Copyright © 2023 for the author
International Journal of Business and
Information Technology (IJOBIT)
June-2023, Vol. 4 No.1, page.1-6
ISSN(E):2 774-6070
The Effect of Using Running Dictation Game Toward Students’
Comprehend in Reading Descriptive Text at The Eighth Grade
Students of MTs Hubbulwathan Duri
Soraya Sabrina1
1Hubbulwathan Duri
Email:
1
[email protected]
Article Information Abstract
Received: March 10, 2023 Abstract. Based on the researcher observation, it was found
Revised: April 19, 2023 that most of student cannot comprehend the reading
Online: June 1, 2023 materials well and their reading comprehension are still
far from the expectation. And the major problem faced by
Keywords them was found not interest in reading activity, and cannot
answer the question after reading the descriptive text. So,
Dictation, Game, Students, the writer was interested in carrying out the reseach about
Comprehend, Reading and this problem. The objective of the reseach is to find out the
Descriptive Text
students’ comprehend in Descriptive text that taught by
using Running Dictation game, to find out the students’
comprehend in Descriptive text that taught without using
Running Dictation game and to find out whether there is
any significant effect of using Running Dictation Game at
the Eighth Grade Students’ of MTs Hubbulwathan Duri. The
Subject was the Eighth Grade students’of MTs
Hubbulwathan Duri, and the object of this research was the
effect of using Running Dictation Game in Comprehend
Descriptive text. The design of this research was Pre-Test
Experimental. The Writer used one class as sample. That
consists of 31 students in the class. The Writer gave pre-
test to experimental class. Then, the writer gave treatment
for experimental class. Finally, the writer gave post-test to
experimental class in order to know the effect of Running
Dictation Game that applied by the writer. The technique
of collecting data was the test. The technique of analyzing
data, the writer adopted paired sample t-test formula by
using software SPSS V.17. After analyzing the data, the
writer found that there is a significant effect of using
Running Dictation game at the eighth grade students in
Comprehend Descriptive text of MTs Hubbulwathan Duri.
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Copyright © The Author(s)
International Journal of Business and Information Technology Vol. 4, No. 1, June 2023
1. INTRODUCTION
Reading is a way to understand the meaning of the texts. Reading is one of the skill in learning based
listening, writing and speaking. Reading is a complex process which involves not only the read the text
but also their experience to comprehend it. Because of its complexity, many teachers of English at junior
and senior high school find difficulties in all teaching reading and prefer teaching structure to reading.In
reading comprehension, the nmessage to be imposed in the written form is the most important element
that the students must recognize, because the primary purpose of reading is to know the thoughts
expressed in the printed material. Therefore, reading with comprehension is only a way for the students
to arrive at what they want to know from the reading material. However, the problem is how to make
them comprehend. For students from elementary to university level, reading is something that has to be
done. They have to read their compulsory books or other materials related to their lesson. For students
who are studying languages, reading is one of the skills, which has to be learned and is considered as the
most important one because it can influence other language skill (listening, speaking, and writing).
Reading includes one of the language skills that should be mastered by students, it is a basic tool in daily
life that make students succsesfull. People read books, magazines or everythings are to get information ,
knowledge or anything else. “Without reading skill people can get difficulties to find the information from
sources. Reading is an activity with a purpose” (Hasibuan dan Fauzan Muhammad, 2007, p. 114). Without
reading skill the readers will get the difficulties to find the information from the sources, reading is a very
crucial skill in educational field for students’ knowledge. On the contrary, students might face difficulties
in finding the information from what they read without reading.
After observing the teacher’s ways in teaching reading activity at MTs Hubbulwathan, reading has
been taught from the first year until the third year. Based on curriculum, in reading skill for junior high
school students are required to be able to understand meaning of the simple short form from the text to
interactive with surroundings. It means students should be able to comprehend the content of the reading
text.
Based on researcher’s observation on MTs Hubbulwathan reading was taught by conventional technique.
The students were given materials and then read the text paraghraph by paragraph, found the difficult
words and then found the meaning of the words, students answer the question from the text, collect the
papper and then the teacher gave the true answer to the students. The teacher gave support to students
in order to improve their reading comprehension by providing English day. In fact ,some students can
not comprehend the reading materials well and their reading comprehension are still far from the
expectation of the curriculum.
The students are not able to comprehend the content of reading descriptive text. It can be seen from the
phenomena :
a. Some of students are not able intersted in reading activity
b. Some of students are not able to answer questions based on paragraph
c. Some of students are not able to review the content of paragraph when the teacher asked them.
d. Some of students have lack of vocabulary
e. Some students are not able to analyvze the generic structure of the paragraph.
If the problems are not solved by the students, it will influence student’s comprehension . Language
learning is a hard work particullarly in a reading comprehension. One must make an effort to understand,
to repeat accurately and to use newly understood reading in reading comprehensien especially in
descriptive text. In fact various reading model can be used in order to assist the students to gain the
comprehension level as the goal of reading activity. Games help and encourage many student to sustain
their interest and motivation in learning teaching English Language. One of them can be used in reading
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International Journal of Business and Information Technology Vol. 4, No. 1, June 2023
activity is Running Dictation Game that. According Andrew Wright’s Running Dictation game is
memorising and dictating a text.
In relation to the explanation above, the researcher is interested carrying out a research entitled : “The
Effect Of Using Running Dictation Game Toward Students’ Comprehend in Reading Descriptive Text At
The EighthGrade Students Of MTs Hubbulwathan Duri”
2. Method
This research is an experimental research. Experimental research is research conducted using an
objective study, systematic and controlled to predict or control the phenomenon (Syofian Siregar,
2012:103). In this research, the use of Gallery Tour strategy is independent variable and the student’s
ability in reading text is dependent variable.
The design of this research is quasi experimental design, which uses two groups. The researcher uses Pre
test – Post test control group design. The scheme is taken from Suharsimi Arikunto (2013:125) as follow:
E O1 X O2
C O3 X O4
E = experiment group
C = control group
Pre-test is given to the both control and experimental group to measure the condition before
treatment (O2). Next, the treatment (X) is given to the experimental group. Experimental group is taught
by Gallery Tour strategy as the treatment and control group is not receiving treatment. After finishing
the treatment, the test is given to both as the Post test.
This research was conducted on May 2015 until July 2015. The research was conducted in SMP N 5
Tanah Putih. The subject of the research is the eighth grade students of SMP N 5 Tanah Putih. The object
of the research is the effect of using gallery tour strategy toward students’ reading comprehension.
Arikunto (2013: 173) said that the population is all members of the research subject. The population of
this research is the whole students of eighth grade students of SMP N 5 Tanah Putih. There are three
classes that consist of VIII.1, VIII.2, and VIII.3. The total population is 100 students.
Table III.1
The Population of the Research
No Class Amount of Students
1 VIII. 1 34
2 VIII. 2 33
3 VIII. 3 33
Total 100
The researcher uses cluster sampling. According to Sugiyono (2014:66), in cluster sampling, the
sampling is determined from the population based on the cluster area of the population. So, the sample
is taken in groups, not individual, and randomly selected.
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International Journal of Business and Information Technology Vol. 4, No. 1, June 2023
The classes chosen are VIII.1 as the experimental class and VIII.3 as the controlled class. Each class
consists of 34 and 33 students so the total of the sample is 67 students.
Table III.2
The Sample of the Research
No Sample Total
1 VIII.1 (Experimental Group) 34
2 VIII.3 (Control Group) 33
Total of the Sample 67
Test is the instrument used in collecting the data. The test is used to find out if there is an
effectiveness of using Gallery Tour strategy towards students’ ability in reading text. The test is given in
the beginning and in the end of the treatments. The test consists of some texts and 20 questions in the
multiple choice form. The indicators of the questions are to find out the information, generic structures,
word reference, meaning, and messages from the text. The test is done in 40 minutes.
To measure the students’ ability in reading comprehension, the researcher gives the criteria as
follow:
Table III.3
The Standard Assessment Category
Category The score
Excellent 81-100
Good 69-80
Sufficient 56-68
Less ≤55
Source: M. Idrus
In analyzing the data, the researcher uses score pre-test and post-test of experiment and control
group. This score is analyzed statistically. In this research, the researcher uses the formulas:
a. Independent Sample t-test.
To find out whether there is significant difference or there is no significance difference between
two or more variables can be analyzed by using Independent Sample t-test.
The formula of Independent Sample t-test is taken from Sukardi (2012:90) as follow:
X1 − X 2
t=
SS +SS 1 1
√( 1 2 ) ( + )
n1 +n2 −2 n1 n2
Where :
t = Table observation.
X1 = Mean of experimental group.
X2 = Mean of control group.
SS1 = Standard deviation of experimental group.
SS2 = Standard deviation of control group.
n1 = The number of experimental group.
N2 = The number of control group.
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International Journal of Business and Information Technology Vol. 4, No. 1, June 2023
The t-test value is consulted with the value of t-table at the degree of freedom (df) = (N1+N2)-2
which is statistically hypothesis:
Ha: t-test is bigger than t-table.
Ho: t-test is smaller than t-table.
It means that Ha is accepted if t-test is bigger than t-table and Ho is accepted if t-test is smaller
than t-table.
b. Paired Sample t-test or Non-independent Sample t-test.
Paired Sample t-test is also known as Non-independent Sample t-test. The researcher uses this
formula to obtain the result of the third hypothesis. The formula of Paired Sample t-test is taken from
Sukardi (2012:91) as follow:
D
t=
2
2 −(∑ D)
√∑ D N
N(N−1)
The t-test value is consulted with the value of t-table at the degree of freedom (df) = N1-1 which
is statistically hypothesis:
Ha is accepted if t-test is bigger than t-table.
Ho is accepted if t-test is smaller than t-table.
It means that Ha is accepted if t-test is bigger than t-table and Ho is accepted if t-test is smaller
than t-table.
3. Result and Discussion
Based on the score of t-obtained and gathered from SPSS 17, it shows that 𝑡𝑜 was higher than ttable.
The finding of 𝑡𝑜 was -8.969while the level of significance of 5% : 2= 2,5 % = 0,025 (two-tailed) was 2.060.
It showed that -8.969<-2.060. Therefore, the writer can conclude that 𝐻𝑎 was accepted and 𝐻𝑜 was
rejected. The effect size for the difference was large. In the other word, there was significant effect of
using Running Dictation Game in Comprehend Descriptive text at the eighth grade students of MTs
Hubbulwathan Duri.
4. Conclusions
Based on the data analysis and data presentation in chapter IV, the effect of Running Dictation Game
in Comprehend Descriptive text at the Eighth grade student of MTs Hubbulwathan Duri can be concluded
as follows:
1. Students’ Comprehension in Desriptive text before taught by using Running Dictation Game at
the eighth grade student of MTs Hubbulwathan Duri had no improvement. It was classified as
good (68,2692).
2. Students’ Comprehension in Desriptive text after taught by using Running Dictation Game at
the eighth grade student of MTs Hubbulwathan Duri had improvement. It was classified as
good to excellent (80,7692).
3. The mean of student comprehension in Descriptive text at the eighth grade student of MTs
Hubbulwathan Duri shows that there is a significant effect of using Running Dictation Gameon
the students’ in Comprehend the Descriptive text.
In conclusion, teaching Descriptive Text using Running Dictation Game on student in Comprehend
descriptive text at eighth grade student of MTs Hubbulwathan Duri was successful.
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International Journal of Business and Information Technology Vol. 4, No. 1, June 2023
5. References
Andrew Wrigth, David Betteridge and Michael Buckby. Games for Language Learning. Cambridge
Handbooks for Language.
Harrison,Collin.2004.Understanding Reading Comprehension. London: SAGE Publication..
Harvey and Goudvis.2007.Six Thinking Hats 2009.Florida: Florida Departement of Education.
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Hasibuan, Kalayo and Fauzan Anshari. Teaching English As Foreign Language. Pekanbaru: Alaf
Riau Graha UNRI Press.2007.
Hedgcook , S. John &Dana R Ferris.2009. Teaching Readers of English Students, Texts, and
Contexts. New York : Routledge.
Klingener, K . Janette et al.2000. Teaching Reading Comprehension to students with Learning
Difficulties.New York: Te Guilford Press.2007.
Nunan, David.2003. Practical English Language Teaching. New York: McGraw-Hill Education.
Snow, Catherine and Chair.2002. Reading For Understanding: toward a research and development
program in reading comprehension. Santa Monica: RAN Reading Study Group.
Sugiyono.2011. Statistika untuk Penelitian. Bandung ; Alfabeta.
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