RESEARCH PROPOSAL

Name: Arvan Permana Habib

Test Number: 7230000279
Title: The Effect of Dictogloss Technique and Self-Esteem on Students’ Writing of Recount Texts
Part 1: Brief Summary
Research background: a need for realistic activity in classrooms, students’ capacity to achieve goals, dictogloss
technique as alternative technique
Research questions: (a) What is the effect of using dictogloss technique on teaching writing of recount text on junior
high school students?; and (b) What is the relationship of students’ self-esteem in writing ability of junior high school
students taught with dictogloss?
Literature Review: A person who is writing needs to pay attention on many aspects. Recount text is writing genre to
describe series of events. In this case, by using dictogloss the students are expected to be helped in their learning of
writing, whether it is on the special aspects of recount text or the general elements of writing. However, dictogloss
appropriates lot of team work which results might be affected greatly by students’ self-esteem.
Research methodology:

a. Design: quantitative research

b. Participants: junior high school students
c. Research instruments: test and questionnaire
d. Research procedures: The tests (pre-test and post-test) should pass reliability test and validity test. The test is
utilized for writing ability, and questionnaire is utilized for students’ self-esteem. Then, data is analysed firstly
through normality test and test of homogeneity.
e. Data analysis: Data is analysed firstly through normality test and test of homogeneity. Relationship of the data
with questionnaire results will be discussed.

Part 2: Research Proposal

1. Research Background
The idea of students constructing themselves their understanding of learning materials has been gaining a wide
acceptance for a long time (Laal & Laal, 2012, p. 493). The problem arises on merely using traditional technique of
lecturing to teach the students that would not really work for conducting an effective, realistic learning of recount text,
considering that linguistic features cannot be learned only by observing an explicit presentation of linguistic items, but
also the students need to recognize the real context of their usage (Kooshafar et al., 2012, pp. 716–721). Dictogloss is a
collaborative learning activity that promotes students learning effectiveness through direct exposure to linguistic problems
(Nabei, 1996, p. 61). Self-esteem has a positive influence on one's attitude and effort. The most crucial aspect is that self-
esteem may be a good indicator of one's capacity to meet goals in life and react positively to difficulties (Dev & Qiqieh,
2016). Giving the previous explanations, the writer is interested to conduct a research with the title ” The Effect of
Dictogloss Technique and Self-Esteem on Students’ Writing of Recount Texts”. Focusing to the background above, the
research try to answer “what is the effect of using dictogloss technique on teaching writing of recount text on junior high
school students” and “what is the relationship of students’ self-esteem in writing ability of junior high school students
taught with dictogloss?”, then it aims to find out the evidences showing the effect of using dictogloss technique and
students’ self-esteem in teaching writing of recount text on junior high school students. The application of dictogloss
might be the solution for successfully conducting more meaningful activities in classrooms and increasing students’
participation for better self-esteem and learning results.

2. Literature Review

‘Real writings’ are worth-discussed and which are merely be sophisticated writings that call for not only knowledge,
but also a developed skill in writing. Writing requires a rigorous, deep process of thinking, for it incorporates steps that
are intertwined to each other (Harmer, 2004). Recount text is a non-fictional or fictional writing genre that is used to
inform people of series of events (Keir, 2009, p. 9). Dictogloss is a teaching technique initially developed by Ruth
Wajnyrb in 1990 and initially introduced in her book Grammar Dictation to improve students’ comprehension in
grammar. The concept of Dictogloss is to combine the principles of the classical dictation method with the communicative
teaching principles (Wajnryb, 1990, p. 5). This technique is a transformation of the old, teacher-centered dictation method
into an active learning activity that involves collaborative activities that would provide students more valuable learning
process (Abbasian & Mohammadi, 2013, p. 1371). The dictogloss technique is a classroom activity which consists of four
base steps: the preparation or warm-up, dictation, reconstruction, evaluation step. According to Preety Sharma's research
on the relationship between self-esteem and academic achievement, it is clear that students with high self-esteem are
better able to solve problems and are more likely to put forth their best efforts in order to improve their performance or
level of achievement (Sharma & Sharma, 2021). One of the study related to the topic is conducted by Masoome
Kooshafar, Manijeh Youhanaee, and Zahra Amirian which entitled “The Effect of Dictogloss Technique on Learners’
Writing Improvement in Terms of Writing Coherent Texts” with 19 language learners in a private language institute in
Ishfahan, Iran as participants. The objectives of their study was to find out whether the dictogloss was effective in
developing student’s cohesive writing, and outperformed the teaching process with explicit technique.

3. Research Methodology

This study is conducted as a quantitative research with experimental research design. It uses the quasi-experimental
method of research. The research instrument used in this study is test and questionnaire. The entire population samples in
this this research was the second grade students at MTsN 1 Tangerang Selatan that comprised 60 students that grouped
into two classes. The tests are going to pass reliability test and validity test. To achieve validity, the researcher attempts to
achieve content validity and face validity. The test is used to assess students’ writing ability, and questionnaire is used to
capture data on students’ self-esteem. Then, data is analyzed firstly through normality test to find out whether the data of
the two classes are from a normally distributed population. Testing data normality uses Colmogorov-Smirnov with SPSS.
After that, the second test is the test of homogeneity. The test of homogeneity uses the homogeneity of the variance of two
independent samples with SPSS application. Furthermore, hypothesis test uses ANOVA TWO WAY within group
treatment by level design (Creswell, 2012; Kadir, 2015, p. 349). Lastly, the relationship of the data analyzed with the
questionnaire results will be discussed.

4. References

Abbasian, G.-R., & Mohammadi, M. (2013). The effectiveness of dictogloss in developing general writing skill of Iranian
intermediate EFL learners. Journal of Language Teaching and Research, 4(6), 1371–1380.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper
Saddle River, NJ.

Dev, S., & Qiqieh, S. (2016). The relationship between English language proficiency, academic achievement and self-
esteem of non-native-English-speaking students. International Education Studies, 9(5), 147–155.

Harmer, J. (2004). How To Teach Writing. Pearson longman.

Kadir. (2015). Statistika Terapan (2nd ed.). Rajawali Pers.

Keir, J. (2009). Imaginative Narratives: Perfecting the Art of Writing Stories (Vol. 1). Ready-Ed Publications.

Kooshafar, M., Youhanaee, M., & Amirian, Z. (2012). The Effect of Dictogloss Technique on Learners’ Writing
Improvement in Terms of Writing Coherent Texts. Journal of Language Teaching & Research, 3(4).

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia-Social and Behavioral Sciences, 31, 491–495.

Nabei, T. (1996). Dictogloss: Is It an Effective Language Learning Task?. Working Papers in Educational Linguistics,
12(1), 59–74.

Sharma, P., & Sharma, D. M. (2021). Relationship between self-esteem and academic achievement of secondary school
students. Elementary Education Online, 20(1), 3208.

Wajnryb, R. (1990). Grammar dictation (Vol. 3). Oxford University Press.

 Part 3: Attachment

Table 1
Writing Assessment Rubric after Hughes (2003)

EXCELLENT TO VERY GOOD

30 – 27
26 – 22 GOOD TO AVERAGE
CONTENT
FAIR TO POOR
21 – 17
VERY POOR
16 – 13
EXCELLENT TO VERY GOOD
20 – 18
GOOD TO AVERAGE
17 – 14
ORGANIZATION
13 – 10 FAIR TO POOR

VERY POOR
9–7
EXCELLENT TO VERY GOOD
20 – 18
GOOD TO AVERAGE
17 – 14
VOCABULARY
FAIR TO POOR
13 – 10
VERY POOR
9–7
EXCELLENT TO VERY GOOD
25 – 22
GOOD TO AVERAGE
21 – 18
LANGUAGE USE
17 – 11 FAIR TO POOR

VERY POOR
10 – 5
EXCELLENT TO VERY GOOD
5
GOOD TO AVERAGE
4
MECHANICS
FAIR TO POOR
3
VERY POOR
2