Dicto-Comp: A technique in reducing high school students errors in writing

Rosdiana Rosdiana

Abstract


This study investigated the use of dicto-comp in minimizing errors in students writing. The study concerned the type of errors frequently made by the students after the implementation of dicto-comp and the effectiveness of dicto-comp in reducing the students errors in writing. The study used the quantitative approach using the quasi-experimental research design. The instrument of the study was writing tests. The study took place at a senior high school in Banda Aceh, Aceh Province, Indonesia. Findings showed that after the implementation of dicto-comp, the students frequently made grammatical errors at 46.42% and mechanical errors at 40.66%. Further, the t-test results showed that t-test = 2.12 and t-table = 1.70. This indicated that t-test score was higher than t-table, and thus, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Therefore, it can be concluded that dicto-comp decreased the errors in the students writing. It is suggested that teachers of English apply dicto-comp technique and/or combine it with another method/ strategy in teaching writing in classroom

Keywords


Descriptive Text, Dicto-Comp, Writing Errors, Students' Writing

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References


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DOI: https://doi.org/10.37598/accentia.v1i2.860

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