CHAPTER FOUR
DATA PRESENTATION AND RESEARCH FINDINGS
This
chapter presented the data and findings of the research in improving the
students’ writing spelling words by using
dictation method. The data findings used presented in sequence based on the
cycles. It covered the planning of the action, the implementation of the
action, the analysis and reflection.
Before
conducting the study, the researcher and collaborator had a discussion about
dealing with the study and the class as the subject of the study. The researcher
explained the study and it was objectives to her collaborator. It was aimed at providing
the collaborator with the knowledge of this study to enable her to do the
observation well.
A.
Cycle 1
Cycle 1 had
been done for 3 days. It was done at 24th to 27th of
November, 2010 and it was conducted in three meetings. The planning, the
implementation, the analysis, and the reflection of this cycle were presented
in this part. The activities the students had in cycle 1 could be seen clearly
in table 4.1. All the activities were aimed at improving the students’ writing
spelling words by using dictation method.
Table 4.1 The Activities of Implementing
of dictation method class in cycle 1.
|
No
|
researcher’s
activity
|
students’
activity
|
|
1
2
3
4
5
6
7
|
The researcher opens the lesson and gave a clear
instruction about the objectives and rules of the lesson presented
The researcher distributed test (pre-test) and asked the students to
write the words around their classroom
The researcher read the words loudly
The researcher took out and explained about
spelling the alphabet.
The researcher gave instruction for students to remember the words seriously.
The researcher gave spirit
and motivated the students in writing spelling words
The researcher explained more about the way to write the word and to
spell the alphabets.
|
The students listened to the researcher’s
explanation
The students responded to the teacher
The students listened and wrote it
The students listened carefully to teacher’s instruction
The students paid attention while the teacher was
explaining the materials.
The students seemed confused in writing the words.
The students listened and paid attention to the
teacher.
|
1. Planning
Before
the teaching and learning activities were conducted in the class, the researcher
and collaborator had some discussion about activities in the first cycle. Here,
the researcher gave explanation to her collaborator, firstly about how to do
this collaboration, what the researcher wants to do and what the teacher who
collaborated with her could do in this research. The researcher and her
collaborator dealt to do the planning action by in the first meeting the
researcher acted as the teacher who carried out the teaching and learning
process while her collaborator assisted her for the observation. And then in
the next meeting, while the her collaborator acted as the teacher who carried
out the teaching and learning process, the researcher acted as observer. Some
preparations were made including the lesson plan, the instructional material
and the method. In planning the action, the researcher also gave a clear
instruction about the method that would use in this research, that method is
dictation method. Moreover, the researcher also explained for her collaborator
the advantages of dictation method. The lesson plan was designed for three
meetings. It was focused on writing spelling words by using dictation method. The
researcher and collaborator also made the criteria of success. Because of this
research was collaborative action research, the criteria of success could be determined
by the researcher and collaborator. The researcher made criteria of success
such as her had explained in chapter three. The researcher and her collaborator
dealt about that. Because the researcher make score based on criteria of score
design by Suharsimi Arikunto, so the researcher gave explanation about that for
her collaborator. In this planning, the researcher make a planning in first
cycle are three meetings, when the action not success yet, the researcher and
her collaborator dealt to continue to the second cycle.
The
dictation method test in this cycle was about the writing spelling words
especially the adjective and noun based on material book. The teaching writing process
was done in classroom. Furthermore, the researcher also prepared the
observation checklist and interview. The observation checklist was given to the
teacher (collaborator) and students.
2.
The Implementing of the Action
In
cycle 1, the implementing of the action was conducted in three meetings. The
first meeting, the students were asked to write the words that dictated by
teacher without spelling. It was the pre-test. The words are:
1. Big 6. House
2. Buffalo 7. Horse
3. Beautiful 8.
Chair
4. Sweet 9.
Clever
5. Nice 10.Table
(Complete words see appendixes)
The words
above aimed to know the student’s ability in mastering writing English words
without spelling the words. In pre-test, the researcher gave 20 words, the
researcher dictated the words without spelling the words. In the first meeting
in cycle 1 the researcher acted as the teacher and her collaborator acted as
the observer. In the next action, the researcher was explained about the alphabet
and how to spell it, next she explained about adjective and noun, and then the
advantages of using dictation method in learning writing spelling words. In
this meeting, the researcher also explained how to analyze the words that they have
written. The way that applied is the students together with the researcher corrected
the pre-test that was given by researcher in the first meeting. When the
researcher applied that way, the researcher found that the students all had
active and faced enthusiasm when they were directly checked their spelling
errors, and then they corrected the words by themselves based on the teacher
instruction.
After they
corrected the words in the right spelling words, the teacher order them to
write the words on the whiteboard, next the students spelled the words. Based
on the observation, the researcher found a good point in this action, the
students faced not lazy to write the words on the whiteboard. They looked fun
although they could not write the words in correct spelling.
In the next meeting, the researcher’s
collaborator acted as the teacher, she was gave more about dictation task that
is the words in improving student’s writing spelling words. The students must
effort to listen seriously to the words that the teacher dictated and then they
wrote the words by correcting spelling.
In
implementing the action plan of cycle 1, the research instruments such as field
notes, observation checklist were employed to obtain the data about the teacher
and student’s activity during the teaching learning process. The implementation
of the three meetings was described as follows:
a.
Meeting 1
Meeting
1 was conducted on Wednesday, November 24th, 2010, starting with
pre-test activities. It answered the 20 question related to writing process
without dictated the words by spelling words. To begin with the researcher and
collaborator entered the class and greeted the students. In this meeting, the
researcher acted as the teacher who carried out teaching and learning process,
and her collaborator acted as the observer. The researcher checked the
student’s attendance list and signed it. Then, the researcher gave a
brainstorming about spelling words especially adjective and noun. Then, the
researcher explained about dictation method. In meeting 1, the students look
confused about the researcher’s explanations. For example, when the researcher
explained about material adjective and noun, they could not compare the words.
When
the researcher found the problems in this meeting, the researcher asked for
them to wrote the words whatever they known in their paper, then the researcher
explained for them which one an adjective and which one a noun. The students
looked shy to make questions for the teacher, but part of them gave questions
when they could not understand about the teacher’s explained. The researcher
always gave them advice and spirit to asking what that they not known. After
that, the researcher read aloud the words and asked the students to write the
words on their paper.
The
next activities was done researcher when students checked their written, the
researcher and collaborator monitored them. Here, the researcher together with
the students checked the pre-test. They looked unsatisfied when they checked
their written, it is because they made much mistakes in writing the words. At
the end of the class, the researcher collected the papers of the students that
had used to write the words. Finally, the researcher asked the students about
their ability in writing and spelling the alphabet. The students responded to
the teacher said, but they seemed confused when they spelling the alphabet. So
that, the researcher and her collaborator agreed that in the next meeting she
would focuses to teach the words by
spelling the alphabet in first.
b. Meeting 2
Meeting 2 was conducted on Thursday, November 25th,
2010. The second meeting focused on theory or explanation about dictation
method and spelling the words and how to pronounce the words. In this meeting,
her collaborator acted as the teacher and the researcher acted as the observer.
To begin the teacher greeted the students in the class and asked them if every
body was present. After greeting of the class was ending, the teacher started
by explained the materials.
Based on the problems that the students faced in meeting 1,
they seemed confused in spelling the alphabet, the teacher focuses to explained
about words and spelled the alphabet in first. Next, the teacher read aloud the
words and asked the students to write the words on the white board one by one
by spelled it. Next, the teacher continued asked them together to correct their
written that was given by the teacher in pre-test. It means that to make
students more understanding about they spelling errors made in pre-test, and
also to make them can directly checked their spelling errors made in their
written. They seemed unsatisfied when they known if they writing words had more
spelling errors, but when the teacher together with them to corrected the words
they looked spirit and felt satisfied when they known more their friends also
made spelling errors in their writing the words. The teacher ending the meeting
with gave them advice to practice their writing English words in their home,
and the students responded to the teacher.
c.
Meeting 3
Meeting 3 in cycle 1 was conducted
on Saturday, November 27th, 2010. It was the last meeting in cycle
1. In this meeting, the researcher acted as the teacher who carried out
teaching and learning process. To begin with greeted the students and checked
the attendance list as usual. Before the researcher gave a post-test, the
researcher gave a piece of answering paper for students, and asked the students
to write their name in the corner of paper. Then, the researcher explained more
about spelling the alphabet, pronounce the words and asked them to remember it.
Next, the researcher read the words
once, and spelled it twice. There were 20 words, it was the post-test. Then,
the researcher collected the post-test and checked it. After getting the score
of post-test, the researcher together with her collaborator compared with the
score of pre-test.
When everything finished, the
researcher and the students made reflection on the result of their writing. At
the end of the meeting, the researcher and collaborator made reflection.
3. Reflection.
To see whether the action was
successful or not, the researcher as the teacher and the collaborator who
observed the teaching learning process made reflection. The reflection was
focused on the analysis in order to know whether the criteria of success were
achieved.
The analysis of the teaching learning
process was done by referring to the information obtained the observation
checklist (to students and teacher) and field note. The information was about
the students’ and teacher’s activities in the class and also about the strategy
applied. The strength and the weaknesses of the strategy were analyzed in this
phase. Some findings that needed to be improved in the strategy either from the
teacher or the student side were recorded.
The
analysis detail was discussed below:
a.
Analysis of the teaching and learning process
The
result of the observation to the students in teaching writing activities that
all the students responded to the teacher’s greeting, they listened carefully
when the researcher explained and asked some questions. But, most of them spoke
loudly and did not pay attention. The researcher explained about the spelling
alphabet to make the students were silent. Then, the researcher ordered the
students to write the words was dictated by teacher. Some of them seemed lazy
to write them. But, part of them listened seriously and wrote correctly.
Although they were confused because of discussing, but they were spirit and
enthusiasm in writing the words.
Every student tried to write the correct
words, even though they were shy in asking the correct words. However, they
screamed when they got the correct answer. At the end of time, they collected
the paper and they looked unsatisfied. Finally, the researcher gave some
advices to the students in order them more spirit to study hard and practice.
Based
on the result of the observation to the researcher in teaching writing
activities showed that the researcher enter to the class and greeted the
students as usual. The researcher began the lesson and gave clear instructions
about words especially adjective and noun and dictation method. The researcher
asked the students to listen carefully. The researcher always motivated them
while the researcher was dictating the spelling words. The researcher asked
them to do by themselves. The researcher ordered the students to memorize the
alphabet and the correct spelling word. The researcher was smile when the
students collected the paper on the table. The last, the researcher gave some
advices to the students. She wishes the students to practice by themselves. The
students responded to the teacher.
In the
first meeting of the first cycle, the researcher gave a pre-test to the
students by asking them to listen and wrote the words which the researcher
dictated, it was 20 words. The researcher gave pre-test with dictated the words
without spelling the words. Then, on the second meeting, the researcher dealt more
how to teach writing spelling words by using dictation method. Because there
are many problems that the students faced, the researcher and her collaborator
make an agreement that the students still confused in spelling the alphabet. So
that, the researcher and her collaborator must effort to make them could to
spell the alphabet by followed what the teacher’s said. The researcher
motivated the students, so that they were spirit and easy in learning writing
spelling words by using dictation method. The last meeting, the researcher gave
a post-test to know the students’ improvement of writing spelling words by
using dictation method, it was also 20 words.
In the
first activities of the first meeting, the students seemed to be worried about
responding the teacher’s questions. They still worried to answer the questions.
This was due to the fact that not only the students had lack of English words,
but also they were confused in spelled the alphabets and writing in correct
spelling words. For example: when the teacher asked them to write the words
“Name”, just 5 students could write in correct spelling. The others wrote by
spelling errors, such as “Neme, Nem and Nam
Basically,
teaching writing spelling words by using dictation method had been applied
accordingly by the teacher. Based on the result of field notes in cycle 1, some
good points should be maintained, such as: giving freedom for the students to
spell the word in order the students are easier in understanding the meaning of
the words. Dictation method helped the students to get their writing spelling
words skill, and also the students could directly check spelling error in their
written words.
The result
of the researcher found based on the field notes in cycle 1, they are:
1.
Good points
a.
On the students’ Side
·
Gave enthusiastic response to the strategy applied
·
Had motivation in following of learning
·
Felt happy to study English
·
Studied and worked the exercise relax
·
Increase solidarity each other of students
b. On the teachers’ side
·
Created relaxed situation in the classroom during the
teaching and learning activity.
·
Response and answer the students’ patiently.
·
Gave a hard effort in motivating the students to use
the strategy.
·
Monitored the students’ worked.
2. Points
to be considered
a. On the students’ side
·
Students’ English words is still limited
·
Some students were still confused in writing word in
correct spelling
·
Most of students were did not have dictionary
·
Some students still nervous to memorize the alphabet
in front of their friends
b. On the teachers’ side
·
The teacher
Could not manage the time proportionally to each activity
·
The teacher did
not ask to students who did not finish exercise.
Meanwhile,
some good points should be improved, such as;
The first
was in the way of giving instruction. Because most of the activities were
something new for the students, the instruction should be clearly started in
simple sentences. Unclear instruction made the students confused and did not
know what to write in their papers. As the consequence of the task, teacher
should explain more for the students and asked for clarification of the task.
Such as the fourth point in point to be considered on the students’ side, some
students still nervous to memorize the alphabet in front of their friends, in
this case the researcher tried to spell the alphabet in the way by song the
alphabet together. It is one of the strategies to make the students felt
confidence to spell the alphabet and memorize them.
After the
researcher analyzed the result of field notes in cycle 1, improvement in this
point get influence for the second point. The result is more students were
easier in writing words by correct spelling.
The second
was in choosing the kinds of the words. It was an important thing because the
students had listened with the words. Based on the result of observation, it
was not effective in giving material of writing about something difficult, such
as about politics, government, etc. Considering that the subjects of this
research were the students of elementary school. Because that the researcher
gave the easier material that was about something around their environment.
The third
was the way the researcher helped the students with explained about dictation
and spelling the alphabet. Based on the observation to the students had
difficulties in writing the correct words. The researcher applied the dictation
method as solution in improving students’ writing spelling words.
The fourth
was about the researcher spelling the alphabet. Although the alphabet had
explained, the researcher needed to review, because some of them did not
memorize the alphabet. Based on the result of interviewed for students and the
researcher found when she conducted this cycle, 95% students admitted difficult
in differentiate the alphabet that the teacher dictated, such as: B and V, A, I
and E. In this case, the researcher must ask some comprehensive question to
check whether the students had comprehended about material which the researcher
was dictated, especially about spelling the alphabet.
The last
was about time management. The researcher could not manage the time well when
it came to the activity of teaching writing spelling words, the researcher had
given the instruction to the students in writing the dictation material. The
researcher must effort make students obedient with her instruction, such as the
students did not spoke if they not finished of writing the dictation materials.
Some
improvements were shown during the teaching and learning process. At first
meeting they had difficulties to write the correct words, but in the second
meeting most of students were better than before. Based on the observation, it
also indicated that the students had started with listen the dictation
materials and then wrote them, and started to listen of spelling the alphabet
as the solution in learning writing spelling words. This indicated that the
strategy applied worked well to improve students’ writing spelling words
In the last
meeting in first cycle, the students faced easier in differentiated the
spelling alphabet. When the teacher asked them to spell the alphabet together with
their friends, they faced happy and had enthusiastic respond to the strategy
applied. When the teacher asked them to correct the spelling errors that they
made, the students not shy to come in front of class and wrote the words on the
whiteboard. But in the first meeting they faced worried to do it.
b. Analysis
of the students’ learning result
This
explained about the student’s learning result. One aspect of the criteria of
success of this study was that the students’ result of writing spelling words by
using dictation method could achieve the good or excellent. In reference to the
criteria, the students’ score were analyzed using the determinitation that
mentioned previously in chapter three. While the data from the result of students’ ability in writing
spelling words was analyzed using the teacher’s model scoring, it was the total
score of the students divided the total number of students. Each test on both
cycles the researcher give 20 words, when the students can answer 15 words
correctly, she/he will get 75 point. If the 75 % students belong to level good
(66 to 79) based on the criteria of score designed by Suharsimi Arikunto in
preparing the criteria of success, it means the action was success, because the
average score of students based on the criteria of success.
The score
of pre-test and post-test were obtained by the students after followed the
test. The pre-test was formatted by dictation the words without spelling them.
Then, the researcher got the students’ average score from the pre-test. The
average score was obtained by divide the total students’ score with the total
number of students. The total students’ score are 780 (see appendixes 4.7), and
the total number of students are 26, 780 divide by 26 are 30. So the average
score of pre-test was 30. It means that, the average score of students in level
“very poor”.
Furthermore,
in doing post-test the researcher prepared the test of adjective and nouns by
spelled them, there were 20 words. The total students’ score in post-test are
1620 (see appendixes 4.8), 1620 divide by 26 are 62, so the average score of
post-test was 62. It means the average score are level “fair”. The number
showed the implementation of dictation method improved the students’ ability in
writing spelling words, although the score did not achieve of criteria of
success yet. Because to met the criteria of success 75% students belong to
level good (66-79).
The result
of pre-test the students got score 30 and in the post-test they got score 62.
Based on the result of observation and interviewed, the teacher can increase
the score of students because the researcher gave more explanation about
spelling the alphabet, and also tried them to write the spelling errors on the
whiteboard, so the students can usual to try in writing words and directly
corrected the spelling errors in their writing words.
Based on
the result of analysis, the researcher and her collaborator concluded that in the
first test (pre-test) from the 26 students just 3 students met criteria of
success (see appendixes 4.7). This was shown that students got difficulties in write
the words by correct spelling. More of them could not to write the different
words pronounce by the teacher dictated, such as: the word “Horse and House,
Like and Lake ”, etc. When the teacher dictated
the word “Horse” they wrote “House”, when the teacher dictated the words
“House” all of students known the meaning is “Rumah”, but they are could not to
write the words by correct spelling. Most of students wrote in spelling “HAUSE,
HOUS and HOS”. based on the result of analyzed for students, when the teacher
asked to write the words such as “HOUSE”, just 5 students from 26 students
could write the words in correct spelling.
For the
first cycle in writing the words by using dictation method, the researcher and
collaborator concluded that the result of student’s writing improved. Although the criteria of success did
not achieve yet, but the researcher can conclude that the using of dictation
method helped the students in improving their writing spelling words. That
proved based on the result of students’ average score in post-test, from 30
point in pre-test became 60 point in post-test.
The
unsatisfactory results of the first cycle were not only caused by the students’
weakness but also the researchers and her collaborator performance in
conducting the teaching and learning process. First of all she did not manage
and made use of the time well. Second, she did not prepare the instructional
well. For example, she did not see students comprehend specify but only in
general, it did not make the researcher knows the students comprehension, such
as; in the field note in point to be considered on the teacher’s side (the
teacher did not ask to the students who did not finished the exercise).
Based on the
result of field notes that explained before on the students’ sides, the
failures were caused by some aspects. First, it was caused by their limited
English words and spelling alphabet. Next, it was caused of the students’
rarely in pronouncing the correct words and the students rarely dictated by their
teacher, so that they could not reproduce them in writing by right spelling
word. The researcher concluded that based on her analyzed of field notes and
observation, the students’ limited English words and spelling alphabet because
the teacher rarely dictated the words by spelling them. The teacher rarely to
review the spelling of alphabet, but in fact most of students could not to
spell the alphabet. The teacher often teaching writing words by directly wrote
the words on the whiteboard with the meaning, and the sometime they directly
order the students to consult with a dictionary.
Considering
the problems mentioned above and to make the result more effective or certain,
the researcher continued to the second cycle. The researcher and collaborator made
decision to continue the implementation of this study in the second cycle. The
lesson plan and the preparation of the study in the second cycle were revised
based on the results that did not achieve the criteria of success yet in the
first cycle.
B. Cycle 2
The cycle 2 was carried out for 3
days, on December 1st, 2
and 4th , 2010. It was conducted in three meetings.
All the activities were designed by using dictation method in teaching writing
spelling words that had been improved students’ problem in writing spelling
words. The students’ activities had in the cycle 2 could be seen in table 4.2.
and 4th , 2010. It was conducted in three meetings.
All the activities were designed by using dictation method in teaching writing
spelling words that had been improved students’ problem in writing spelling
words. The students’ activities had in the cycle 2 could be seen in table 4.2.
1. Planning
Based on the result of analysis of
both teaching and learning process and the students’ result during the cycle 1,
the researcher and collaborator agreed to some revisions and improvements in
applying the strategy in cycle 2. The revision and improvement was not only
covered the strategy but also the way the teacher dealt with the students.
In
term the way researcher dealt with the students, something was improved in this
cycle. First, the researcher needed to set the time proportionally for each
activity was done. Second, the researcher provided some comprehension
material
and individual approach to make students more comprehensible about material
than before. About the materials, the researcher and her collaborator agreed to
review the material that was given in cycle 1. She agreed to make students’
comprehend about the spelling alphabet first. Then, the researcher also ordered
the students to write in whiteboard what the researcher was dictated to make
all students more active.
Based on the observation when she
conducted cycle 1, most of students confused in spelling the alphabet. The
researcher and her collaborator applied dictation method by spelling the words
to make students’ writing spelling words improved. So impossible she could
improve the students’ ability in writing spelling words if the students’
spelling the alphabet still bad. Furthermore, the researcher and her
collaborator make revision in strategies. In the second cycle, the researcher
and her collaborator effort to make students felt enjoy and interested in
learning. Here, she applied some games for students. One of them are, the
teacher wrote the alphabet on the peace of paper from A – Z. The teacher make
them in groups. Each group are 4 students. Then, the teacher read aloud about
the words, such as “beautiful”. After that, the students to look the alphabet
one by one until they found all of the alphabet by correct spelling the words
that teacher was dictated. After they found all, the students collected the
alphabet and wrote them on the whiteboard. The teacher gave points to each they
action.
When she applied this strategy, the
students seemed very happy and they were faced interested. The students are
active and enthusiastic to follow the game, and they were responded to the
teacher instructions.
2. Implementing the plan
In implementing the plan, in first meeting
the researcher still acted as the teacher who carried out the teaching and
learning process while collaborator assisted her for the observation. The
instruments employed in this study were observation checklist for the progress
in every steps of the lesson, and for the teacher action in conducting the
class. Observation checklist, field notes and interview were used to know the
interested of the students in learning writing spelling words by using
dictation method.
Table
4.2 the activities of Implementing of dictation method class in cycle 2
|
No
|
RESEARCHER’S ACTIVITY
|
students’
activity
|
|
1
2
3
4
5
6
7
8
|
The researcher opened the lesson and gave a clear
instruction about the objectives and rules of the lesson presented.
The researcher read the words loudly.
The researcher took out
and explained about spelling the alphabet
The researcher gave instruction
for students to remember the words seriously.
The teacher gave the
opportunity for the students to asked about the materials
The researcher explained more about the way to listen pronouncing and
write the words by correct spelling.
The teacher asked to the student to write in
whiteboard one by one what the teacher dictated.
The researcher interviewed
the students.
|
The students listened to the researcher’s
explanation.
The students listened and wrote it.
The students listened carefully to teacher’s
instruction.
The students paid attention while the teacher was
explaining the materials.
The students responded to the teacher.
The students listened and paid attention.
The students came forward
the whiteboard and write the words what the teacher dictated
The students responded to
the teacher’s interview
|
In point number one above, when the
researcher opened the lesson, she also gave objectives and rules of the some
activities in conducted the game that would she applied for students. Based on
the researcher explained in planning, the researcher and her collaborator
agreed to add the strategies in teaching them. Such as gave them some games.
The students listened and responded to the teacher. The students faced spirit
and interested to know more about the teacher explained.
In implementing the plan, the
researcher and her collaborator implemented the planning that the writer
explained in planning.
a. Meeting 1
Meeting 1 in cycle 2 was conducted on Wednesday 1st,
November 2010. All the activities were
in order to make students more able to comprehension and they are able to write
much of words in correct spelling. The meeting 1 in cycle 2 was focused on more
explanation such as about how to listen carefully what the teacher dictated, how
to spell the alphabet and how to write the words in correct spelling. In this
meeting, the researcher acted as the teacher and her collaborator acted as the
observer. To begin with the researcher greeted the students in the class, and
asked every body was presented today. After greeting of the class was end, the
researcher started with explained the material.
Different with cycle
1, the first meeting in second cycle the researcher used individual approach to
make students more understand about material and make all students are active.
The approach that the researcher means are, the teacher gave more attention for
students one by one. Especially to the students who gave score in level “very
poor”. The teacher must effort to make them more
understand about materials, such as asked them to write the
words on the whiteboard one by one. In the second cycle, the teacher not had more
difficulties to do it, because the students were familiar with the materials
that given. Although in the first they seemed lazy and shy to do it, but after
the teacher gave them advices and instructions, they would do the teacher’s
instructions. And in the last activities in meeting 1, the students faced make
improvements. They look to fight for when the teacher ordered them to write the
words on the whiteboard, and they faced not shy to spelling the words in front
of their friend.
To initiate the activities, the researcher and her
collaborator greeted the students and checked the attendance list as usual.
After that, she explained the objective of the lesson and every thing they were
done. She opened the lesson by asked the students whether they still remembered
the activities they had done at previous meeting. It was done to refresh the
student’s mind on the activities.
Next, the researcher asked the students to write the words
that was dictated by researcher one by one on the whiteboard. Then, the researcher
asked them to correct it. Some of students still confused in write it, because
they could not differ between the alphabets and pronouncing the word. But the
researcher always gave them spirit to memorize and remember the alphabets
because the researcher dictated the words by spelled them. Based on the result
of observation, the students still difficult to differentiate the alphabet,
such as A and E, I and Y. So the researcher reviewed to give explanation about
that. The students seemed happy when the researcher song together the alphabet.
It was one of the strategies that the researcher gave to make students easier
and enjoy to memorize the alphabet.
Before ending the class in this meeting, the researcher and
her collaborator gave some games to make students enjoy and more spirit in
learning writing spelling words, such as make them work in groups. One group is
dictates group and one else is spelling
group. There were a group to dictate the material and there was also one group
to spell the words that they got from the dictation. They themselves directly
gave score for each group. Here the researcher and her collaborator as
facilitator and the monitor. The last the researcher made conclusion and closed
the meeting without left confusion for the students.
b.
Meeting 2
The
second meeting was conducted on Thursday 2nd December, 2010. In
meeting 2, her collaborator acted as the teacher and the researcher acted the
observer. It was focused on dictating the words by spelled them. In this
meeting the teacher spelled that dictating the words, it was 20 words about 30 minutes,
it means post-test. In this meeting, the teacher focused to gave them post-test
to see whether the students’ result could improve. Based on the researcher
observation in meeting 2, the students faced easier to listen the words that
the teacher dictated. They not looked confuse to write the spelling alphabet.
Most of them relax but seriously in studying. They could follow each step
better. When the teacher conducted in meeting 2, most of the students had good
responded about the researcher that was given in meeting 1.
In
the last, they ordered to the teacher to continue gave them some games such as
the researcher applied in the first meeting. Here, the teacher and the
researcher agree to gave them game that the researcher was explained in
planning on the cycle 2. The researcher concluded that, the games and
strategies that the researcher was given to the students had good responded.
And the strategies that applied make students interested in learning writing
spelling words. The end, the teacher
collected the students’ paper post-test and closed meeting by giving them
advices.
c.
Meeting 3
The
third meeting in cycle 2 was conducted on Saturday 4th, 2010. In
this meeting the researcher focused on interview. First, the researcher
explained to the students that the researcher interviewed the students and
explained the objective of interview. After the researcher explained about the
objective of interview, the researcher called the couple of students to come
and sat in front of the researcher table. Next the researcher began with
interviewed one by one of the students. It was relaxing condition. In interview
section, the researcher tried to make them enjoy and comfort in answering the
interview. As the sometime, the researcher was smile to the students. To make
interviewed effectively, the researcher used Indonesian language.
3.
Reflection
To
see whether the action was successful or not, the researcher and her collaborator
who observed the process of teaching learning process made reflection. The
reflection was focused on analysis in order to see whether the criteria of
success were achieved.
a.
Analysis of teaching and learning process
The observation checklist showed that the
students were more obedient in doing their researcher’s instruction. They
showed their enthusiasm in answering the researcher’s questions. It seemed when
the researcher asked them to write the words on the whiteboard that was
dictated by researcher .They were happy and looked easy in write the words that
the researcher dictated and spelled it word by word.
Based
on the result of the observation checklist and field notes, it was found that
after being treated the improved strategy, the teaching and learning process
became better and gave a good impact to improve of the learning result of the
students. Based on the result of interview for students, the students faced
bored by the technique their teacher used in usual teaching writing English
words. When the researcher taught them with applied dictation method by
spelling the words, they looked good progress. Furthermore, when the researcher
applied with gave them some games when teaching and learning process, the
students faced interested and had more spirit in learning by the strategies the
researcher was given. The students had
good respond for the teacher.
The
result of field notes in cycle 2 faced some good points on the students’ side
and on teacher’s side. They were:
1. Good Points
a.
On the students side
·
Relax but seriously in studying
·
The students
had been familiar with the strategy
·
Could follow each steps better
·
Could not hesitate in writing what the teacher
dictated
·
Increase solidarity each other of students
b.
On the teachers side
·
Created comfortable atmosphere but seriously in
studying
·
Make students more comprehension in spelling the words
·
Guarded the students patiently
·
Make students enjoy with the teacher
·
Make students interested in learning writing spelling
word, such as gave some games for students
2. Points to be considered
a.
On the students’ side
·
Students’ English words is still limited
·
They had problem in learning writing the word in
correct spelling, especially in differentiate the word pronounce by the teacher
dictated.
·
They seldom pronouncing the correct words and the
English alphabet well
b.
On the teachers’ side.
·
Because there are many problems that the students
faced, the teacher could not find the way to solve problems in such a short
meeting.
Related to the process of teaching and learning aspect, the
researcher did not spend much time dealing with how to encourage the students
to understand about material. This fact happened caused they had familiar with
the strategy. In this cycle, the researcher could manage the time better. As
the result, the researcher concluded that the students more able to understand
the material.
In terms of the student’s participation in the learning
process, it was shown that the activities applied in cycle 2 worked well in the
student’s ability in writing spelling words. Different with in the first cycle,
the researcher only encouraged the students to listen and write what the
researcher dictated. In the second cycle the researcher also gave more
attention to make the students easily understand. In the second cycle the students
have shown their progress in writing the words. They were active in responded
questions. This fact happened caused they had familiar with the strategy and
the materials.
For
example, when the teacher asked them how to write the word ”butterfly”, they seemed
enthusiasm to write the words on the whiteboard. All of them not worried to do
it. When the teacher asked them to correct their spelling errors made, they not
looked shy to ask the questions for the teacher how to write the correct words
and how to spell the words. It one of a good point the researcher had found in
this cycle.
b.
Analysis of the student’s learning result
Analysis of
the students’ writing spelling words was done based on the result of students’
performance in writing of the words and their spelling. They felt easier in
learning writing spelling word and add their knowledge about English words.
They had more understanding in learning how to write the words. Especially, in writing
the words that they got from spelling.
Based
on the result of analysis all the subjects were able to develop their ability
in mastering writing spelling words by using dictation method. The development
was indicated by final asking writing result of the students which could
achieve the level good or excellent, it means achieved the criteria of success.
The total students’ score of post-test in cycle 2 are 2095 (see appendixes 4.8),
so the average score of post-test was 80,5. Based on the result in the second
cycle, they got the average score in level “very good”. On the result of the
students’ writing spelling words activities in cycle 2, the score shown that
just 2 students got the score in level “fair”, it was score 60.
c.
The result of interview
In
this section, the researcher displayed about the result of interview. The
interview was used to find out students’ opinion about the effectiveness of
class management and it was used in classroom to improve students’ writing
spelling word, to know the difficulties or problem faced by students in
learning writing spelling word and also to know the interesting of students in
implementing the dictation method in learning writing spelling word.“Interviewing
provide the researcher means to gain deeper understanding of how the
participant interpret a situation or phenomena that can be gained through
observation alone”.[1]
In
this section, the researcher interviewed the students. Almost every student had
the same problems. To make interviewed effectively, the researcher used
Indonesian language. There were ten questions in interview (see appendixes). First
the enthusiasms of the students in English subject, 80% students were
enthusiasm in English subject. Second about the students’ opinion in studying
English, 90% students concluded that study English were important. Third about the
problems that faced by students in learning writing spelling word. There were
some problems faced by students in learning writing spelling word. There were:
a. difficult in differentiate . 95% students
admitted difficult in differentiate
The alphabet such as: B and V, S and C, A, I and E, G and J.
In this case, the students shown that when the teacher dictated A, they write
E, when the teacher dictated I, they write Y. After she conducted the research
from cycle 1 up to cycle 2, based on the result of teaching and learning
process and the result of students’ learning result, that was prove the
problems had solution by applied dictation method in writing spelling words,
and they were difficult to write the different words pronounce, such as: Horse
and House, Mouse and Nose, Lake and Like. For example, when the teacher
dictated the words “Horse”, they wrote in “Hose, Hors”, their written shown has
spelling errors.
b. Facilities. Only 10 % students had dictionary. It
meant 90% of students had not facilities (dictionary) in checking the words.
c.
lack of technique. 100% students admitted have no enjoyable technique in
learning writing English words. Their teacher seldom dictates the words. They
often teach by directly write the word with their meaning on the whiteboard and
consult to a dictionary. The result of interview, when the researcher applied
the strategies, such as gave them some games, it can make they were interested in
teaching and learning writing spelling words. And the result are 100% students
said that were enjoyed and they were interested in learning.
Fourth, about the students’ interesting
in learning writing spelling words by implementing the dictation method. Especially,
they gave a good respond about the strategies that was given by the researcher,
such as song spelling alphabet together and applied some games in teaching and
learning writing spelling words. 100% students were interested in learning writing
spelling word by using dictation method. Fifth, about the students’ wish
in improving their ability in learning writing English word. 100% students wish
that their ability in learning writing English words in correct spelling could
improve. Sixth, about the students’ relationship with teacher. 70% students
felt that the relationship with teacher was good.
The relationship with the students and
the teacher get influence when the teacher conducted the teaching and learning
process. Based on the result of interview and observation, the researcher
concluded that, some of students that felt the relationship with their teacher
not good, in fact they were got more problems in learning. And in fact shown
the students that the researcher meant, they got the bad score and they felt
not interested to learning English. The researcher concluded that, especially
to the teacher who teaching in Elementary School, make the relationship with
you and your students in good. If the relationship was good the students would
interest in learning the lesson that would your given.
[1]
Sugiono, Methodologi penelitian pendekatan kualitatif, kuantitatif dan R
&D, (Bandung :Al
Fabeta,2007), p.318.
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