Herman, Herman and Muh. Basri, Muh. Basri and Jabu, Baso (2019) REVITALIZING DICTOGLOSS TECHNIQUE IN TEACHING NARRATIVE WRITING AT MTs AL-IKHLAS BONE. S1 thesis, UNIVERSITAS NEGERI MAKASSAR.
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Abstract
Dictogloss is believed to be an effective technique that a teacher can apply in teaching writing. A number of findings indicate that implementation of this technique in the writing learning process can improve students’ writing skill. Contemplating the above issues, the researcher is intended to explore how dictogloss technique is implemented in a Junior High School in Bone, South Sulawesi. Below are three research questions formulated as the follow-up to the above issues; How do the teachers in MTs Al-Ikhlas use dictogloss technique in teaching narrative writing? What are the problems faced by the teachers in MTs Al-Ikhlas using dictogloss technique in teaching narrative writing? How do the students perceive the teachers’ use of dictogloss technique in teaching narrative writing? Following those formulated research questions, the research seeks to explore; how the teacher uses dictogloss technique in teaching narrative writing at MTs Al-Ikhlas Ujung Bone.the problems faced by the teacher in using dictogloss technique in teaching narrative writing. students’ perception on the teacher’s use of dictogloss technique in teaching narrative writing. There are at least two benefits which can be derived from the research. Firstly, the research can reveal more realities dealing with the use of dictogloss technique in teaching writing, and secondly, it can result in findings which contribute towards both the related theories and the practice of writing teaching. Considering the important benefits, the researcher believes that the research is researchable and therefore deserves to be conducted as a scientific task. Exploring teacher’s use of dictogloss technique in teaching writing, the research convincingly has both theoretical and practical significance. Theoretically, the research is projected to contribute towards the theories of writing teaching. Meanwhile, practically, the research findings are to become another reference for both EFL teachers and students dealing with the writing teaching and learning. For more details,chart 5.1 of the teacher asked the students questions through one teacher use dictogloss technique (17 %);Teachers does preparation,Teacher reads the text aloud once but normal speed as students listen but do not write (33 %), Teacher reads again the text at normal speed and students take note, Students work in three groups to reconstruct the text in full sentences (50%), and By teacher’s help, students identify similarities and differences in terms of meaning and form between their text reconstructions and the riginal (0.0%). It is so common that one social phenomenon results in different perceptions. This is how we have perception categories. Regarding this, Demuth (2013) mentioned that one’s perception on a phenomenon can be categorized as positive or negative, good or bad, etc. Conclusively. The extracts below cover how the teacher employed that exploration of students’ perception on the teacher’s use of dictogloss technique in teaching narrative writing. Keywords: Dictogloss Technique, Narrative Writing
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > BAHASA INGGRIS (S2) |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 14 Oct 2019 05:52 |
| Last Modified: | 14 Oct 2019 05:52 |
| URI: | http://eprints.unm.ac.id/id/eprint/15171 |
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