THE EFFECT OF RUNNING DICTATION METHOD TO THE

STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT: THE CASE OF

STUDENTS’ ELEVENTH GRADE SMK KY AGENG GIRI IN

ACADEMIC YEAR 2023/2024

A Final Project

Submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan in English Education Department

by

Ariana Nur Rohmah

19420081

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND ARTS EDUCATION

UNIVERSITAS PGRI SEMARANG

2023
APPROVAL

i
 DECLARATION

I certify this research as my work. I completely take the responsibility for

the content of this research. Opinions, definitions, and findings that are included

in this research and extracted from other journals follow the rule of the ethical

standard of quotation and citation of research writing.

Semarang, March 2nd 2024

Ariana Nur Rohmah

ii
RETIFICATION

iii
 MOTTO

A positive mindset brings positive things

iv
 DEDICATION

This final project is dedicated to:

1. My lovely parents

2. My beloved brother

3. Myself

v
 ACKNOWLEDGEMENT

Firstly, I would like to express my gratitude to Allah SWT who has given

me strength, His blessing, and his guidance, so that I could finally finish this final

project as a requirement to fulfill the completion of my Bachelor Degree in English

Education Department at Universitas PGRI Semarang.

Secondly, I would like to express my gratitude and appreciation to the

people who have supported me in writing this final project. Their guidance, their

wisdom, their advice, and their encouragement have inspired me to be better.

Without it, this final project is an impossible task. In addition, the researcher would

like to express her sincerest thanks to:

1. Siti Musarokah, S.Pd., M.Hum. the Dean of Faculty of Language and Arts

Education of Universitas PGRI Semarang.

2. Dr. Rahmawati Sukmaningrum, S.Pd., M.Pd. the Head of English Department

of Universitas PGRI Semarang.

3. Entika Fani Prastikawati, S.Pd., M.Pd. as the first advisor, for her guidance,

advice, and support incompleting this final project.

4. Siti Musarokah, S.Pd., M.Hum. as the second advisor, for her incredible

patience, enthusiasm, wisdom, continuous and valuable guidance and advice in

completing this final project.

vi
5. All lecturers of the English Education Study Program of Universitas PGRI

Semarang who had taught, motivated, and guided the writer since the first day

of this research.

6. The head master and teachers of SMK Ky Ageng Giri who had given permission

to the researcher in doing this research in SMK Ky Ageng Giri.

7. The eleventh year’s students of SMK Ky Ageng Giri in Academic Year

2023/2024, especially class XI DKV 1 and XI DKV 2 for the time to be samples

of the research.

8. My beloved parents, Moch Nur Achsan & Nur Akromah. Thank you for your

unconditional love, support and prayers. Mom and Dad, thank you for always

encouraging me, supporting me, believing in me, and inspiring me to make my

dreams come true, turning me into this strong person, and thank you for always

supporting me emotionally and financially.

9. To my only one brother Muhammad Said Agil, and all my family members who

always support me.

10. All my friends who always support, help, and accompany me to finish this final

project, especially Dian Septia Munasih for being willing to become a

photographer and taking the time to accompany and assist me in my research.

My roommate Erlita Defiyanti for always taking the time to accompany me.

Thank you Delima Dhita, Shinta Shofia, Witania Amanda, Malik Hakim for the

generous support and all great moments.

11. Thanks to the kindest man for your unconditional time, supports to finish this

final project.

vii
12. My beloved almamater UPGRIS.

Last but not least, the researcher relized that there is nothing perfect in this

world, and also in writing this final project. Thank you to everyone who has helped,

supported, and provided advice on this final project. However, I hope this final

project will be useful for all readers.

Semarang, March 3rd 2024

Ariana Nur Rohmah

19420081

viii
 ABSTRACT

Rohmah, Ariana Nur. 2024. The Effect of Running Dictation Method to The
Students’ Writing Ability in Narrative Text: The Case of Students’
Eleventh Grade Smk Ky Ageng Giri In Academic Year 2023/2024.
Final Project, English Study Program, Faculty of Language and Arts
Education, Universitas PGRI Semarang. Advisor 1: Entika Fani
Prastikawati, S.Pd., M.Pd., Advisor 2: Siti Musarokah, S.Pd., M.Hum.
Keyword : running dictation method, writing ability, narrative text, English
teaching.
This research tested the effectiveness of Running Dictation Method in improving
students' writing ability. For this reason, this research uses Running Dictation
Method as a teaching method, especially in writing narrative texts. This research
uses a quasi-experimental design. Based on the non-random sample class, the
experimental group and control group were determined. The sample for this study
was thirty-seven students at a vocational high school school (SMK Ky Ageng Giri).
To test it, two similar target classes were selected. To start the process, the
researcher gave a pre-test to the experimental group and the control group. Running
Dictation method is used as a treatment or experiment by researcher in one class.
The first finding revealed that the writing ability of students taught using an
expository approach in the control group was low. This is shown by the average
score of students' writing ability in the control group showing 69.00 which is
included in the fair category. Researcher found that students were less active during
the learning process and felt that conventional methods were monotonous.
Meanwhile, students' writing ability taught using the Running Dictation Method in
the experimental group was high. This is shown by the average score of students'
writing ability in the experimental group showing 82.00 which is included in the
good category. Researcher found students were more active and the results of the
experimental group were more significant than the control group. Running
Dictation method can be an alternative method for students in learning writing
narrative texts because it has characteristics that can increase students' enthusiasm
and creativity in learning English, especially understanding writing. Finally, it is
suggested that the English teachers use media such as Running Dictation Method
to make the teaching-learning process more interesting so the students will be
motivated to practice writing.

ix
 TABLE OF CONTENTS

APROVAL ...........................................................................................................i

DECLARATION ............................................................................................... ii

RATIFICATION .............................................................................................. iii

MOTTO ..............................................................................................................iv

DEDICATION ....................................................................................................v

ACKNOWLEDGEMENT ................................................................................vi

ABSTRACT .......................................................................................................ix

TABLE OF CONTENTS ...................................................................................x

LIST OF PICTURE ........................................................................................ xii

LIST OF TABLES.......................................................................................... xiii

CHAPTER I: INTRODUCTION ......................................................................1

A. Background of the Study .......................................................................1

B. Reasons for Choosing the Topic ............................................................4

C. Statements of the Problem .....................................................................5

D. Objectives of the Study ..........................................................................6

E. Significance of the Study .......................................................................6

F. Key Terms..............................................................................................7

CHAPTER II: RIVIEW OF RELATED LITERATURE ..................................9

A. Related Literature .................................................................................9

x
 1. Method in English Language Teaching .........................................9

2. Running Dictation Method...........................................................13

3. Writing ........................................................................................17

4. Narrative Text .............................................................................21

B. Previous Studies ..................................................................................29

C. Hypothesis ..........................................................................................33

CHAPTER III: METHODOLOGY OF THE RESEARCH ........................34

A. Research Design .................................................................................34

B. Subjects of the Study ..........................................................................35

C. Instrument of the Study.......................................................................36

D. Technique of Data Collection .............................................................37

E. Methods of Data Analysis...................................................................39

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...................51

A. Research Findings ...............................................................................51

1. The students’ Ability in Writing Narrative Text Taught without

Running Dictation Method...........................................................52

2. The students’ Ability in Writing Narrative Text Taught with

Running Dictation Method...........................................................54

3. A Significant Difference in Writing Ability of Students Who

Taught with and without Running Dictation Method ..................56

B. Discussion ...........................................................................................59

CHAPTER V: CONCULUSION AND SUGGESTIONS .............................63

A. Conclusions.........................................................................................63

B. Suggestions .........................................................................................64

BIBLIOGRAPHY ............................................................................................65

APPENDICES ..................................................................................................67

xi
 LIST OF PICTURE

Picture 2. 1 Generic Structures of Narrative Text ................................................. 23

xii
 LIST OF TABLES

Table 2. 2 Example of Narrative Text ................................................................... 25

Table 3. 1 Quasi-Experimental Design ................................................................. 35
Table 3. 2 Sample .................................................................................................. 36
Table 3. 3 Scoring the Test.................................................................................... 40
Table 3. 4 Level of Achievement .......................................................................... 47
Table 4.1 The result of Pre-test, Post-test and Gained Score in Control Group ... 53
Table 4.2 The result of Pre-test, Post-test and Gained Score in Experiment Group
............................................................................................................................... 55
Table 4. 3 Descriptive statistics of pre-test and post-test ...................................... 57
Table 4.4 Wilcoxon Test ....................................................................................... 58
Table 4.5 Statistic Wilcoxon ................................................................................. 58

xiii
 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, reasons for choosing the

topic, limitation of the study, statements of the problem, objectives of the study,

significance of the study, and definition of key terms.

A. Background of the Study

Teaching English as a Foreign Language (EFL) in Senior High School

involves four skills: listening, speaking, reading, and writing. Among the four

skills, writing is considered the most complex skill for EFL students because it

requires producing words, sentences, and paragraphs with good grammar

(Firman, 2022). Therefore, Amalia et al. (2021) stated writing is one of the

most critical skills in English because writing is a tool for conveying ideas,

thoughts, and information in writing and translating ideas into written forms

that can be understood. Furthermore, writing can be a means of communication

and is much needed in English classes (Iftanti, 2016). Moreover, Silalahi et al.

(2021) stated writing is a process of learning to express ideas,

information, and knowledge. Writing is a process of discovering ideas,

thinking about how to organize them, and what you want to convey to your

readers. It means that students communicate their thoughts to others through

writing. However, writing is challenging, specifically for students who lack

basic writing skills. Students need to understand the content, structure,

vocabulary, language usage, and mechanics of the material.

1
 Students still have difficulty in generating ideas and producing suitable

sentences (Sari, 2017). In addition, Yoandita (2019) stated some students think

that writing is the most challenging skill in English. Some students try to find

the idea when they write because they do not know how to write the correct

word. Furthermore, the thing that makes writing to be the most difficult subject

is the variety of English texts such as narrative text, descriptive text, recount

text, procedure text, etc. Each text has different characteristics such as generic

structure, social function, and language features ( Ziska et al., 2021). According

to Rohmah (2022) some factors that make students think writing is a difficult

activity and weaken their writing skills are lack of self-confidence and lack of

vocabulary so students are afraid of making mistakes in writing their words.

Students are less able to write well for various reasons such as learning

methods, learning media, and teaching and learning processes that are boring

and confusing.

From the identification of the problems above, it can be concluded that

teachers need to motivate their students and provide interesting methods and

tools to make it easier for them to write. According to Sari (2017), teachers can

use many methods or techniques in teaching writing, such as using visual aids,

newspapers, magazines, flashcards, the internet, role play, problem-based

learning, group discussions, etc. In this case, the researcher focuses on the

learning model that uses running dictation method.

2
 Running dictation is one of learning methods that involves students

actively searching for material information by running and then dictating it to

members of their group (Yolanda, 2019). Moreover, Silalahi et al. (2021) also

reported running dictation is an activity in which students read a text, memorize

the text, and then write the text in a short amount of time. According to previous

studies, Hidayati et al. (2020) also stated running dictation method is an activity

where students need to read and memorize short texts and tell the

phrases/sentences they have read to their group members who will write them

down. It can be concluded that running dictation is a model applied by teachers

in the learning process to improve students' understanding, especially in

teaching writing.

Running dictation method has several advantages, including teaching

students to repeat what they hear in writing, developing a method of listening

carefully to students so that students understand the parts and phrases of each

sentence, and allowing students to use appropriate writing, increasing student

understanding about spelling and punctuation by letting students use capital

letters when writing (Ramayani, 2019). Putra et al. (2020) also reported

students' perceptions of using running dictation in learning listening in the

intermediate listening course also showed that the majority of students liked

this strategy and said that their listening ability improved after learning using

running dictation. According to previous studies, Nurdianingsih et al. (2018)

her results show that the implementation of the running dictation method can

improve students’ writing, memorizing, and communication cooperatively

3
with their group and students’ creativity as well during the teaching and

learning process. Moreover, in improving students' writing ability is very good

to use the running dictation method, because students are more active in

participating in the teaching and learning process, and the teaching and learning

process will be more fun and not boring (Yolanda, 2019). This method helps

students easily come up with new ideas while writing. Therefore, it may be

more effective to encourage students to learn English.

Even though many experts have discussed research on writing ability, this

research certainly had some similarities with previous research, such as

variables, methods, place, and year of research. However, the researcher

emphasized the differences in the variable, that was using narrative text. No

one had researched more deeply related to this variable. Furthermore, the

research location chosen by the researcher was also different from previous

studies.

In this research, the researcher was interested in conducting research on

class XI students of SMK Ky Ageng Giri. Most of the students had good skills

in speaking. Moreover, most of the students' ability in writing comprehension

was low. The researcher wanted to know the effect of the running dictation

method on the narrative text writing skills of class XI students of SMK Ky

Ageng Giri.

4
B. Reasons for Choosing the Topic

Based on the background above, there were some reasons that lead the

researcher to choose the topic. The reasons were as follows:

1. The researcher chose the ability to write because writing played an

important role in communication and there were still many students who

were weak in writing ability and lack interest and motivation in learning to

write.

2. The researcher chose narrative text because narrative text was one of the

materials taught to students in writing classes. After all, it allowed them to

easily communicate their ideas.

3. The researcher used the running dictation method as a learning method

because the learning process was interesting and fun.

C. Statements of the Problem

Based on the research background, this research was conducted to obtain

empirical evidence to answer the following problems:

1. How was the students’ ability to write narrative texts without implementing

learning using the running dictation method?

2. How was the students' ability in writing narrative texts with implementing

learning using the running dictation method?

3. How effective was running dictation method in students' ability to write

narrative texts with and without the implementation of learning using the

running dictation method?

5
D. Objectives of the Study

Based on the statements of the problem above, the aims of this research

were as follows:

1. To investigate students' ability in writing narrative texts without

implementing learning using running dictation method.

2. To investigate students' ability in write narrative texts with implementing

learning using running dictation method.

3. To investigate the significant difference in students' abilities in writing

narrative texts before and after the implementation of learning using

running dictation method.

E. Significance of the Study

This research conducted with the hope that it was useful for all readers and

especially for researcher.

1. Theoretical Significance

a. This research expected to provide additional information for readers on

how to improve their writing skills.

b. This research expected to be used as a reference for readers to know

writing skills and running dictation method.

2. Practical Significance.

a. This research expected to provide additional knowledge for readers and

researchers.

b. This research expected to provide more information to teachers about

methods in the teaching and learning process.

6
 c. It hoped that this research can further motivate students to improve their

writing skills through the running dictation method.

F. Key Terms

1. Writing Ability

Writing is one of the important skills in English because writing is a

means of communication. The expression of ideas, thoughts, and

information in writing, the process of translating ideas into understandable

writing, and writing can become a tool for communication and it is

important to be included in English lessons (Tua et al., 2020).

2. Teaching Method

Teaching is a continuous process that brings about the desired

changes in learners through the use of appropriate methods (Ganyaupfu,

2013). Giorgdze (2017) stated teaching methods are born in the

educational process through teacher-learner interaction with

existing learning conditions, the learning process is seen as an

interaction between teacher and student, providing students with shared

knowledge, skills, and values.

3. Running Dictation Method

Running dictation method is a language learning technique that

requires active participation and movement. Generally used in language

classes to improve listening, reading, and writing skills. According to

Putri (2019), running dictation is a variation activity for

students learning in groups, running, talking, and writing what they

7
 read. In running dictation, students run to the text, read, and share what

they read with the group.

4. Narrative Text

Narrative text is a text that is intended to entertain the reader with

something that happened in the past or to entertain the reader and imaginary

experiences in different ways (Muliani et al., 2019). Moreover, according to

Tua et al. (2020) writing a narrative should include enough detail about the

plot and its background so that the reader can understand what is going on.

5. SMK Ky Ageng Giri Demak

SMK Ky Ageng Giri is a formal vocational institution that supports

the curriculum of the national ministry of education and BNSP which is

adjusted to the development of the business world or the industrial world

with the Girikusumo Islamic boarding school curriculum. The

geographical location of Ky Ageng Giri Mranggen Demak Vocational

School is on Jl. Giri Kusuma, Banyumeneng Village, Mranggen District,

Demak Regency with a land area of 9076 M2 (Mifham, 2019).

8
 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer presents the previous studies conducted by other

researchers and viewers of related literature.

A. Related Literature

There was some related literature that needs to be explained in this study.

1. Methods in English Language Teaching

a. The Definition of Methods

The term Teaching Methods refers to the general principles,

teaching, and management strategies used in the classroom. The way

of teaching method depends on which one is suitable for usage (Luisa

et al., 2016). In addition, Orfan et al. (2019) stated major teaching

methods work effectively if they meet the needs of the learners because

each learner interprets and answers the questions uniquely. Moreover,

a method has been described as an overall concept of systematic

language representation based on a fundamental approach. The

methodology is the level at which theory is put into practice and at

which choices are made about the skills to be taught, the content to be

prepared, and the order in which it is presented (Izatullaevna et al.,

2022).

Language teaching methods are various. They are born, used, and

replaced. This reflects the professional spirit of foreign language

learners committed to finding more effective ways to teach foreign

9
 languages (Fauziati 2019). In addition, Richards & Rodgers (2001)

stated a method is a general term for specification and the relationship

between theory and practice. Despite the changing state of methods

and approaches in language teaching, the study of past and present

teaching methods continues to be an important component of teacher

training programs because 1) it gives teachers a vision of the

development of language teaching as a field, 2) teachers can adapt

methods and approaches as a source of practice to be used. better used

than dictated by their own context and teaching needs, 3) they can

provide teachers (especially beginner teachers) with basic teaching

skills to develop their own lesson capital.

b. Kinds of Teaching Methods

There are many methods of teaching foreign languages, especially

in English (Hashemi et al., 2021).

1) Audio–Lingual Method

The Audio-Lingual method is a speech-based approach. This

method is recommended as a reading-based approach to teaching

foreign languages used in academies and colleges. It emphasizes

teaching reading comprehension. The teacher teaches from books

containing short readings in a foreign language that are preceded

by a vocabulary list (Hashemi et al., 2021). In addition, theaudio–

lingual method is one performance focused on practice activities,

exercises, vocabulary memorization, dialogue, and text reading. In

10
 fact, students are invited to study without their native language

(Kamanga et al., 2022).

2) Total Physical Response

Total Physical Response (TPR) is a language teaching

method that builds on the coordination of words and actions, and

attempts to teach language through physical kinesthetic activity

(Hashemi et al., 2021). Furthermore, Fajrina et al., (2021) TPR is

also suitable for teaching English. Students are not only

listening to commands in English but also responding. By

taking action, it will help students focus on the subjects taught by

their teachers.

3) Community Language Learning

Community language learning is a method of stimulating

students to express their opinions in learning. This method can

reduce academic anxiety by changing the connection between

teachers and students (Sofyan et al., 2021). Moreover, using this

method, students are encouraged to interact with each other and

with the instructor. The use of authentic language and the use of

the target language in class and outside of the classroom is strongly

encouraged (Hashemi et al., 2021).

4) Suggestopedia

Suggestopedia is a teaching method that uses all possible bid

suggestions. Of course, systematic academics are not neglected but

11
 still concur with clues. Suggestopedia is a teaching system that can

take advantage of possibilities (Masruchan et al.,

2021). Furthermore, Astutik (2019) suggestopedia is a science

concerned with the systematic study of irrational or unconscious

influences. The influence of Suggestopedia is used to optimize the

learning process.

5) Multiple Intelligences

Multiple intelligences (MI) refers to a learner-based

philosophy that Characterizes human intelligence that many

aspects need to be recognized and developed in education

(Setiyadi, 2020).

6) Competency-Based Language Teaching

Competency-based language teaching (CBLT) centers on

the results of learning. CBLT addresses what the learners are

anticipated to do instead of what they are anticipated to memorize

(Nedorezova, 2020).

7) The Natural Approaches

In the Normal Approach, the accentuation is on the

introduction of the target dialect. The introduction is frequently

called input. The Natural Approach is implied to supply

comprehensible input (Setiyadi, 2020)

12
 8) Cooperative Language Learning

Cooperative Language Learning (CLL) is a part of more

common directions approach moreover known as Collaborative

Learning (CL). Cooperative Learning is an approach to instructing

that creates the most extreme utilization of cooperative exercises

including sets and small groups of learners in the classroom (Yusuf

et al., 2019)

9) Silent Way

The Silent Way strategies start by presenting the sounds of

the target language before joining them to implications to plan for

learners to memorize the target language. This is often imperative

for language learners to recognizable the sounds since the sounds

of a remote dialect sound interesting and amusing for beginners

(Setiyadi, 2020).

10) Neurolinguistic Programming

Application of NLP through the examination of dialect

designs, behavior, thought groupings, and inner pictures of the

examples of chosen capacities. NLP emphasizes the potential for

self-determination by overcoming learned confinements of oneself

(Rustan, 2022).

Based on the various teaching methods above, it can be concluded

that there are several ways to make teaching easier. This research chose

13
 cooperative language learning as method in the form of the Running

Dictation method.

2. Running Dictation Method

a. General Concept of Running Dictation Method

Running dictation could be a fun technique that is conceivably

adjusted in several ways with its relative ease in planning (Wijaya et

al., 2020). Moreover, running dictation is a group learning activity

that actively contributes to the achievement of learning

objectives. Dictation means telling group members what to read or say

(Ramayani 2019). In addition, Putri (2021) stated running dictation is

an action that creates students feel more persuaded in learning. It makes

them contribute effectively in the classroom because it was curious and

challenging. Running dictation carried students out of their seats and

locked in the four English abilities rather than one.

Running dictation is a game-based learning strategy and it will make

teaching-learning situations interesting (Hidayati et al., 2020).

Furthermore, Silalahi et al. (2021) stated in running dictation, the

students worked in groups of 5-6 people. One member was responsible

for writing the text, while the other members took turns reading the text

sentence by sentence. It allowed the students to work together.

It means, running dictation is expected to help facilitate student

development of their writing performance. Running dictation is a

14
 technique in which students work in groups to dictate sentences. Each

group has a runner and a writer.

b. Steps of Running Dictation Method

Running dictation is a task that requires multiple skills such as

listening, speaking, reading, and writing. Easy to prepare and practice

(Nurdianingsih et al., 2018). There are several steps in running

dictation:

1) Paste a copy of your text on the wall, whiteboard, or

chalkboard available in the classroom.

2) Students are divided into several groups. The sum of groups and

members of each group, depending on the number of students in the

class.

3) Each student in the group will be a writer and the others will be

runners.

4) The first runner must run and read a copy of the text on the wall.

He/she must remember what he/she read. After he/she has

remembered what he/she read, return to the group and tell

the writer what he/she read. The writer must spell it correctly.

5) The second runner, in turn, performs the same activities that the first

runner did before. So the other runners do the same work. After all

groups have finished, each student in the group receives the original

text and checking their own work.

15
c. Advantages of Running Dictation Method

There are many advantages to using Running Dictation Method

(Indah, 2019):

1) Running dictation method can train students' speed, precision and

memory. Other than learning English, it can prepare how to manage

time.

2) It can be used to increase students' vocabulary. When students read

and remember the text they have read, students will be able to find

new vocabulary.

3) It can make students healthy because they have to run in order to

finish according to the specified time.

4) This can improve student cooperation. Students must be able to

work together with group members to complete the command.

5) Students can practice their pronunciation. The runner must be able

to say it clearly so that the group members know what the runner

means.

d. Disadvantages of Running Dictation Method

There are many disadvantages to use Running Dictation Method

(Indah, 2019):

1) It can cause injuries because of running because running dictation

is a physical activity so it is possible to get injured while running.

2) Participants waiting their turn are very noisy and may disturb other

participants who have their turn.

16
 3) Practicing this game in the classroom is not even more difficult as

it requires more time for students to understand the instructions and

also requires a high level of concentration at first.

3. Writing

a. Definition of Writing

Writing is the activity of creating a written work, an act of

communication, sharing observations, information, thoughts, or ideas in

a language that is interrelated in specific ways and chosen with purpose,

method and organization to form a coherent whole. Not only as an

experience but also as a generation of suggestions for use cases (Ginting

et al., 2019). Moreover, McCardle & Connelly (2018) stated writing

skills are the most difficult to develop when compared to other language

skills as they concentrate knowledge from different verbal and non-

verbal perspectives to improve sections and writing.

Writing requires correct grammar and vocabulary, which

demonstrates a student's writing ability. Students tend to be interested in

writing in a style according to their age, language skills and interests.

Students also tend to write about topics that are familiar to them, such

as themselves, family, activities, friends, and hobbies (Fitria, 2022).

Some of the definitions above lead to the following conclusions.

Writing is the creation of written works and a method of communication

in which observations, information, thoughts, or ideas are shared in a

17
 language chosen for the purpose. Correct grammar and vocabulary are

required to prove a student's writing ability.

b. Writing Process

According to Silalahi et al. (2021), the writing process has four stages:

1) Planning

Authors need to plan by thinking, trying, and deciding what to say

before they start writing.

2) Drafting

Drafting means putting your ideas down on paper in sentence or

paragraph form. The writing process requires elaboration to help

authors refine their ideas and decide what to write first, what to

write second, and what to write third.

3) Editing

In this step, the authors read what is written in the draft. If authors

find ambiguous or confusing text, they can convert it to proper text

or delete it. Editing and reflection by other readers are necessary to

help authors make appropriate edits.

4) Final version

This is the final step of writing. After the authors edit the draft and

make changes to the editorial process, the final process should be

created by considering what is needed. The design may differ.

Nevertheless, the authors are ready to provide the reader with

writing. From the writing process above, the researcher concludes

18
 that writing is a process of creating, organizing, writing, and

correcting. The first step is to organize your ideas. The second step

is to write down your organized ideas. The third step is editing,

rereading what was written, and correcting the final version.

c. Types of Writing

Each writing contains specific works. Authors can point something

out to explain how something works or get readers to agree with their

point of view (Hamer, 2022). In addition, Usman (2019) stated writing

style reflects the author's personality, unique voice, and the way he

speaks to his audience and readers.

Brown (2004) stated that there are four types of writing

activity; narrative writing, descriptive writing, expository

writing, and persuasive writing. The classification is as follows:

1) Narrative Writing

Narrative writing often has situations such as arguments,

conflicts, actions, incentive events, problems, and solutions

(Marbun, 2020). Narrative writing is telling stories that are written

to encourage, educate, or just entertain the audience. Writing a

story is probably one of the easiest tasks for a reader and one of the

most difficult tasks for a writer. Furthermore, Usman (2019) stated

story writing includes adventure, fantasy, mystery, tragedy,

comedy, fairy tale, myth, drama, fable, legend, science fiction, love

19
 story, biography, autobiography, historical account, epic, memoir,

farce, novel, anecdotes, and scripts.

2) Descriptive Writing

Descriptive writing describes people, places, events,

situations, thoughts, and feelings. Descriptive usually provides

sensory information and makes the text lively and interesting to

read (Zulkifli, 2016). It represents an experience in which the

reader can use their imagination and actively participate. This style

of writing is common in non-fiction such as journals, travelogues,

and memoirs.

3) Expository Writing

Expository writing is a type of writing that describes and

explains a topic sequentially, clearly and in detail and aims to

provide as clear information as possible to the reader. (Sari, 2021).

The main purpose of expository text is to explain. It is a topic-

oriented writing style in which the writer focuses on reporting on a

particular subject or topic without expressing personal opinions.

Essays and articles of this kind provide relevant facts and

figures but do not contain any opinion on them. This style of

writing such as essays or articles furnishes you with relevant facts

and figures but does not include their opinions.

20
 4) Persuasive Writing

The main purpose of persuasive writing is to persuade.

Unlike expository writing, persuasive writing includes the author's

opinions and tendencies (Helmiati, 2019). Persuasive writing

includes justifications and reasons to get others to agree with the

author's point of view. It is often used in complaint letters,

advertisements and advertisements, affiliate marketing offers,

cover letters, newspaper opinions, and editorials.

Based on the description of the writing types above, it can be

concluded there are four basic goals that motivate someone to create work,

known as the four lighting style types. They have a unique goal to convey

the article. In this research, the researcher chose narrative text as the

research object to improve students' writing.

4. Narrative Text

a. Definition of Narrative Text

Narrative text is a text that tells a story or past event from beginning

to end. In addition, Karolina (2020) stated that narrative is text that

focuses on a particular participant. Its social function is to tell stories

and past events and entertain the reader. The story deals with

problematic events that lead to crises or turning points, after which

solutions are found. Moreover, according to Latifah et al. (2019),

narrative is a text that tells a story to inform, entertain, and amuse a

reader or listener. It means narrative text is text that describes a

21
 sequence of events. To understand the text of a story, the reader must

know the ideas, the points for developing the ideas, and the sequence of

events.

By providing the reader with an amusing account of complex or

troubling events that result in a crisis and ultimately find a resolution,

narrative literature plays a social role. In other words, it deals with the

real or made-up event in a variety of ways while also entertaining and

amusing the audience(Daulay et al., 2022). Moreover, Ammade & Yanti

Ziska (2021) said a narrative is a thorough description of an occurrence

or event. It uses a story to illustrate the argument's viability. It denotes

that a narrative is a story that conveys the veracity of a claim about an

actual event.

It can be concluded that narrative text is text that uses time sequence

or chronological order to tell a story in the past while entertaining the

reader or listener. When you tell a joke to a friend, you can use narration

to describe something interesting that happened to you at work or

school.

b. Generic Structures of Narrative Text

Latifah et al. (2019) said there are four generic structures in

narrative text: orientation, complication, resolution, and re-orientation.

The generic structures of narrative text include orientation,

complication, resolution, and re-orientation. In orientation, the writer

tells the audience about who the characters in the story are, where the

22
story takes place, and when the action takes place. In complications, the

writer will reflect on unexpected complications or problems. In

resolution, resolution of these complications can be achieved. In re-

orientation, the writer demonstrates what moral values are in a story, not

all stories include re-orientation.

ORIENTATION
Beginning of story.

COMPLICATION
The problem arised by the
main character.

RESOLUTION
Problem solved.

RE-ORIENTATION
Moral value of history.

Picture 2.1 Generic Structures of Narrative Text

(Latifah et al., 2019)

Based on picture 2.1 above there will be four generic structures of

narrative text, where the orientation is at the beginning of the story as

an introduction, in the next paragraph a problem in the story occurs

which is called a complication, in the resolution a problem will be

23
 resolved and finally the moral value of the story is conveyed that's called

re-orientation.

c. Social Function

The social function of writing a narrative text is to entertain the

listener with a fictional or non-fictional experience (Muliani et al.,

2019). In addition, Hidayah et al. (2019) stated narrative writing fulfills

a social function by amusing, entertaining, and processing real or

indirect experiences in a variety of ways. Its purpose is also

equipped with complex or unusual events.

d. Language Features of Narrative Text

Sari (2017) stated the language features of narrative text:

a) Specific, often individual participants with defined identities. The

main participants are humans or in some cases animals with human

characteristics.

b) Mainly action verbs (material processes), but there are also many

verbs related to what the human participants said, felt, and thought

(verbal and mental processes).

c) Using past tense.

d) There are many link words that need to be completed in time.

e) Often involves dialogue that changes tense to the present or future.

f) Descriptive language is chosen to create images in the reader's mind

and enrich and develop the story.

g) Can be written in first person (I, we) or third person (he, her, them).

24
e. Example of Narrative Text

The following is an example of a narrative text taken from (Fitria,

2022).

Table 2.2 Example of Narrative Text

Generic Structure The Myth of Malin Kundang Language Features

Orientation A long time ago, A mom and - Using past

her son lived in a tiny hamlet tense (lived,

near the seashore in West died, etc)

Sumatra. Malin Kundang and - Using adverb

her mother were their names. of time (A long

Malin Kundang's mother was time ago, one

a single parent because his day, etc)

father died while he was a - Using time

baby. Malin Kundang had a conjunction

difficult relationship with his (when, then,

mother. Malin Kundang was a unfornutely,

healthy, hardworking, and etc)

robust young man. He - Using specific

typically went fishing at sea. characters.

He would carry the captured (Malin

fish to his mother or sell it in Kundang)

town after catching it.

25
Complication One day, Malin Kundang was - Using action

cruising when he noticed a verbs. (went,

merchant's ship being walked, etc)

plundered by a small band of - Using direct

pirates. He assisted the speech. (Malin

businessman. Malin Kundang Kundang said

overcame the pirates with his to her,

bravery and power. The "Enough, old

merchant was overjoyed and lady! I've never

thanked him profusely. In had a mother

exchange, the trader invited like you, a

Malin Kundang to join him on filthy and

his voyage. Malin Kundang unattractive

consented to improve his life. lady!")

He abandoned his mother.

Resolution Any years later, Malin

Kundang amassed a fortune.

He owned a large ship and was

assisted in loading

commercial items by several

ship personnel. He was also

blessed with a lovely bride.

During his trading voyage, his

26
ship stopped on a beach near a

tiny settlement. He was

recognized by the people. The

story spread quickly in town:

"Malin Kundang has gotten

wealthy and has arrived." An

elderly woman dashed to the

seashore to meet the newly

wealthy businessman. She

was the mother of Malin

Kundang. She wanted to hug

him and vent her loneliness

after such a long period.

Unfortunately, when the

mother arrived, Malin

Kundang, who was standing

in front of his well-dressed

wife and ship sailors, denied

ever meeting that elderly

lonely widow. Her mother

pleaded Malin Kundang three

times, and he screamed at her

three times. Finally, Malin

27
 Kundang said to her,

"Enough, old lady! I've never

had a mother like you, a filthy

and unattractive lady!" He

then directed his sailors to set

sail. He would leave the

elderly mother again, but this

time she was filled with both

grief and rage.

Re-orientation Finally, enraged. She cursed

Malin Kundang, saying he

would turn to stone if he didn't

apologize. Malin Kundang

simply chuckled and set sail.

A thunderstorm sprang up in

the middle of the calm water.

Malin Kundang's massive ship

was sunk, and it was too late

to apologize. The wave threw

him off his ship. He ended up

on a little island. It was much

too late for him to evade his

28
 curse. He abruptly

transformed into a stone.

B. Previous Studies

The researcher used reviews of relevant literature from other papers. Several

studies have been conducted on the use of running dictation method in English

teaching. The results were as follows:

The first was study conducted by Yolanda (2019) the title of this research

was The Effect of Running Dictation Method on Students' Writing Ability in

Procedure Text (A Study at the XI Grade Students of SMA Negeri 6

Padangsidimpuan). The purpose of this research was to find out whether there

was a significant effect of the running dictation method on students' writing

ability on procedural texts in class XI students of Padangsidimpuan 6 State

Senior High School.The population of this study was taken from all class XI

students of Padangsidimpuan 6 Public High School consisting of one class.The

total population was 31 students.This study used experimental method with a

one group pre-test post-test research design. The average result of applying the

running dictation method was classified as 'good'. The results before using the

running dictation method were assessed as 'adequate'. The average value of

students' writing ability after using the dictation method walking was classified

as very good. This indicates that the level of effectiveness of the application of

the running dictation method on writing skills meant that class XI students of

SMA Negeri 6 Padangsidimpuan had very good writing abilities.

29
 The second was a research conducted by Ramayani (2019), the title of this

research was The Effect of Running Dictation Model on Students' Writing

Advertisement Text Ability (A Study at the Tenth Grade Students of SMA

Negeri 5 Padangsidimpuan). The purpose of this study was to find out whether

there was a significant effect of the dictation model on the ability of grade 10

students of SMA Negeri 5 Padangsidimpuan in writing advertisement text. The

study population consisted of 248 tenth grade students. The sampling technique

used in this study was simple systematic sampling and the number of samples

consisted of 30 students. This study used an experimental method with a pre-

experimental research design. One group pre-test and post-test design. In

collecting data, researchers used observation sheets to obtain data on the

application of the walking dictation model, and tests to obtain data on students'

ability to write advertisements. Therefore the hypothesis was accepted. It

meant that there is a significant influence.

The third was a research conducted by Hidayati et al. (2020), the title of this

study was The Effect of the Running Dictation Method on Students' Ability to

Write Descriptive Texts (Quasi-Experimental Research on Class X Students of

SMA Negeri 1 Jalancagak Subang). The purpose of this study was to determine

the significant effect of running dictation on students' ability to write

descriptive texts and to test how students respond to the running dictation

method used to improve the ability to write descriptive texts. The research

population was taken from all students of class X semester I SMA Negeri 1

Jalancagak. Using a quasi-experimental design, quantitative data obtained from

30
pre and post tests were analyzed using SPSS 22.00 and data collected from

questionnaires were analyzed using a Likert scale. The result can be said that

carrying out dictation was an effective way to teach students to write

descriptive texts. Students enjoy learning and develop an interest in English,

especially writing. Running dictations was the best way to improve students'

descriptive text writing skills; most students can improve their grades and are

motivated to write better.

The fourth was a research conducted by Hutasuhut et al. (2022), the title of

this research was Running Dictations Game to Students Writing Skills. This

study aimed to investigate the effect of Running Dictations Game on Students

Writing Skills at the Second Grade of MTs Mardhotillah Boarding Tapanuli

Selatan. The samples were VIII B as experimental group which consisted of 11

students and VIII C as control group which consisted of 10 students. This

research was designed with quantitative research with experimental methods.

In collecting data, the data were collected through pre-test and post-test in oral

test-type dictation directly that given by teacher and analyzed by using t-test

formula. Therefore, alternative hypothesis (Ha) of this research was accepted,

null hypothesis (H0) was rejected. It meant that there was a significant effect

of using Running Dictations Game to Students Writing Skills at the Second

Grade of MTs Mardhotillah Boarding Tapanuli Selatan.

The fifth was a research conducted by Seriani et al. (2019), the title of this

research was An Analysis of Students’ Problems in Writing Taught Through

Running Dictation Technique of The Second Semester of The Eighth Grade of

31
Mts Pelita Pesawaran in The Academic Year of 2017/2018. The researcher

used purposive sampling technique to determine the sample. The researcher

chose class VIIIA as sample which consisted of 18 students. In this research,

the researcher used three kinds of instruments, they were: observation,

interview and questionnaire. The researcher used three major phases of data

analysis, they were: data reduction, data display and conclusion drawing or

verification from the data analysis, the researcher found that the students’

problems in writing learning process by using running dictation technique at

the second semester of the eighth grade of MTs Pelita Pesawaran. They were

as follows: the students’ difficulty in developing the idea, students’ difficulties

in organizing the ideas to write a text, the students’ lack of vocabulary, spelling,

capitalization and punctuation. The problems faced by the students were caused

by several things namely: lack learners’ motivation, inadequate time, lack of

practice and teacher’s feedback.

This study was different from the previous studies mentioned above.

Previous studies investigated the effects of running dictation methods on

writing procedure text, advertisement text and descriptive text.

This research conducted at SMK level, specifically in 11th grade at SMK Ky

Ageng Giri, using narrative sentences. Furthermore, this research used only

a quantitative study design.

32
C. Hypothesis

Based on the background of the study and the statements of the problem,

the hypothesis can be stated in this study. The hypothesis was as follows:

1. Alternative Hypothesis (Ha)

There was a significant difference in students' writing ability using

the running dictation method in class XI SMK Ky Ageng Giri.

2. Null Hypothesis (Ho)

There was no significant difference in the writing ability of students

who use the running dictation method in class XI SMK Ky Ageng Giri.

33
 CHAPTER III

METHODOLOGY OF THE RESEARCH

In this chapter, the writer presents the research methods used in this study.

The presentation included the research design, subject of the study, instrument,

method of data collection, and method of data analysis.

A. Research Design

There are three types of methodological research: 1) description research,

2) action research, and 3) experimental method (Snyder, 2019). In this study,

the researcher uses an experimental method because this method is very suitable

for investigating the causal relationship between two factors. Pandey (2021)

described an experimental method is a method of obtaining data by measuring a

research object after conducting an experiment.

In this study, the researcher used a quasi-experimental design where the

researcher gave a pre-test and post-test to two groups, namely the experimental

group and the control group to find out how far the students' writing ability in

narrative text were. Comparing the results of the pre-test and post-test of the two

groups using the paired sample t-test.

34
 Table 3.1 Quasi-Experimental Design

Sample Pre-test Treatment Post-test

E O1 X1 O2

C O1 X2 O2

(Sugiyono, 2018)

Where:

E = Experiment Group

C = Control Group

O1 = Pre-test

O2 = Post-test

X1 = Treatment of experimental group

X2 = Without treatment of control group

Based on Table 3.1 above there were two classes, where the control

class didn’t receive treatment and the experimental class received treatment.

B. Subject of the Study

A population is a set of subjects, variables, concepts, or phenomena.

Each member of the population can be examined to determine the type of

population in question (Maida et al., 2022). It meant that the population

included all groups whose data was used for a study. The researcher took

XI students class of SMK Ky Ageng Giri in the 2023/2024 academic year

as a population. However, the researcher chose 2 classes as samples in this

study.

35
 In this study, the researcher chose XI DKV 2 class as the control group

and XI DKV 1 as the experimental group.

Table 3.2 Sample

Experimental Group Control Group

Participant
XI XI
Students 17 20
Total of samples 37

C. Instrument of the Study

Research instruments collect data to facilitate the work of

researchers, making it easier for them to process results better, more

accurately, more completely, and more systematically (Erlyana, 2020). The

researcher used test instruments in this study to collect the data.

1. Pre-test

Pre-test was a test designed to measure students' progress in

producing narrative writing before receiving treatment. This test used to

answer research questions about the ability to write narrative sentences

before the researcher used the running dictation method. In this test,

students were asked to create a narrative text based on the topic given

by the researcher. The theme was the mythical stories surrounding their

place of residence. Then, the treatment was given after the pre-test. The

researcher used the running dictation method in this session. After that,

students were asked to understand the plot of the story and check what

they have written using the original text.

36
 2. Post-test

After being instructed using the running dictation method, a post-

test was administered to the students to measure their progress in writing

the narrative text. In this test, students were asked to create a narrative

based on a topic given by the researcher.

There were two tests for experimental and control groups. The

purpose of this test was to examine the improvement in students' ability

to write narrative text taught using running dictation method and without

using running dictation method. The researcher used tests in the form of

written texts. The text material was a narrative writing test that includes

elements of writing skills: orientation, complication, resolution, and

reorientation.

D. Technique of Data Collection

In this study, the researcher conducted tests to gather the data. The

researcher used different approaches to collect data. The data collection

technique used by researcher is through tests. The data collection method

was divided into several parts. To obtain the expected data for the study, the

researcher performed the following steps:

1. The researcher created research instruments designed to collect data.

2. The researcher came to SMK Ky Ageng Giri and asked permission to

conduct research at the school.

37
3. The researcher met with the English teacher teaching eleventh-grade

students to obtain permission to use the instrument, consulted, and

obtained a teaching schedule.

4. The researcher chose two classes as research samples.

5. The researcher asked the teacher about students' writing abilities.

6. The researcher asked permission from the class and explains the purpose

of the researcher coming to class.

7. At the first meeting, the researcher conducted a pre-test for the students.

The researcher provided an orientation to students. This test aimed to

determine students' ability to write narrative text before receiving

treatment. Students were instructed to write narrative text according to

the topic determines by the researcher. The whole classes was given 45

minutes to produce narrative text.

8. At the second meeting (treatment), the researcher delivered material

about narrative text and an explanation of the treatment to be given, then

students were given the running dictation method.

9. At the third meeting, the researcher gave a post-test to the students and

asked them to write a narrative text using a topic determines by the

researcher. This test was designed to assess students' ability to write

narrative texts after they received treatment. Students must understand

areas of writing such as content, organization, vocabulary, grammar, and

mechanics to create good narrative compositions. The writing time

allotted for narrative content is 45 minutes.

38
 10. The researcher collected and assessed the tests, then compare the results

before and after to assess students' ability to use the running dictation

method to teach narrative texts using SPSS.

E. Method of Data Analysis

The quantitative data analysis method is an activity after collecting

data from all respondents (population/sample) (Maida, 2020). It means the

most important part of the study is data analysis to see if there are significant

differences in writing style. The researcher tries to describe the data

clearly as she can in one unit.

After using the test to collect data, the researcher analyzed the test

results. The researcher used statistics to find test results and answer question

statements. In this study, the researcher statistically analyzed the results of

writing instruction using running dictation method. In analyzing the data,

the researcher performed the steps as follows:

a. The researcher provided test scores from pre-test and post-test results

using a formula to determine student scores

b. The researcher analyzed test results using SPSS to determine score

categories.

c. The researcher used statistical formulas to conclude the effectiveness of

using running dictation method and to find out differences in student

performance in the experimental group and the control group.

39
 Then to find out the test results, the steps will be explained below:

1. Scoring of pre-test and post-test test results.

Scoring test results is the first step to collecting pre-test and post-test

results with a formula. Adapting from Brown (2008), the scoring system

was as follows:

Table 3.3 Scoring the Test

20-18 Very good Appropriate, title, effective,

introductory paragraph, the

topic is stated, leads to the

body. The transitional

expression was used.

Arrangement of material

shows plan (could be

Organization
outlined by the reader,
(Introduction,
supporting evidence given
Body, and
for generalization,
Conclusion)
conclusion logical and

complete.)

17-15 Good Adequate title, introduction,

and conclusion. The body of

an essay is acceptable, but

some evidence may be

lacking, and some ideas

40
 aren’t fully developed. The

sequence is logical but

transition expression may be

absent or misused.

14-12 Good enough Mediocre or scant

introduction or conclusion.

Problems with the order of

ideas in the body. The

generalization may not be

fully supported by the

evidence given. Problems of

organization interfere.

11-6 Poor Shaky or minimally

recognizable introduction.

Organization can barely be

seen. Severe problems with

the ordering of ideas. Lack of

supporting evidence. The

conclusion is weak or

illogical. Inadequate effort at

the organization.

5-1 Very poor Absence of introduction or

conclusion. No apparent

41
 organization of body. Serve

lack of supporting evidence.

Writer has not made any

effort to organize the

composition (could not be

outlined by reader)

20-18 Very good Essay addresses are the

assigned topic. The ideas are

concerted and thoroughly

developed. No extraneous

material. Essay reflects

thought.

Logical 17-15 Good Essay addresses the issues

Development but misses some points. Ideas

of Ideas could be more fully

(Content) developed. Some extraneous

material is present.

14-12 Good enough Development of ideas is not

complete or essay is

somewhat off the topic.

Paragraphs aren’t dived

exactly right.

42
 11-6 Poor Ideas incomplete essay does

not reflect careful thinking or

was hurriedly written.

Inadequate effort in area of

content.

5-1 Very poor Essay is completely

inadequate and does not

reflect college-level work.

No apparent effort to

consider the topic carefully.

20-18 Very good Native-like fluency in

English grammar. Correct

use of relative clauses,

prepositions, modals,

articles, verb forms, and

tense sequencing. No

Grammar fragments or run-on

sentences.

17-15 Good Advanced proficiency in

English grammar. Some

grammar problems don’t

influence communication,

although the reader is aware

43
 of them. No fragments or

run-on sentences.

14-12 Good enough Ideas are getting through to

the reader, but grammar

problems are apparent and

have negative effect on

communication. Run-on

sentences or fragments

present.

11-6 Poor Numerous serious grammar

interferes with

communication of the

writer’s ideas. Grammar

review of some areas is

needed. Difficult to read

sentence.

5-1 Very poor Severe grammar problems

interfere greatly with the

message. Reader can’t

understand what the writer

was trying to say in

unintelligible sentence

structure.

44
 20-18 Very good Correct use of English

writing conventions. Left

and right margins, all needed

capitals, paragraphs

indented, punctuation, and

spelling. Very neat.

17-15 Good Some problems with writing

conventions or punctuation.

Occasional spelling errors.

Left margin is correct. Paper

Punctuation,
is neat and legible.
spelling, and
14-12 Good enough Uses general writing
mechanics
conventions but has errors.

Spelling problems distract

the reader. Punctuation

errors interfere with ideas.

11-6 Poor Serious problems with

format of paper. Parts of

essay are not legible. Errors

in sentence punctuation and

unacceptable to educated

readers.

45
 5-1 Very poor Complete disregard for

English writing conventions.

Paper illegible. Obvious

capitals missing. No

margins. Severe spelling

problems.

20-18 Very good Precise vocabulary usage.

Use of parallel structures,

concise, register well.

17-15 Good Attempts variety, good

vocabulary, not wordy,

register OK, style fairly

concise.
Style and
14-12 Good enough Some vocabulary is misused,
quality of
lacks awareness of register,
expression
maybe too mordy.

11-6 Poor Poor expression of ideas,

problem in vocabulary, lacks

variety of structure.

5-1 Very poor Inappropriate use of

vocabulary, no concept of

register or sentence variety.

(Brown, 2008)

46
 Then, the researcher obtained scores from each student in the essay

section. The researcher used the formula as follows:

A1 + A2 + A3 + A4 + A5 = N
Al = Score of content

A2 = Score of organization

A3 = Score of vocabulary

A4 = Score of Mechanics

N = Total score

2. Finding the level of Achievement

To determine the score categories, the researcher adapted Dahniati's formula

(2018) as follows:

Table 3.4 Level of Achievement

Score Level Grade

91,00 – 100,00 Very good A

76,00 – 90,00 Good B

61,00 – 75,00 Fair C

51,00 – 60,00 Poor D

Less than 50 Very poor E

(Dahnianti, 2018)

3. Finding the total score

Based on the categories in the formula above, the researcher determined the

percentage of students' ability to write narrative sentences using running

dictation method. The formula to find the total score was as follows:

47
 𝐴
P = 𝑁 X 100%

(Cohen et al., 2012)

4. Discovering the Mean of Control group and Experimental group

After determining the student's percentage of ability to write a narrative,

the researcher determined whether the student was successful in writing the

narrative by discovering the mean of control group and experimental group.

The researcher counted the mean of using formulas proposed by Jakni

(2016) as follows:

𝑋2 = ∑𝑥
𝑁
2

Where :

X1 = The Mean of Pre-test

∑x1 = Total Score of Students

N = Total Students

𝑋1 = ∑𝑥
𝑁
1

Where:

X2 = The Mean of Post-test

∑x2 = Total Score of Students

N = Total Students

48
5. Counting the sum of standard deviation

The researcher adapted the formula of Jakni (2016) to measure the second

step using the standard deviation.

∑(𝑥𝑖−𝑋 )2
SD = √ , if n > 30
𝑛

∑(𝑥𝑖−𝑋)2
SD = √ , if n < 30
𝑛−1

Where:

SD = Standard deviation

Xi = Data

∑ (Xi - )2 = The sum of data minus the average and squared

n = Number of sample

6. Analyzing the data using the T-test

The t-test was used by the researcher to examine data. In addition, Mishra

(2019) stated a t-test was performed to partially test the research hypothesis

regarding the effect of each independent variable on the dependent variable.

A t-test used to determine the effectiveness of using running dictation

method and to determine the difference in student performance in the

experimental group and control group. The formula was:

49
 (𝑋1 − 𝑋1 )√(𝑛1 − 1)𝑆1 2 + (𝑛2 − 1)𝑆1 2 1 1
t − test = ( + )
𝑛1 + 𝑛2−2 𝑛1 𝑛2

(Cohen, 2012)

Where :

T-test = t-test

X1 = Mean of students’ post-test using running dictation method

X2 = Mean of students’ post-test without running dictation method

S = variance value
n = Sample

After getting the results with the t-test, the researcher refers to the t-

table to find out whether the hypothesis is accepted or not. If tcount > ttable

then the alternative hypothesis (Ha) can be accepted. This means that

students who were taught used books had better writing achievements.

Meanwhile, if tcount < ttable then the hypothesis is not accepted (Ho). This

means that students who are taught using running dictation do not have

writing achievement.

50
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter describes the results of the research and discussion. The purpose

of this research is to find out the effect of running dictation method on students'

writing ability in narrative texts. This chapter contains of research findings and

discussion.

A. Research Findings

This section presents the results of the effectiveness of one of the learning

methods applied, namely the Running Dictation Method. The subject matter

that has been explored is student writing, especially in the sub-text called

narrative text.

Its effectiveness can be seen from the scores of tasks with and without

treatment applied. The samples in this research were two classes, namely class

XI DKV 1 as the control group and class XI DKV 2 as the experimental group

using Running Dictation Method in the learning process. Researcher collected

two types of data from the control and experimental group. The treatment was

carried out in the experimental group using Running Dictation Method, while

the control group was not given any treatment. The researcher gave pre-test and

post-test in essay form. Students were asked to make narrative texts based on

the topics provided by the researcher. Students must also write a narrative text.

After that, the researcher analyzed the data obtained from the result of the

pre-test and post-test. The researcher gave the score to each writing elements

51
such as (content, organization, grammar, vocabulary, mechanics). (See Table

3.3)

Then, the researcher evaluated the students’ pre-test and post-test scores.

For that purpose, the researcher classified the score of pre-test and post-test

based on the level of achievement. (See Table 3.4)

The data were obtained from the result of the pre-test and post-test taught

without running dictation method and the result of pre-test and post-test taught

with running dictation method.

1. The students’ Ability in Writing Narrative Text Taught without

Running Dictation Method

a. Result Pre-Test of Control Group

In this study, researcher provided different methods for each class.

First, the researcher did not provide running dictation method for the

control group and used an expository approach in the learning process

where students listen more to the teacher's explanation in front of the

class and carry out assignments if the teacher gives practice questions to

students which are often used in conventional learning. The researcher

conducted the research for four meetings. To collect data, the researcher

gave a pre-test to find out the students’ writing ability before the

researcher explained the narrative text. After the researcher gave an

explanation, at the end of the class, the researcher gave a post-test to

measure students’ writing ability after being taught without running

dictation method.

52
 The mean score of the control group’s pre-test was 56.00 which was

included in the poor category. The pre-test was given before the teacher

explained the material, and the control group students were taught

without running dictation method in three meetings. The researcher gave

a pre-test to write narrative text at the first meeting. At the second

meeting, the researcher used the expository approach method, the

researcher explained the narrative text to the students. At the third

meeting the researcher conducted a post-test to find out the learning

outcomes. At the last meeting, the researcher asked students to retell

what they had learned.

Table 4.1
The result of Pre-test, Post-test, and Gained Score in Control Group

Student Code Pre-Test Post-Test Gained Score

DKV1 A 81 80 -1
DKV1 B 43 80 37
DKV1 C 36 62 26
DKV1 D 68 80 12
DKV1 E 55 62 7
DKV1 F 59 73 14
DKV1 G 55 69 14
DKV1 H 54 73 19
DKV1 I 69 60 -9
DKV1 J 50 62 12
DKV1 K 67 73 6
DKV1 L 44 69 25
DKV1 M 60 62 2
DKV1 N 44 80 36
DKV1 O 60 80 20
DKV1 P 52 69 17
DKV1 Q 72 69 -3

53
 DKV1 R 67 69 2
DKV1 S 57 60 3
DKV1 T 34 60 26
∑ 1127 1392 265
MEAN 56.00 69.00 13.00

Based on Table 4.1, the lowest score on the pre-test was 34 and the

highest score was 81. It presented the mean score of pre-test of students’

writing ability in control group was 56.00. This result meant in the poor

category.

On the other hand, the lowest score on the post-test was 60 and the

highest score was 80. It presented the mean score of students’ writing

ability in control group showed 69.00 that belongs to the fair category.

According to that result, the N-gain score was 13.00. It meant that

students' writing ability increased from pre-test to post-test in the control

group, although it was not statistically significant.

2. The Students’ Ability in Writing Narrative Text Taught with Running

Dictation Method

The second class is the experimental group which was taught using

Running Dictation Method. Researcher also needed meetings to collect data,

the same as the control group. The researcher also gave pre-test and post-

test to the experimental group. In addition, the researcher applies Running

Dictation as a method during the learning process. The researcher held three

54
meetings to teach writing ability in narrative text. At the first meeting, the

researcher gave a pre-test to find out how far students learned about

narrative texts. At the second meeting, the researcher gave treatment to the

group by using a narrative story as one of the learning process methods. At

the third meeting, the researcher gave a post-test to find out the effectiveness

of Running Dictation Method. At the last meeting, the researcher asked

students to retell what they had learned.

Table 4.2
The result of Pre-Test, Post-test, and Gained Score in Experimental Group

Student Code Pre-Test Post-Test Gained Score

DKV2 A 67 84 17
DKV2 B 57 74 17
DKV2 C 48 74 36
DKV2 D 75 84 9
DKV2 E 60 80 20
DKV2 F 87 80 -7
DKV2 G 75 90 15
DKV2 H 73 90 17
DKV2 I 68 80 12
DKV2 J 78 90 12
DKV2 K 45 84 39
DKV2 L 63 84 14
DKV2 M 70 84 14
DKV2 N 65 74 9
DKV2 O 79 90 11
DKV2 P 57 74 17
DKV2 Q 75 90 15
∑ 1142 1406 267
MEAN 66 82 16

55
 Based on Table 4.2, the lowest score on the pre-test was 45 and the

highest score was 87. It presented the mean score of pre-test of students’

writing ability in experimental group was 66.00. This result meant in the

poor category.

On the other hand, the lowest score on the post-test was 74 and the

highest score was 90. It presented the mean score of students’ writing

ability in experimental group showed 82.00 that belongs to the good

category.

According to that result, the N-gain score was 16.00. It meant that

students' writing ability increased from pre-test to post-test in the

experimental group.

3. A Significant Difference in Writing Ability of Students Who Taught

with and without Running Dictation Method

The researcher presented the data in Table form and calculated

scores using the SPSS, displaying the classification of students’ writing

score on the post-test, the average score, and the student’s standard

deviation. The results are shown in the Table below:

56
 Table 4.3
Descriptive statistics of pre-test and post-test

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
Pre-Test 17 45 87 67.18 11.226
Experiment
Post-Test 17 74 90 82.71 6.121
Experiment
Pre-Test 20 34 81 56.35 12.300
Control
Post-Test 20 60 80 69.60 7.556
Control
Valid N 17
(listwise)

Table 4.3 shows that the minimum student score is 45 in the control

group and 74 in the experimental group. While the maximum score in the

control group was 87 and in the experimental group was 90. After the

researcher gave two different methods in each class there was an increase in

student learning outcomes. It can be seen from the data above that the

minimum and maximum scores in each class have increased.

57
 Table 4.4
Wilcoxon Test

Mean
N Rank Sum of Ranks
Post-Test Negative 1a 1.00 1.00
Experiment - Ranks
Pre-Test Positive Ranks 16b 9.50 152.00
Experiment Ties 0c
Total 17
Post-Test Negative 3d 4.50 13.50
Control - Pre- Ranks
Test Control Positive Ranks 17e 11.56 196.50
Ties 0f
Total 20

Based on Table 4.4, We can conclude that from 17 students, only

one student’s grade decreased and no one did not improve in the

experimental group. We can see that in the control group, three students

decreased and no one did not improve, and the other remained unchanged

from previous-test levels.

Table 4.5
Statistic Wilcoxon

Test Statisticsa

Post-Test Experiment - Post-Test Control -

Pre-Test Experiment Pre-Test Control
b
Z -3.581 -3.417b
Asymp. Sig. (2-tailed) .000 .001

58
 Based on table 4.5, the Asymp. Sig (2-tailed) value has been

determined to be 0.000 in experiment group and 0.001 in control group.

Considering the value of 0.000 and 0.001 are less than 0,05, we can

conclude that Running Dictation Method had an effective on students’

writing ability growth at SMK Ky Ageng Giri.

B. Discussion

Based on data analysis, this research produced three main conclusions:

students' writing ability when taught without the running dictation method,

students' writing ability when taught using the running dictation method, there

is a significant difference between students' writing ability when taught using

the conventional method and those taught using running dictation method.

The first finding shows that traditional methods are used to teach students

to write. The expository approach is the traditional method used in this research.

In expository approach learning activities are focused on the teacher as a source

of knowledge or learning resources, similar to lectures (Birjandi & Malmir,

2009). Twenty students in control group who were given an essay test in paper-

based format were given a pre-test and post-test as a control group to collect

data. As a result, the researcher found that although not statistically significant,

the writing ability of students in the control group increased from pre-test to

post-test. Heryadi & Sundari (2020) stated It was found that traditional methods

were boring and students were not involved in the learning process because

59
students just listen without doing anything else to act as a follow-up, there is no

seriousness, and concentration capacity is not optimal.

The second finding of this research relates to Running Dictation as a method

and how students thought it was a special method to learning, especially in

writing. The Running Dictation method is considered to attract students' interest

because it creates a fun situation and implemented in the form of a game

(Yusrini & Yunus, 2019). Before the post-test, the material in experimental

group was explained by the researcher using running dictation method.

Moreover, researcher also provided essays for participants to write narrative

texts as a pre-test and post-test. Compared with the effect of the current

conventional method, it was found that the increase in students' writing ability

from pre-test to post-test based on running dictation method was very

significant. These results indicate that running dictation method can encourage

student achievement in the learning process.

Third, this research shows that conventional methods and running dictation

differ significantly in how well students learn to write. This illustration shows

how students who use the running dictation method have stronger writing ability

than those who use traditional teaching. There are differences between the

experimental and control group in the learning process as observed by

researcher in class. Students in the control group reported feeling bored and

lacking interest in studying. They feel English is boring and difficult to

understand. This affects the post-test results that students learn. The use of

60
running dictation method in the experimental group produces students who are

more enthusiastic and grasp the material more quickly because the learning

process is varied and not monotonous (Zakiyah & Husniah, 2018). Students also

usually understand and remember texts better. The results of the post-test they

conducted showed that students are easier to write. These results in the

conclusion show that running dictation method is effective and beneficial for

both students and teachers.

In addition, the students of experimental group are given a new learning

environment through Running Dictation Method, so they can increase their

learning capacity. Moreover, Running Dictation Method can be one of the

recommended methods to use in the learning process, especially in writing

because the learning process is interesting and can increase students' memory

when writing the text (Zaenab & Jawad, 2020). Moreover, Santihastuti & Sari

(2020) stated Running Dictation Method is an effective method for teaching

English writing skills, especially in narrative texts because it involves various

language skills.

In conclusion, Running Dictation Method can improve the ability to write

narrative texts because it involves various language skills, such as listening,

understanding, copying and writing. Furthermore, this method also involves

cooperation between students, so it can improve their collaborative skills. By

doing this activity regularly, students can improve their ability to write

61
narratives more fluently and accurately. However, it cannot be denied that its

use requires good preparation from the teacher.

62
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the study in two ways. The first presents conclusions,

and the second makes suggestions. The conclusions and suggestions were briefly

presented by the researcher below.

A. Conclusions

Based on the discussion of the research findings in the previous chapter, it

can be concluded as follows:

1. The writing ability of XI SMK Ky Ageng Giri students in academic year

2023/204 is acceptable if the average pre-test and post-test scores are

compared. The average pre-test score of 56.00 and an average post-test score

of 69.00, this shows that students who are taught without Running Dictation

Method can improve students' writing abilities. However, there was no

significant difference before and after the pre-test and post-test.

2. The writing ability of experimental group, the pre-test average was 66.00,

and the post-test average was 82.00. This shows that using the Running

Dictation Method to teach writing narrative texts can effectively improve

students' writing abilities.

3. There is a significant difference in writing ability between students who are

taught without Running Dictation Method and students who are taught with

Running Dictation Method. The t-test calculation produces a t-count value

greater than t-table, which shows this. There is a possibility that the Running

Dictation Method can improve the writing ability of students in this research.

63
B. Suggestions

Based on the conclusions above, the Running Dictation Method can

be an alternative method for teachers and students in teaching writing

narrative texts in learning classes, especially when students feel that

conventional methods are boring because there are fewer activities.

Moreover, Running Dictation Method has unique characteristics that

increase students' enthusiasm and creativity in learning English, especially

writing ability. This research should be used as a reference for further

research on the use of Running Dictation as a method in the learning

process. Further research is needed on larger sample sizes and other English

language skills to generate various results and confirm the effectiveness of

Running Dictation Method in English teaching and learning.

64
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APPENDICES

70
 LIST OF STUDENT’S NAME IN CONTROL GROUP

NO NAMA SISWA CODE SISWA

1. Syahril Ghani DKV1 A
2. Rizqi Ramadhani DKV1 B
3. M. Agung Prasetyo DKV1 C
4. Muhammad farel ahnaf DKV1 D
5. Ahmad Barikli Mumtaz DKV1 E
6. Nova Nafiatun N. DKV1 F
7. M. Khotibul Umam DKV1 G
8. Bintang Niar R. DKV1 H
9. Ahmad Deska Syafriel DKV1 I
10. M. Zacky Dikrul W. DKV1 J
11. Nikita Cinta Mentari DKV1 K
12. Kaffa Maulana M. DKV1 L
13. Abid Nabawi DKV1 M
14. Sulkhan assadili DKV1 N
15. Rosyid Aulia DKV1 O
16. M. Agustin Dwi Andika DKV1 P
17. Angga Zaki DKV1 Q
18. Arya bima DKV1 R
19. Distra Naura Tyasta DKV1 S
20. M. Raysa Islami Zalfa DKV1 T

71
 LIST OF STUDENTS’ NAME IN EXPERIMENT GROUP

NO NAMA SISWA CODE SISWA

1. Ahmad Lukmanul H. DKV2 A
2. Muhammad Hanif DKV2 B
3. Fadil Maryanto DKV2 C
4. Faishal Abdul Rasyid DKV2 D
5. Sandy Widya P. DKV2 E
6. Tafrihatul Maghfiroh DKV2 F
7. Neiriis Alika DKV2 G
8. Nayla Lutfia R. DKV2 H
9. Muhahmmad Zakky Febrian DKV2 I
10. Yaziddunni ‘AM DKV2 J
11. M. Najma Maucidin Nasa DKV2 K
12. Rafi Muzaky DKV2 L
13. David Adi Wibowo DKV2 M
14. M. Wahyu Jagad Satrio DKV2 N
15. Diva Rizka DKV2 O
16. Gabril Praba DKV2 P
17. Wahyu Rahmat dermawan DKV2 Q

72
 Name :
Class :
Absen :

PRE-TEST
A. Instructions
1. Write a narrative text using one of the following topics!
a. The legend comes from the place around you
b. A myth of the place around you
c. Horor story
d. Your favorite fairy tale.
2. Use your imagination to write it!
3. Use the dictionary if needed!

B. Write your text below!

73
 Name Group :

POST-TEST
A. Instructions
1. Write a narrative text using a topic that given!
a. The Legend of Crying Stone e. The Ant and the Dove
b. The Tortoise and the Hare f. The Legend of Surabaya
c. The legend of Lau Kawar g. The Lion and The Mouse
Lake
d. Fox and A Cat
2. Use your imagination to write it!
3. Use the dictionary if needed!

B. Write your text below!

74
75
76
77
78
79
 Descriptive statistics of pre-test and post-test

Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
Pre-Test 17 45 87 67.18 11.226
Experiment
Post-Test 17 74 90 82.71 6.121
Experiment
Pre-Test 20 34 81 56.35 12.300
Control
Post-Test 20 60 80 69.60 7.556
Control
Valid N 17
(listwise)

80
THE RESULT OF PRE-TEST, POST-TEST, AND GAINED SCORE IN

CONTROL GROUP

Student Code Pre-Test Post-Test Gained Score

DKV1 A 81 80 -1
DKV1 B 43 80 37
DKV1 C 36 62 26
DKV1 D 68 80 12
DKV1 E 55 62 7
DKV1 F 59 73 14
DKV1 G 55 69 14
DKV1 H 54 73 19
DKV1 I 69 60 -9
DKV1 J 50 62 12
DKV1 K 67 73 6
DKV1 L 44 69 25
DKV1 M 60 62 2
DKV1 N 44 80 36
DKV1 O 60 80 20
DKV1 P 52 69 17
DKV1 Q 72 69 -3
DKV1 R 67 69 2
DKV1 S 57 60 3
DKV1 T 34 60 26
∑ 1127 1392 265
MEAN 56.00 69.00 13.00

81
THE RESULT OF PRE-TEST, POST-TEST, AND GAINED SCORE IN

EXPERIMENTAL GROUP

Student Code Pre-Test Post-Test Gained Score

DKV2 A 67 84 17
DKV2 B 57 74 17
DKV2 C 48 74 36
DKV2 D 75 84 9
DKV2 E 60 80 20
DKV2 F 87 80 -7
DKV2 G 75 90 15
DKV2 H 73 90 17
DKV2 I 68 80 12
DKV2 J 78 90 12
DKV2 K 45 84 39
DKV2 L 63 84 14
DKV2 M 70 84 14
DKV2 N 65 74 9
DKV2 O 79 90 11
DKV2 P 57 74 17
DKV2 Q 75 90 15
∑ 1142 1406 267
MEAN 66 82 16

82
 WILCOXON TEST

Mean
N Rank Sum of Ranks
Post-Test Negative 1a 1.00 1.00
Experiment - Ranks
Pre-Test Positive Ranks 16b 9.50 152.00
Experiment Ties 0c
Total 17
Post-Test Negative 3d 4.50 13.50
Control - Pre- Ranks
Test Control Positive Ranks 17e 11.56 196.50
Ties 0f
Total 20

83
 STATISTIC WILCOXON

Test Statisticsa

Post-Test Experiment - Post-Test Control -

Pre-Test Experiment Pre-Test Control
b
Z -3.581 -3.417b
Asymp. Sig. (2-tailed) .000 .001

84
 Modul Ajar
A. Informasi Umum
Nama sekolah : SMK Ky Ageng Giri
Mata Pelajaran : Bahasa Inggris
Kelas : XI / Ganjil
Tahun Pembelajaran : 2023/2024
Alokasi Waktu : 4 pertemuan (8 X 45 menit)

B. Capaian Pembelajaran (CP):

Writing - Presenting
C. Tujuan Pembelajaran
Writing and Presenting
Merancang dan menampilkan teks tulis berbentuk naratif terkait topik dengan
menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai konteks
penggunaannya yang benar.
D. Kriteria Ketercapaian Tujuan Pembelajaran:
• Siswa mampu menganalisis fungsi sosial, struktur teks dan unsur
kebahasaan dari teks ‘naratif’
• Siswa mampu menyimpulkan makna fungsi sosial, struktur teks dan unsur
kebahasaan dari teks ‘naratif’
• Siswa mampu mengevaluasi fungsi sosial, struktur teks dan unsur
kebahasaan dari teks ‘naratif’

E. Pengetahuan/Ketrampilan Prasyarat :
• Siswa mampu membuat teks naratif secara individu dan berkelompok.
• Siswa mampu merespon berbagai pertanyaan teks secara individu dan
berkelompok.
• Siswa mampu menunjukkan keterampilan merespon teks yang makin
kompleks.

85
F. Profil Pelajar Pancasila yang berkaitan :
• Beriman, bertakwa kepadan Tuhan YME, dan berakhlak mulia
• Bergotong royong (kolaborasi dan kepedulian)
• Bernalar kritis (memproses informasi dan refleksi pemikiran)
• Kreatif (menghasilkan karya atau tindakan yang orisinil)
G. Sarana Prasarana
Fasilitas : Proyektor, LCD, Laptop
Lingkungan belajar : Ruang kelas (tatap muka)

H. Ketersediaan Materi
1. Pengayaan untuk siswa berpencapaian tinggi: Ya
2. Alternatif penjelasan, metode atau aktifitas untuk siswa yang sulit
memahami konsep: Ya

I. Model Pembelajaran
Menggunakan pendekatan saintifik (scientific learning), dengan menggunakan
model pembelajaran Cooperative Learning

J. Asessmen
Individu dan kelompok
Jenis Assesmen : Tertulis

K. Kegiatan pembelajaran utama

Pengaturan siswa : lndividu
Metode : Diskusi, penugasan
L. Materi ajar, alat dan bahan
1. Materi atau sumber pembelajaran yang utama
a. Teks naratif
2. Alat dan bahan yang diperlukan
a. LCD dan proyektor
b. PPT

86
M. Persiapan Pembelajaran
• Menyiapkan laptop, LCD-Proyektor
• Menyiapkan buku absensi siswa
• Menyiapkan soal-soal

N. Urutan kegiatan pembelajaran

KELAS KONTROL
Langkah
Kegiatan Waktu
Pembelajarn
Pertemuan Pertama
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Guru menjelaskan pengertian, 60 menit
generic structure, and the
language features of narrative
text.
• Guru memberikan contoh teks
naratif tentang “The Myth of
Malin Kundang” dan membedah
generic structure and language
features of the text.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-

87
 pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.
Pertemuan Kedua
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Sebelum pre-test membuat 60 menit
sebuah teks naratif, guru
menjelaskan kembali pengertian,
generic structure, and the
language features of narrative
text dan cerita tentang “The
Myth of Malin Kundang”

88
 • Lalu siswa difokuskan untuk
membuat teks naratif dengan
memilih salah satu topik:
1. Legenda yang ada di
sekeliling tempat tinggal
2. Mitos yang ada di sekeliling
tempat tinggal
• Siswa diberikan lembar kerja
untuk membuat teks naratif
secara individu.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.
Pertemuan Ketiga

89
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Sebelum post-test membuat 60 menit
sebuah teks naratif, guru
menjelaskan kembali bagaimana
cara menulis teks naratif.
• Siswa diberikan lembar kerja
untuk membuat teks naratif
secara kelompok.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur

90
 kebahasaan yang mendukung
teks naratif.
Guru mengakhiri pelajaran.
Pertemuan Keempat
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Guru meminta siswa 60 menit
menceritakan kembali tentang
apa yang sudah dipelajari seperti
pengertian, generic structures,
language features teks naratif.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,

91
 struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
Guru mengakhiri pelajaran.

KELAS EKSPERIMEN
Langkah
Kegiatan Waktu
Pembelajarn
Pertemuan Pertama
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Guru menjelaskan pengertian, 60 menit
generic structure, and the
language features of narrative
text.
• Guru memberikan contoh teks
naratif tentang “The Myth of
Malin Kundang” dan membedah
generic structure and language
features of the text.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?

92
 How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.
Pertemuan Kedua
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Sebelum pre-test membuat 60 menit
sebuah teks naratif, guru
menjelaskan kembali pengertian,
generic structure, and the
language features of narrative
text dan cerita tentang “The Myth
of Malin Kundang”

93
• Lalu siswa difokuskan untuk
membuat teks naratif dengan
memilih salah satu topik:
1. Legenda yang ada di
sekeliling tempat tinggal
2. Mitos yang ada di sekeliling
tempat tinggal
• Siswa diberikan lembar kerja
untuk membuat teks naratif
secara individu.
• Tanya jawab seputar kegiatan
yang dilakukan siswa (apersepsi).
• Guru membahas jawaban dari
siswa.
• Guru memberikan apersepsi
tentang teks naratif.
• Guru memberikan penjelasan
ulang seputar materi teks naratif
• Guru memberikan penjelasan dan
Langkah – Langkah running
dictation method
• Guru meminta siswa untuk
berkelompok dan menulis teks
naratif dengan running dictation
method.
Langkah – Langkah running
dictation method:
1. Guru menyiapkan teks
naratif yang di tempel di

94
 papan tulis dan dinding
kelas.
2. Siswa akan dibagi
menjadi 7 kelompok yang
terdiri dari 5 – 6 orang per
kelompok.
3. Setiap siswa di kelompok
itu akan menjadi penulis
dan siswa lain yang akan
berlari.
4. Pelari pertama harus
berlari dan membaca
kalimat yang sudah
disediakan guru. Siswa
harus mengingat apa yang
sudah di baca lalu di
sampaikan kepada
penulis.
5. Pelari kedua melakukan
hal yang sama seperti
pelari pertama dan
berkelanjutan sampai
selesai.
6. Untuk setiap kelompok
akan diberi waktu selama
5 menit.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What

95
 information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.
Pertemuan ketiga
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.
Kegiatan Inti • Sebelum post-test membuat 60 menit
sebuah teks naratif, guru
menjelaskan kembali langkah –
langkah running dictation
method lalu siswa difokuskan
untuk membuat kelompok.

96
 • Siswa diberikan lembar kerja
untuk membuat teks naratif
secara kelompok.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.
Pertemuan keempat
Kegiatan • Siswa disiapkan untuk mengikuti 15 menit
Pendahuluan proses pembelajaran, termasuk
berdoa.
• Guru menyiapkan daftar hadir
dan menanyakan keadaan siswa.
• Guru menjelaskan tujuan
pembelajaran.

97
Kegiatan Inti • Guru meminta siswa 60 menit
menceritakan kembali tentang
apa yang sudah dipelajari seperti
pengertian, generic structures,
language features teks naratif dan
running dictation method.
Kegiatan Penutup • Siswa menuliskan dibuku apa 15 menit
yang sudah dipelajari hari ini,
dengan menjawab pertanyaan-
pertanyaan, seperti: What
information do you get today?
How do you feel about today’s
learning?
• Siswa secara acak
menyampaikan apa yang mereka
tuliskan.
• Guru memberi penguatan
informasi yang disampaikan oleh
siswa (dengan menanyakan
tujuan sebuah teks naratif,
struktur umum teks, dan unsur
kebahasaan yang mendukung
teks naratif.
• Guru mengakhiri pelajaran.

98
DOKUMENTATION

CONTROL GROUP

99
EXPERIMENTAL GROUP

100
101
102
103
104
105
106
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