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TEACHING SPELLING THROUGH DICTATION TO THE FIFTH GRADE

STUDENTS OF SDN 3 SUBAGAN IN ACADEMIC YEAR 2012/2013

BY

NI LUH PUTU OKA ARISONA

NPM. 09.8.03.51.31.2.5.3558

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

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TEACHING SPELLING THROUGH DICTATION TO THE FIFTH GRADE

STUDENTS OF SDN 3 SUBAGAN IN ACADEMIC YEAR 2012/2013

THESIS

As partial fulfillment of the requirements for the

Sarjana Pendidikan Degree in English Department

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

BY


NPM. 09.8.03.51.31.2.5.3558

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

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APPROVAL SHEET

1

This thesis entitled “Teaching Spelling Through Dictation to The Fifth Grade

Students of SDN 3 Subagan in The Academic Year 2012/2013” has been approved

and accepted as partial fulfillment for the Sarjana Pendidikan degree in English

Department, Faculty of Teacher Training and Education Mahasaraswati Denpasar

University.

ADVISOR I ADVISOR II

I. B. N. Mantra, S.Pd., S.H., M.Pd. I Ketut Wardana, S.Pd., M.Hum

NPK. 82 6410 347 NPK. 82 7110 318

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APPROVAL SHEET

2

This thesis has been examined by the committee on oral examination on

August 15th 2013

Chief Examiner

Drs. I Nengah Astawa, M. Hum

NIP. 19571113198603 1 001

Examiner I

I. B. N. Mantra, S.Pd., S.H., M.Pd.

NPK. 82 6410 347

Examiner II

I Ketut Wardana, S.Pd., M.Hum

NPK. 82 7110 318

Approved by

Dean of the Faculty of Teacher

Training and Education

Prof. Dr. Wayan Maba

NIP. 19581231 198303 1 032

Head of the English Department

I Komang Budiarta, S.Pd

NPK. 82 8208 306

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ACKNOWLEDGEMENTS

First of all, the researcher would like to express my greatest gratitude under the

Lotus Feet of the Almighty God “Ida Sang Hyang Widhi Wasa” for his blessing to

me so that she could explore all of powers and abilities to complete the writing

process of this final assignment exactly in time, which is one of the requirements for

taking final examination.

Next she would like to express her sincere gratitude to Mr Ida Bagus Nyoman

Mantra S.Pd., S.H., M.Pd as first advisor and also to I Ketut Wardana, S.Pd. M.Hum

as second advisor who have given lots of invaluable encouragements, guidance,

correction and also suggestions during the preparation and the writing process of this

thesis. Without their invaluable suggestions, guidance, corrections and

encouragements, this final project would not be able to be accomplished perfectly in

time by the writer.

Further she would also like to dedicate special thanks to the headmaster of SDN

3 Subagan who had permitted to conduct this research study in his school, and also to

the English teacher of this school for their nice cooperation during the research of this

study. Besides that, the special thank also goes to all of her beloved friends and

special to best beloved friend whose type this thesis and for her support during the

writing process of this thesis. Without their support, it would be hard for her to finish

this last assignment.

Last but not least, special thank are dedicated to her beloved parents, brother for

their invaluable sacrifices, spirits and motivation in writing this thesis.

Denpasar, August 2013

The researcher

Ni Luh Putu Oka Arisona

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ABSTRACT

Oka Arisona, Ni Luh Putu 2013. Teaching Spelling Through Dictation of The

Fifth Grade Students Of SDN 3 Subagan in Academic Year

2012/2013. First advisor: Ida Bagus Nyoman Mantra, S.Pd, SH,

M.Pd. Second advisor: I Ketut Wardana, M.Hum.

Key Words: Teaching, Spelling, Dictation, SDN 3 Subagan

This study was aimed at improving spelling through dictation technique to the fifth

grade students of SDN 3 Subagan in academic year 2012/2013. The subject of the

study was the fifth grade students consisted of 22 students; 6 females and 16 males.

The study was designed in the form of a classroom action research and conducted

into two cycles and each cycle consisted of two sessions and involved four steps

namely planning, action, observation and reflection. There were four instruments

used to collect the data in this study: pre-test, post-test, questionnaire and observation

sheet. The undertaking of the present study was based the fact that the spelling of the

fifth grade students of SDN 3 Subagan is very poor, based on the results of pre-test

which revealed that students’ spelling the words was unsatisfying. The result of the

pre-test was only 54 which was considered very low. The finding showed that there

were continuous improvements on the students’ mean score after applying dictation

technique. In cycle I, the score of session 1 was 60.36 and session 2 was 66.55, the

grand mean of cycle I was 63.46, it meant that the students’ spelling was enough. The

next two sessions was applied in cycle II to anticipate unsatisfied reaction from the

researcher. It showed that the score in session 3 was 76, session 4 was 81.45 and the

grand mean of cycle II was 78.73. It meant that the increasing score in every session

showed that the spelling of the students was considered very well according to the

rate description. The increasing between grand mean cycle I and II was 15.27. The

result of the analysis of the questionnaire score showed the comparative percentage

figures of 73.15% for item A, it meant that the students like dictation technique.

24.74% for item B, 2.12% for item C, and 0% for item D. These resulted comparative

percentage figures clearly showed the subjects’ attitudes and motivation in learning

and practicing spelling through dictation technique. Based on the previous finding

and discussion, the researcher could conclude that the application of dictation

technique could improve the fifth grade students’ spelling of SDN 3 Subagan in

academic 2012/2013.

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TABLE OF CONTENTS

COVER.................................................................................................................. ii

APPROVAL SHEET 1.......................................................................................... iii

APPROVAL SHEET 2.......................................................................................... iv

ACKNOWLEDGEMENT..................................................................................... v

ABSTRACT................................................................................................... ........ vi

TABLE OF CONTENTS....................................................................................... vii

LIST OF TABLES.............................................................................................. ... ix

LIST OF FIGURE................................................................................................. x

LIST OF SYMBOL……………………………………………………………… xi

LIST OF ABBREVIATION…………………………………………………… xii

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

1.1 Background of the Study.......................................... 1

1.2 Statement of Research Question............................... 3

1.3 Objective of the Study.............................................. 3

1.4 Limitation of the Study............................................. 3

1.5 Significance of the Study.......................................... 4

1.6 Assumption................................................................ 4

1.7 Hypothesis................................................................. 5

1.8 Definition of Key Terms........................................... 5

1.9 Theoretical Framework.............................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE..................... 7

2.1 Conception of Spelling.............................................. 7

2.2 The Importance of Spelling.......................................... 9

2.3 Technique of Teaching Spelling................................ 11

2.4 Teching Spelling Using Dictation............................. 13

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2.4.1 Advantages of Dictation................................. 15

2.5 Assessment of Spelling............................................. 16

CHAPTER III RESEARCH METHODOLOGY................................... 18

3.1 Subject of the Study.................................................. 18

3.2 Research Design........................................................ 18

3.2.1 Planning...................................................... 20

3.2.2 Action......................................................... 22

3.2.3 Observation................................................ 23

3.2.4 Reflection................................................... 24

3.3 Research Instrument.................................................. 24

3.4 Data Collection.......................................................... 26

3.5 Data Analysis............................................................ 27

CHAPTER IV THE PRESENTATION OF THE FINDINGS............... 29

4.1 Data........................................................................... 29

4.2 Data Analysis............................................................ 33

4.3 Discussion of the Findings........................................ 39

CHAPTER V CONCLUSION AND SUGGESTION........................... 41

5.1 Conclusion.................................................................. 41

5.2 Suggestion................................................................. 43

REFERENCES.......................................................................................................45

APPENDICES

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LIST OF TABLE

Table 3.1 Five Scoring System of Spelling........................................................ 26

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores in

Spelling through Dictation.................................................................. 30

Table 4.2 Tabulation of Data Showing the Subjects’ Changing Motivation

and attitudest in Teaching Spelling through Dictation...................... 32

Table 4.3 Tabulation of Data Showing the Frequency Distribution of Initial

Reflection (IR) and Post Test Scores in Teaching Spelling through

Dictation............................................................................................. 34

Table 4.4 Summary of The Research Finding Showing The Mean Score

from IR, Cycle I and Cycle II............................................................. 35

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LIST OF FIGURE

Figure 4.1 Graph Showing The Improvement of Subject’s Spelling

through Dictation in Cycle I…………...…………...................….... 37

Figure 4.2 Graph Showing The Improvement of Subject’s Spelling

through Dictation in Cycle II……………......................................... 38

Figure 4.3 Graph Showing Grand Mean of Subject’s Spelling through

Dictation……………………………………..……................……... 38

Figure 4.4 Graph Showing the Subjects’ Changing Motivation and attitudest in

Teaching Spelling through Dictation................................................ 39

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LIST OF SYMBOL

∑ : Total Numbers

M : Mean Score

X : Score

N : Number of the students

__ : Devided

x : Times

% :Percentages

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LIST OF ABBREVIATION

SDN : Sekolah Dasar Negeri

V : Class Five

X0 : Initial Reflection or Pre test

S1 : Post Test Session I

S2 : Post Test Session II

S3 : Post Test Session III

S4 : Post Test Session IV

F0 : Frequency in pre test

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

One of the objectives learning of teaching English in the school is to make

students able to communicate using the language in form of oral and written

communication. In learning language, especially for English the students have to be

able to master all the elements such as spelling, vocabulary, pronunciation, grammar

and so on. Among the elements, spelling has an important role to be master the

students because by spelling the letter correctly the students are able to pronounce the

words in English.

Beers (2003:6) states that spelling is a developmental process and consists of

stages that are compatible with students' understanding of letter-sound relationships.

These letter-sound relationships become more meaningful to students as their

understanding increases. Since spelling has the essential part in study English,

therefore the teacher needs to know how to spell the letters correctly and give good

example to their students.

In reality, the researcher still find that many students in SDN 3 Subagan

especially class V still have difficulty in spelling the words and the students score

achievement in English based on the standard score which is 75. Most of them cannot

achieve the estimated target. The researcher found that many students feel shyness,

nervousness, afraid of making mistake, not knowing the way how to spell the words.

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The students are not confident and become nervous to spell the word because of

weaknesses in using appropriate pronunciation.

When the students are making mistake in spelling, teacher always correct them

directly by stressing the usage of pronunciation itself. The monotonous and

uneffective method or technique that is used by the teacher in teaching and learning

process makes the students bored to follow English teaching learning process in

classroom.

Concerning those situations, it is very important for the teacher who is going to

teach spelling to consider the methods and techniques that they use in learning

language. The teacher has to change their traditional methods and techniques and try

to take some efforts in finding new technique that can improve the students’ interest

in spelling the words. There are several techniques used by teacher to feel

comfortable in the teaching lesson. Dictation is one of technique that can be used in

teaching spelling. The teacher asked the students to compose the letters which are

randomized into the correct word and then the students choose five words to clearly

spell out in front of the class. This technique will make the students became

interested in spelling, because they will easily understand how the proper

pronunciation.

Based on the explanation above and the difficulty that was faced by students in

the school, the researcher motivate to use this technique in teaching spelling. The

purpose is improving students’ spelling and making the teaching learning processes

more comfortable and interesting for fifth grade students of SDN 3 Subagan.

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1.2 Statement of Research Question

The teaching in spelling has been developed over long period of time in

teaching English, however the students faced problems in spelling the words. Based

on the background of the research, the research question can be formulated as

follows: To what extent is the effectiveness of dictation method in teaching spelling

to the fifth grade students of SDN 3 Subagan in academic year 2012/2013?

1.3 Objective of the Study

In general, the study is aimed at answering the question of previous studies

that have been implemented. Based on these reasons, the objective of the study is to

teach spelling ability to the fifth grade students of SDN 3 Subagan through dictation.

1.4 Limitations of the Study

In this fact, challenges related to the spelling mastery of the subject of this

study are definitely too broad and dealt with a single study. The researcher taught

spelling to the students’ related based competence of Elementary School. It is

conducted to the fifth grade students of SDN 3 Subagan and limited to teaching the

students’ spelling through dictation technique. The topic presented for the fifth grade

students are around the school, my friend, sport and big family.

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1.5 Significance of the Study

The outcome of this study is providing both of the theoretical and practical

significance. Theoretically the result of this study can be used as guidance for the

students and the teacher to make some evaluation on how they learnt spelling and

decide an effective and efficient strategy to be adopted to learn and teach spelling in

the future. Practically the result of this study can make the students aware of the

essential role of dictation in comprehending spelling, so they can use spelling in

speaking activities. The outcome of this study is useful for the English teacher to gain

a better understanding of the importance of the dictation in teaching the students

ability in spelling to the fifth grade students of SDN 3 Subagan.

1.6 Assumption

Due to time constraints, the research skills will not all variables can be

control. To address the compounding variables, it is important to state some

assumptions are as follows:

1. All subject under study are assumed to have study English in the same time.

2. All subjects under study are assumed to have the same motivation to learn.

3. All subjects under study are assumed to have the same purpose.

4. The instruments used to collect the data establish in eccordance with the facts

and data should be valid.

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1.7 Hypothesis

Hypothesis is a tentative solution of a problem. The research activities are

planned to verify the hypothesis. On attempting to give a tentative solution of the

problem, the hypothesis is stated as the following: the teaching of spelling is effective

by using dictation to the fifth grade students of SDN 3 Subagan in the academic year

2012/2013.

1.8 Definition of the Key Terms

In order to avoid misunderstanding about this study and to provide a clear

insight about what the study is concerned, there are some operational definitions of

key terms used in this study, as follows:

a. Spelling

Spelling is the writing of one or several words with the letter and accepted

standard spelling or the process of naming the letters. In this study, spelling

is defined as the ability of the fifth grade students in SDN 3 Subagan in

writing and pronouncing the letter of English words correctly.

b. Dictation

Dictation is a technique of teaching to the fifth grade students of SDN 3

Subagan in improving the students’ spelling ability in which the students are

requested to arrange the letter correctly then choose five words and spell

them clearly and fluently in front of the class. The students always asked to

work alone during the exercise of spelling.

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c. SDN 3 Subagan

SDN 3 Subagan is the government elementary school which is located in

Karangasem regency.

1.9 Theoretical Framework

A scientific study must be based on some theoretical and empirical evidences

and must contribute practical significance. The under taking of the present study is

based on following theoretical frame work: (1) conception of spelling, (2) the

importance of spelling, (3) technique of teaching spelling (4) teaching spelling using

dictation, and (5) assessment of spelling. Each of this heading is briefly discussed in

chapter II, with deals with “Review of Related Literature”.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents several theories that are relevant to the study. In detail,

this chapter explains about the conception of spelling, the importance of spelling,

tecniques of teaching spelling, teaching spelling using dictation and assessment of

spelling.

2.1 Conception of Spelling

Spelling means the written from the word and also place the letters of word in

the correct accepted order spelling in this study refers to ability of the students in

recognizing as well is in writing every single word by using letters. In learning

spelling, the students must know about alphabets and receive single word by using

letters or clues (such as context) for word recognition. While in spelling the the

students must respond without the benefit of a complete visual stimulus. Spelling as

one of the language aspects can’t therefore be neglected in teaching process as it is a

part of foreign language as a whole. Spelling has a great role in determining the

success of written comunication. When spelling is introduced for the fifth class, it is

very important for the teacher to make good impression for the students. The

following, there are the references used in teaching spelling.

According to Beers (2003:2), there are five levels in spelling and the average students

progress differently. Spelling is a more difficult task for students who are blind

because they have to learn to read and write signs, abbreviations, and contractions

and need to memorize the full spelling of words in order to reproduce them. The

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improvement of spelling implies the improvement of word recognition, which help

the students with the decoding process and hence comprehension. As a result,

spelling is one of the components of literacy that plays an important role in students'

learning and understanding. The rule usually refer to the middle or latter parts of

words. At the initial levels, the children do not make any attempt to adjust oral and

written language to one another. The children focus on graphic dimensions, such as

the minimum number of letters needed for writing to be read, or on varying letters in

order to distinguish between the ways in which different words. At these levels, the

children often spell words according to the size of the reference items for example, by

using more letters for words that refer to large items.

Tantaros (2007:31) explains that there are some similarities between the

language used in this life to understand the alphabetic principle, although the spelling

of syllables appears to be more frequently used in studying a language such as

Spanish, Italian and Portuguese. In what concerns the syllabic spellings in

Portuguese. Martins and Silva (2006:227) state that syllable spelling of children

resulting from the understanding of letters and sounds to pronounce words correctly.

Because there is only one vowel per syllable in Portuguese, spelling the children only

one syllable. Thus, the authors propose that children rely on letter names almost all of

which aim to produce a better speech.

Silva and Martins (2002:466) confirm that in a number of experimental studies

in which the authors compare the impact of programs designed to encourage

preschoolers to be more advanced in terms of the creation of quality children's

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spelling. After spelling a word, the children directed the spelling on a higher level,

such as spelling syllables. The children were asked to analyze words in oral form,

thinking the two spellings, choose one, and to justify their choice. So the children are

encouraged in the process of speaking, writing, and the relationship between the two.

The main cognitive activities involved were (a) predicting the number and type of

letters to be written, (b) comparing the children’s own spelling with spellings one

level higher, (c) evaluating which one was better, (d) justifying their choice. These

observations were conducted according to some constructivist principles because the

experimental intervention with children was mainly sustained by children’s

discoveries.

Based on the description above, the present study tend to apply the theory

which is proposed by Martins et al who state that spelling is result from the

understanding of letters and sounds to pronounce words correctly. This is in

accordance of achievement indicator, such as arranging the letter correctly and

spelling the words correctly related on the subject.

2.2 The Importance of Spelling

Spelling is the basic skill underlying writing. Without learning to spell fluently

our train of thought is interrupted during writing. Children, though, often do not see

the importance of spelling. Why not spell book, buk; or read, rede? Spelling standards

prevent confusion and they also add to the creativity of English. This is the

importance of spelling according to some expert’s opinion, Catherine Snow et al.

(2005:86) summarize the real importance of spelling for reading as follows: “Spelling

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and reading are mutually reinforcing and dependent on the same part of a word”. So

the spelling of words can make representations to learn easily constructed to be able

to read fluently.

Furthermore, Kolodziel and Columbia (2005:212), explain that results of the

study of children with words and memorization and occured before they can actually

read. The children begin to use non-alphabetic signs with gradual way to improve a

child's ability to spell words correctly using phonological and finally using the correct

orthography. The children begin to spell the words and use consonant sounds at the

beginning of the letter that was heard, and then develop a spelling and able to

understand the second consonant sound and continued to learn the vowel sound.

Finally, the children can learn according to the rules of correct orthography of the

English language (Ouellette and Senechal, 2008:195).

Naturally, spelling is a topic that attracts interest among the general public.

Vedora and stromer (2007:489) observe that spelling is an important part of the

educational process because from study of spelling we can read, write, spell and

appropriately express one's thoughts and writing is very important for a literate

society. It is often felt rightly or wrongly that the standard spelling of a person

depends on the education level of intelligence and ability.

However, Rieben et al (2005:145) shows that although invented spelling is useful

in developing orthography skills, it only becomes useful when the children are

provided with feedback on the correct orthographic spellings of their invented

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spellings. For this study, children were divided into four groups, namely: invented

spelling, copied spelling, invented spelling with feedback on correct orthography, and

a control. The children invented a way of spelling the words, but the words are

written in a different way in books.

Caravolas, Hulme, & Snowling (2001:751) explain that it is very important to

learn about the development of spelling and not only of pedagogical interest in

understanding how the children acquire aspects mainly alphabetically, because of the

early spellings of the children provide information about children's early knowledge

of the extent and characteristics of the literary forms can not be obtained in other

ways.

Padak and Rasinski (2006:292) explain that educators are in a relationship as one

of learning spelling. This is very important if parents can participate. Sitton spelling

involves parents about the expected information in spelling learning by explaining

how to help children with take-home assignments and exercises to build skills.

2.3 Technique of Teaching Spelling

Teaching spelling is not only teaching students to speak in a good pronunciation

in target language, but it can also be defined as teaching students to can spell the

words correctly. In this case, students should be able to spell the words in front of

class. Therefore teacher roles and technique uses in teaching learning are very

important to teaching students’ spelling ability.

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Rippel (2008:2) says that there are 20 best tips for teaching spelling to the

students and for accelerating their learning, namely : harness the power of

multisensory learning, actively develop phonemic awareness, teach the letters and

letter combinations that represent each sound, accelerate your students’ learning with

color-coded letter tiles, incorporate other kinesthetic (hands-on) activities, don’t be

afraid to start at the beginning, make review a priority, use misspellings as a

diagnostic opportunity, teach reliable spelling rules, minimize distractions during

lesson time, dictation exercises are important, students benefit from learning roots,

prefixes, and suffixes, provide writing opportunities throughout the day, approach

spelling as a thinking subject, not merely a subject for memorization, students need to

read to build up their visual memory of words, teach the jobs of Silent E, schedule

frequent spelling lessons, teach proper homophone usage, develop a method for

learning “rule breakers”, well-planned lessons are a roadmap to spelling success.

Moreover, Gentry (2004:56) states that there are six most helpful for teaching

spelling in the classroom, such as: careful word selection, using a pre test-study-post

test format, using a self-correction technique, teaching children how to study

unknown words, spelling games and board games, word sorting.

While, Topfer (2010:2) shows that how to teach spelling, such as: beliefs about

learning to spell, knowledge about spelling, assessment strategies, scope and

sequence, consistent teaching practices. All of them are very important to teach

spelling for the children to develop the mind as well as the problems when writing

words and learn about the structure and meaning of new words.

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Apel (2011:592) explains that there are three elements in teaching spelling

technique, namely phonology, morphology and memory. All of them are coordinated

in the correct spelling to improve students' visual language. But it is very difficult

spelling instruction for teachers, especially when there is punctuation and students do

not need to learn it but simply through reading the punctuation marks.

All the technique above can be used by the teacher in order to reach the purpose

of teaching spelling that is spell the words efficiency. Where the learners should be

able to making themselves understood, using their current proficiency to the fullest.

In teaching English as second language teacher should think of more creative ways to

give the students as much time to practice. The most important aspect of preparing

students to spell in front of class is to give them as many opportunities as possible to

practice producing unplanned, spontaneous.

2.4 Teaching Spelling Using Dictation

There are several methods to teaching students' ability to spell the words, but in

this occasion the researcher using the dictation method. Davis and Rinvolucri

(2002:3) argue that “dictation contains a lot of ways or techniques that can be used to

reproduce learning activities in dictate terms. The activities begin from the traditional

focus on the problem of spelling and punctuation for a train that emphasize personal

and opinions of teachers and students. Dictation provides a wide range of activities

suitable for different levels and ages, sample text with lots of activities, students are

given the opportunity to create their own text, and various correction techniques that

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were told”. Moreover, it “usually a group of European teachers more than half as

much to use dictation in the process of teaching and learning activities”.

Again Alkire (2002:18) explains that the possibility of learning with a broadcast

dictation is orthographic text dictation in which students write on a particular section.

This method is a classic exercise in addition to strengthening spelling dictation and

sound relations in English, as well as expresses understanding and disadvantages for

teachers to analyze students' future learning.

Blanche (2004:175) explains that dictated in foreign language lessons by giving

some advice on work to be selected: in line with students’ average ability, relevant to

their needs and interests, not too long (always less than a fully printed page), capable

of being cut up into short, self-contained portions. It can be concluded that the

dictation makes a better review and some of the text used in different teaching and

learning activities last week of may be used again. Dictation activities can be

obtained from anywhere, such as books, newspapers, magazines and poetry and gave

a lot of themes to complement the guidelines listed above.

Hoare and Tanner (2009:761) explain that there are some techniques of dictation

such as: preview, dictating the passage, consolidation, final corrections, follow-up.

Dictation can help in all areas of language acquisition such as introducing grammar

models with this type of essay because of the active role of children's memories can

be seen when writing paragraphs rather than reading. Dictation may not be particular

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in the development of writing, because the students don’t need to express their ideas

in written form. Meanwhile, by dictation can repeat the words spoken.

Teaching spelling through dictation will make the students more understand,

because they will be more easily to know how to spell the words correctly. By

dictating the letter, the students were more interested in learning dictation. The more

students understand and are able to spell the words correctly. In this technique the

researcher gives to the students to choose five words and then spell them clearly and

fluently in front of class. This situation makes the students more active and also they

more interested in learning spelling, because their teacher never to teach spelling the

words before and usually to read the words directly without spell it correctly.

2.4.1 Advantages of Dictation

Dictation has the advantages in teaching learning process. According to

Montalvon (1990:22) has earlier remarked that there are advantages of dictation but

the most important are: dictation can help develop all four-language skills in an

integrated way, it can help learn grammar, it helps to develop short-term memory,

practice in careful listening to a speaker will be useful to learners in future in the

note-taking activities for instance listening to lectures, dictation fosters unconscious

thinking in the new language, correction can be done by the students peers correction

of written dictation leads to oral communication.

However Rahimi (2008:5) states the advantages of dictation, such as: the

students have been designed for language learning and teaching, there is a great

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diversity of themes to choose from, and moreover, the students are ready made lesson

plans and exercises for class activities, which is beneficial for busy teachers who

might save time in preparation for language classes. It is important that the level and

aims are formulated and there is a range of worksheets with comprehension

questions, vocabulary matching exercises and grammar and language focus points.

Many possible aspects of the themes are described, so the teachers may simply adjust

the online activities for their particular classroom including follow-up activities after

students have listened to the recordings, have written dictations from these and self-

corrected their written work.

2.5 Assessment of Spelling

The aim of learning is to reach instructional objectives. Instructional

objectives are then evaluating periodically to measure the degree of the students’

achievement in mastery the language skill which has been taught. The most common

method of assessing the degrees of the ability on the achievement of the student’s

progress is done by using test. Test may be conducted primarily as devices to

reinforce learning and motivate the student’s performance in the language learning.

The technique for testing spelling or oral production skill are varying from

spelling tests, picture-cued tasks, multiple-choice techniques, matching phonetic

symbols (Brown, 2004:223). The method used for assessing oral communication

skills depends on the purpose of the assessment. A method that is appropriate for

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giving feedback to students who are learning a new skill is not appropriate for

evaluating students at the end of course.

However, Loeffler (2005:25) comfirms that there are four criteria of spelling

rubric, namely: circles all misspell the words, accurately corrects all circled

misspelled the words, always using the dictionary or similar words to spell words

without help, spells all words correctly in writing.

The researcher assessed the students’ spelling in this study with scored based

on 5 point scale only in four descriptions, namely: the spelling is perfect, the spelling

is almost perfect, wrong in spelling, no spelling the word. The students spell the

words in front of class in each session when the researcher do the research study. The

students would get 5 score if the spelling is perfect, 4 score if the spelling is almost

perfect, 2 score if they wrong in spelling, and 0 score no spelling the word.

The method used for assessing oral communication skills depends on the

purpose of the assessment. A method that is appropriate for giving feedback to

students who are learning a new skill is not appropriate for evaluating students at the

end of course. The assessment of students’ spelling to the fifth grade students of SDN

3 Subagan is intended to improve their spelling the words in English correctly.

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CHAPTER III

RESEARCH METHODOLOGY

3.1. Subject of the Study

The subject of this study was the fifth year students of Elementary School.

This study was carried out the fifth year students of SD N 3 Subagan. In order to

make this research study more specific the researcher took the fifth class as the

subject under study. All fifth grade students in this class had 22 students that

consisted of 16 males and 6 females students. This group of students were selected as

the subjects of the study because they had crucial problems in spelling the words.

This could be identified from the result of the interview which was previously done to

the English teacher of this class. The teacher said that their spelling was still very

low.

3.2. Research Design

Since this study was aimed at teaching the students’ spelling by using

dictation technique, then the researcher used classroom action research as a method to

solve classroom problems through the application of the scientific approach.

Classroom Action Research (CAR) is used as one way to improve the quality of

teaching and learning and it is due to the fact that classroom action research is

developed primary because of the problems faced by the teacher in the classroom

during teaching and learning activities (Mantra 2010:7).

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Classroom action research could be defined as cycle process of planning, action,

observation and reflection. This classroom action research was intended to find out

the effectiveness of teaching spelling through dictation. On account of the result of

the reflection or post-test in cycle I was used as valuable input to revise the planning

in cycle II. Therefore, cycle II sorted with revised planning (RP) was hoping much to

be more effectiveness than cycle I. The effectiveness of the dictation technique in

teaching spelling was figured out & through comparing the mean score of IR (Xo) of

true subjects with their corresponding mean score of the reflection or post-test both

cycle I (XI) and cycle II (XII).

In this classroom action research, the teaching and learning processes were

divided in two cycles and consist in two sessions. Each session consist in foot

activities, namely: planning (P), action (A), observation (O) and reflecting (R). In

order to measure the real pre-existing spelling of class V of SDN 3 Subagan. IR was

administered to the subjects. The mean scores of the IR were compared to the mean

scores of the R at the end of each session at the degree of the advance spelling of the

subject.

The design of the present classroom action research can be depicted in

following:

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Cycle I

Cycle II

Figure 3.1 Kemmis and Taggart’s action research (2000:595)

The diagram above shows that the present study was conducted cyclically.

Firstly, cycle I started with pre-test in initial reflection to obtain the preliminary data

about the students’ achievement in spelling, and cycle II started with revised planning

(RP). It involved planning (P), Action (A), observation (O), and reflection (R). All

elements included in the present classroom action research were elaborated as

follows:

Planning Action Observation

Reflection

Revised

Planning

Action

Observation

Reflection

Initial

Reflection (IR)

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3.2.1. Planning

Before the present classroom action research carried out, the researcher had to

prepare instructional planning for all session. Based on the fact the subjects under

study still have low spelling ability in English. The dictation techniques were

included send to improve and progressively enhance their spelling. In order that, the

researcher planned the instruction activities by doing the following:

1. Determining the subjects of the study. The researcher carried out a

preliminary study at SDN 3 Subagan. Some questions were asked to the

English teacher there about the difficulties faced by the students in spelling.

2. Preparing and seeking a series of short words appropriately used in

teaching spelling which faced by the students of class V of SDN 3

Subagan. The researcher prepared ten short the random letters as suitable

for teaching spelling class V in SDN 3 Subagan.

3. Preparing and administering IR in sppelling. The IR in spelling for the

subject under the study to measure the real pre-existing spelling. In the IR

subjects were requested to arrange the letters into the word correctly then

the students choose five words and spell them clearly and fluently. Because

the researcher only assessed the students’ spelling, the scored by using

rational scoring method of 0-5.

4. Designing the lesson plan and setting up the teaching scenarios of the

present classroom action study. The researcher designed two cycles in four

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sessions. Each lesson plan was used to teach spelling. Four lesson plans or

teaching scenarios were used for both cycles. The topics were adopted from

Elementary School syllabus which was currently applicable. In the line

with the time schedule, each session or meeting was planned to last for

about 70 minutes respectively.

5. Constructing and administering reflection or post-test at the end of each

session or meeting based on the dictation technique which was being taught

at time. The reflection administration was used to measure the extent of the

subject progress in spelling. The results of the reflection were scorned by

using rational scoring method of 0-5.

6. Constructing and administering questionnaires to the subject under study.

The questionnaires were administered by the end of sessions two in cycle I.

The questionnaires were actually intended to measure quantitatively the

changing learning behaviors of the subjects in teaching spelling through

dictation. The result of the students’ changing behavior then could be

manifested in cycle II to make teaching spelling through dictation more

successfully.

3.2.2. Actions

To implementing the previously planned teaching scenario was the main

activity in this classroom action research. In line of the objective of the study, action

or classroom activities refer with the researcher really did in the classroom during the

process of teaching spelling. What the researcher did in every classroom session was

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perennially based one three-phase technique. The classroom was classified into the

three main part, that is: pre-activities, whilst-activities and post activities. What kind

of activities and what goals were can be described as follows:

1. Pre- activities

In pre-activities researcher who also acted as a classroom teacher, aimed to

activate the subject and focus with mutual interest in attention. The pre-

activities were intended to activate the subject knowledge, which were be

discussed and practiced. During the pre-activities researcher asked activities

such as greeting students, checking the students’ attendance, introducing the

topic and ask some general questions related to the topic which would give to

the students. The pre-activities planned about 5 minutes.

2. Whilst-activities

In whilst-activities, the researcher first of all give the subject some instruction

during the practice in spelling through dictation. The teacher gave the

instruction how to do the task and how spell the words. Every student arrange

the letters. This activity will last for about 15 minutes for each session.

3. Post-activities

Post-activities ended the teaching or spelling through dictation. In the post-

activities, the researcher administrated reflection or post test to complete spell

the words in front of class was actually intend to the subject in improved

ability in spelling after the teaching of spelling through dictation. The post-

activities in each session were planned to last about 50 minutes.

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3.2.3. Observation

In this classroom investigation the researcher as a classroom teacher as well as

observer. This suggested the classroom observation was carried out while the

teaching spelling. Observation was intended to teaching and learning process being

undertaken in the this case teaching spelling by using dictation technique to the fifth

class students of SDN 3 Subagan could improve and promote their achievement in

spelling. Beside that the researcher also meant to perceive whether there were awry

positive changing behaviors, motivation and attitude of the subject.

3.2.4. Reflection

The result of the observation was analyzed in order to find the strength and the

weaknesses of the action and to decide whether the study would be continued. The

reflection was administered during the post tests at the end of the cycle. This kind of

post test must be conducted orally, because from spell the words the researcher will

know the subject’s pronunciation. The researcher tried to understand the process, the

strength and the weakness of the action. It was also accordance to this reflection the

researcher could decide whether stop the study or to replay another action.

3.3. Research Instrument

The research instruments were tools which were used by the researcher to collect

a data. In this study, the researcher used several instruments to collect the data,

namely: test, questionnaires and observation sheet. The instruments were described as

follow:

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1. Tests

The test particularly consisted of the pre-test and post-test. The pre-test was

conducted before the action in order to examine the students’ achievement in spelling.

It was intended to know the students’ prior achievement, and the result of this test

was used as reference for conducting the research. In this step, the researcher gave

arrange the letters into the word correctly then choose five words to spell them in

front of the class. The post test was conducted at the end of each session in order to

know the students’ improvement in spelling after the action and the implementation

of the dictation technique. It was used to make decision whether the research would

stop or continue.

2. Questionnaire

The questionnaire was used to know the students’ response towards the

implementation of the technique in the classroom. The questionnaire distributed after

the cycle I has been completed. The administering of the questionnaire was to find

out the students’ problems in participating spelling through dictation technique. The

items consisted of the students’ opinion as well as their feeling about spelling and

dictation technique. The researcher constructed the questionnaire in the form of

multiple choices items with four options and scored using rating 0-3. Students would

get 3 score for A answer, 2 score for B answer, 1 score for C answer and 0 or zero

score for D answer. In order to avoid confusion and misunderstanding, it was

constructed in Bahasa Indonesia. The results of the questionnaire were considered as

the additional data required the present classroom action research. The comparative

percentages figured shows the subjects’ different degree of changing behavior toward

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spelling learning activities and were used as informative feed back to make some

remedial revisions and basis to plan for the sessions in cycle II in improving way.

3. Observation sheet

The observation sheet is used to note and observe students’ spelling during pre-test

and post-test process to knowing student improvement in spelling. There is one type

of observation sheets that the researcher used. The form of observation sheets can

seen in the the appendix 5. In this study the spelling of the students’ achievement will

be scored based on 5 point scale only in four descriptions namely: the spelling is

perfect, the spelling is almost perfect, wrong in spelling, no spelling the word. For

more details, it can be seen in the table 1.

Table 3.1

Four Scoring System of Spelling

Score Description

5 The spelling, accuracy and fluently are perfect

4 The spelling, accuracy and fluently are almost perfect

2 Wrong in spelling, accuracy and fluently are not appropriate

0 No spelling the word

3.4. Data Collection

In collecting data, there are a number of research instrument that are usually

used by the researcher in conducting a research, those are pre-test, post-test,

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observation sheet and questionnaires. The data needed on this study were collected in

class V of SDN 3 Subagan.

There were two kinds of data collected by the researcher on this study namely

quantitative and qualitative data. The quantitative data was collected through the

administration of the pre-test on the initial reflection and post-tests in Cycle I and

Cycle II. Meanwhile the qualitative data was collected through administering

questionnaires to the subject under study.

3.5. Data Analysis

The data obtained for the present class action study analyzed descriptively to

reveal the extent of the subjects’ progress in spelling. The data required were

collected through administrating pre-test and post-test. Some supporting additional

data were gathered through administrating questionnaires to the subject of the study.

The mean of pre-test scores, post-test scores and questionnaire were computed by the

formula presented below:

1. The mean score of the whole students is calculated as follow:

∑X

M = N

2. The score obtain by each students:

X = Score obtained x 100%

Maximum score

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3. The value of questionnaire:

Option : A B C D

Value : 3 2 1 0

4. The percentages of questionnaire’s answer:

% = Number of students choosing an item X 100%

The sum of total items

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CHAPTER IV

THE PRESENTATION OF THE FINDINGS

The disscussion of data that have been collected through the present

classroom action reserach study which dealt with teaching spelling through dictation

to the fifth grade students of SDN 3 Subagan in academic year 2012/2013 could be

finally discussed in this chapter.

4.1 Data

The data were taken from students of SDN 3 Subagan through

instrumentations namely: pre-test, post-test and questionnaire to achieve the final

results of the study as how it was formulated in research question. The result of those

date were collected and elaborated from the subject through 5 scale scoring.

The pre-test was administered to the subjects under study to obtain their pre-

existing ability in spelling. In pre-test the students were given to arrange the letter

then choose the five words and spell them clearly and fluently in front of class. The

time allotment for the pre-test was 50 minutes. During the test, most of the students

looked confused and were not confident to spell. There were some problems in their

spelling such as the lack of pronunciation. These problems then made the students felt

that spelling was very hard and they were not interested in learning process. The

result of the pre-test could be seen in table 2. After analyzing the students’ answer in

pre-test, it was found that the score of students’ speaking skill on pre-test was 54. It

means students’ speaking skill was very low.

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Post-tests were given in every session, it means that there were 4 post-tests.

The post-test were given in oral form in which every student was spelled the words

correctly were related to the topic had been taught by teacher such as around the

school, my friend and I, sport and family. There were four categories of spelling that

were assessed by the researcher, they were: the spelling is perfect, the spelling is

almost perfect, wrong in spelling and no spelling the word.

The following tabulation consisted of five sets of row scores; first set was the

student’s pre-test, second set was two post-test of cycle I (S1 and S2) and then the

third one was another two post-test of cycle II (S3 and S4). The end of the tabulation

there was the sum of means score of each session by calculating the whole raw score

divided by total amount of students who followed the lessons, pre-test and post-test

when the study was conducted. The five sets of raw scores collected were tabulated as

the following:

Table 2

Tabulation of Data Showing the Subjects’ Progressing Scores in Spelling through

Dictation.

Subjects IR (Xo)

Cycle I

Cycle II

XS1 XS2 XS3 XS4

1 52 56 68 76 80

2 48 52 64 64 72

3 56 60 76 84 88

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4 48 56 76 80 84

5 64 68 80 80 88

6 52 52 60 76 80

7 48 60 68 80 84

8 56 68 68 80 80

9 48 48 64 68 76

10 52 52 76 84 84

11 52 56 56 68 80

12 64 68 68 80 84

13 52 68 68 76 84

14 56 60 60 68 76

15 48 52 52 76 80

16 52 60 64 64 84

17 60 68 68 76 76

18 56 64 64 80 84

19 64 68 68 80 80

20 52 64 64 76 84

21 56 68 68 80 84

22 52 60 64 76 80

Sum 1188 1328 1464 1672 1792

Mean 54 60.36 66.55 76 81.45

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The additional data required for the present classroom action study were

collected through administering questionnaire to the subjects under study after the

completion of cycle I. The answers of the questionnaire were qualitatively scored

using the rating scales 3-0 in which A = 3, B = 2, C = 1 and D = 0.

The scores gathered from administering questionnaire showed the subjects’

changing behavior, attitude, interest and motivation in spelling through dictation

technique. The obtained data showing the subjects’ total scores for items in the

questionnaire were tabulated as following:

Tabel 3

Tabulation of Data Showing the Subjects’ Changing Motivation and Attitudes in

Teaching Spelling through Dictation technique.

No. Subjects A B C D

1 Indra Apriawan I Wayan 9 12 1 -

2 Diartana I Putu 18 8 - -

3 Adi Suasnawan I Kadek 21 2 2 -

4 Pebriana Putra I Putu 18 8 - -

5 Eka Ayu Widiantari Putri Ni Putu 21 4 1 -

6 Candra Diputra I Komang 24 4 - -

7 Agus Wira Darma I Gede 21 4 1 -

8 Arta Jaya Pebri Antara I Made 30 0 - -

9 Nita Dewi Darmayanti Ni Kadek 24 4 - -

10 Pande Ariawan I Made 15 8 1 -

11 Arimbawa I Kadek 18 8 - -

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12 Dipayana I Kadek 12 10 1 -

13 Eviliyani Putu 21 6 - -

14 Sastriani Ni Komang 27 2 - -

15 Diva Parmantara I Ketut 24 4 - -

16 Fadullah Effendi Ihsan 24 4 - -

17 Sri Rahayu Ni Putu 15 10 - -

18 Kumala Jaya Ade 9 10 2 -

19 Andika Putra I Dewa Gede 15 10 - -

20 Gede Agung Kusuma W A A 15 8 1 -

21 Anjani Friska 12 10 1 -

22 Yusuf B.P Ilham 21 4 1 -

Sum 414 140 12 0

%

73.15 24.74 2.12 0

The total of questionnaires score was formulated by calculating: A + B + C +

D. The sum was used to divided each score in item A, B, C, and D.

4.2 Data Analysis

As mentioned previously, there were five sets of raw scores, which showed

the students progress in spelling taught through dictation technique. From the

tabulation above, the main score of each test was computed by calculating the

students’ raw score and then divided by total number of the subjects under study. The

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following description explained to what degree the students’ achievement both in

terms of score and spell the English words correctly.

∑ Xo 1188

1. The main score of IR or pre-test = = = 54

N 22

∑ X1 1328

2. The main score of S1 = = = 60.36

N 22

∑ X2 1464


N 22

∑ X3 1672

4. The main score of S3 = = = 76

N 22

∑ X4 1792


N 22

The calculation of raw scores of students’ achievement can be concisely

formulation to get the mean of IR and grand mean of oral test in both cycles.

The mean of score of IR:

1188 1188

∑ X = = = 54

N 22

The grand mean of post-test in cycle I:

XS1 + XS2 60.36 + 66.55 126.91

= = = 63.46

2 2 2

The grand mean of post-test in cycle II:

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XS3 + XS4 76 + 81.45 157.45

= = = 78.73

2 2 2

The result of the data analysis above which was considered as the findings of

the present classroom study could be summarized as the following:

Table 4

Summary of the research finding showing

the mean score from IR, cycle I and cycle II.

Initial Reflection /Cycle Mean score Grand mean

Initial reflection (Xo) 54

Cycle I S1 60.36

63.46 S2 66.55

Cycle II S3 76

78.73 S4 81.45

Instead of main score and grand mean of the both cycles, the additional

supporting data were collected by means of administering questionnaires by the end

of cycle I to the students under study. The data tabulation of table 3 had to be

computed and concisely described below. The computation of the comparative

percentage for the mean score of the items of the questionnaires showing the subject’s

total answer from item A, B, C and D was disused as follows:

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414

1. Total percentage of item A : x 100% = 73.15%

566

140

2. Total percentage of item B : x 100% = 24.74%

566

12

3. Total percentage of item C : x 100% = 2.12%

566

0

4. Total percentage of item D : x 100% = 0%

566

The finding of the present of study as summarized in table 5, clearly showed

the mean score of pre-test and post-test every session of both cycles obtained by

students’ oral test. The mean of pre-test was 54. It means that student’s spelling of

fifth grade students of SDN 3 Subagan was very low.

Some plans action and reflection were applied to cover the students’

difficulties by applying dictation to teaching students spelling. The result of student’s

oral test was increasing contently higher from session to session. It can be noticed

from the main score of S1 was 60.36 and S2 was 66.55. The grand mean of cycle I

was 63.46.

From this increasing main score and up graded grand mean in cycle I, the

researcher felt unsatisfied and applied cycle II with another two sessions by

emphasizing some point’s strategy and varied the media. The achievement of students

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drastically increased from session to session. S3 was 76 and S4 was 81.45. The grand

mean of cycle II was 78.73.

The result of analysis the questionnaires score showed that item A mainly

dominated other items. This can be noticed from 22 students, 73.15% chose item A,

item B was chosen by 24.74%, item C was chosen by 2.12% of the students. The

comparative percentages of the items of the questionnaires showed the positive

changing attitude and motivation in learning spelling taught through dictation to the

fifth grade students of SDN 3 Subagan.

To make those finding cleaner, it was necessary to present the data for IR,

post-test in both cycle obtained by students under study through following graph:

Graph 1

Graph showing the improvement of subject’s spelling

through dictation in cycle I

Graph 2

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Graph showing the improvement of subject’s spelling

through dictation in cycle II

Graph 3

Graph showing grand mean of subject’s spelling

through dictation.

Graph 4

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Graph Showing the Subjects’ Changing Motivationand attitudest in Teaching

Spelling through Dictation.

4.3 Discussion and Findings

The findings or presents study showed in all table above, are discussed to

point out, the degree of student’s spelling in term of mark, scored, grand mean of

both cycles and percentage of items in questionnaire indicating the changing behavior

toward spelling and strategy applied. The mean of IR or pre-test score (Xo) obtained

by students under study was 54 which was considered very low. Due to realization of

spelling is very important, the quality, mastery, and competency of aspects in spell

must be improved by applying relevant spelling classroom technique called dictation

which was conducted in cycle I and cycle II to cover difficulties faced by students in

pre-test.

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The result of data analysis of reflection score in cycle I increased

significantly from session to session. The mean score of S1 was 60.36 and S2 was

66.55. The grand mean of cycle I was 63.46. It was much higher than the mean score

of the IR score. This grand mean of cycle I was showed the obvious improvement of

the students’ spelling through dictation.

Furthermore, the analysis of reflection score in cycle II drastically arose

from session to session. In S3, student’s score in oral test was 76 and S4 was 81.45.

The calculation of these score into grand mean was 78.73. There was a significant

difference 24.73 between the mean of IR score and cycle II.

The responses of questionnaires that consisted of ten items indicated the

subject’s attitude and motivation in spelling. The questionnaire of item A was

responded by 73.15%, item B was responded by 24.74% and item C was chosen by

2.12%. From the respondents there was not any student’s responded item D. This

means the indication of changing learning behaviors on students could influence

students’ spelling through positive motivation and interest by using dictation

technique. The finding of present classroom indicated the effectiveness of dictation

technique in teaching spelling on fifth grade students of SDN 3 Subagan in academic

year 2012/2013. It was recognized that the strategy worked effectively due to the

result of post-test in every session of cycle I and cycle II.

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CHAPTER V

CONCLUSION AND SUGGESTION

The discussion throughout the present classroom action study, which dealt

with teaching spelling through dictation to the fifth grade students of SDtN 3

Subagan could finally be concluded in this chapter. Some practical suggestions and

reference to the significance of the established research findings are also

recommended in this chapter so that the findings of this study could really provide

some benefits for the English teachers and the fifth year students of SDN 3 Subagan.

5.1 Conclusion

The present classroom action study dealt with teaching spelling for the fifth

grade students of SDN 3 Subagan through dictation in academic year 2012/2013. The

selection of the fifth grade students was preceded by conducting a preliminary study.

Based on the study, it was found that the fifth grade students faced problem in

pronounce the words because of their weakness in spelling.

The improvement of the students’ ability in spelling through dictation using

classroom action which made use of a pre-test, post-test, design was divided into two

cycles, where each cycle consisted of two sessions. The main data required for the

present’s classroom action study were gathered through administering initial

reflection (IR) and reflection or post-tests to the subject under study. Some

supplementary data were gathered by means of administering questionnaire by the

end of the cycle I. As it was previously shown that the

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student’s average score in the pre test was 54 then improve to 63.46. This main score

was obtained by calculating the average point in post test I=60.36, post test II=66.55.

After following, the second cycle treatments the student’s achievement raised

significantly to 78.73. This mean score was also derived from the adding two means

score of post test III=76 and post test IV= 81.45. Therefore, the dictation contributed

significantly to improve the student’s on spelling words.

Beside the improvement that was mentioned above, from the questionnaire,

the researcher found that the action was going well. The students’ improvement was

supported by the fact that the implementation of dictation in cycle I and cycle II could

maintain the students’ motivation, interests, and enjoyment in learning process. The

students’ gave a positive response to the activity, and they were motivated a lot to

spell more. The result of the analysis of the questionnaire score clearly showed the

comparative percentages figures of 73.15%, 24.74%, 2.12% and 0% for the

respective total response of the items of the questionnaire option A, B, C and D.

Moreover the technique could also reduce students’ boredom, which made it possible

for the students to learn English at their best. These finding clearly suggested that

teaching spelling through dictation could make the students active in learning.

Finally, it could be concluded that dictation was effective and successful to

be used for teaching spelling words, especially for the fifth grade students of SDN 3

Subagan in the academic year 2012/2013.

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5.2 Suggestion

Based on the findings of the study, which the dictated the letter is very

effective to be applied to increase student’s spelling through dictation to the fifth

grade students of SDN 3 Subagan in academic year 2012/2013. The researcher would

like to give some suggestion as follow:

a. For the English teacher

English teacher should know the main purpose of language teaching,

especially in teaching English as foreign language is communication whether it is

spoken or written. Therefore, the teacher should use English in presenting the

material to increase students’ spelling and encourage them to practice their

English both spoken and written. The teacher should give a good model, how to

pronounce the words. The teacher should be more creative in planning the

activity in the class, and also arrange the materials to teach spelling in the class.

The researcher also suggested to use of dictation technique for teaching

students’ spelling, because is effective to increase students’ spelling. The teacher

should give the students more chance to spell the words correctly. It will be

easier for them to comprehend and pronounce the words of the spelling.

b. For the students

The students need to lift their motivation in learning spelling and they should

try to omit their fear and embarrassment when they are trying to spell using

English. Due to the advancement to knowledge nowadays, the students must learn

actively by using English. It is suggested to the students to learn English regularly

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to increase their spelling, because the more they learn so the better English they

would get.

c. For the researchers

To the other researchers, it is suggested to conduct further research on

teaching the spelling through dictation technique, because this technique is good

to improve the students’ spelling.

d. For the readers

The researcher realized that this thesis is still far away from the state of being

perfect, so the researcher hopes that the readers can give any kind of

suggestion and critics for the perfectness of this research study.

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Alves Martins, M., & Silva, C. (2006b). Phonological abilities and writing among

Portuguese preschool children. European Journal of Psychology of Education,

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Apel, K. (2011). What is orthographic knowledge? Language, Speech, and Hearing

Services in Schools, 42, 592-603. University of Tennessee: Knoxville.

Beers, K. (2003). When kids can't read: What teachers can do. A guide for teachers

6–12. Portsmouth, NH: Heinemann.

Blanche, P. (2004). Using Dictation to teach pronunciation. Linguagem & Ensino,

Vol7, No. 1 2004. (175-191).

Brown. H. Douglas. (2004). Language Assessment: Principal and Classroom

Practice. New York: San Francisco State University.

Caravolas, M., Hulme, C., & Snowling, M. J. 2001. The foundations of spelling

ability: Evidence from a 3-year longitudinal study. Journal of Memory and

Language, 45, 751–774. Washington University.

Davis, P., and Rinvolucri, M. 2002. Dictation. New methods, new possibilities.

Cambridge University Press.

Gentry J. Richard. 2004:56. The Science of Spelling. Portsmouth, NH: Heinemann

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Proceedings. Tokyo: JALT.

Kolodziej, N., Columba, L. 2005. Invented spelling: Guidelines for parents. Reading

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Loeffler Kelly A. 2005:25. An Alternative Spelling Assessment for Students with

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Journal. http://www.bbc.co.uk/worldservice/learningenglish/ and

www.breakingnewsenglish.com. Accessed on 16 May 2013.

Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. 2005. Effects of various early

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Rippel, Marie. 2008. The 20 Best Tips for Teaching Spelling. Pp 2-11.

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46

http://www.breakingnewsenglish.com/

iiiiilx

APPENDICES

iiiiilxi

LIST OF APPENDICES

Appendix 1 : List of Students Class V SDN 3 Subagan

Appendix 2 : Pre-Test

Appendix 3 : Lesson Plan

a. Lesson Plan Session 1

b. Lesson Plan Session 2

c. Lesson Plan Session 3

d. Lesson Plan Session 4

Appendix 4 : Post Test and Answer Key

a. Post Test and Answer Key Session 1

b. Post Test and Answer Key Session 2

c. Post Test and Answer Key Session 3

d. Post Test and Answer Key Session 4

Appendix 5 : Observation Sheet

a. Observation Sheet of Pre-Test

b. Observation Sheet of Session 1

c. Observation Sheet of Session 2

d. Observation Sheet of Session 3

e. Observation Sheet of Session 4

Appendix 6 : Kuisioner

Appendix 7 : Surat Ijin Penelitian

Appendix 8 : Surat Keterangan Penelitian

iiiiilxii

Appendix 9 : Statement of Authenticity

Appendix 10 : Autobiography

iiiiilxiii

Appendix 1

LIST OF STUDENTS

CLASS V SDN 3 SUBAGAN

IN THE ACADEMIC YEAR 2012/2013

No. Name Gender

1 Indra Apriawan I Wayan M

2 Diartana I Putu M

3 Adi Suasnawan I Kadek M

4 Pebriana Putra I Putu M

5 Eka Ayu Widiantari Putri Ni Putu F

6 Candra Diputra I Komang M

7 Agus Wira Darma I Gede M

8 Arta Jaya Pebri Antara I Made M

9 Nita Dewi Darmayanti Ni Kadek F

10 Pande Ariawan I Made M

11 Arimbawa I Kadek M

12 Dipayana I Kadek M

13 Eviliyani Putu F

14 Sastriani Ni Komang F

15 Diva Parmantara I Ketut M

16 Fadullah Effendi Ihsan M

17 Sri Rahayu Ni Putu F

18 Kumala Jaya Ade M

19 Gede Andika Putra I Dewa M

20 Gede Agung Kusuma W. A A M

21 Anjani Friska F

22 Yusuf B. P Ilham M

iiiiilxiv

Appendix 2

PRE-TEST

School :SDN 3 SUBAGAN

Subject :ENGLISH

Class :V

I. Listen the random words below and then answer correctly.

1. I-L-A-R-Y-R-B = 11. U-R-N =

2. G-A-D-R-E-N = 12. C-S-H-E-S =

3. F-O-I-F-E-C = 13. T-E-I-N-S-N =

4. L-F-A-G = 14. I-W-F-E =

5. L-A-L-T = 15. U-N-L-C-E =

6. G-I-B = 16. S-N-O =

7. L-M-L-S-A = 17. F-A-H-T-R-E =

8. S-O-H-R-T = 18. M-O-H-T-E-R =

9. R-O-N-U-D = 19. N-E-I-E-C =

10. O-F-T-O-L-A-L-B = 20. C-I-H-L-D =

II. Choose five words and spell them correctly and fluently in front of class.

iiiiilxv

Appendix 3.a

LESSON PLAN

CYCLE I SESSION 1

School : SD Negeri 3 Subagan

Subject : English

Class/Semester : V/2

Theme : Around the School

Standard competence : Comprehending correct spelling of new English word.

Basic competence : Understanding correct spelling of new English word.

Time Allocation : 2 X 35 minutes.

I. Indicators

1. Arranging the letter correctly.

2. Spelling the word correctly with the topic related to around the

school.

II. Learning objectives

After the teaching learning process, the students are able to:

1. Arrange the letter correctly.

2. Mention and spell the word correctly related to around the school.

III. Character of students who are expected to:

1.Trustworthines

2.Respect

3.Diligence

4.Responsibility

5.Courage

iiiiilxvi

IV. Learning Method

Dictation

V. Material

Various parts of the school.

VI. Teaching and Learning Activities

No. Teacher’s activities Students’ activities Time

1. Pre-activities:

1. Greeting students.

2. Checking students’

attendance list.

3. Explaining the standard

competency.

4. Explaining the material

to be taught.

1. Replying the

teacher’s greeting.

2. Mentioning who is

absent.

3. Listening teacher

explanation about

standard

competency.


explanation about

material to be

taught.

10

minutes

2. Whilst activities

Exploration:

1. Introducing the new

section that are going

to learn.

Elaboration:

1. Explaining to the

students what they have

to do.

2. Asking the students to

1. Listening and pay

attention.


attention.

2. Listening the word

50 minutes

iiiiilxvii

listen the random letter.

Confirmation:


arrange the letter

correctly.

2. Asking the student to

correct their friend’s

work.

3. Checking the students

who gets most the

works.


repeat the words with

the right pronunciation.

carefully which

they could hear .

1. Arranging the letter

correctly.

2. Correcting their

friends work.

3. Raising hand if get

most words.

4. Repeating spelling

the words with the

right

pronunciation.

3. Post activities

1. Concluding the lesson.

2. Giving time if the are

any problems faced by

the students.

3. Ending the class and

saying goodbye.


attention.

2. Raising the

questions if they

still find any

problems.

3. Responding the

teaching last

greeting.

10 minutes

Learning sources:

1.Textbooks Let's Make Friends with English, Bambang Sugeng, vol 5, esis.

2.Other books relevan.

iiiiilxviii

Assessment:

Competency

Achievement

Indicators

Engineering

Assessment

Form

Instruments Instruments

Key

Word

1. Arranging

the letter

correctly.

2. Spelling

the word

correctly

related to

around the

school.

Written test

Oral test

Essay

Arrange the letter

and then spell it

correctly.

Script:

1. L-A-S-R-O-

M-O-S-C

Mention five words

about around the

school and then

spell clearly.

CLASSROOM

1.GARDEN

2.LIBRARY

3.OFFICE

Guidelines for assessment:

I. Maximum score = 25

II. student score = Score obtained X 100

Maximum score

iiiiilxix

Rubric of Spelling:

Score Description





Denpasar, 8 May 2013

Researcher,


NPM. 09.8.03.51.31.2.5.3558

iiiiilxx

Appendix 3.b

LESSON PLAN

CYCLE I SESSION 2


Subject : English


Theme : My friend



Time Allocation : 2 X 35 minutes

I. Indicators


2. Spelling the word correctly with the topic related to My friend.




2. Mention and spell the word correctly related to my friend.


1.Trustworthines

2.Respect

3.Diligence

4.Responsibility

5.Courage

IV. Learning Method

Dictation

iiiiilxxi

V. Material

Physical characterictics of a person.



1. Pre-activities:



attendance list.


competency.


to be taught.

1. Replying the



absent.


explanation about

standard

competency.


explanation about

material to be

taught.

10

Minutes


Exploration:



to learn.

Elaboration:



to do.




attention.


attention.

2. Listening the letter

carefully which

50 minutes

iiiiilxxii

Confirmation:


arrange the letter

correctly.



work.


who gets most the

works.




they could hear

from the teacher.


correctly.

2. Correcting their

friends work.


most words.


the words with the

right

pronunciation.

3. Post activities




the students.


saying goodbye.


attention.

2. Raising the

questions if they

still find any

problems.

3. Responding the

teaching last

greeting.

10 minutes

Learning sources:

iiiiilxxiii



Assessment:

Competency

Achievement

Indicators

Engineering

Assessment

Form


Key

Word

1. Arranging

the letter

correctly.

2. Spelling

the word

correctly

related to

My friend.

Written test

Oral test

Essay

Arrange the letter

and then spell it

correctly.

Script:

1. A-L-T-L

Mention five words

about physical

characteristics of a

person and then

spell clearly.

TALL

1.BIG

2.SMALL

3.SHORT




Maximum score

iiiiilxxiv

Rubric of Spelling:

Score Description






Researcher,


NPM. 09.8.03.51.31.2.5.3558

iiiiilxxv

Appendix 3.c

LESSON PLAN

CYCLE II SESSION 3


Subject : English


Theme : Sport




I. Indicators


2. Spelling the word correctly with the topic related to sport.




2. Mention and spell the word correctly related to sport.


1.Trustworthines

2.Respect

3.Diligence

4.Responsibility

5.Courage

IV. Learning Method

Dictation

iiiiilxxvi

V. Material

Kinds of sport.


1. Pre-activities:



attendance list.


competency.


to be taught.

1. Replying the



absent.


explanation about

standard

competency.


explanation about

material to be

taught.

10

Minutes


Exploration:



to learn.

Elaboration:



to do.




attention.


attention.


carefully which

they could hear

from the teacher.

50 minutes

iiiiilxxvii

Confirmation:


arrange the letter

correctly.



work.


who gets most the

works.





correctly.

2. Correcting their

friends work.


most words.


the words with the

right

pronunciation.

3. Post activities




the students.


saying goodbye.


attention.

2. Raising the

questions if they

still find any

problems.

3. Responding the

teaching last

greeting.

10 minutes

Learning sources:



iiiiilxxviii

Assessment:

Competency

Achievement

Indicators

Engineering

Assessment

Form


Key

Word

1. Arranging

the letter

correctly.

2. Spelling

the word

correctly

related to

sport.

Written test

Oral test

Essay

Arrange the letter

and then spell it

correctly.

Script:

1. O-F-T-O-A-

L-B-L

Mention five words

about sport and

then spell clearly.

FOOTBALL

1.TENNIS

2.RUN

3.VOLLEY

BALL




Maximum score

iiiiilxxix

Rubric of Spelling:

Score Description






Researcher,


NPM. 09.8.03.51.31.2.5.3558

iiiiilxxx

Appendix 3.d

LESSON PLAN

CYCLE II SESSION 4


Subject : English


Theme : Big Family




I. Indicators


2. Spelling the word correctly with the topic related to Big family.




2. Mention and spell the word correctly related to Big family.


1.Trustworthines

2.Respect

3.Diligence

4.Responsibility

5.Courage

IV. Learning Method

Dictation

iiiiilxxxi

V. Material

Various family members.



1. Pre-activities:



attendance list.


competency.


to be taught.

1. Replying the



absent.


explanation about

standard

competency.


explanation about

material to be

taught.

10

Minutes


Exp

loration:



to learn.

Elaboration:



to do.




attention.


attention.


carefully which

they could hear

from the teacher.

50 minutes

iiiiilxxxii

Confirmation:


arrange the letter

correctly.



work.


who gets most the

works.





correctly.

2. Correcting their

friends work.


most words.


the words with the

right

pronunciation.

3. Post activities




the students.


saying goodbye.


attention.

2. Raising the

questions if they

still find any

problems.

3. Responding the

teaching last

greeting.

10 minutes

Learning sources:



iiiiilxxxiii

Assessment:

Competency

Achievement

Indicators

Engineering

Assessment

Form


Key

Word

1. Arranging

the letter

correctly.

2. Spelling

the word

correctly

related to

Big

family.

Written test

Oral test

Essay

Arrange the letter

and then spell it

correctly.

Script:

1. I-S-S-E-T-R

Mention five words

about family and

then spell clearly.

SISTER

1.FATHER

2.MOTHER

3.WIFE




Maximum score

iiiiilxxxiv

Rubric of Spelling:

Score Description






Researcher,


NPM. 09.8.03.51.31.2.5.3558

iiiiilxxxv

Appendix 4.a

POST TEST AND ANSWER KEY

CYCLE I IN SESSION I


1. L-A-S-R-O-M-O-S-C = CLASSROOM

2. N-G-A-R-D-E = GARDEN

3. F-I-F-O-E-C = OFFICE

4. I-L-B-R-Y-A-R = LIBRARY

5. G-F-L-A = FLAG

6. O-I-L-T-E-T = TOILET

7. A-N-C-N-E-T-E = CANTEEN

8. E-T-A-C-H-E-S-R = TEACHERS

9. S-T-D-E-U-N-S-T = STUDENTS

10. H-C-A-I-R = CHAIR

II. Choose five words and spell them correctly and fluently in front of the class.

iiiiilxxxvi

Appendix 4.b


CYCLE I IN SESSION II


1. A-L-T-L = TALL

2. H-I-N-T = THIN

3. H-T-I-R-G-B = BRIGHT

4. H-P-A-S-R = SHARP

5. U-N-R-O-D = ROUND

6. L-S-L-M-A = SMALL

7. S-O-T-R-G-N = STRONG

8. U-T-I-F-E-B-A-L-U = BEAUTIFUL

9. O-L-G-N = LONG

10. T-S-H-O-R = SHORT

I. Choose five words and spell them correctly and fluently in front of the class.

iiiiilxxxvii

Appendix 4.c


CYCLE II IN SESSION III


1. O-F-T-O-A-L-B-L = FOOTBALL

2. O-V-E-L-Y-L-A-L-B-L = VOLLEYBALL

3. E-N-I-N-T-S = TENNIS

4. O-J-G-G-I-N-G = JOGGING

5. H-C-E-S-S = CHESS

6. U-R-N = RUN

7. A-S-B-E-K-T-A-L-B-L = BASKETBALL

8. M-I-W-S-M-G-N-I = SWIMMING

9. O-X-I-N-G-B = BOXING

10. L-C-I-M-I-B-G-N = CLIMBING


iiiiilxxxviii

Appendix 4.d


CYCLE II IN SESSION IV


1. I-S-E-T-R-S = SISTER

2. O-B-E-R-H-T-R = BROTHER

3. U-N-A-T = AUNT

4. O-N-S = SON

5. N-U-L-C-E = UNCLE

6. M-T-O-H-E-R = MOTHER

7. F-T-A-H-R-E = FATHER

8. U-D-A-T-H-R-E-G = DAUGHTER

9. E-N-I-E-C = NIECE

10. E-N-P-E-H-W = NEPHEW


iiiiilxxxix

Appendix 6

KUISIONER

Petunjuk mengerjakan soal :

1. Jawablah semua pertanyaan dibawah ini dengan memberikan tanda silang ( x )

pada huruf A, B, C atau D sesuai dengan pendapat anda.

2. Semua pilihan jawaban yang disediakan adalah benar dan menggambarkan

pendapat anda terhadap proses pengajaran mengeja dengan menggunakan

teknik “Dictation”, oleh karena itu jawablah dengan jujur sesuai dengan hati

nurani anda.

3. Terima kasih atas bantuan anda dalam menjawab setiap pertanyaan yang ada

dalam questionnaire ini.

Pertanyaan :

1. Apakah anda senang belajar mengeja dengan menggunakan “Dictation”?

a. Sangat senang C. Biasa saja

b. Senang D. Tidak senang

2. Apakah “Dictation” teknik yang digunakan untuk mengajar mengeja sangat

menarik?

a. Sangat menarik C. Biasa saja

b. Menarik D. Tidak menarik

iiiiixc

3. Apakah “Dictation“ dapat membantu anda dalam mengungkapkan ide-ide

anda ?

a. Sangat membantu C. Kurang membatu

b. Membantu D. Sangat tidak membantu

4. Apakah dengan menggunakan “Dictation” partisipasi anda meningkat di

dalam kelas?

a. Sangat meningkat C. Biasa saja

b. Meningkat D. Tidak meningkat

5. Apakah “Dictation” bermanfaat untuk belajar bahasa inggris?

a. Sangat bermanfaat C. Kurang bermanfaat

b. Bermanfaat D. Sangat tidak bermanfaat

6. Apakah dengan menggunakan “Dictation” anda merasa lebih percaya diri

untuk mengungkapkan ide-ide anda dalam belajar bahasa inggris?

a. Sangat percaya diri C. Kurang percaya diri

b. Biasa saja D. Sangat tidak percaya diri

7. Apakah kemampuan anda di dalam mengeja kata meningkat dengan

menggunakan teknik “Dictation”?

a. Sangat meningkat C. Biasa saja

b. Meningkat D. Tidak meningkat

8. Apakah anda termotivasi dalam hal mengeja dengan menggunakan

“Dictation”?

a. Sangat termotivasi C. Kurang termotivasi

b. Termotivasi D. Sangat tidak termotivasi

iiiiixci

9. Apakah anda merasakan adanya kemajuan dalam belajar bahasa inggris di

dalam hal mengeja dengan menggunakan “Dictation”?

a. Sangat merasakan C. Biasa saja

b. Merasakan D. Sangat tidak merasakan

10. Apakah anda setuju jika pengajaran bahasa inggris dengan menggunakan

teknik “Dictation” lebih di tingkatkan?

a. Sangat setuju C. Kurang setuju

b. Setuju D. Tidak setuju

iiiiixcii

iiiiixciii

iiiiixciv

Appendix 9

STATEMENT OF AUTHENTICITY

I declare that thesis is my own writing, and it is true and correct that there is

no other’s work or statement, except the work or statement that is referred in the

references. All cited works were quoted in accordance with the ethical code of

academic writing.

Denpasar, August 2013

The researcher

Ni Luh Putu Oka Arisona

NPM. 09.8.03.51.31.2.5.3558

iiiiixcv

Appendix 10

AUTOBIOGRAPY

My name is Ni Luh Putu Oka Arisona. I was born in Doro Village,

Pekalongan Regency on March 1992. I am the first child in my

family. I am Balinesse. My father’s name is I Gede Soka and my

mother is Ni Luh Kerti. I was graduated from Krido Siwi

Kindergarden in 1997 and continued study in Elementary School at SDN 1 Dororejo

until 2003. In 2006, I graduated from Junior High School at SMPN 1 Doro and then I

continued study at SMAN 1 Doro and graduated in 2009. After graduated from

Senior High School, I continued my study at Mahasaraswati University and chose

English Department, The Faculty of Teacher Training and Education because I love

foreign language and interesting in teaching foreign language.

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