FACTOR ANALYSIS THAT CONTRIBUTE IN

INCREASING STUDENTS VOCABULARY IN

DICTATION METHOD AT MA BILINGUAL
KRIAN
THESIS PROPOSAL
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English

By:
Surya Mahandini
NIM D75212077

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SUNAN AMPEL
SURABAYA
2015
ADVISOR APPROVAL SHEET

This thesis Proposal by Surya Mahandini Entitled Factors Analysis that

Contribute in Increasing Students Vocabulary in Dictation Method at
MA Bilingual Krian has been approved by the thesis advisors for further
approval by the board examiners.

Surabaya, June 08 2016

Advisor 1

M. Hanafi, M.Ag. MA
197408042000031002

Table of Contents
Y

INTRODUCTION........................................................................................ 1
A.

Research Background.....................................................................1

B.

Research Question.........................................................................5

C. Objectives of the Study..................................................................5

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

Scope and Limit of the Study.........................................................6

F.

Definition of Key Terms...................................................................7

REVIEW OF RELATED LITERATURE............................................................9

A.

Teaching......................................................................................... 9

B.

Lesson Plan.................................................................................. 11

C. Dictation....................................................................................... 13
D. Vocabulary.................................................................................... 16
E.

Second Language Learning..........................................................22

PREVIOUS STUDY................................................................................... 30
METHODS OF INVESTIGATION................................................................34
A.

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

B.

Subject of the Study.....................................................................34

C. Data Collection............................................................................. 35
D. Research Instrument....................................................................37
E.

Data Analysis............................................................................... 37

BIBLIOGRAPHY....................................................................................... 39

ADVISOR APPROVAL SHEET

This thesis Proposal by Surya Mahandini Entitled The Correlation of

Warming Up by Dictation Method in Increasing Students Vocabulary at
MA Bilingual Krian has been approved by the thesis advisors for further
approval by the board examiners.

Surabaya, June 08 2016

Advisor 1

M. Hanafi, M.Ag. MA
197408042000031002

INTRODUCTION
A. Research Background
In 2016 Southeast Asian region has entered the era of MEA. MEA is a form of
realization of the ultimate goal of economic integration in Southeast Asia that allows
foreign investor come to Indonesia to work together and invest. This opportunity
would not be wasted Indonesian. People compete to sell their commodity with a
variety of attractive deals both oral language and in written language. To promote
their products and skills, everyone is required to be more active in communicating
with foreigners. This reasons forced Indonesia to master several languages including
English.
The current status of English as an international or global language is
underpinned by its wide use in a range of fields such as politics, diplomacy,
international trade and industry, commerce, science and technology, education, the
media, information technology, and popular culture1. In education context, language
has functioned as a tool to communicate to access and share information. In social
life, it serves as a tool to build interpersonal relationships, share information and
enjoy the beauty aspect of language. It is important to learn English as an
international language that is used in many countries around the world and is widely
used in various sectors such as information, commerce, education, economics and
others.2
1 Allan Lauder, The Status and Function of English in Indonesia: A Review of Key
Factors, Makara Sosial Humaniora 12, no. 1 (July 2008). p.4
2 Kurikulum kelas dalam bahasa inggris tahun 2004
5

Currently Indonesian total population of productive age (15-64 years) over the
nonproductive age (children aged 0-14 years and elderly aged 65 years and over). The
number of productive age population will peak in 2020-2035 3. Therefore, the main
challenge of the Indonesian nation is ensuring that human resources are abundant
productive age have good competence and skill through education in order to dont
burden the country.
In the fact, many Indonesian go abroad to learn English, it indicates that the
enthusiasm and desire to improve their English skills has risen. An English study
involves the study of speech sounds, grammar and vocabulary. Vocabulary has been
proven to be very important. A study has shown that the size of the vocabulary in
children is a strong predictor for success in the classroom and then: The greater the
vocabulary of children in primary classes, the greater their academic achievement in
the upper classes4. In other hand learning vocabulary is an ongoing process that
requires systematic repetition to help students learn, especially for students who have
a poor vocabulary. It means that student need more time to master vocabulary and get
depth of vocabulary knowledge.
Research reveals that the teacher is probably the single most important factor
affecting student achievement.5 Teachers as the chief of the learning control play an
3 Permendikbud-nomor-70-ttg-kurikulum.p.4
4 Panel Nasional (NRP; National Institut Kesehatan Anak dan Pembangunan Manusia, 2000)
5 Volkan cicek and Hidayet, Effctive Use of Lesson Plants to Enhance Education in U.S.
and Turkish Kindergarten Thru 12th Grade Public School System: A Comparative Study,
International Journal of Teaching and Education 2, no. 2 (n.d.). p.11
6

important role to help students in mastering the vocabulary. They use several methods
in teaching learning, one of them is dictation method to teach vocabulary.
Djamarah (2010: 46) states that, the method is a way used to achieve the goals.
Dictation method is the methods which teachers say the subject matter and the
students were told to write in notebooks. The instructor read a passage, then dictated
and then read it a third time so you could double check what you had written down. 6
Dictation has an unfairly deserved reputation as a boring, uninspiring activity that is
more suited for the audio-lingual classroom than for communicative classrooms. 7
From this explanations the researcher make conclusion that the dictation method is a
of teacher-center method and inappropriate with the curriculum of 2013 Section 77I
and 77J paragraph (1) letter C about foreign languages which the pattern of teachercentered learning changes to be a learning-centered.
In other hand dictation is a valuable language learning device that has been used
for centuries. Its advantages are numerous. The most common are that dictation can
help students to diagnose and correct grammatical mistakes; it ensures attentive
listening and trains students to distinguish sounds, helps learning punctuation and
develops aural comprehension. It is accordance with Galina and Irena, they stated that

6 Bushra Sadoon Mohammed, Using Dictation in Teaching College Students, Global

Journal on Technology, no. 8 (2015) 20515 (October 17, 2014): 20515. p.206
7 Jonah Glick, Effective Teaching with Dictation, n.d., 9798. p.1
7

dictation can help develop all language skills, that is, grammar, oral communication,
pronunciation, and listening comprehension.8
As we known, dictation method is an effective way to review and test one of
them is vocabulary. The linguist Stalin also showed vocabulary are the building
blocks of language and the basis of many communications capabilities, such as
reading, listening, writing and oral language. There are some common problems in
the present teaching of English vocabulary, such (1) the student cannot understand so
many grammatical knowledge and use it in English listening, speaking, reading and
writing; (2) The same word repetition frequency is so low that students cannot
memorize the words they have learned; (3) teaching vocabulary does not distinguish
between common words of ordinary words, which make students bear more burdens
to memorize vocabulary; (4) The present teaching vocabulary has no logic and no
express regularity word of English.9 The problems was faced by students in learning
English vocabulary is affected by the lack of English among students themselves, this
is caused by differences in ability and teaching methods performed at the level of the
previous (Secondary School).
If researcher seen from many previous studies that mention the benefits of
learning dictation, researchers intend to compare the results of those studies with the
8 Galina Kavaliauskien and Irena Darginaviien, Dictation In the ESP Classroom: A Tool
to Improve Language Proviciency, English for Specific Purposes World 8, no. 23 (n.d.),
http://www.esp-world.info/. p.1
9 Qu Tang, The Effectiveness of Dictation Method in College English Vocabulary
Teaching, ACADEMY PUBLISHER Manufactured in Finland 2, no. 7 (July 2012): 147276,
doi:10.4304/tpls.2.7.1472-1476. p.1472
8

real situation in MA Bilingual Krian. As a basic of language to communicate,

researchers will focus on the use of dictation method in improving students'
vocabulary.

B. Research Question
Research problem of the study is formula in this following question:
a. How is students achievement in learning English vocabulary by using
dictation method at MA Bilingual Krian?
b. What factors that the most affect the students in learning vocabulary using
dictation method?

C. Objectives of the Study

This study conducted by the researcher has certain objectives as follows:
a. To find out students achievement in learning English vocabulary by using
dictation method at MA Bilingual Krian?
b. To find out factors that the most affect the students in learning vocabulary
using dictation method.

D. Significance of the Study

By conducting this study, the researcher hopes it can give the big contribution as
the practical implication of the study to the teachers, institution of UIN Sunan
Ampel Surabaya, other researchers and as follows:
9

1. Teachers
The result of this research will help the lectures to know the effect using
dictation method in students vocabulary. It can also be as consideration in
giving the method and exercises for the student in the next year
2. Students
The researcher hopes this study can motivate the students in all activity
especially to increase vocabulary through dictation as it is presumably easy to
follow.

3. Further Researchers
Indeed, the researcher also hopes that the result of this study will be useful
as the basic information for other researcher to conduct the further research
dealing with using dictation method in teaching process.

E. Scope and Limit of the Study

The scope of the study entitled an Analysis of Warming Up by Dictation
Method in Increasing Students Vocabulary at MA Bilingual Krian is to prove
previous research who stated that dictation method can help develop all language
skills10 but in this study, researcher only focuses dictation on vocabulary. In addition,
the researchers took data of dictation in vocabulary usage from one school only. The
limit of this study is lack of subjects with different educational background and
10 Galina Kavaliauskiene and Irena Darginavicience. Dictation in the ESP Classroom; a
Tool to Oprove Language Proficiency. English for Specific Puerpose World, v.8, issue 23,
p.1
10

family background should be obtained. Researchers are aware that this data cannot be
used as a valid reference.

F. Definition of Key Terms

In case of avoiding the misunderstanding among the readers, the author tries to
define the key terms of this study as follows:
1. Dictation Method
To explain what the meaning of dictation method firstly researcher tries to
describes the meaning of method. In teaching, method is a systematic plan to
achieve a learning objective.11 There are three basic methods of teaching used
by the instructors namely: teacher-centered, student-centered and focuscentered method. Dictation is an activity to write down something that
someone says or reads out as it is being said or immediately after it is said. 12
In other word dictation method is an activity to achieve contain objective in
language learning which student write down words from someone says.
2. Increasing Vocabulary

11 Jeamarie R. Abanador, Guillian Christine D. Buesa, Guada Marie L. Remo, Jovielyn

Maibo, Teaching Methods and Learning Preferences in the Engineering Department of an
Asian University, International Journal of Academic Research in Progressive Education
and Development 3, no. 1 (January 2014), doi:10.6007/IJARPED/v3-i1/499. p.3
12 CHIANG Oi Kit, Report on the Action Research Project on English Dictation in a Local
Primary School 2 (n.d.). p.1
11

Vocabulary is generically defined as the knowledge of words and word

meanings.13 Thus, it can be stated that we use vocabulary to refer to the kind
of words that students must know to read text with comprehension.

13 Shari Butler, Kelsi Urrutia, Anneta Buenger, Nina Gonzalez, Maria Hunt, and Corinne
Eisenhanrt, A Riview of the Current Research on Vocabulary Instruction (National Reading
Technical Assistance Center, 2011),
http://www.ed.gov/programs/readingfirst/support/index.html. p.1
12

REVIEW OF RELATED LITERATURE

A. Teaching
1. Definition of Teaching
Teaching is a systematic plan to achieve a learning objective. 14 Teaching process
is the activity that occur in the class include how to teacher application the material
and technique and also how is the interaction happen among teacher and students the
purpose is to make someone understand. Brown define teaching is an activity which
helping someone to learn something, giving instructions, guiding in the study of
something, providing with knowledge, making someone to know or understand of
something.15
Every individual has his own perspective in learning, one factor which make
divergence is the methods of teaching used by their professors which are categorized
generally into four types. Those methods are the Teacher Centered Method, Content
Method, Learner Centered Method and Participative Method.16
a. Teacher/instructor-centered involves the teachers action to create a learning
environment that encourages positive social interaction, active engagement in
14 Jeamarie R. Abanador, Guillian Christine D. Buesa, Guada Marie L. Remo, Jovielyn
Maibo, Teaching Methods and Learning Preferences in the Engineering Department of an
Asian University.
15 H. Douglas Brown, Principles of Language Learning and Teaching, fifth (New York:
Pearson Education, 2007). p. 8
16 Jeamarie R. Abanador, Guillian Christine D. Buesa, Guada Marie L. Remo, Jovielyn
Maibo, Teaching Methods and Learning Preferences in the Engineering Department of an
Asian University. p.1
13

learning, and self-motivation. Teacher-centered instruction includes teaching

strategies "in which the teacher's role is to present the knowledge to be learned
and to direct, in a rather explicit manner, the learning process of the students.
b. In content-focused teaching methods, both the teacher and the learners have to fit
into the content that is taught. Generally, this means the information and skills to
be taught are regarded as sacrosanct or very important. A lot of emphasis is laid
on the clarity and careful analyses of content. Both the teacher and the learners
cannot alter or become critical of anything to do with the content. ContentFocused Coaching is a professional development model designed to promote
student learning and achievement by having a coach and a teacher work jointly in
specific settings, guided by conceptual tools
c. Learner-centered teaching is a teaching which is focused on learning what the
students are doing is the central concern of the teacher. It is the teaching that
encourages collaboration, acknowledging the classroom (be it virtual or real) as a
community where everyone shares the learning agenda. The benefits of learnercentered education include increased motivation for learning and greater
satisfaction with school; these outcomes lead to a greater academic achievement.
d. The last type of the teaching method is the participatory/interactive method.
Participatory method is driven by the situational analysis of what is the most
appropriate thing for us to learn/do now given the situation of learners and the
teacher. The used of teaching methods produces a variety of results. It may be
strong and effective in one case, may be weak and harmful in another case.
14

Experience shows that this kind of result in possible if the teachers exigency and
convenience

B. Dictation
1. Definition of Dictation
Paul Nation describe that dictation as a technique where the learners receive some
spoken input, hold this in their memory for a short time, and then writer what they
heard.17 Dictation can be assessments tool to measure students understanding in
spelling and the meaning of a word18 it means that dictation most effective when it
involves known vocabulary.19
Dictation is used to evaluate most of the aspects of language: grammar, oral
communication, pronunciation, and listening comprehension. 20 Its main purpose is to
check the proficiency of the students about the language being learned such
grammatical mistakes, it ensures attentive listening and trains students to distinguish

17 Paul Nation, Dictation, Dicto-Comp, and Related Techniques, English Teaching Forum,
October 1991. P.12
18 Ika Ratna Melawanti, DICTATION AS A TESTING TECHNIQUE IN MEASURING
THE STUDENTS LISTENING MASTERY (A Case Study of the Fifth Grade Students of
SD Negeri Wonorejo 01 Karanganyar Demak in the Academic Year of 2006/2007)
(Semarang State University, 2007). p.7
19 Paul Nation, Dictation, Dicto-Comp, and Related Techniques. p.12
20 Galina Kavaliauskien and Irena Darginaviien, Dictation In the ESP Classroom: A
Tool to Improve Language Proviciency. p.1
15

sound, helps learning punctuation and develops aural comprehension. 21 It means that
when students do dictation test, they do not only pay attention to the sound of the
words but also understand about the meaning of that words, so that the student will be
able to apply those words in new sentences.
2. Kind of Dictation
Dictation has listening input and written output. According to Ruth Montalvan in
Guidelines for teacher-training workshop, there are several of dictation techniques
some of them are.22
a. Question to Statement
Dictate a question and ask the students to change to statement.
b. Cloze Dictation
Most of the dictations in this text are partial dictations where words, phrases,
or chunks of language have been deleted, and students are required to listen
and write down the missing words. All the dictations should be discussed
upon completion. Pair work is encouraged, and spelling can be corrected at
the time of completion.
c. Dicto-comp

21 Ibid. p.2
22 Montalvan, Dictation Updated: Guidelines for Teacher-Training Workshops, English
for Specific Purposes World 8, no. 23 (1990), http://www.esp-world.info/.
16

This type of dictation is actually a combination of two word forms, namely

dictation and composition.23 In the dicto-comp, the learners listen as the
teacher reads a text to them. The teacher may read it several times. The main
differences in dicto-comp is the learners have to remember the ideas in a text
that is more than a hundred words and writes the word use original form or
use their own word.24
d. Dictoglos
In this kind of dictation, the focus is on getting the main idea of a sentence.
Dictogloss is specifically designed to teach grammar.25 In the first step,
teacher introduces the topic of the passage. Next students are told that they
will hear a sentence more than once, after they are to jot down the words they
can recall and try to reconstruct the sentence in writing as accurately as they
can. When the first student is done, the teacher will probably have to allow the
students a second reading until they discover that they need to pay attention
the first time around. Students can work in pairs or groups of three or four.
Some teachers like to have students write their sentences on the board for all
to see, correct, and discuss. The use of this listening into writing task helps the

23 Ika Ratna Melawanti, DICTATION AS A TESTING TECHNIQUE IN MEASURING

THE STUDENTS LISTENING MASTERY (A Case Study of the Fifth Grade Students of
SD Negeri Wonorejo 01 Karanganyar Demak in the Academic Year of 2006/2007). p. 9
24 Paul Nation, Dictation, Dicto-Comp, and Related Techniques.
25 Richard Kidd, Teaching ESL Grammar through Dictation, TESL CANADA JOURNAL
10, no. 1 (1992). p.57
17

students focus on key features of spoken English such as contractions and

weak forms.26

3. The Advantages of Dictation

Dictation has many advantages, but currently dictation is not widely used in
teaching English. The reasons are because dictation method classified into teachercentered and impressed old fashioned. Dictations have numerous advantages. The
most common advantages of dictation are help students to diagnose and correct
grammatical mistakes. Others advantages of dictation are:
a. Dictation can help develop all four language skills in an integrated way.27
b. Dictation offers a context-rich method of displaying learners linguistic
competence and involves the knowledge about the content of the text. 28
c. Useful for reinforcing the correlation between the spelling system and sound
system of a language.29
d. Ensures attentive listening and trains students to distinguish sounds, helps
learning punctuation and develops aural comprehension.30

26 Lesson Plan:Relationships Dictation, British Council, n.d., 17. p.2

27 Montalvan, Dictation Updated: Guidelines for Teacher-Training Workshops.
28 Bushra Sadoon Mohammed, Using Dictation in Teaching College Students. p.206
29 Ibid.
30 Galina Kavaliauskien and Irena Darginaviien, Dictation In the ESP Classroom: A
Tool to Improve Language Proviciency. p.2
18

C. Vocabulary
1. Definition of Vocabulary
Vocabulary is one of the materials studied by students of all level of schools in
Indonesia. Vocabulary is more than a list of words, and although the size of ones
vocabulary matters, it knows how to use it which matters most. 31 In other hand
vocabulary has well known as the knowledge of words and word meanings. 32 Thus, it
can be stated that we use vocabulary to refer to the kind of words that students must
know to read text with comprehension.
According to Nation Vocabulary there are two kinds of vocabulary, namely
productive/active vocabulary and receptive/passive vocabulary.33 Student understands
well, can pronounce correctly and use those words in speaking and writing, we call it
active vocabulary. On the other hand, student can recognize and understand when
they are reading or listening someone, but they do not use the words in speaking or in
writing, we call it passive vocabulary.
The Partnership for Reading (2003) has used the following three levels to
describe students knowledge for word meanings:34
31 Teaching Effective Vocabulary (Department for Children, 2008),
www.teachernet.gov.uk/publications. p.3
32 Shari Butler, Kelsi Urrutia, Anneta Buenger, Nina Gonzalez, Maria Hunt, and Corinne
Eisenhanrt, A Riview of the Current Research on Vocabulary Instruction. p.1
33 Nation, L.S.P, Teaching and Learning Language, New York: New Burry House, 1990.
p.29
34 Patricia and Catherine, Promoting Literacy Development: 50 Research-Based Strategies
for K-8 Learners (SAGE Publications, 2012). p.84
19

a.

Unknown: The word is completely unfamiliar and its meaning is unknown.

b.

Acquainted: The word is somewhat familiar; the student has some idea of its
basic meaning.

c.

Established: The word is very familiar; the student can immediately recognize
its meaning and use the word correctly.

2. Important of Vocabulary
Vocabulary is the basic component for students who want mastering language.
They will easy to learn and practice that language if they have enough vocabulary.
Contrary, students cannot write a word or make sentence without it. Developing a
good vocabulary will help student to improve their speaking, listening, writing and
reading skills.35
According to Dian Novitasari vocabulary is very useful to understand other
people idea and explain easily. The others advantages from vocabulary are:
a. By creating language-rich learning environments where interesting, unusual,
useful, emotional, controversial, and difficult words are noticed and
celebrated, students become more attuned to language and accustomed to
using sophisticated and academic language.36
35 Dian Novitasari, The Influence of Slap the Word Game on the Students Vocabulary
Mastery at SMPN 2 Jatirejo Mojokerto (UIN Sunan Ampel Surabaya, 2013).
36 Sheelah M. Sweeny, Ph.D., Research-Based Practices in Vocabulary Instruction: An
Analysis of What Works in Grades PreK-12, August 2011. p.2
20

b. Learning new vocabulary through context also helps the student understand
the words correct usage and prevents students from making sentences from
dictionary.37
Those advantages show us about the correlation between vocabulary and students
ability to build communication use certain language. In the same case Thomburry
stated that without grammar very little can be conveyed, without vocabulary nothing
can be conveyed. In other word, even without grammar listener will be able to
understand what are speaker mean, without vocabulary speaker cannot express their
idea and listeners cannot understand what speaker mean. The more words we know
the easier for us to make communication.

3. Teaching Vocabulary
Teaching vocabulary is not only giving the word to the students but also
elaborates the new word in communication. Teaching vocabulary is concern with the
techniques uses in study word. Learning vocabulary is not easy, it is because
successful in vocabulary cannot be assess by how much students know words but by
how depth students understand word and apply it.
In fact, one word is not only having one meaning. This is one of students
problems. Student and teacher must work together to avoid that problem. Teacher has
to use the appropriate technique in teaching vocabulary. Soebottom suggests first,
37 Jeff G. Mehring, Developing Vocabulary in Second Language Acquisition: From
Theories to the Classroom, 2005.
21

learn the words that are important to the subjects they are studying. Second, learn the
words that they read again and again. Third, learn the words that they know they will
often want to use.38
Students vocabulary acquisition, students just not only spend time in learning or
memorizing like grammar. Acquisition requires the learner to be disciplined, spending
time each day working on words he/he does not know in order for learners to
remember high frequency words and put them into their long term memory. Teacher
should developing lesson which allow the student to know new words multiple times,
lowing them to put the new words into his long term memory.39

4. Assessing Vocabulary
The decision teachers have to make when assessing their students vocabulary
knowledge is whether to test it discretely or embedded in other skill areas. 40 Discrete
vocabulary testing looks at assessing a students knowledge at the word level whereas
embedded vocabulary testing looks at the students use of vocabulary as it pertains to
a text that the student has produced such as a written essay or spoken text. In this
study, researcher will test students vocabulary using both discretely and embedded.

38 http://www.esl.fis.edu/learners /advice/vocab.htm, retrived 08.23 06/06/2016

39 Jeff G. Mehring, Developing Vocabulary in Second Language Acquisition: From
Theories to the Classroom. p.4
40 Christine Coombe, Assessing Vocabulary in the Classroom, Dubai,
UAE: TESOL Arabia Publications, no. 2 (n.d.). p.113
22

According to Kay (1995), assessment is the last stages in lesson plan. Assessing
student learning is a critical component of effective teaching and achievement. To
assess students vocabulary achievement, the researcher use rubric from Promoting
Literacy Development book by Patricia and Catherine. The rubric contains six
criteria related to the goals of the vocabulary instructional program.41
Figure 2.1 Rubric for Assessing Vocabulary Development
Criterion

Word identification

Word meaning

Level #3

Level #2

Level #1

Advanced

Developing

Striving

(3 Points)

(2 Points)

(1 Point)

The student is proficient

The student has some

The student has a lot of

in saying, reading, or

difficulty saying,

difficulty saying,

writing the word.

reading, or writing the

reading, or writing the

word.

word.

The student knows the

The student knows a

The student does not

comprehensive

partial meaning of the

know the meaning of

meaning of the word

word but has difficulty

the word and cannot

and can discuss

discussing a full

discuss it.

multiple meanings of

meaning of the word.

the word.
Reading the word

The student offers a

The student offers a

The student is not able

rich explanation of the

partial explanation of

to explain the

41 Patricia and Catherine, Promoting Literacy Development: 50 Research-Based Strategies

for K-8 Learners. p.85
23

Writing the word

Word-learning
strategies

contextual meaning of

the contextual meaning

contextual meaning of

the word.

of the word.

the word.

The student uses the

The student uses the

The student does not

word with a high degree

word with some degree

attempt to use the word

of accuracy within the

of accuracy within the

within the context of

context of writing.

context of writing.

writing.

The student uses a

The student uses few

The student does not

range of word-learning

word-learning strategies

use word-learning

strategies, along with

and resources to learn

strategies and

varied resources, to

new words.

resources to learn new

learn new words.

Word consciousness

Overall level of
vocabulary

words.

The student

The student

The student does not

demonstrates an

demonstrates a minimal

demonstrate an

awareness and interest

awareness and interest

awareness and interest

in learning and using

in learning and using

in learning and using

new words.

new words.

new words.

Advanced level

Developing level

Striving level

1813 points

127 points

60 points

development

To assessing students vocabulary levels the researcher will conducts pre and
post-test which consist of open questions formats, Reading Aloud and questionnaires.
Open questions formats will be held to assess Word Meaning which measuring
student knows the comprehensive meaning of the word and can discuss multiple
meanings of the word. The researcher takes 25 items stems which should be answer
24

by student. In open questions formats will be followed by fill chart figure 2.2 42 the
purpose is to assess Reading the Word and Writing the Word criterion which student
is asked to offers a rich explanation of the contextual meaning of the word and uses
the word with a high degree of accuracy within the context of writing.
Figure 2.2 Stages of Word Knowledge Assessment
1. Read the word in column one
2. After you read the word, think about your knowledge of that word
3. Select the column that matches your knowledge of the word
a. If you have never seen that word before, check column 1.
b. If you have seen the word before, but you do not know what it means, check
column 2.
c. If you think you know what the word means, write the meaning in column 3.
d. If you have seen this word before and are sure you know what it means, write
the meaning in column 4.
e. If you wrote the definition in column 4, go to column 5 and write the word in
a complete sentence.
Points
1

Awarded >
Section

Word

Ive never

Ive seen

I think it

I know this

42 Rasinski, Padak, Newton, & Newton, Vocabulary: Informal

Assessments 14, no. 22 (n.d.): 3038. p.34
25

I can use

seen this

this word,

means ....

word. It

this word in

word

but I do not

means...

a sentence.

before.

know what

My

it means

sentence
is ... (you
must also
fill in
column 4)

Reading Aloud to assess Word Identification which consist of; proficient in

saying, reading or writing the word. The researcher takes 25 items stems which
should be read or saying. Score is gotten by following formula:
Right pronounciation words
Word Identification= ----------------------------------- x 100%
Percentages

Total word test

The last criterion should be assess is Word-Learning Strategies and Word

Consciousness. To assess those criterion researcher will be conduct questionnaire
together with assess students factors that most effect the students in learning
vocabulary using dictation.

26

D. Teaching Vocabulary Factors

Second language (L2) learners are different. They learn with different speed and
different results. There are many explanations for that issue. The present study
investigates vocabulary development and its predictors in preschool years. We focus
on whether internal (motivation, working memory capacity and vocabulary learning
strategies) and external variables (home learning environment) have different impacts
depending on parental native language.
1. Individual Learner Differences
a. Motivation
Motivation is one of the most important factors which affect students
language learning achievement. It is obvious that learners who want to learn
are likely to achieve more than those who do not. 43 Motivation is a key factor
to understanding the student's affective state. Teacher should be aware and try
to develop positive motivation for students.
1) Intrinsic motivation.
Intrinsically motivated activities are ones for which there is no apparent
reward except the activity itself.
2) Extrinsic motivation.
Extrinsically motivated behaviors expect a reward, for example money, a
praise or positive feedback.

43 Sylwia Grabiec, Learner Factors Influencing Second Language

Learnng, n.d., 15. p.3
27

b. Working Memory Capacity

With respect to internal factors working memory has proved to be a
powerful predictor of individual differences in vocabulary status and growth.
Besides childrens age in months and gender, indicators of working memory
were considered as child variables potentially influencing childrens
vocabulary development.44
According to Daniela Malheiros Mendona thesis, the results indicated
that higher spans are better able to both comprehend and produce new
vocabulary items in an L2 than lower span individuals, both higher and lower
spans present better performance when recognizing new vocabulary than
when producing it. The results also revealed that higher spans, as measured by
the Speaking Span Test, are better able to learn verbs than lower spans.45

c. Vocabulary Learning Strategies

There were such various ways to acquire English words that students used
to increase vocabulary acquisition. This variety may have to a very large
extent helped encourage and simultaneously spice up the learning process.
Oxford (1990) indicated that language learning strategies can be classified,
44 Daniel Madrid, IInternal and External Factors Affecting Foreign
Language Teaching and Learning, n.d.
45 Daniela Malheiros Mendona, Working Memory Capacity and the
Retention of L2 Vocabulary (UNIVERSIDADE FEDERAL DE SANTA
CATARINA, 2003).
28

explained, and exemplified in six coherent groups. The six strategy groups are
labeled memory, cognitive, comprehension, metacognitive, affective, and
social. The first three groups are known as direct strategies, because they
directly involve the subject matter, in this case the target language to be
learned; the last three groups are called indirect strategies, because they
dont directly involve the subject matter itself, but are essential to language
learning nonetheless. 46
Wiwats research assumption that the selected vocabulary acquisition
techniques contributed to the students improvement of vocabulary.47 The
various ways to acquire English words such as a teacher can increase word or
phrase saliency by writing on the board, spelling of words, asking questions
about certain words, teaching word formation knowledge on sentence
restatement and inferencing, using vocabulary learning exercises and reading
plus vocabulary enhancement activities.
2. Home Learning Environment
Learning is complex, it begins at birth and continues throughout life. Parents
are the first teachers and role models for their children, and therefore have a
strong influence on their learning. Many background variables affect the impact
46 Wu, Lin-Fang, A Study of Factors Affecting College Students Use of
ESL Vocabulary Learning Strategies, International Journal of Humanities
and Social Science, 19, 3 (November 2013): 2028. p.204
47 Wiwat Orawiwatnakul, Impacts Of Vocabulary Acquisition Techniques
Instruction On Students Learning, Journal of College Teaching &
Learning 8, no. 1 (January 2011). p.6
29

of the family and home environment (such as socio-economic status, level of

parental education, family size, etc.) but parental attitudes and behavior,
especially parents involvement in home learning activities, can be crucial to
childrens achievement and can overcome the influences of other factors.48
A study concerning the impact of home learning environment shows that
children of less educated mothers or children from lower SES families build their
vocabularies at comparatively slower rates. A study suggested, family
background is one of the important factors affecting foreign language
proficiency. Number of siblings, fathers social economic status, and birth order
are all included in family background factors.49 According to Blakes research,
men come from privileged families with large sib size would suffer less
educational loss than men from less privileged families with large sib size. He
indicated that high socioeconomic status results not only in more intellectual
ability and better performance in school, but that high status parents provide
more support in education than do low status parents. According to the Swell and
Shah, parents background will affect grades positively because higher-educated
parents will place more emphasis on academic achievement and create home
situations that are conductive to study and concentration.50 In sum, parents

48 Angelica Bonci, A Research Review: The Importance of Families and

the Home Environment, National Literacy Trust, 2008, 125. p.2
49 Wu, Lin-Fang, A Study of Factors Affecting College Students Use of
ESL Vocabulary Learning Strategies. p.203
30

educational attainment, and socioeconomic status, and number of siblings have a

significant effect on second language acquisition.

PREVIOUS STUDY
There are some previous studies in dictation method. Firstly, Dictation The
Effectiveness of Dictation Method in College English Vocabulary Teaching by Qu
Tang. He is focused to find out how the teachers should do to help the students
enhance. This paper introduces the theories that support dictation method and the
effective strategies for review and test vocabulary. Qu Tang also explains students
enthusiasm, motivation and confidence for learning. The purpose of this study are
reduce students difficulty improve their own language skills and to raise the
efficiency of memorizing vocabulary. At the end of the study, Qu Tang give
suggestion to use dictation method to increase students enthusiasm and improve their
efficiency of memorizing words.51
Second, Dictation in the ESP Classroom: a Tool to Improve Language
Proficiensy by Galina Kavaliauskien and Irena Darginaviien. The aims of research
are to determine students attitudes to dictation as a language learning tool. The
research methods include learners feedback on prior-, during- and post-dictation
activities. The intended outcome of the research is to draw conclusions on the
50 William H. Sewell, Vimal P. Shah, Socioeconomic Status, Intelligence,
and the Attainment of Higher Education, J Store 40, no. 1 (1967): 123.
51 Qu Tang, The Effectiveness of Dictation Method in College English Vocabulary
Teaching.
31

benefits of using dictation as a teaching / learning tool at tertiary level.

The

participants in this study are students of two different specializations who study
English for Specific Purposes at the Faculty of Social Policy, Mykolas Romeris
University, Lithuania. The results of that study are: First, class dictations of authentic
materials are beneficial to students at tertiary level, as they help perfect listening and
writing skills and raise awareness of problematic language areas. Second, class
dictations are designed to create a friendly learning environment in which students
collaborate in pairs or small groups. Third, dictation activities provide opportunities
for each learner to compare her/his written work with a peers work. Fourth, postdictation comprehension exercises proved beneficial, but pre-teaching vocabulary
might be optional depending on the students general proficiency in language. Finally,
self-checking of ones written work by comparing it with original transcripts of the
dictated material allows students to assess their achievements individually.52
Third, Dictation as a Testing Technique in Measuring the Students Listening
Masteri a thesis by Ika Ratna Melawati student of Semarang State University. The
researchers want to know how dictation is used to measure listening mastery of the
fifth grade students of elementary school. The result of study, Ika Ratna found that
students have good proficiency in listening skill, not only in understanding written
English but also perceiving the contents of the passage and recognizing all the words

52 Galina Kavaliauskien and Irena Darginaviien, Dictation In the ESP

Classroom: A Tool to Improve Language Proviciency.
32

and phrases being read. It proves that dictation as a testing technique can be used to
measure listening mastery of the fifth grade students of elementary school.53
Fourth, Effective Teaching with Dictation by Aoyama Gakuin. This article
discusses several ways of using dictation activities in a student-centered and fun way
in an EFL or ELF setting. A step-by-step description of various dictation activities
including Rapid Connected-Speech Dictation, Form-Focused Dictation and
Discussion Question Dictation. will be shared in this paper.54
Fifth is Memory vocabulary learning strategies and long-term retention by
Azadeh Nemati. The present study was an attempt to compare the impacts of teaching
through memory strategies on experimental group comparison to control group,
where students were taught the meaning of new vocabulary items through giving
synonyms and mini-contexts. The results are reflected in the students' short-term and
long-term retention. The participants of the study comprised 310 Indian preuniversity females. The results indicated that the students of experimental group
outperformed both in short-term and long-term scores, portrayed the superiority of
memory strategies in short-term and long-term retention.55

53 Ika Ratna Melawanti, DICTATION AS A TESTING TECHNIQUE IN

MEASURING THE STUDENTS LISTENING MASTERY (A Case Study of the
Fifth Grade Students of SD Negeri Wonorejo 01 Karanganyar Demak in the
Academic Year of 2006/2007).
54 Jonah Glick, Effective Teaching with Dictation.
55 Azadeh Nemati, Memory Vocabulary Learning Strategies and LongTerm Retention, International Journal of Vocational and Technical
Education 1, no. 2 (October 2009): 014024.
33

Sixth previous study is Penerapan Spelling Melalui Teknik Dictation untuk

Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Writing di Sekolah Dasar
by Desy Rahmah Sari, Winti Ananthia, Kurniawati. The aim of this research is to
increase students achievement in writing after do spelling using dictation method and
the result of this study is spelling using dictation method have positive impact in
writing so that can increase student achievement.56

56 Desy Rahmah Sari, Winti Ananthia, Kurniawati, Penerapan Spelling

Melalui Teknik Dictation Untuk Meningkatkan Hasil Belajar Siswa Dalam
Pembelajaran Writing Di Sekolah Dasar, July 2015.
34

METHODS OF INVESTIGATION
A Research Design
To answer the question which has been stated in the research question, the
researcher uses a descriptive research design. The purpose of this study is to know the
real situation and characteristic the subject so the researcher do not add and reduce
anything in teaching process. The researcher observes the teaching learning activities
in the class than she will describe the data base on fact. To get the empirical data for
the study, the researcher administered a dictation test and questionnaire. The test is
given to the eleven grade students of MA Bilingual Krian. They are supposed to do
the test to show the achievement in vocabulary.
In analyzing the data, the researcher uses a quantitative measurement to find the
result. From the result, the researcher can describe the students achievement to
mastery in vocabulary.

B Subject of the Study

The researcher chooses 5 classes in 11 grades at MA bilingual Krian year 20162017, Class 11-1 and 11-5. The purpose of use five classes as subject research is to
minimize subjects factors which influence the result of the research. Examples of
subjects factors are intelligent and class environment.
The researcher will take six students in every class as samples, it is because object
research have homogeny characteristic in every class. While type of take sample,
35

researcher will use simple random sampling. Although researcher take random
sampling, researcher still take consideration in gender which influence with language
learning process, so researcher will choose three boys and three girls. The researcher
takes six students in every class because for descriptive study, minimum sample is
10% from number of population.57 If a class number of student in MA Bilingual Krian
is 40 students, six students as sample is more than 10%.

C Data Collection
To carry out researchers study, the researcher collects data containing some
information needed for researchers study. In this research, researcher gets the data
from observing the teaching learning process: field notes, questionnaire and the result
of the students test: the pre-test and post-test.
1. Observation
Observations are used to observe the situation of the class during each cycle of
this study. There are three components that the writer observed. They are:
a. The situation of the class. Numbers of students who enthusiastically raising their
hands when teacher asks them, researcher may concludes that they give much
attention to teachers explanation during the study.
b. The participation of the students. Numbers of students who do what teacher
orders, researcher will conclude that they are motivated to be active.
57 M. Toha Anggoro, Metode Penelitian, 2nd ed. (Jakarta: Penerbit
Universitas Terbuka, 2003). p.4.14
36

c. The pronunciation of the students. Numbers of students who can pronounce the
vocabulary give in the last each cycle better than in the beginning of each cycle,
researcher will concludes that they are in progress. However, she do not take the
score of it.

2. Pre-test and Post-test

According to the regulation of standard dictation tests, a dictation achievement
test should consist of 120 words (Malekian & Akhundi, 2010). In this test there are 25
questions to be tested consist of questions to assessing Word Identification, Word
meaning, Reading the word and Writing the word. To assess Word identification
which consists of student proficient in saying and reading the word, researcher should
records to assess it.

3. Questionnaire
The last technique in collecting data is the use of questionnaire. The purpose is to
assess Word learning- Strategies and Word Consciousness criterion. The other
purpose is to find out factors that most affect the students in learning vocabulary
using dictation method.

37

D Research Instrument
This study consists of four steps consist of step 1, step 2, step 3 and step 4. In the
step 1 the students do pre-test. In step 2 is teaching learning process, and in step 3 the
students get post-test. The process of collecting the data does in five meetings. First
meeting is the pre-test. In the second until four meeting, researcher analyses the
teaching learning process and the five meeting the students do a post test. The aims of
using pre and post-test were to know the students responses during the activities and
to see their abilities in mastering the vocabulary and their progress. Then, the
researcher compares the students result in the pre-test and post-test. The last step is
give questionnaire. The purpose of give questionnaire is to gain data for analyze
factors in increasing students vocabulary. The researcher will agglomerate students
according high increasing achievement and low increasing achievement. Then, she
will analyze the result of questionnaire both groups and analyze them.

E Data Analysis
In this study uses a method of quantitative to process the data. To find out the
significant of increasing vocabulary, the researcher will use t-test formula.
1. The first step, researcher put scores of pre-test and post-test.
2. Second, the researcher calculate the mean from overall each of pra-test and
post-test. To calculate the mean, the researcher use the following formula:
Where:
x
M

= mean

Me=
38

= total of the test

= total of students

3. Third, the researcher calculate standard derivation

4. Fourth, the researcher will analyze the data through t-test to find out whether
the difference of the scores between pra-test and post-test through the
following formula:
Where:
P = Percentage
R = Score Achieved

N = Number

39

R
= ------ x 100%
N

Bab 4

Sebelum menggunakan uji T maka harus diuji normalitas. Hasil uji

normalitas sebagai berikut.

Tests of Normalitya,c,d,e,f,h,i,j,k
Kolmogorov-Smirnovb
posttest
pretest

Statistic

df

Shapiro-Wilk
Sig.

Statistic

df

Sig.

30

,385

,750

,000

40

,356

,818

,157

50

,196

,996

,878

60

,175

,987

,940

70

,251

,905

,456

80

,298

,849

,224

,946

,673

90

,177

,200

100

,303

,908

,413

,930

,600

110

,208

,200

120

,175

11

,200*

,930

11

,411

130

,314

,893

,363

140

,282

,924

,562

,952

,732

150

,199

,200

160

,210

,982

,911

,951

,748

170

,210

,200

*. This is a lower bound of the true significance.

a. pretest is constant when posttest = 20. It has been omitted.
b. Lilliefors Significance Correction
c. pretest is constant when posttest = 45. It has been omitted.
d. pretest is constant when posttest = 53. It has been omitted.
e. pretest is constant when posttest = 55. It has been omitted.
f. pretest is constant when posttest = 75. It has been omitted.
h. pretest is constant when posttest = 113. It has been omitted.
i. pretest is constant when posttest = 115. It has been omitted.

40

j. pretest is constant when posttest = 148. It has been omitted.

k. pretest is constant when posttest = 180. It has been omitted.

Lihat nila Sig. Pada kolom Shapiro-Wilk. Pada kolom tersebut nilainya 0,748 lebih
dari 0,05 maka data berdistribusi normal

Untuk membuktikan apa proses pembelajaran telah memberikan

tambahan kemampuan pada siswa. Untuk menguji apakah ada perbedaan
sebelum dan sesuadah mengikuti proses pembelajaran dekenal dengan uji
Paired Sample T-Test dan diperoleh hasil sebagai berikut.
Paired Samples Statistics
Mean
Pair 1

Std. Deviation

Std. Error Mean

pretest

96,79

82

52,917

5,844

posttest

106,15

82

42,088

4,648

Paired Samples Correlations

N
Pair 1

pretest & posttest

Correlation
82

Sig.

,586

,000

Tabel Paired Samples Statistics menunjukan bahwa sekor yang diperoleh siswa
mengalami kenaikan dari 96,79 menjadi 106,15. Sedangkan korelasi antara
kemampuan siswa sebelum dan sesudah mengikuti dictation method sebesar 0,586
sehingga ada hubungan significan kemampuan siswa sebelum dan sesudah mengikuti
dictation method.
Paired Samples Test
Paired Differences

95% Confidence
Interval of the

Mean

Std.

Std. Error

Deviation

Mean

Difference
Lower

41

Upper

df

Sig. (2-tailed)

Pair

pretest -

posttest

-9,354

44,296

4,892

-19,087

,379

-1,912

8
1

,059

Ho
= kedua rata-rata populasi adalah sama (rata-rata nilai sebelum dan sesudah
pembelajaran menggunakan dictation method adalah sama atau tidak ada perbedaan
secara nyata)
H1
= kedua rata-rata populasi adalah sama (rata-rata nilai sebelum dan sesudah
pembelajaran menggunakan dictation method adalah tidak sama atau ada perbedaan
secara nyata)
Pada tabel di atas terlihat bahwa mean sebesar -9,354 dengan standart deviasi sebesar
44,296. Sedangkan nilai Sig (2-tailed) sebesar 0,059 > 0,05 sehingga dapat
disimpulkan rata-rata nilai sebelum dan sesudah pembelajaran menggunakan
dictation method adalah tidak sama atau ada perbedaan secara nyata. (cara membaca
tabel)

Factor analysis
Khusus untuk Analisis Faktor, sejumlah asumsi berikut harus dipenuhi: (Santoso,
2006: 13)
1. Korelasi antarvariabel Independen. Besar korelasi atau korelasi antar
independen variabel harus cukup kuat, misalnya di atas 0,5. (terpenuhi 0,9)
2. Korelasi Parsial. Besar korelasi parsial, korelasi antar dua variabel dengan
menganggap tetap variabel yang lain, justru harus kecil. Pada SPSS deteksi
terhadap korelasi parsial diberikan lewat pilihan Anti-Image Correlation.
3. Pengujian seluruh matriks korelasi (korelasi antar variabel), yang diukur
dengan besaran Bartlett Test of Sphericity atau Measure Sampling Adequacy
(MSA). Untuk melihat korelasi antarvariabel independen dapat diperhatikan
tabel Anti-Image Matrices. Pengujian ini mengharuskan adanya korelasi yang
signifikan di antara paling sedikit beberapa variabel. (terpenuhi)
4. Pada beberapa kasus, asumsi Normalitas dari variabel-variabel atau faktor
yang terjadi sebaiknya dipenuhi. (terpenuhi)

42

www.konsultanstatistik.com/2009/03/analisis-faktor

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Sphericity

,958

Approx. Chi-Square

2037,409

df

105

Sig.

,000

Nilai KMO 0,958 > 0,5 maka analisis faktor dapat kita gunakan.

Anti-image Matrices
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, -,11 -,03 -,02 -,12 -,19

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4 146

a. Measures of Sampling Adequacy(MSA)

45

, -,00

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5
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960
a

Perhatikan baris Anti-Image Correlation, di mana nilai MSA ditandai

dengan huruf a. Rincian hasilnya sebagai berikut:
1. Ques 1

: 0,973 > 0,5

2. Ques 2

: 0,977 > 0,5

3. Ques 3

: 0,969 > 0,5

4. Ques 4

: 0,960 > 0,5

5. Ques 5

: 0,941 > 0,5

6. Ques 6

: 0,952 > 0,5

7. Ques 7

: 0,929 > 0,5

8. Ques 8

: 0,931 > 0,5

9. Ques 9

: 0,970 > 0,5

10.Ques 10

: 0,974 > 0,5

11.Ques 11

: 0,968 > 0,5

12.Ques 12

: 0,967 > 0,5

13.Ques 13

: 0,942 > 0,5

14.Ques 14

: 0,958 > 0,5

15.Ques 15

: 0,960 > 0,5

Berdasarkan hasil MSA di atas, maka seluruh variabel independen dapat

dianalisis lebih lanjut karena masing-masing nilainya > 0,5.

Correlations
nilai
Control
Variables
-

Cor

rela

tion

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

quest

Voc

10

11

12

13

14

15

,827

,812

,825

,877

,825

,802

,844

,828

,889

1,000

,882

,875

,828

,853

,807

,
066

46

st Sig

e- 1

nific

anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,882

1,000

,942

,861

,873

,883

,891

,887

,864

,907

,855

,876

,869

,829

,900

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,875

,942

1,000

,875

,892

,892

,893

,874

,882

,908

,853

,879

,839

,835

,888

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,828

,861

,875

1,000

,864

,902

,848

,841

,852

,854

,744

,813

,762

,803

,840

(2-

558

taile
d)
df
q

Cor

rela

tion

79
,
128

st Sig
2

nific
anc
e
(2-

,
255

taile
d)
df
q

Cor

rela

tion

79
,
071

st Sig
3

nific
anc
e
(2-

,
527

taile
d)
df
q

Cor

rela

tion

058

47

st Sig
4

nific
anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,853

,873

,892

,864

1,000

,881

,829

,864

,864

,882

,763

,800

,753

,815

,841

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,827

,883

,892

,902

,881

1,000

,832

,857

,878

,856

,757

,820

,783

,763

,805

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,812

,891

,893

,848

,829

,832

1,000

,941

,822

,873

,781

,864

,815

,818

,882

(2-

610

taile
d)
df
q

Cor

rela

tion

79
,
045

st Sig
5

nific
anc
e
(2-

,
689

taile
d)
df
q

Cor

rela

tion

79
,
006

st Sig
6

nific
anc
e
(2-

,
961

taile
d)
df
q

Cor

rela

tion

084

48

st Sig
7

nific
anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,807

,887

,874

,841

,864

,857

,941

1,000

,820

,848

,764

,835

,802

,809

,864

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,825

,864

,882

,852

,864

,878

,822

,820

1,000

,843

,734

,785

,767

,730

,786

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,877

,907

,908

,854

,882

,856

,873

,848

,843

1,000

,842

,858

,840

,822

,895

(2-

457

taile
d)
df
q

Cor

rela

tion

79
,
082

st Sig
8

nific
anc
e
(2-

,
466

taile
d)
df
q

Cor

rela

tion

79
,
030

st Sig
9

nific
anc
e
(2-

,
790

taile
d)
df
q

Cor

rela

tion

012

49

st Sig
1

nific

anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,825

,855

,853

,744

,763

,757

,781

,764

,734

,842

1,000

,865

,862

,850

,851

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,802

,876

,879

,813

,800

,820

,864

,835

,785

,858

,865

1,000

,894

,864

,888

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,844

,869

,839

,762

,753

,783

,815

,802

,767

,840

,862

,894

1,000

,863

,902

(2-

914

taile
d)
df
q

Cor

rela

tion

79
,
132

st Sig
1

nific

anc
e
(2-

,
241

taile
d)
df
q

Cor

rela

tion

79
,
151

st Sig
1

nific

anc
e
(2-

,
178

taile
d)
df
q

Cor

rela

tion

095

50

st Sig
1

nific

anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,828

,829

,835

,803

,815

,763

,818

,809

,730

,822

,850

,864

,863

1,000

,895

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,889

,900

,888

,840

,841

,805

,882

,864

,786

,895

,851

,888

,902

,895

1,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

,066

,128

,071

,058

,045

,006

,084

,082

,030

,012

,132

,151

,095

,086

,033

1,0

(2-

397

taile
d)
df
q

Cor

rela

tion

79
,
086

st Sig
1

nific

anc
e
(2-

,
443

taile
d)
df
q

Cor

rela

tion

79
,
033

st Sig
1

nific

anc
e
(2-

,
772

taile
d)
df
ni Cor
la rela

00

iV tion

51

Sig

nific

anc
e

,558

,255

,527

,610

,689

,961

,457

,466

,790

,914

,241

,178

,397

,443

,772

79

79

79

79

79

79

79

79

79

79

79

79

79

79

79

1,000

,883

,874

,827

,853

,829

,811

,806

,825

,878

,826

,803

,843

,827

,889

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,883

1,000

,943

,862

,875

,890

,891

,887

,868

,913

,853

,874

,868

,828

,903

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,874

,943

1,000

,875

,892

,894

,893

,873

,882

,910

,853

,881

,838

,834

,889

(2taile
d)
df
ni q

Cor

la u

rela

iV e

tion

st Sig

nific
anc
e
(2taile
d)
df

Cor

rela

tion

st Sig
2

nific
anc
e
(2taile
d)
df

Cor

rela

tion

52

st Sig
3

nific
anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,827

,862

,875

1,000

,863

,903

,848

,840

,852

,855

,745

,815

,762

,802

,840

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,853

,875

,892

,863

1,000

,882

,829

,865

,864

,882

,765

,803

,753

,815

,841

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,829

,890

,894

,903

,882

1,000

,835

,859

,878

,856

,763

,828

,786

,765

,805

(2taile
d)
df
q

Cor

rela

tion

st Sig
4

nific
anc
e
(2taile
d)
df

Cor

rela

tion

st Sig
5

nific
anc
e
(2taile
d)
df

Cor

rela

tion

53

st Sig
6

nific
anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,811

,891

,893

,848

,829

,835

1,000

,941

,823

,875

,779

,865

,814

,816

,883

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,806

,887

,873

,840

,865

,859

,941

1,000

,820

,850

,762

,835

,800

,808

,864

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,825

,868

,882

,852

,864

,878

,823

,820

1,000

,843

,736

,790

,768

,730

,785

(2taile
d)
df
q

Cor

rela

tion

st Sig
7

nific
anc
e
(2taile
d)
df

Cor

rela

tion

st Sig
8

nific
anc
e
(2taile
d)
df

Cor

rela

tion

54

st Sig
9

nific
anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,878

,913

,910

,855

,882

,856

,875

,850

,843

1,000

,848

,866

,843

,825

,895

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,826

,853

,853

,745

,765

,763

,779

,762

,736

,848

1,000

,862

,861

,849

,855

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,803

,874

,881

,815

,803

,828

,865

,835

,790

,866

,862

1,000

,894

,865

,893

(2taile
d)
df
q

Cor

rela

tion

st Sig
1

nific

anc
e
(2taile
d)
df

Cor

rela

tion

st Sig
1

nific

anc
e
(2taile
d)
df

Cor

rela

tion

55

st Sig
1

nific

anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,843

,868

,838

,762

,753

,786

,814

,800

,768

,843

,861

,894

1,000

,862

,904

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,827

,828

,834

,802

,815

,765

,816

,808

,730

,825

,849

,865

,862

1,000

,896

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

,889

,903

,889

,840

,841

,805

,883

,864

,785

,895

,855

,893

,904

,896

1,000

(2taile
d)
df
q

Cor

rela

tion

st Sig
1

nific

anc
e
(2taile
d)
df

Cor

rela

tion

st Sig
1

nific

anc
e
(2taile
d)
df

Cor

rela

tion

56

st Sig
1

nific

anc
e

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

,000

78

78

78

78

78

78

78

78

78

78

78

78

78

78

(2taile
d)
df

a. Cells contain zero-order (Pearson) correlations.

57

Communalities
Initial

Extraction

quest1

1,000

,848

quest2

1,000

,923

quest3

1,000

,924

quest4

1,000

,837

quest5

1,000

,849

quest6

1,000

,843

quest7

1,000

,866

quest8

1,000

,854

quest9

1,000

,806

quest10

1,000

,893

quest11

1,000

,792

quest12

1,000

,857

quest13

1,000

,824

quest14

1,000

,815

quest15

1,000

,896

Extraction Method: Principal

Component Analysis.

Pilih nilai yang diatas 0,4 dan semua questions memiliki nilai di atas 0,4

Total Variance Explained

Initial Eigenvalues
Component

Total

% of Variance

Extraction Sums of Squared Loadings

Cumulative %

12,828

85,519

85,519

,559

3,724

89,244

,289

1,929

91,173

,220

1,464

92,637

,194

1,292

93,929

,167

1,115

95,044

,138

,917

95,961

,120

,801

96,762

58

Total
12,828

% of Variance
85,519

Cumulative %
85,519

,114

,760

97,522

10

,090

,599

98,122

11

,079

,526

98,648

12

,068

,453

99,101

13

,053

,352

99,454

14

,046

,307

99,760

15

,036

,240

100,000

Extraction Method: Principal Component Analysis.

Total yang mempunyai nilai di atas 1 pada Initial Eigenvalues ada 1 komponen. Artinya
bahwa 15 butir pertanyaan tersebut dapat dikelompokkan menjadi 1 kelompok tanpa
kehilangan informasi yang berarti.

Component Matrixa
Component
1
quest3

,961

quest2

,961

quest15

,946

quest10

,945

quest7

,931

quest12

,926

quest8

,924

quest5

,921

quest1

,921

quest6

,918

quest4

,915

quest13

,908

quest14

,903

quest9

,898

quest11

,890

Extraction Method:
Principal Component
Analysis.
a. 1 components
extracted.

59

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Bushra Sadoon Mohammed. Using Dictation in Teaching College
Students. Global Journal on Technology, no. 8 (2015) 20515
(October 17, 2014): 20515.
Callum Robertson. Action Plan for Teachers. British Broadcasting
Corporation, 2000.
CHIANG Oi Kit. Report on the Action Research Project on English Dictation
in a Local Primary School 2 (n.d.).
Christine Coombe. Assessing Vocabulary in the Classroom. Dubai, UAE:
TESOL Arabia Publications, no. 2 (n.d.).
Daniela Malheiros Mendona. Working Memory Capacity and the
Retention of L2 Vocabulary. UNIVERSIDADE FEDERAL DE SANTA
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