DEVELOPING STUDENTS’ LISTENING SKILL THROUGH DICTOGLOSS AT THE FIRST YEAR STUDENTS’ OF SMAN 1 NATAR

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By Nurul Puspita

Listening can be considered as the first step in learning a language. Thus, listening plays a very important role in students’ success of learning language skills.

Therefore, the objectives of this research are to improve (1) students’ listening skill in getting the gist of the text and reconstruct it (2) students’ listening activity and (3) the quality of teacher’s performance.

The subject of this research is the first year students of SMAN 1 NATAR, class X.9. The research was conducted from January 6th_{until 16}th_{2012. An action} research was carried out in order to improve students’ listening skill by using Dictogloss in listening class.

The result of the research shows that Dictogloss improves the students’ listening skill.There were two indicators that were used in this research, i.e. learning product and learning process. In term of learning product, in cycle 1, students’ average listening score was 60,07 and in cycle 2, it was 67,05. Meanwhile, it was also found that there were some of the students who could not focus to listen to the text and reconstruct it optimally. It was because the students were lacking of

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vocabulary in the first cycle. In the second cycle, all of the students could focus and reconstruct the text well. They became more active in listening class it was because the students were given summary Dictogloss in the second cycle. In this cycle, the students were given a flow chart which helped the students reconstruct the text.

Additionally, teacher’s performance result account as one of the main points observed by the researcher. In cycle 1 the researcher could not emphasize the use of English and coordinated learning process. It was because the students were lacking of vocabulary. The students did not understand the meaning of the

teacher’s explanation. In cycle 2, the researcher used simple vocabulary and made some vocabulary games. Thus, the students could catch what the researcher meant. The researcher also proposed the students a reinforcement instead of verbal reprimand or even a punishment.

Based on the data, it can be concluded that there is an improvement of the

students’ listening skill after being taught using Dictogloss. Therefore, Dictogloss is recommended to be used by English teachers to improve their students’

listening skill and teacher’s performance. However, since students have

opportunity to interact in group discussion, teachers should pay careful attention to overcome the noisy class. The selection of text and condition of the students are also important in the implementation of Dictogloss. It should be interesting and appropriate for the students.

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CURRICULUM VITAE

The researcher’s name is Nurul Puspita. She was born in Sritejokencono,

Kotagajah, Central Lampung, July 17

_{, 1989. She is the second daughter of a}

harmonious couple, Djumakir and Titi Hartini. She has two brothers named

Prastyo Adi Nugroho and Aviv Alansyah.

She began her study at Pertiwi Kindergarten, Sritejokencono, Kotagajah, Central

Lampung in 1994. She went to elementary school at SD Negeri 1 Sritejokencono,

Kotagajah, Central Lampung in 1995 and graduated in 2001. She continued her

study to SMP Negeri 1 Kotagajah, Central Lampung and graduated in 2004. After

graduating from Junior High School, she entered SMA Negeri 1 Kotagajah and

graduated in 2007. In 2007, she was registered as an S1 (Regular) student of

Chemistry Education Study Program. Then, in 2008 she moved to S1 (Regular) of

English Education Study Program at Teacher Training and Education Faculty

(FKIP) of Lampung University.

In 2011, from 25

_{July to 15}

_{October she conducted the Teaching Practice}

Program (PPL) at SMP Negeri 2 Bandar Lampung as one of the requirements for

FKIP students.

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DEVELOPING STUDENTS’ LISTENING SKILL THROUGH

DICTOGLOSS AT THE FIRST YEAR STUDENTS’

OF SMAN 1 NATAR

By

NURUL PUSPITA

A Script

Submitted in a Partial Fulfillment of

The Requirements for S-1 Degree

In

The Language and Arts Department of

Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

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DEVELOPING STUDENTS’ LISTENING SKILL THROUGH

DICTOGLOSS AT THE FIRST YEAR STUDENTS’

OF SMAN 1 NATAR

(A Script)

By

NURUL PUSPITA

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

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LIST OF FIGURES

Figures

1. The Cycle of Classroom Action Research ... 31

2. Listening Score Improvement ... 84

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TITLE ... i

ABSTRACT ... ii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xi

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

I. INTRODUCTION

1.1. Background of the Problem ... 1

1.2. Formulation of the Problems ... 5

1.3. Objectives of the Research ... 5

1.4. Uses of the Research ... 5

1.5. Scope of the Research ... 6

1.6. Definition of Term ... 7

II. LITERATURE REVIEW

2.1. Concept of Listening ... 8

2.2. Concept of Teaching Listening ... 12

2.3. Concept Dictogloss ... 14

2.4. Kinds of Dictogloss ... 17

2.5. Procedures of Teaching Listening Through Dictogloss ... 23

2.6. Advantages and Disadvantages of Using Dictogloss ... 24

2.6.1. Advantages of using Dictogloss ... 24

2.6.2. Disadvantages of using Dictogloss ... 26

2.7. Theoretical Assumption ... 26

III. RESEARCH METHODS

3.1. Research Design ... 27

3.2. General Description of the Research ... 28

3.3. Research Procedures ... 29

3.3.1. Planning ... 29

3.3.2. Implementing ... 29

3.3.3. Observing and Interpreting ... 30

3.3.4. Reflecting ... 30

3.4. Indicators of the Research ... 31

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3.4.2. Learning Process ... 32

3.5. Instruments of the Research ... 34

3.5.1. Listening Test ... 34

3.5.2. Observation Sheet ... 35

3.5.3. Questionnaire ... 36

3.5.4. Interview ... 36

3.6. Data Analysis ... 37

3.6.1. Learning Product ... 38

3.6.2. Learning Process ... 38

IV. RESULT AND DISCUSSION OF THE RESEARCH

4.1. Result ... 40

4.1.1. Cycle I ... 40

4.1.1.1. Planning ... 40

4.1.1.2. Implementing ... 41

4.1.1.3. Observing and Interpreting ... 45

4.1.1.4. Reflecting ... 58

4.1.2. Cycle II ... 62

4.1.2.1. Planning ... 62

4.1.2.2. Implementing ... 63

4.1.2.3. Observing and Interpreting ... 67

4.1.2.4. Reflecting ... 82

4.2. Discussion ... 85

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ... 97

5.2. Suggestions ... 99

REFERENCES ... 101

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LIST OF APPENDICES

Appendices

1. Students’ Observation Sheet ... 105

2. Teacher’s Performance Observation Sheet ... 107

3. Transcription of the interview ... 111

4. Lesson Plan I ... 115

5. Lesson Plan II ... 119

6. Students’ Listening Score at Cycle 1 ... 124

7. Students’ Listening Score at Cycle 2 ... 126

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LIST OF TABLES

Table

1. Students’ Questionnaire at Cycle I ... 48

2. Students’ Listening score in reconstructing the text at Cycle I ... 56

3. Students’ Listening score in getting gist of the text at Cycle I ... 57

4. Students’ Questionnaire at Cycle II ... 70

5. Students’ Listening score in reconstructing the text at Cycle I and II ... 80

6. Students’ Listening score in getting gist of the text at Cycle I and II ... 81

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MOTTO

Life isn't about waiting for the storm to pass. It's about learning how to dance

in the rain.

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ADMITTED BY

1. Examination Committee

Chairperson

: Prof. Ag. Bambang Setiyadi, M.A., Ph.D.

………

Examiner

: Dr. Muhammad Sukirlan, M.A.

………

Secretary

: Drs. Ramlan Ginting Suka

………

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si.

NIP 19600315 198503 1 003

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DEDICATION

This script is dedicated to

My beloved parents (Djumakir and Titi Hartini)

You have sacrificed so many things for me.

My siblings (‘Mas Nug’, ‘Dek Apip’)

Let’s make our parents proud of us.

The members of English Department ’07 and ‘08

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Research Title

: DEVELOPING STUDENTS’ LISTENING SKILL

THROUGH DICTOGLOSS AT THE FIRST YEAR

STUDENTS’ OF SMAN 1 NATAR

Student’s Name

: Nurul Puspita

Student’s Number

: 0713042054

Study Program

: S1 English Education

Department

: Language and Art

Faculty

: Teacher Training and Education

APPROVED BY:

Advisory Committee

Advisor 1

Co- Advisor

Prof. Ag. Bambang Setiyadi, M.A., Ph.D.

Drs. Ramlan Ginting Suka

NIP 19590528 198610 1 001

NIP 19570721 198603 1003

The Chairperson of

Language and Arts Education Department

Drs. Imam Rejana, M.Si.

NIP 19480421 197803 1 004

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ACKNOWLEDGEMENTS

Alhamdulillaahirobbil’aalamiin.

Praised be merely to Allah SWT, The Most

Beneficent for the gracious mercy and blessing so that enables me to accomplish

and complete the script entitled “Developing Students’ Listening Skill Through

Dictogloss At The First Year Students’ Of SMAN 1 Natar”.

Among many individuals who have generously offered suggestion for improving

this script, first of all I would like to express my sincere gratitude and deep respect

to my first advisor, Prof. Ag. Bambang Setiyadi, M.A., Ph.D. and my second

advisor Drs. Ramlan Ginting Suka who have guided, assisted and encouraged me

during the completion of this script. My gratitude is also extended to

Dr. Muhammad Sukirlan, M.A. who has given me valuable suggestion as the

examiner. Ujang Suparman, Ph.D. as my academic advisor, thank you for your

advice and suggestion. To all lecturers of English Study Program, who have

contributed their guidance and knowledge for me, thank you.

I also want to extend my great appreciation to Drs. Suwarlan M., M.Pd.

Headmaster of SMAN 1 Natar, and Syafrudin, S.Pd, the English teacher of

SMAN 1 Natar. My appreciation is also expressed to the students of X9 students

of SMAN 1 Natar for their good cooperation during my research.

The greatest honor and appreciation would finally be dedicated to my beloved

parents, DJumakir and Titi Hartini. It is truly undoubted that love, care, and

timeless prayer during days and night, are everything for me. Thank you for the

patience and willingness to wait for my graduation. To my beloved brothers

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Prastyo Adi Nugroho and Aviv Alansyah, thanks for your love and supports given

to keep my spirit alive.

Last but not least, I would also address my appreciation to all of my beloved

comrades of English’07 and ’08 (Regular) of English Department, especially Lilis

Fauziyah, Tiwi, Ganis Suhesti, Diah Ripratiwi, Asty Setyowati, Ike Epridiana,

Fevi Meila, Umi Azi, Nisa Fitriyani, Reni Mariana, Tati Fatmawati, Tuti, Tias

Windi, Istya Ningrum, and Novi Fitri. To whom I don’t mention in this script, it

doesn’t mean your supports are worthless, I do appreciate it.

Nothing in this world is perfect and this final project is no exception. I hope that

this repetitious will be useful and beneficial for the readers, especially those who

are involved in English teaching instruction.

Bandar Lampung, April 2012

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CHAPTER I INTRODUCTION

This chapter discusses several points, i.e., background of the problem, research problem, objective of the research, uses of the research, scope of the research, and definition of term, as follows:

1.1 Background

The demand in English curriculum of SMA states that SMA/MA students should be able to use language in informational level. Arriving at informational level means that the students are expected to be able to access knowledge and

information from the target language (English) by their language skills. There are four skills of language to be taught by English teachers of SMA/MA, i.e.,

listening, speaking, reading, and writing (Depdiknas, 2006:307). The learners should be trained to be able to use English in real communication so that they master these four skills.

Among the four language skills, listening is acquired earlier. Hurberner (1959:28) states that in acquiring a foreign language, listening, of course comes first. In other words, before someone understands and starts to speak, he or she has to hear sound, words, and speech patterns first. Therefore, in learning a language, the first step to be acquired will be listening. In order to learn a language well, she or he must be a competent listener. One has to be able to pay attention to what is

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demonstrated, remember what is shown or told, and then practice speaking to gain functional skill in active communication.

If the students have good listening skill, they may easily understand what is being said or heard. Moreover, they will be able to communicate about the information they have heard. Conversely, if the students lack of listening skill, they might have many difficulties to going through the next steps of acquiring other language skills such as speaking, reading, and writing. Therefore, listening plays a very important role for students’ success of learning English.

Margaret (1988) also states that listening can be considered as the first step in learning a language. It means that language learning, initially, highly depends on listening skill. It provides aural input that serves as the basis for language acquisition and enables its learners to interact in spoken communication and continue to the next skills. So, the students should have good skill in listening to develop their ability in English. More practice in listening makes them know new vocabulary and are able to send a message to others. By developing their ability to listen, they become independent learners and are able to listen accurately i.e. they are much more likely to be able to reproduce sentence accurately, refine their understanding of grammar and develop their own vocabulary.

However, the current condition of most senior high school student’s still gets difficulties in listening. Tusianah (2000) indicates that most of students have difficulties in achieving listening skill, especially in the case of getting the gist of information in the text. They can not listen well, especially in getting specific

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information from the text. Obviously they have difficulties in getting information even though they know what to be listened.

The result of the pre observation done by the researcher in the 1st_{semester of the}

1st_{grade also shows similar case. The teacher just gives some exercises from tape}

recorder and discusses the answer together. He only gives the students multiple choice questions, then asks them to answer it, while students were listening, teacher walks around the class and observes the students activities. This activity does not make the students know what they listen because their focus only to answer the question and get the best score. Thus, it is not interesting for the students.

From the fact above, it can be revealed that there are several problems of teaching listening i.e., the low listening achievement especially in getting the gist and reconstruct the text, inappropriateness of teaching technique used by the teacher in teaching listening. Therefore, it should be an appropriate technique to be applied for the students to increase their listening achievement.

To increase students’ listening skill, the researcher proposes to use Dictogloss as an alternative technique. Dictogloss is as a multiple skills activity. The students practice listening, writing and speaking, and use the grammar and lexis to complete the task. The students can open their background knowledge related with the text and then listen what the teacher dictates and write the key answer. This will not make the students bored because they can corporate with their friends. This research will focus on teachers as the only learning sources and

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speech is as the main learning strategies. Therefore, the researcher proposes Dictogloss as an alternative technique.

Dictogloss offers a context-rich method of assessing how much students know about the topic of the text. The dictogloss has been proposed as a procedure that encourages students to reflect on their own output (Wajnryb, 1990). In a

dictogloss the emphasis is on the students’ ability to communicate in order to re-convey the meaning of the text, as opposed to re-producing it word for word. The use of dictogloss are that students are encouraged to focus some of their attention on form and that all four language skills – listening (to the teacher read the text and to groupmates discuss the reconstruction), speaking (to note taking while listening to the teacher, the group’s reconstruction, and the original text), reading (note taking while listening to the teacher, the group’s reconstruction, and the original text), and writing (the reconstruction) – are involved.

Furthermore, dictogloss can be used as a mediator that is useful for listening bottom-up and top down. Teacher will find out the individual items in text (bottom-up strategy). However, in small group discussion, some of the top-down strategy perhaps is used. In this strategy, teacher will integrate student’s

background knowledge. By using this technique teacher is able to make prediction, make inferences about the things in text, find out the topic, and be familiar with kinds of text.

Considering the statement above, the writer would like to propose dictogloss as a technique in teaching listening. The writer hopes that dictogloss will be helpful to improve the teaching learning process in listening.

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1.2 Formulation of The Problem

In reference to the background above, the research problem can be formulated as follow:

1. How can dictogloss improve students’ listening skill in getting the gist of the text and reconstruct the text?

2. How can dictogloss improve students’ listening activity in teaching listening process?

3. How can dictogloss improve the quality of teacher’s teaching performance?

1.3 Objective of the Research

In relation to the problem formulated above, the objectives of the action research are to:

1. Improve students’ listening skill in getting the gist of the text and reconstruct text through dictogloss.

2. Improve students’ listening activity in teaching listening process through dictogloss.

3. Improve the quality of teacher’s teaching performance through dictogloss. 1.4 Uses of the Research

This result of the research can be used as follow: Theoretical uses:

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2. To be used as a reference for the next researcher who will concentrate on students’ listening comprehension, students’ participation in teaching learning process of dictogloss and teacher’s teaching performance.

Practical uses:

1. As a help to English teacher in finding appropriate technique in improving students listening skill and teacher’s performance.

2. As a help to students in improving their listening skill.

3. As a consideration in making policy related to the development of teaching learning English subject especially listening skill.

1.5 Scope of the Research

This research was focused on developing students listening skill through dictogloss. The class was given some treatments by giving the students several texts that were suitable with the curriculum; the teacher dictated the sentences to the students. Then, the students reconstructed the text by using their own words. The subject of this research was a first year students of senior high school (class X.9). The material of listening would be in the form of short text. It could be simple newest article with high frequency words based on the students’ level. Top down listening strategies would be applied in this study. This listening test used students listening comprehension in getting the gist from the text. Students’ listening achievement was measured by students’ construction about the text. The researcher also stimulates their schemata before dictating the text. The test should be familiar with the students so they knew the situation of the text.

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1.6 Definition of Terms

There are some terms that will be useful in the research. The terms below will guide the reader in reading and understanding the research.

Dictogloss

It refers to a technique where the learner receives some spoken input, hold this in their memory for short time, and then write what they heard by using their own word.

Developing Listening skill

It refers to a series of actions in the class interrelate to increase the students’ listening skill through dictogloss.

Listening skill

It refers to the activity of paying attention and trying to grasp the meaning of something we hear from the spoken passage.

Action research

It refers to collaboration of research and action which are done by using reflection to solve the problem.

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CHAPTER II LITERATURE REVIEW

There are some concepts related to the research. In literature review, the section discusses several concepts such as concept of listening, concept of teaching listening, concept of dictogloss, kinds of dictogloss, procedure of using dictogloss, advantages and disadvantages of dictogloss, and theoretical assumption.

2.1 Concept of Listening

Listening is an active process requiring participation on the part of listener. Margaret (1988:19) states that listening is an active process in which the listener plays a very active part in constructing the overall message that is actually exchanged between the listener and speaker. The idea above indicates that the listeners are actually playing an active role because they should have ability to digest the message of the speaker. Therefore, the listener should listen to the speaker carefully.

According to Howatt and Dakin in Saricoban (1999:1), listening is the ability to identify and understand what others are saying. Morley (1991:2) states that listening is the most common communicative activity in daily life; we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. Moreover, Underwood (1985:1) defines listening as the activity of paying attention and trying to grasp the meaning of something we hear. It is clear then, that listening has the largest portion in communication rather than

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the other skills. A listener must listen to something before he or she starts to speak, and this activity involves understanding the speaker’s accent or pronunciation, his grammar and vocabulary and then grasping his meaning. There are several types of listening Syque (2002:5):

1. Discriminative listening

Discriminative listening is the most basic type of listening, whereby the difference between different sounds is identified. We learn to discriminate sounds and phonemes of the language, and to discriminate between muscle and skeletal movements that signify different meaning.

2. Comprehension listening

In comprehension listening, we try to make sense the meaning or to comprehend what others are really saying, and through understanding body language, voice, etc help us understand what other person really mean. In communication,

comprehension often benefits from drawing out of key facts and items from long spiel.

3. Evaluative listening

In evaluative listening, we make judgments about what the other person is saying, whether something is good, bad, worthy, or unworthy. It is particularly pertinent when other person is trying to persuade us, to change our behavior or our culture.

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4. Appreciative listening

In appreciative listening, we seek certain information which will meet our needs and goals. For example when we are listening to good music, poetry or stirring words of great leader.

5. Empathetic listening

In empathetic listening, we seek to understand beliefs, models, emotions and goals of other people. This requires excellent discrimination and close attention to the nuances of emotional signals. We show the expose we get by demonstrating our empathy in our demeanor toward them.

6. Therapeutic listening

In therapeutic listening, we are not only empathizing with the speaker but also to use this deep connection in order to help the speaker understand, change or develop in some way.

7. Dialogic listening

In dialogic listening, we learn through conversation and engaged interchange of ideas and information in which we actively seek to learn more about the person and how they think.

In terms of the skills of listening, there are two main divisions Hughes (1991:134):

1. Macro skill

In macro skill, to understand what someone says, a listener has to involve with listening for specific information, obtaining gist of what is being heard or the

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listener should get the general idea of the information, following instructions or directions.

2. Micro skill

In micro skill, to understand what someone says, a listener has to interpret intonation pattern (e.g. recognize stress and rhythm), recognition of function of structures (interrogative as request, imperatives e.g. sit down!), cohesive devices e.g. such as and which, detect sentence constituents, e.g. subject, verb, object, prepositions), recognizing discourse markers (e.g. Well; Oh, another thing is; Now, finally).

In this research, the students were required to concentrate on comprehension listening that was to understand the information they hear and belong to macro skill. The research was focused on the macro skill since the researcher used Dictogloss that measured the specific information and the gist of the text that the students should get from the text.

Malkina (1995:41) states comprehension can be described as the process which enables the receiver to make meaning from verbal and non-verbal information. Non-verbal information may include background knowledge based on experience or visual information (mental pictures). According to James (2006:1) listening comprehension refers to understanding the spoken language. Testing for listening comprehension must be grade-level appropriate.

Furthermore, James (2006:1) divided listening comprehension into two levels, which are:

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1. Lower levels of listening comprehension

This level would include understanding only the facts explicitly stated in a spoken passage and has very simple syntax and uncomplicated vocabulary.

2. Advanced levels of listening comprehension

This level would include implicit understanding and drawing inferences from spoken passage with more complicated syntax and advanced vocabulary. Thus, listening comprehension refers to the ability to grasp idea from a spoken passage we hear. Therefore, in this research, to suit with the students

understanding of a spoken passage, the researcher refers to the advanced level of listening comprehension to get ideas and to comprehend information that was explicitly and implicitly stated in a spoken passage which belongs to macro skill. 2.2 Concept of Teaching Listening

Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation.

According to Swift (2007:18), teaching listening suggest that we need to take a more active approach to improve listening abilities, by focusing on the specific problems that the students have and planning listening activities, which will help to resolve the problems.

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There are two approaches involved in listening according to Swift: 1. Bottom-up processing

The bottom-up approach sees comprehension as a matter of listeners first

decoding (or understanding) the smallest elements of what they hear-the elements of sounds.

2. Top-down processing

The top-down approach sees understanding as starting from the listener’s background knowledge of the non-linguistic context and of working down towards the individual sounds. Listeners will actively interpret what they hear in terms of their understanding of the situation and the world in general.

According to Wong (2005:4), way of treating the teaching and learning of listening by focusing on how to get the main ideas, the gist or the meaning in listening materials even when it is clear that the learners have not been able to identify a lot of the speech sounds is often called the top-down processing approach.

Brown (1990:255) states that the objectives of teaching listening are producing good listeners who construct reasonable interpretations on the basis specified input and recognize when specific information is required. In addition, it was necessary for the teacher to follow stages in teaching listening with hope the students will be able to comprehend the story.

Garvie in Malkina (1995:4) sees the following stages of development in a child’s ability to comprehend are:

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1. The learner picks up “clues”

In this stage, the learner found some clue to comprehend through words or picture, which helps them to construct meaning.

2. The learner develops coping skills

After having the clues, the students will then grasp and manage the information they have heard.

3. The learners get the gist or general picture of the message and much of the supporting detail.

Thus, teaching listening is a process of giving the students chances to learn the language through information, in which through the stages of comprehending in teaching listening, the students will be able to obtain and to understand general idea of the information.

2.3 Concept of Dictogloss

In the Dictogloss, a short passage, designed to practice a particular grammatical feature, is read twice at normal speed by the teacher. Students individually try to write down as much as they can, and subsequently work in small groups to “reconstruct” the text; that is, the goal is not to reproduce the original, but to “gloss” it using their combined linguistic resources (Wajnryb 1990: 12).

Dictogloss is a technique where the learner receives some spoken input, hold this in their memory for short time, and then write what they heard (Ruth Wajnryb, 1988:43).

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Dictogloss can be defined as two words, “dicto” and “glossary” means that a technique in teaching listening process by dictating the students and asking the students to make a sentence and rewrite the text by giving them glossary in related by the text.

Dictogloss can develop student’s listening skill, because they listen what teacher dictates in a short piece of text. It also highlights student’s grammatical

competence through reconstruction, paraphrase and analysis of the text. In addition, it also uses as both a diagnostic tool, to find out what students do and do not know about the specific topic, as well as a tool to build knowledge of a topic, through communicative strategies.

Dictogloss represents a major shift from traditional dictation. When implemented conscientiously, Dictogloss embodies sound principles of language teaching which include: learner autonomy, cooperation among learners, curricular integration, and focus on meaning, diversity, thinking skills, alternative assessment, and teachers as co learners. These principles flow from an overall paradigm shift that has occurred in second language education (Jacobs & Farrell, 2001). The principles can be described like the following;

1. Learner Autonomy. In Dictogloss, as opposed to traditional dictation, students reconstruct the text on their own after the teacher has read it aloud to them just twice at normal speed, rather than the teacher reading the text slowly and

repeatedly. The students need to help each other to develop a joint reconstruction of the text, rather than depending on the teacher for all the information.

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they may need to improve. The students gain insights into their own linguistic shortcomings and develop strategies for solving them by working through reconstruction with a partner. They also can ask for a pause in the dictation and elaborate the text.

2. Cooperation Among learners. This make students cooperate with their friends. They work with their team to reconstruct the text.

3. Curricular Integration. All four language skills i.e., listening, speaking, reading, and writing are utilized in Dictogloss. In dictation the text, the students will use their listening skill, after that they will discuss their reconstruction with the partner, then reading the text in front of the class to compare with the original text and the last write down the reconstruction.

4. Focus on Meaning. In this research, the students focus in getting the specific information of the text. They grasp the meaning of idea in the text.

5. Diversity. The students who have larger vocabularies and greater content knowledge in the topic of the text can help with that part of the reconstruction, and those whose interpersonal skills are better developed may often help coordinate the group’s interaction.

6. Alternative Assessment. Dictogloss offers a context-rich method of assessing how much students know about writing and about the topic of the text. The text

reconstruction task provides learners with opportunities to display both their knowledge of the content of the text as well as of the organizational structure and language features of the text (Derewianka, 1990). As students discuss with each other during Steps 4 and 5, teachers can listen in and observe students’ thinking as they about a task. This real-time observation of learners’ thinking process offers

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greater insight than does looking at the product after they have finished. In this way, Dictogloss supplies a process -based complement to traditional product-based modes of assessment. Furthermore, students are involved in self assessment and peer assessment.

7. Teachers as Co-learners. The students are not only work with the researcher but their friends too. The researcher is not as all knowing sages but they can discuss with their group in reconstructing the text.

In this research the researcher would integrated all of those principle. 2.4 Kinds of Dictogloss

The following types of dictogloss are based on theories exposed by Sarieva (2004) they are:

2.4.1 Variation A: Dictogloss Negotiation

In Dictogloss Negotiation, rather than group members discussing what they heard when the teacher has finished reading, students discuss after each section of text that has been read. Sections can be one sentence long or longer, depending on the difficulty of the text relative to students’ proficiency level.

a. Students sit with a partner, desks face-to-face rather than side-by-side. This encourages discussion. After reading the text once while students listen, during the second reading, the teacher stops after each sentence or two, or paragraph. During this pause, students discuss but do not write what they think they heard. As with standard Dictogloss, the students’ reconstruction should be faithful to the meaning and form of the original but does not employ the identical wording.

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b. One member of each pair writes the pair’s reconstruction of the text section. This role rotates with each section of the text.

c. Students compare their reconstruction with the original as in Step 5 of the standard procedure.

So, in this variation they will work in pair to reconstruct the text that they have heard. Then, it will compare with the original text.

2.4.2 Variation B: Student -Controlled Dictation

In Student -Controlled Dictation, students use the teacher as they would use a tape recorder. In other words, they can ask the teacher to stop, go back, i.e., rewind, and skip ahead, i.e., fast-forward. However, students bear in mind that the aim of dictogloss is the creation of an appropriate reconstruction, not a photocopy. a. After reading the text once at normal speed with students listening but not taking

notes, the teacher reads the text again at natural speed and continues reading until the end if no student says “stop” even if it is clear that students are having

difficulty. Students are responsible for saying “stop, please” when they cannot keep up and “please go back to (the last word or phrase they have written).” If students seem reluctant to exercise their power to stop us, we start reading very fast. We encourage students to be persistent; they can “rewind” the teacher as many times as necessary. The class might want to have a rule that each student can only say “please stop” one time. Without this rule, the same few students – almost invariably the highest level students - may completely control the pace. b. The lower proficiency students might be lost, but be too shy to speak. After each

member of the class has controlled the teacher once, anyone can again control one time, until all have taken a turn. Once the class comprehends that everyone can

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and should control the teacher if they need help, this rule need not be followed absolutely.

c. Partner conferencing (Step 4 in standard dictogloss) can be done for this variation as well. Student-Controlled Dictation can be a fun variation, because students enjoy explicitly controlling the teacher.

d. Another way of increasing student control of dictation is to ask them to bring in texts to use for dictation or to nominate topics.

The main point on this variation is the rule. The students can control the teacher whether to stop, pause, and then continue. Teacher is the only source of sound here. And the task of the students is reconstructing not photocopy or write down all the text.

2.4.3 Variation C: Student-Student Dictation

Rather than the teacher being the one to read the text, students take turns to read to each other. Student-Student Dictation works best after students have become familiar with the standard dictogloss procedure. This dictogloss variation involves key elements of cooperative learning, in particular equal participation from all group members, individual accountability (each member takes turns controlling the activity) and positive interdependence as group members explore meaning and correctness together.

a. A text - probably a longer than usual one - is divided into four or five sections. Each student is given a different section. Thus, with a class of 32 students and a text divided into four sections, eight students would have the first section, eight the second, etc. Students each read the section they have been given and try to

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understand it. If the text is challenging, students with the same section can initially meet in groups of three or four to read and discuss the meaning.

b. In their original groups, students take turns reading their section of the text as the teacher would for standard dictation while their group mates take notes.

c. Students work with their partners to reconstruct the text, with the students taking the role of silent observer when the section they read is being reconstructed. d. For the analysis, Step 5 of the standard procedure, each student plays the role of

the teacher when the section they read is being discussed. Every group member eventually plays the role of teacher.

Student-Student Dictation can also be done by students bringing in the own texts rather than using a text supplied by the teacher. So, the teacher should make sure that the students really understand with the rule of dictogloss. Then, this activity will run well.

2.4.4 Variation D: Dictogloss Summaries

While in the standard dictogloss procedure students attempt to create a reconstruction of approximately the same length as the original, in Dictogloss Summaries, students focus only on the key ideas of the original text.

a. Steps 1, 2, and 3 are the same as in standard dictogloss, although to encourage summarizing rather than using the words of the original text, the teacher might ask students not to take any notes.

b. Students work with a partner to summarize the key points of the text. Here, as well as in other dictogloss variations, we can provide visual cues (sketch, flow chart, photo, mind map) that represent some elements of the story. This aids

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comprehension and may help students structure their reconstruction. Additionally, students can create visuals to accompany their reconstructions, as another means to demonstrate comprehension and to promote unique reconstructions.

So, the students should build the same length in reconstruct the text from the original text. Although, it doesn’t use the original text, but use such kind of clues then it will summarize.

2.4.5 Variation E: Scrambled Sentence Dictogloss

Scrambled Sentences is a popular technique for teaching a number of language skills. Scrambled Sentences Dictogloss employs this technique to raise the difficulty level of dictogloss and to focus students’ attention on how texts fit together.

a. The teacher jumbles the sentences of the text before reading it to students.

b. When students reconstruct the text, they first have to recreate what they heard and then put it into a logical order.

c. When analyzing students’ reconstructions, the class may decide that there is more than one possible correct order. This fits with the overall spirit of dictogloss, i.e., that there is no one correct way to achieve a communicative purpose, although there are certain conventions that should be understood and considered.

This variation is quite difficult for the student. They will hear a jumble text. So, their task is reconstructing a jumble text into a logical order. Then, there will be variation answer too. It will develop based on their opinion. So, there will be more than one possible correct order.

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2.4.6 Variation F: Elaboration Dictogloss (Airey, 2002)

In Elaboration Dictogloss, students go beyond what they hear to not just recreate a text but also to improve it.

a. This dictogloss method may be preceded by a review of ways to elaborate, such as adding adjectives and adverbs, examples, facts, personal experiences, and causes and effects.

b. After taking notes on the text read by the teacher, as in Step 3 of the standard procedure, students reconstruct the text. Then, they add elaborations. These can be factual, based on what students know about the topic of the text or research they do, or students can invent elaborations. For instance, part of the text read by the teacher might be: Today, many students use bicycles. Students could simply elaborate by adding a word or two: Today, many Japanese college students use bicycles. Or, a sentence or two could be added: Today, many students use bicycles. This reduces air pollution and helps students stay fit. However, bicycle riding in a crowded city can be dangerous.

Before doing this activity the teacher might give such kind of background knowledge to the students or builds up their schemata. It will help the students to elaborate the text that will be heard by them. After hearing the text they can reconstruct the text then elaborate it. The text can elaborate by adding the adverb and adjective.

2.4.7 Variation G: Dictogloss Opinion

In Dictogloss Opinion, after students reconstruct the text, they give their opinion on the writers’ ideas. These opinions can be inserted at various points in the text or can be written at the end of the text. If student commentary is inserted

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throughout the text, it promotes a kind of dialogue with the original authors of the text.

The type of this variation is quite unique. Beside, reconstructing the text the students also should give their opinion about the text. They can give all off their opinion and write down the opinion after the reconstruct text.

The researcher would use standard Dictogloss in cycle 1. By using this variation students’ can discuss with their pair after each section of the text that has been read, then in cycle 2 it was changed into summary Dictogloss.

2.5 Procedures of Teaching Listening through Dictogloss

According to Jacob (1990), the basic format of teaching listening through Dictogloss can be cited as follows:

1. The class engages in some discussion on the topic of the upcoming text. This topic is one on which students have some background knowledge and, hopefully, interest. The class may also discuss the text type of the text, e.g., narrative, procedure, or explanation, and the purpose, organizational structure, and language features of that text type.

2. The teacher reads the text aloud once at normal speed as students listen but do not write. The text can be selected by teachers from newspapers, textbooks, etc., or teachers can write their own or modify an existing text. The text should be at or below students’ current overall proficiency level, although there may be some new vocabulary. It may even be a text that students have seen before. The length of the text depends on students’ proficiency level.

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3. The teacher reads the text again at normal. Students are not trying to write down every word spoken; they could not even if they tried, because the teacher is reading at normal speed. In this case, they only listens teacher dictation and try to get the gist of the text. Later teacher read the text again. Here students can take a note and write down important word.

4. Students work in pair to reconstruct the text in full sentences, not in point form (also known as bullet points). This reconstruction seeks to retain the meaning and form of the original text but is not a word-for-word copy of the text read by the teacher. Instead, students are working together to create a cohesive text with correct grammar and other features of the relevant text type, e.g., procedure, or rhetorical framework, e.g., cause and effect, that approximates the meaning of the original.

5. Students, with the teacher’s help, identify similarities and differences in terms of meaning and form between their text reconstructions and the original, which is displayed on an overhead projector or shown to students in another way. This procedure takes from one of the variation of the Dictoglos. It is standard Dictogloss. So, in her research the researcher will use this way in cycle 1 and it was changed into summary Dictogloss in cycle 2. The text was narrative which is suitable with students’ proficiency. In this research the target is first grade of senior high school students.

2.6 Advantages and Disadvantages of Using Dictogloss 2.6.1 Advantages of using Dictogloss

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2.6.1.1 For teacher

a. Dictogloss involves the whole class, no matter how large it is. Since, teacher read the text automatically students in the class involves themselves to listen the text carefully. It is because Dictogloss need more concentration in listening. Students are forced to listen because in Dictogloss they reconstruct the text with their own word. For example, teacher read the text loudly and clearly, while teacher read the text, students write down the inferences. So, it can involve the whole class. b. Correction can be done by the students, because all students have the same topic

about the text, so they can do pair correction.

c. Dictogloss can be prepared for mixed ability groups, for example in reconstruct the text. They are divided into some group without any discrimination. It is to avoid in one group all the member have a good students and in contrast in one group all of the member are not quite good students.

d. Teacher can move about giving individual attention. Therefore he or she may know the weaknesses and strongest each individual.

e. Dictogloss can provide access to interesting text, by introducing a topic, example, or summarizing it.

2.6.1.2 For students

These technique also have advantages for the students, they are: a. Dictogloss can help the students to develop their four language skill. b. Dictogloss helps to develop short-term memory.

c. Dictogloss helps the students in active learning. 2.6.2 Disadvantages of using dictogloss

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a. Dictogloss just gives short-term memory not long term memory. b. Dictoglos just reconstruct the text without focus on grammar. 2.7 Theoretical Assumption

Teacher might make some goal to success the learning process. He could choose the appropriate technique in their teaching listening, so that the students could reach the target. By using Dictogloss in developing listening skill, students might be able to develop their four integrative ways. The reason was because they used their background knowledge before learning. Finally, it could be assumed that by using Dictogloss students could develop their skill in listening.

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CHAPTER III RESEARCH METHOD

This chapter discusses certain points; research design, general description of the research, research procedures, indicator of the research, instrument of the research, and data analysis, as follow:

3.1 Research Design

In this research, the researcher used an action research. Action research was characterized by problems and actions done by using cycle to solve the problems. In doing the research, the researcher (acted as the teacher) collaborated with the English teacher of that school (collaborator) to improve the students’ listening skill through dictogloss. The researcher and the collaborator would also carry out reflection after knowing the result of the analysis. The function of the collaborator in this action research was as a resource to find the problem in order that the researcher could see the improvement when do this technique and also, as the second observer to get the data.

This research was done at the first year of SMAN 1 Natar. It was done based on the problem faced by the students and the teacher when they were in class. Based on the problem found by the researcher, the researcher examined the cause of the problem and then finds the solution for that problem.

The subject of this action research was the students of the first year students of SMAN 1 Natar which consists of 41 students. The students of this school were not

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so active when they were learning Listening especially in getting the gist of the text and reconstruct the text. The students were only good at listening text in simple text and answer the multiple choices in simple question too. According to the researcher’s pre-observation towards those students, the researcher concludes that most of the students have low listening achievement.

In this research, the researcher acted as the teacher by implementing Dictogloss since this was a kind of research that was based on the teacher’s problem and how the teacher solve the problem by herself; meanwhile the English teacher of SMAN 1 NATAR acted as collaborator and also observed the students since the

researcher did not know the ability of each students exactly. The researcher makes the lesson plan and performs in the class based on it. So, during the research, the researcher and the collaborator observed everything that occurred in the

classroom.

3.2 General Description of the Research

The research was an action research which was conducted based on the problem faced by the students and the English teacher. In doing the research, the researcher does collaboration with the English teacher to improve the students’ listening skill trough Dictgloss technique.

While the teacher was applying Dictogloss in the classroom, the collaborator observed the teaching learning process and makes some necessary points from that process. In that process, the teacher also hold listening test by giving the students listening test of a narrative text. The focus of analyzing was on getting the gist of the text and reconstruct of that text.

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After that, the researcher and the collaborator analyze the result of the

observation, and also the listening test. The researcher and the collaborator also do reflection after knowing the result of the analysis. Based on the analysis and reflection, it was decided whether the next cycle would be held or not, and the next cycle would be focused on eradicating the weaknesses in the previous cycle. 3.3 Research Procedures

In this action research, the researcher implement two cycles depending on the result of the analysis and reflection in the first cycle. The first cycle was based on the problem of the research. The main steps of each cycle were as follows: 3.3.1 Planning

Planning was the stage where the problem causes were identified. By knowing the causes, the focus of the problem could be formulated in the importance of the implementation that would be given. After deciding what the problem and the causes were, the appropriate technique was selected. And based on the problem and the teaching technique, the materials and teaching aids and the type of test were planned. To get a complete series of data, a rater was involved to observe the teaching-learning process

3.3.2 Implementing

In this step, the researcher implements the material by using Dictogloss technique while she was teaching listening. The researcher read the text and asked the students to listen. After that researcher asked students to reconstruct the text, by their own words, to make them meaningfully. In teaching, the researcher involves the students’ participation, so that the students would become more active in

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teaching learning process. The collaborator observed the situation in the class and made some necessary notes.

3.3.3 Observing and Interpreting

The collaborator observed the activities happened in the classroom in every cycle and wrote the result of the observation in the observation sheets. The researcher also interpreted the result of the observation. This step was started when teaching learning process was occurring.

3.3.4 Reflecting

In this step, the researcher and the collaborator analyze the result of the listening test of the students as the learning product. The researcher also analyzed

everything occurs in the teaching learning process based on the observation sheets. It was done to find out the improvement after the teacher implements Dictogloss in the classroom. In analyzing, the researcher together with the collaborator do reflection to discover the weakness and strength of the implementation of Dictogloss, and also to know the problems faced by both teacher and students during teaching and learning process. By doing so, the researcher and the teacher know what should be improved for the next cycle. If the indicators of the research haven’t been fulfilled in the first cycle, the researcher together with the collaborator would plan the next step to make betterment in the next cycle. On the other hand, if the indicators were already achieved the researcher and the collaborator do not need to hold the next cycle.

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Figure 1. The cycles of the classroom action research. Adapted from Arikunto, 2006:16.

3.4 Indicators of the Research

In order to see whether dictogloss could develop students listening skill, then researcher determine the indicator dealing with the learning process and learning product.

3.4.1 Learning Process

In the learning process, there were two aspects which become the focus of this research, that is, the students’ learning activities and the teacher’s teaching performance.

The target determined by the researcher concerning the students’ activities whether there were a problems or not in the cycle. The researcher would observe

Observing

CYCLE 2 Implementing

Planning Reflecting

Observing

CYCLE 1 Implementing

Planning

Reflecting

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students’ activities in the class from pre-activity to post-activity. If there was not a significant problem during in the class, it meant that the activities of the students’ were good. To set the target of the success of this action research, the researcher also did a discussion with the English collaborator.

Besides observing the students’ activities, the collaborator also observed the teacher’s teaching performance during the teaching and learning process. It was expected that the teacher could get score 70 in her teaching performance after implementing dictogloss techniques. So, if the teacher could reach that target, it means that the teacher’s teaching performance was good. For the teaching

performance, there were some aspects scored, that is, the teacher’s activities in pre activity, while activity, and post activity.

3.4.2 Learning Product

Dictogloss technique was able to develop students’ listening skill. It would be seen in the score when the teacher gives listening test in each cycle. So, the dictogloss technique is regarded as applicable to develop students’ listening skill. In giving score of reconstructing the text in listening test, the researcher uses the scoring criteria is adopted from Andrich, D (2002: 103-121).

a. Score 86 – 100

All primary information is given, correct, and have accurate message. b. Score 70 – 85

All primary is given, correct, and correctly show the relationships among the pieces of primary information.

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c. Score 56 – 69

Most of the primary information is given and correct, but the message maybe missing one or two pieces of primary information.

d. Score 0 – 39

One or more pieces of primary information were given and correct, but the message may also include primary information is incorrect.

e. Score 0

No information is given that is correct.

There would be another indicator in giving the score. In giving score of getting the gist of the text, the writer uses the scoring criteria is adopted from Andrich, D (2002: 103-121).

a. Score 5

All information is present and correct. b. Score 4

Response correct in that all important is given and is correct, may be missing subtle details, may have incorrect details that do not interfere with central meaning.

c. Score 3

Response substantially correct, all information that is present is correct, may be missing a few pieces of information.

d. Score 2

Some pertinent information, some information may be incorrect, but sketch of the situation is correct.

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e. Score 1

Minimal pertinent information provides either the gist of the situation or clue regarding a source of further information.

f. Score 0

No meaningful information or totally inaccurate information. 3.5 Instruments of the Research

The data would be collected until there was a consistency of the data, so there was no exact time to gather it. Moreover, to make the data was valid the writer would use triangulation. Triangulation was a way of collecting the data by combining two or more methods. According to Setiyadi (2006:246) the use of triangulation was to describe the subject in a complete description. Actually there were many kinds of triangulation but this research would use methodological triangulation. To gain the data, the researcher applies four kinds of instruments. The instruments were the listening test, observation sheet, questionnaire, and interview.

3.5.1 Listening Test

The first instrument used in getting the data was listening test. In order to make data accurate, dictation is applied. In this research, the students would be asked to reconstruct the text in form of writing which was given to them. This test was aimed at knowing students’ improvement in listening skill. For example: Instruction:

a. Write your name and your class clearly on the paper. b.Use your time efficiently (2×45 minutes).

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a. Listen the text cwerefully.

b. Write down the important information that you get from the text in box 1 individually.

c. Write down the important information that you get from the text in box 2 with your friend.

d. Reconstruct the text based on the information that you get from box 1 and box 2 with the whole class; you may used your own word to reconstruct the text.

The validity of the test would be measured by face validity, content validity, and construct validity. Face validity would be gotten from printing of instruction and direction in the test. Content validity would obtained by choosing the text based on the level of the students and the curriculum. While construct validity would be achieved by focusing the test in getting the gist and reconstruct the test to show the students skill.

The researcher would always try that in collecting the data is reliable. In this research basically there were many ways to collect the data reliable. The reliability would be gotten by using some data collection, such as observation sheet, interview, and questionnaire. So, by using that way hopefully the data would be consistence.

3.5.2 Observation sheet

Observation was conducted in every cycle during the teaching learning process. When teaching and learning process was occurring, the researcher observed the process happened in the classroom. The researcher used structured observation to know the students’ activities and also the teacher’s performance in the classroom.

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So there were two kinds of observation sheets that were filled out by the researcher, that were the observation sheet for the students’ activities and the observation sheet for the teacher’s performance. Besides, the researcher also makes some necessary notes in the observation sheet concerning the students’ activities and teacher’s performance.

3.5.3 Questionnaire

The questionnaires were used to support the data gain from observation about the students’ opinion. Questionnaire is made suitable with everything which related with the answer is needed by the observer as additional data to support the research. In this action research, the researcher would use open-ended questions. Open-ended questionnaire could be used to help the researcher in selecting data because the respondents were free to express their answer (Setiyadi,2006). By using open ended questionnaire, the researcher hopefully would find the important data which could not imagine before.

3.5.4 Interview

The interview was addressed to the students to know the ordinary method of learning listening that they dealt with and also the students’ knowledge.

And after implementing the method, the writer would interview the students to get the complimentary data by preparing some questions. Interview was done

structurally it was used as a basis research question. Questions which were proposed related with the developing of dictogloss. The purpose of interviewing people was to find out their mind, what they thought or how they felt about this technique.

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3.6 Data Analysis

Data analysis needs careful thinking since data analysis was aimed at organizing the data. It was done to make the readers were able to understand the result of the research. Data analysis was the process of organizing the data in order to gain the regularity of the pattern and form of the research. The term interpretation could be defined as procedure of giving meaning ob the result of analytical process. Data analysis was done to create understanding for the data after following certain procedure final of result of the students could be presented by the researcher to the readers (Setiyadi, 2001).

In this research, the researcher validates the data by using, listening test and observation. After get the data from the test and observation, the teacher would analyze the data based on the limitation of the problems and objectives of the research.

In analyzing and interpreting the data, the first step was that the teacher would make description of all data. Then the teacher selects the data related to the research question. The next step, the teacher arranges all collected data by classifying the data. The data of the learning process and learning product were gathered by means speaking test, observation sheet, interview, and questionnaire. The last step is making the report. Having taken the data, she interprets all the collected data and described them into conclusion. And based on the analysis and reflection, it would be decided whether to conduct three cycles.

The data analysis that was done for the learning product and learning process is as follows:

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3.6.1 Learning product

To know the learning product, the researcher uses listening test to collect the data. There were some steps used to analyze the data got from the test:

3.6.1.1 Giving the listening scores to the students

After giving the test, the researcher checks the result of students’ test to give the score. Besides that, the researcher analyzed the result to know the errors mostly made by the students. This was very useful for betterment in the next cycle. 3.6.1.2 Calculating students’ total score

There were two steps that must be done in calculating the total scores: Calculating the scores from 1st and 2nd rater.

X= Note:

X: Total score

X1: Score from 1st rater (the researcher as the teacher)

X2: score from 2nd rater (the English teacher as the collaborator) 3.6.2 Learning process

To get the data from the learning process, the researcher uses observation sheets and questionnaire. The result of the observation sheet and questionnaire were analyzed after every cycle is conducted.

Since the observation was done for observing the students’ activities and also the teacher’s performance, the researcher analyzed the result of the observation separately.

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3.6.2.1 Students’ Learning Activities

In analyzing the data get from observing the students’ learning activities, the researcher analyzed the problem that is faced in the cycle.

3.6.2.2 Teacher’s Teaching Performance

Meanwhile, in analyzing the data get from observing the teacher’s performance, the researcher does the following steps:

1. Counting the total score

In this step, the researcher counts the sum of scores from all aspects. The aspects that were scored cover the teacher’s activities in pre-activity, while-activity, and post-activity.

2. Making a description from the data that have been analyzed. It is similar to analyze the students’ activities, to analyze the teacher’s

performance the researcher also make a description from the collected data which could enrich and support the result of the analysis.

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Second Language Listening: Theory and Practice

. Electronic

Journal of Foreign Language Teaching. Vol 3 No 1 Page 129-130, 2006.

August 27

_{, 2007. Retrieved May 25}

_{2010 from.}

http://www.shkaminski.com/Classes/Handouts/Listening.htm.

Woolfolk, A. 1995.

Educational Psychology.

Boston: Allyn and Bacon.

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CHAPTER V

CONCLUSION AND SUGGESTION

In reference to the result and discussion of the research, the researcher tried to give conclusion and suggestion as follows:

5.1 Conclusion

Considering all data gathered from action research, the researcher has drawn up some conclusion. They were as follow:

1. Dictogloss can be implemented to improve students’ listening skill. By activating

the students’ three basic schemata, i.e., linguistic, formal, and content schemata, they can find key word of the text easily. Besides that, being dictated the text; the students will find new vocabulary. Thus, they will have larger vocabularies which help them reconstruct the text. in the first cycle, standard Dictogloss is

implemented, then in the second it is changed into summary Dictogloss. It can be seen that the use of Dictogloss depends on the student’s condition. In this

research, it is proved that summary Dictogloss can improve the students’ listening skill. Being given a flowchart in the preparation stage of summary Dictogloss, the students can find key word easily. As a result, they can reconstruct the text well. To sum up, Dictogloss is considered as a helpful technique that can be used in the highly exposure of reconstructing text activity which foster the students to grasp the specific information intended.

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2. Being given the implementation of standard and summary Dictogloss, the students become more active. In standard Dictogloss they work in pair. As well as that in standard Dictogloss, in summary Dictogloss, the students are seated in group. They discuss about reconstruction in their group work. It is deeply shown in the students’ observation sheets that there are no more problems found during listening class while the researcher explaining the material. They respond to the topic well. They can also reconstruct the text from each key word that they have got from the dictation. In short, Dictogloss also emphasize integratively on the language skill containing, listening (to the teacher’s reading the text and to groupmates’ discussing the reconstruction), speaking (during group

reconstruction), reading (in analyzing the reconstruction and in the students’ own reconstruction), and writing (the reconstruction) which make the students become more active.

3. Dictogloss contributes a positive effect toward teacher’s teaching performance. It

is showed while the researcher was doing an apperception. She activates the students’ three basic schemata, i.e., linguistic, formal, and content schemata. Moreover, in mastering the learning material, the researcher also correlate the material with other relevant knowledge since in activating the students’ schema the teacher is asked to be able to relate materials in the classroom with the students’ real world situation. It is proved when the researcher correlated the text about snow white to kinds of season. So, the teacher will try to make creative idea in activating students’ schema.

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5.2 Suggestion

Based on the conclusions above, the following recommendations were put:

1. For teachers in general and particularly those in SMA Negeri 1 Natar who want to

improve learning product, especially students’ listening achievement, by the implementation of Dictogloss it is expected that the students are able to construct their knowledge (entry behavior) based on the students’ real world situation before going deeper to the materials. Besides, the teachers should be able to create the interesting materials, of course, based on real situation since it will help the students easily make a connection between the materials being taught with their previous knowledge.

2. The researcher may ask the students to bring the dictionary in order that they can

directly check their mistake of diction and spelling and they will not depend too much on the teacher and their friends in getting information or meaning of words. The students will be independent and can get more knowledge.

3. In improving students’ activity in teaching and learning process, it is suggested

for the teachers to know well each student’s ability in the classroom because it is very useful for dividing students in learning community. Additionally, in

correcting students’ error, it is better for the teacher to use peer correction first than direct correction because some students are afraid of making mistake. Besides, the interaction will be more active through peer correction.

4. The kinds of dictogloss are used based on students’ condition. In this research, the

second dictogloss is better than first dictogloss. They have their own strength. In using the first dictogloss, it is better for the teacher more activated students’ schemata so the students will be easy to find key word. The use kind of aid like picture is recommended. The teacher also should give more attention while the

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Communicative Language Teaching: An Introduction.

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Storytelling in Early Language Teaching

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The Teaching Listening and Speaking

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Metodologi Penelitian Pendidikan

. Jakarta: Rineka Cipta.

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Developing Listening Comprehension and Complementary

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Teaching Listening and Speaking.

Wellington: Communication

Service Section Press.

Pramudhita, I. 2009.

Developing Students Listening Achievement through

Dictogloss

. Unpublished Dissertation. Bandar Lampung: Lampung

University.

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Penelitian Pengajaran Bahasa

. Semarang: IKIP Semarang Press.

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Psychology 7

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Teaching English

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_{, 2007. Retrieved May 10, 2010 from.}

http://iteslj.org/Articlesi/Saricoban-Listening.html.

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Web Resources for Teaching Listening

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2011. From http://www.cas.usf.edu/eliteachers/listening.html.

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Teaching English as Foreign Language

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.

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Tusianah, R. 2000.

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Unpublished Dissertation. Bandar Lampung: Lampung University.

Underwood, M. 1990.

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. New York: Longman Inc.

Universitas Lampung. 2011.

Pedoman Penulisan Karya Ilmiah.

Bandar Lampung:

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Wajnryb, R. 1990.

Grammar Dictation

. Oxford: Oxford University Press.

Wong, R. 2005.

Second Language Listening: Theory and Practice

. Electronic

Journal of Foreign Language Teaching. Vol 3 No 1 Page 129-130, 2006.

August 27

_{, 2007. Retrieved May 25}

_{2010 from.}

http://www.shkaminski.com/Classes/Handouts/Listening.htm.

Woolfolk, A. 1995.

Educational Psychology.

Boston: Allyn and Bacon.

(3)

CHAPTER V

CONCLUSION AND SUGGESTION

In reference to the result and discussion of the research, the researcher tried to give conclusion and suggestion as follows:

5.1 Conclusion

Considering all data gathered from action research, the researcher has drawn up some conclusion. They were as follow:

1. Dictogloss can be implemented to improve students’ listening skill. By activating

implemented, then in the second it is changed into summary Dictogloss. It can be seen that the use of Dictogloss depends on the student’s condition. In this

(4)

reconstruction), reading (in analyzing the reconstruction and in the students’ own reconstruction), and writing (the reconstruction) which make the students become more active.

3. Dictogloss contributes a positive effect toward teacher’s teaching performance. It is showed while the researcher was doing an apperception. She activates the students’ three basic schemata, i.e., linguistic, formal, and content schemata. Moreover, in mastering the learning material, the researcher also correlate the material with other relevant knowledge since in activating the students’ schema the teacher is asked to be able to relate materials in the classroom with the students’ real world situation. It is proved when the researcher correlated the text about snow white to kinds of season. So, the teacher will try to make creative idea in activating students’ schema.

(5)

5.2 Suggestion

Based on the conclusions above, the following recommendations were put:

1. For teachers in general and particularly those in SMA Negeri 1 Natar who want to

2. The researcher may ask the students to bring the dictionary in order that they can directly check their mistake of diction and spelling and they will not depend too much on the teacher and their friends in getting information or meaning of words. The students will be independent and can get more knowledge.

3. In improving students’ activity in teaching and learning process, it is suggested for the teachers to know well each student’s ability in the classroom because it is very useful for dividing students in learning community. Additionally, in

4. The kinds of dictogloss are used based on students’ condition. In this research, the second dictogloss is better than first dictogloss. They have their own strength. In using the first dictogloss, it is better for the teacher more activated students’ schemata so the students will be easy to find key word. The use kind of aid like picture is recommended. The teacher also should give more attention while the

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students are reconstructing the text. So, the first kind of dictogloss can be implemented well in listening class.

5. The teacher should motivate students to be active in the classroom by giving them

activities, interesting media, and materials which are related to the students’ real world situation that can stimulate their interaction during teaching and learning process in the class.