A COMP ARAT IV E STU DY B ETWEE N THE USE OF DICTOGLOSS AND DICTOCOMP TECHNIQUE IN INCREASING STUDENTS’ NARRATIVE TEXT WRITING ABILITY OF THE TENTH GRADE OF MA MATHLA’UL ANWAR IN ACADEMIC YEAR OF 2020/2021

ABSTRACT In every activity of learning and teaching, especially in language acquisition, a lot of problems could be found. Thus, a preliminary research was done to find the problem which was done in MA Mathla‟ul Anwar Gisting. From the data that were obtained from both teacher and students, the technique that was used to utilize are less effective and interactive. Other techniques were offered, namely Dictogloss and Dicto-comp techniques. The objective of this research was to investigate whether there was any significant difference of the achievements in writing narrative text and which technique was better between Dictogloss Technique and Dictocomp Technique to teach writing. Static Group Comparison was used in this research. Cluster Random Sampling was used as its sampling technique. There were two groups that were given different treatment. The first group was X MIA D as experimental class 1 that was taught by using Dictogloss Technique, and the second group was X MIA B as experimental class 2 that was taught by using Dictocomp Technique. Based on the data analysis, it was obtained that. It could be concluded that Sig. (PValue) for was 0,006 and α = 0,05. Here, it could be seen that 0.006 α = 0,05. But Ha was accepted because 0.006 < 0,05 . Then, there was significant difference between the use of Dictogloss Technique and Dictocomp Technique in Increasing Students‟ Narrative Text Writing Ability. Keywords : Dictogloss technique, Dictocomp technique, Narrative tex

Analyzing the Types of Speech Act Found in Teacher’s Oral Interaction in the Learning Process

Abstract: The objective of this research is to find out what kinds of speech act were used by the teacher. The researcher observed and recorded the teaching learning process. The record was transcribed and analyzed based on Searle’s Classification of Speech Act. The result showed that only four classification that are used in the record. They are representative, directive, commissive and expressive. They also indicated that language directive was the mainly category that appeared in teacher’s utterance to deliver question.Key words: Speaking, Speech Act, Teacher’s interactio