Appendix (Sample)

The procedure of Communicative activities, dictogloss, for the three groups. The
recast+prompt group is provided by four dictogloss activities followed by Corrective
Feedback by using the combination of recast and prompt strategy, while scaffolded group has
four dictogloss activities followed by scaffolded feedback. While communicative task group
only has dictogloss activities without corrective feedback.

1) Recast+prompts Feedback
a) Isolated recast + prompt
Example
Learner: The students instructed to write a narrative writing yesterday.
Teacher: were instructed?

b) Recast + enhanced prompt

Example

Learner: The students instructed to write a narrative writing yesterday.

Teacher: Do you mean the students were instructed?

c) Embedded recast + prompt

Example
Learner: The car is repaired now.
Teacher: The car is being repaired now?

2) Scaffolded Feedback

Example 1 : Student 1 with more assistance

T: Now about the picture, having.......
S: having finished, the students‟ compositions were submitted.
T: Would you repeat? (Level 1)
S: having finished, the students‟ compositions were submitted.
T: Is your sentence correct? (Level 2)
S: . . . um . . . yes the students‟ compositions were submitted.
T: You improved your sentence,but it is still problematic. (Level 3)
S: um . . .
T: having finished or having been finished? (Level 4)
S: oh . . . having been finished
Example 2: Student 2 with less assistance
T: Now, about the picture having......
S: having finished, the students‟ compositions were submitted
T: Would you repeat your sentence? (Level 1)
S: oh... Having been finished, the students‟ compositions were submitted
Meeting 1

A. Dictogloss negotiation
Steps (100 minutes)
1. Preparation/warming up (15 minutes)
- Greeting
- Schemata (Instructor introduce the topic by linking up to the students‟ past/existing
experience/knowledge „a thing was made in the past)
- Brainstorm words: Instructor provide some difficult vocabularies regarding the topic
Verb Noun Adjective
Make made Cocoa powder Boiling water
Measure measured Tablespoons Cool down
Add added Mixture Softened
Stir stirred Butter Smooth
Boil boiled Bowl Dry
Leave left Ingredients Sour
Put put Teaspoon Icing
Mix mixed Baking powder
Pour poured Tins
Bake baked
Cool cooled
Decorate decorated
Spread spread

2. Dictation
 First: the Instructor reads slowly the text, while the students only listen to the global
meaning without taking a note (5 minutes)

The Instructor said: “Put your pencils down. I am going to read a text twice.
This is the first time. It is NOT dictation, so you do not need to write. I will read at a slow
speaking speed. You will not be able to remember everything, so don’t worry.”

o “Concentrate, listen, and understand. Remember, NO writing.”

o “At the end of this FIRST reading, you will have five minutes to write down
what you remember, but for now NO PENCILS, only listening.”

 Second: the Instructor reads the text in the native/fast speed, while the students listens
and takes the notes individually to the key words or phrases which can help them to
reconstruct the text but not the whole sentences

Instructor: “I am going to read the text again. This is the second reading. This time, you may
note down keywords and important information AS YOU LISTEN. Write on your own paper.”
- “I will not speak slowly or repeat anything, so you will NOT have time to copy every
word. Try to listen and understand.”
- "At the end of this (second) reading, you will have five minutes to reconstruct the
words and phrases, and try to write sentences using your notes. At this stage, your
goal is to have the same MEANING as my passage even if your words are different."
3. Reconstruction individually
- the Instructor asks students individually to reconstruct and produce a coherent text
close in the content and organization to the original version
- The Instructor asks students to use some words they have learnt previously but do not
need to use accurately the same words as the original text
- The Instructor asks students to reconstruct the text which is the informational content
should not be different and should be grammatically correct)

4. Analysis and Correction

- the Instructor ask the students to make up a group (3-4 students/group)
- the Instructor asks the students to discuss their writing with their partners in groups
- the Instructor asks the students to compare and make correction to the text they have
made
- the Instructor asks the students to make one copy of correcting text to present
5. Presentation
- the Instructor asks each group to present their complete text (each group has the same
amount of time to present their complet text)
- each group only present one text resulting from their discussion
- The Instructor provides corrective feedback for recast group and scaffolded group
during this session. However, the Instructor does not provide corrective feedback for
the communicative task group

Material

A Cake was Made (past tense, passive voice)

Seven tablespoons of cocoa powder were measured into a small bowl. Half a cup of boiling
water was added. The mixture was stirred until it was smooth. It was left to cool down.

A half cup of softened butter was put in a large bowl. Two cups of white sugar were added.

The mixture was stirred until it was smooth. Next, three eggs were added and the
mixture was stirred again.

The dry ingredients were added next - two cups of flour, 1 teaspoon of baking powder and 1
teaspoon of baking soda. The last additions that were made to the butter was a cup of sour
cream and all of the cocoa mixture. The butter was mixed well.

The butter was poured into two cake tins. The cakes were baked in the oven for 45 minutes.
After the cakes had cooled, chocolate icing was spread over them and the cakes were
decorated. The best part was saved for last.... the cakes were eaten!
Meeting 2

B. Dictogloss summaries
Steps (100 minutes)
1. Preparation/warming up
- Greeting
- Schemata (Instructor introduce the topic by linking up to the students‟ past/existing
experience/knowledge)
- three different texts are delivered by the students
- brainstorm words: Instructor provide some difficult vocabularies regarding the topic
Verb Noun Adjective

2. Dictation

The Instructor said: “Put your pencils down. I am going to read a text three times.
This is the first time. It is NOT dictation, so you do not need to write. I will read at a slow
speaking speed. You will not be able to remember everything, so don’t worry.”

- “Concentrate, listen, and understand. Remember, NO writing.”

- “At the end of this FIRST reading, you will have five minutes to write down what you
remember, but for now NO PENCILS, only listening.”

 First: the Instructor reads slowly the first text, while the students only listen to the
global meaning without taking a note
 Second: the Instructor reads the text in the native/normal speed, while the students
listens and takes the notes individually to the key words or phrases which can help
them to reconstruct the text but not the whole sentences

Instructor: “I am going to read the text again. This is the second reading. This time, you
may note down keywords and important information AS YOU LISTEN. Write on your own
paper.”
o “I will not speak slowly or repeat anything, so you will NOT have time to
copy every word. Try to listen and understand.”
o "At the end of this (second) reading, you will have five minutes to talk to your
partner / group, and try to write sentences using your notes. At this stage, your
goal is to have the same MEANING as my passage even if your words are
different."
 Third: The Instructor reads the text and gives students a chance to confirm some key
words or phrases to revise their notes

Instructor:
- "I am going to read the text for the third and last time. This is your last chance
to listen, and take notes. At the end of this reading, I am going to ask you to
 confirm any key words or phrases which are not clear yet. EVERYONE must
write a copy of the paragraph. We will check to see what each group has
written." (Students need to know that they will have to DO something, or they
won‟t try hard.)
- "I will not speak slowly or repeat anything, so you will NOT have time to
copy every word. It is most important that your text MEANS the same as
mine. However, this time, your goal is to try to write exactly the same words
as in my passage."

3. Reconstruction in pairs
- the Instructor asks students in pairs to reconstruct and produce a coherent text close
in the content and organization to the original version
- The Instructor asks students to use some words they have learnt previously but do
not need to use accurately the same words as the original text
- The Instructor asks students to reconstruct the text which is the informational
content should not be different and should be grammatically correct)

4. Analysis and Correction

- the Instructor ask the students to make up a group (3-4 students/group)
- the results of the pair-discussion is then discussed in the groups
- the Instructor asks the students to discuss their writing with their partners in groups
- the Instructor asks the students to compare and make correction to the text they
have made
- the Instructor asks the students to make a summary of the three texts to present

5. Presentation
- the Instructor asks each group to present their summary (each group has the same
amount of time to present their complet text)
- each group only present one text resulting from their discussion
- The Instructor provides corrective feedback for recast group and scaffolded group
during this session. However, the Instructor does not provide corrective feedback
for the communicative task group

Materials

Late for the Party (past perfect, passive voice)

Last week-end my sister had a birthday party. There was a snowstorm that day and the traffic
was horrible. I was so late I missed most of the party. By the time I arrived all the cake had
been eaten and most of the wine had been drunk. All the gifts had been opened too.
Songs had been sung and wishes had been said. A good time was had by everyone! I stayed
long enough to finish the last of the wine and help my sister clean up after the party. The
drive home was much easier because the roads had been plowed by the time I left my
sister‟s apartment.

http://www.readingesl.ca/grammar/past.htm
A suspicious bag

a suspicious bag was found yesterday near Surabaya Plaza. The bag had been found by a
woman when she was walking for shopping. The security of the plaza was informed for such
suspicious bag. Getting such information, the police was then called to check the bag found. a
team of police anti-terror came to the location and a black leather bag was then checked and
secured. After it had been checked, it was found an active bomb in the bag. the visitors of the
plaza had been instructed to evacuate after the active bomb was investigated by the police.
For about fiften minutes, the bomb was (dijinakkan) by the police.

The accidence in the bypass

Last Monday afternoon, a terrible accident happened. A minibus had been hit by a big truck
when the truck tried to take the left lane of the road. It was reported that there were six people
had been injured and two people had been died. The victim had been taken to the hospital
before the police arrived. The causes of the accidence were still investigated by the police.
According to a witness, it was said that the truck tried to pass the minibus by taking the left
line. It was added that the truck lost control when passing the minibus; consequently, the
minibus was crashed causing the minibus was dragged and (terguling). Actually, it had been
warned by the bypass authority for not taking the left lane of the bypasswhile driving but it
was not obeyed by the drivers. „It had been three times in a month for such accidence, said
the bypass authority.
Meeting 3

C. MOVIE DICTOGLOSS: THE SPARTANS (PAST PASSIVE SENTENCE)

Steps (100 minutes)
1. Preparation/warming up
- Greeting
- Schemata (Instructor introduce the topic by linking up to the students‟ past/existing
experience/knowledge)
- The instructor introduces the topic (watching movie “the spartans‟)
- all the conversation in the movie are in the passive sentences
- brainstorm words: Instructor provide some difficult vocabularies regarding the topic
Verb Noun Adjective

2. Dictation
- First, the instructor makes up the class in pairs
The Instructor said: “Put your pencils down. I am going play the movie three times.
This is the first time. It is NOT dictation, so you do not need to write. I will play it. You
will not be able to remember everything, so don’t worry.”

- “Concentrate, listen, watch and understand. Remember, NO writing.”

- “At the end of this FIRST watching, you will have five minutes to write down what
you remember, but for now NO PENCILS, only listening.”

Second, Instructor: “I am going to play the movie again. This is the second reading. This
time, you may note down keywords and important information AS YOU LISTEN. Write on
your own paper.”
- Try to listen, watch and understand.”
- "At the end of this (second) watching, you will have five minutes to talk to your pair,
and try to write sentences using your notes. At this stage, your goal is to have the
same MEANING as the passage in the movie, even if your words are different."

 Third: The Instructor plays the movie and gives students a chance to confirm some
key words or phrases to revise their notes

- Instructor: "I am going to play the movie for the third and last time. This is your last
chance to listen, and take notes. At the end of this watching, I am going to ask you to
confirm any key words or phrases which are not clear yet. EVERYONE must write a
copy of the paragraph. We will check to see what each group has written." (Students
need to know that they will have to DO something, or they won‟t try hard.)
- " It is most important that your text MEANS the same as The script in the movie.
However, this time, your goal is to try to write exactly the same words as in the
movie."
3. Reconstruction in pairs
- the Instructor asks students in pairs to reconstruct and produce a coherent text close in
the content and organization to the original version of the movie
- The Instructor asks students to use some words they have learnt previously but do not
need to use accurately the same words as the original text
- The Instructor asks students to reconstruct the text which is the informational content
should not be different and should be grammatically correct)

4. Analysis and Correction

- the Instructor ask the students to make up a group (3-4 students/group)
- the results of the pair-discussion is then discussed in the groups
- the Instructor asks the students to discuss their writing with their partners in groups
- the Instructor asks the students to compare and make correction to the text they have
made
- the Instructor asks the students to make a complete writing resulting from the movie

5. Presentation
- the Instructor asks each group to present their complete writing (each group has the
same amount of time to present their complet text)
- each group only present one text resulting from their discussion
- The Instructor provides corrective feedback for recast group and scaffolded group
during this session. However, the Instructor does not provide corrective feedback for
the communicative task group

Material
Meeting 4
D. ELABORATION DICTOGLOSS (MOVIE THRILLER: RAPUNZEL)
Steps (100 minutes)
1. Preparation/warming up
- Greeting
- Schemata (Instructor introduce the topic by linking up to the students‟ past/existing
experience/knowledge)
- the instructor introduces the topic based on the movie thriller “Rapunzel”
- brainstorm words: Instructor provide some difficult vocabularies regarding the topic
Verb Noun Adjective

2. Dictation

First:
The Instructor said: “Put your pencils down. I am going to play a short video three times.
This is the first time. It is NOT dictation, so you do not need to write. The movie will be
played. You will not be able to remember everything, so don’t worry.”
- “Concentrate, listen, watch and understand. Remember, NO writing.”
- “At the end of this FIRST watching, you will have five minutes to write down what
you remember, but for now NO PENCILS, only listening and watching.”

Second:
Instructor: “I am going to play the movie again. This is the second chance. This time, you
may note down keywords and important information AS YOU LISTEN. Write on your own
paper.” “REMEMBER”You must reconstruct your sentences into “Past Passive Sentence”
- “Try to listen, watch and understand.”
- "At the end of this your watching, you will have five minutes to reconstruct your
words and phrases based on the movie. At this stage, your goal is to elaborate the
same MEANING as the movie even if your words are different."

Third:
The Instructor plays the movie andgives students a chance to confirm some key words or
phrases to revise their notes

Instructor: "I am play the movie for the third and last time. This is your last chance to listen,
watch and take notes. At the end of your watching, I am going to ask you to confirm any key
words or phrases which are not clear yet. EVERYONE must write a copy of the paragraph.
We will check to see what each group has written." (Students need to know that they will
have to DO something, or they won’t try hard.)
- "I will not repeat anything, so you will NOT have time to copy every word. It is most
important that your text MEANS close MEANING as the movie. However, this time,
your goal is to try to write exactly the content as in the movie."
3. Reconstruction in groups
- the Instructor asks students in grups to reconstruct and produce a coherent text close
in the content and organization to the movie
- The Instructor asks students to use some words they have learnt previously but do not
need to use accurately the same words as the original text
- The Instructor asks students to reconstruct the text which is the informational content
should not be different and should be grammatically correct „passive sentence‟)

4. Analysis and Correction

- the Instructor asks the students to discuss their writing with their partners in groups
- the Instructor asks the students to compare and make correction to the text they have
made
- the Instructor asks the students to make the elaboration of the movie content by using
„passive sentence‟ to present

5. Presentation
- the Instructor asks each group to present their summary (each group has the same
amount of time to present their complet text)
- each group only present one text resulting from their discussion
- The Instructor provides corrective feedback for recast group and scaffolded group
during this session. However, the Instructor does not provide corrective feedback for
the communicative task group

Material