listening, speaking, and reading skills. Therefore, nobody can master this ability easily and directly. Writing is actually not a natural skill.

Writing belongs to productive skill rather than perceptive one. It produces a message to communicate. Spratt, Pulverness, and Williams (2005:

26) state that writing and speaking belong to productive skills. She said that

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speaking and writing, particularly, involve producing language rather than receiving it. It means that writing and speaking will produce an output as an indicator that students have learn both those skills. It is clearly that the output of speaking skill can be oral conversation or drama. Meanwhile, the output of writing skill can be written stories, letters, or other text types.

Another linguist, Hyland (2004: 09), explains that writing is a way to share personal meanings. The people construct their own views on topic. They will share their views on a topic to each other then. A person’s views may be different from other people’s views. It depends on their belief. Therefore, when constructing their views (ideas), the people have to make it understandable and acceptable.

Writing is very significant for students in term that they should take notes from their teacher, make a report, and finish assignments from the teacher. It can be also an indicator to show that they have gained the information. It is significant for students to master writing skill the researcher. If they do not master it, it will be difficult for them to share their teacher or their friends anything in a written form.

CHAPTER III

RESEARCH METHODS

A.  Type of the Research

The research conducted was action research. According to Burns (2010), action research is a self-reflective, systematic and critical approach to enquiry by participants who are at the same time members of the research community. The aim is to identify problematic situations or issues considered by the participants to be worthy of investigation in order to bring about critically informed changes in practice. Action research is underpinned by democratic principles in that ownership of change is invested in those who conduct the research.

In  other words,  the central  idea of action research  is  to  solve the problematic situation and to bring about changes and better improvements in practice.  In  this  research  study,  the  researcher  directly participated in  the research in order to solve the problems existed in the teaching and learning process of writing and to bring improvements to the students’ writing skill of grade VIII students of SMP N 1 Mungkid, Magelang.

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