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I. INTRODUCTION
1.1 Background of the Problem
According to the standard competence of 2004 English curriculum of Senior High School, students are able to communicate in English both oral and written forms and to use suitable vocabulary fluently and accurately in interactional text and/or short monolog, especially in narrative, descriptive and recount text based on students ability in linguistic level.
To that end, students should appropriately master four language skills; namely; listening, speaking, reading, and writing. But in fact it is difficult to achieve because students are often discouraged and lose of interest when they find that foreign language study is just like other complicated subject. This is probably due to most of learning activities are only focused on cognitive study or learning from text books without any varieties of practice. In the other words, teacher only focused on the listening test result, without considering the process of teaching learning activity. To make learning English more interesting for students, teacher should know the step of learning foreign language. Margaret (1988:13) states that listening can be considered as the first step in learning a language. It means that language learning language acquisition and enables learners to interact in spoken communication and continue to the next skill. So, students should mastery in listening to develop their ability in English. More practice in listening make them know new vocabulary and able to send a message to others. By developing their ability to listen well, they become independent learners and are able to listen accurately i.e. they are much more likely to be able to reproduce accurately, refine their understanding of grammar and develop their own vocabulary. It is based on the writer's experience when doing PPL, some students were sleeping while listening, because they feel like their teacher or cassette telling them a story or it make they feel bored. When the teacher asked them to answer, they only guessed the answer. They were not concentrating with what they listened about. Writer also found that listening has lack of hours in SMA, most of English teacher usually focused on reading and grammar. As a result students find insufficient times to practice in listening. Rias Tusianah
’s study (2000) indicates that most of students have difficulties in achieving listening skill, especially in the case of getting the gist of information. Listening is also very important for students to learn since it is one of productive skills, which is frequently used to convey the ideas in communicating with others. It is also supported by the writer’s experience when doing the preliminary test. On 2007, teacher in class X4 used tape recorder in teaching listening process. She only gave them multiple choice questions then asked the students to answer it, while students listened, teacher around the class and observe his/her students. This activity make the students did not the best score. Most of teaching listening process was done in the classroom, only when the students have final examination teaching listening process done in language laboratory. The teacher used cassette by a native speaker and in a form of conversation and short text. In fact, the achievement of listening tests is unsatisfactory.
Referring to the result of preliminary test (for the details see Appendix 6) in SMA NEGERI I KOTA GAJAH, it was found that many students could not listen well especially when getting the information of the text. Obviously they had difficulties in getting the information even though they knew what to be listened. This also means that there should be an appropriate technique to be applied for students to develop their listening ability in getting the gist of information and reconstruct the text.
Actually, both teacher and students understand that listening skill is very important to understand information shared by the speaker, how they become good interlocutor if they cannot properly acquire aspect of listening skill. This serious problem certainly requires the effective teaching technique in order to train the students to master this particular language skill. Some researchers such as Brown, (2001); Cheong, (1993); Kowal & Swain, (1994) in their study, have found that the use of dictogloss technique is able to encourage the students to focus on listening skill because students are pushed to listen to the text that the teacher dictates to them. Thus reveals that dictogloss is an appropriat e way to develop listening achievement for Senior High School students. It stands to reason, they can open their background knowledge related with text and then listen what the teacher dictates and write the key words. This will not make them bored for them because: they can corporate with their friends.
To develop students’ ability in listening through dictogloss, the writer conducted a classroom action research to increase stu dents’ ability in listening. Classroom Action
Research is a continual process of search of a formal organization for devising solution for the everyday difficulties of classroom life (Mc Niff, 1995). It means that action research is used to solve the problems in daily classroom activities in order to make teaching learning process effective. Classroom Action Research helps to provide insight into teaching that result in continual improvement. Hopefully, teacher and students are able to explore and improve their capability in teaching learning process maximally. And the class action research was used to know whether by applying the dictogloss in teaching learning process can dev elop students’ achievement in listening. By developing listening skill, it will be easier for the learners to learn the other skills because this skill will support other language skill that the student should mastery. In line with the issues discussed above, "dictogloss" in this research, especially in the process of developing students' listening achievement will accordingly be developed. This study was conducted in SMA Negeri I Kota Gajah and it took one class of the first grade in first semester.
1.2 Formulation of the Problem
In accordance to the background of problem, research problem may be formulated as follows:
1. Can dictogloss improve students listening achievement in terms of (1) getting the gist of the text (2) reconstruct the text?”
2. Can dictogloss improve students listening activity in teaching learning process?
1.3 Objective of the Research
In relation to the formulation of the problems above, the objective of the classroom action research is to find out whether dictogloss can improve s tudent’s listening achievement.
1.4 Uses of the Research
Practically, this study can be useful to the following addressed persons and institution; they are:
1.4.1 The teacher The teacher can make of some variations of listening achievement practice use dictogloss as a technique in teaching listening.
1.4.2 The students Hopefully, the treatment given in the classroom action research can improve the students’ achievement in listening.
1.4.3 The School
Hopefully, the result of the research can be used as the consideration in making policy related to the development of teaching learning English subject especially listening skill. Theoretically, the result of this study to support and extend the theories about dictogloss.
1.5 Scope of the Research
The subject of this study is the first year students of SMA N I Kota Ga jah. They . were chosen because they actively have already learned about vocabulary, grammar, pronunciation in the previous year. This research focused on the
- implementation of developing students listening achievement through dictogloss. The materials used are based on 2004 English Curriculum for SMA. The class was given some treatments by giving the students some text that suitable with the curriculum and dictating the sentences to the students. Narrative and descriptive text with high frequency words based on the students' level were used. Top down listening strategies will be applied in this study. Top-down processing is very important in listening comprehension. Using top-down activities can quickly help the students to transfer their mother tongue listening strategies into English listening. Activating prior knowledge is crucial in top-down processing. This listening test use students listening comprehension in getting the gist from the text. Students' listening achievement was measured by student's construction
II. FRAME OF THEORIES
There are some concepts that related with this research. In frame of theories, the concepts, such as; concept of listening, concept of dictogloss, kind of dictogloss, advantages of using dictogloss, procedure of dictogloss technique, and classroom action research are analyzed. In addition theoretical assumption is also presented.
2.1 Concept of Listening
Listening is an active process recquiring 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 Wood (1985:56), the essence of listening is the listener; the listener should be encouraged to engage in active process of listening for meaning. Further he states that an active essence means the listener must be active by communicative research.
There are two skills required in listening process, they are; macro and micro skills. Macro skills would be directly related to candidates needs or to course objectives, and might include: (1) listening for specific information, (2) obtaining gist of what is being said, (3) following directions, (4) following instructions. Micro skills might include: (1) interpretation of intonation patterns (recognition of sarcasm, etc), (2) recognition of function of structures (such as interrogative as request, for
example, Could you pass the salt? ). The study is focused on the macro skills since
the writer used dictogloss that measured the specific information and the gist of the text that the students should get from the text (Hughes, 1991, 52).
Referring to the explanation above it reveals that listening in main skills is not easy since the listener should seriously pay attention, interpret, and able to understand what the speaker said. Listening effectively to others can be the most fundamental and powerful communication tool of all. When someone is willing to stop talking or thinking and begin truly listening to others, all of their interactions become easier, and communication problems can be eliminated.
2.2 Listening Strategies
There are two kinds' strategies of listening according to Azies et. al. They can be classified by viewing how the listener processes the input. First of all; top-down strategies denote the listener tap into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that helps the listener to interpret what is heard and anticipate what will come next. Top-down strategies include,(1) listening for the main idea. Here, the listener should listen well in order to get the topic or main idea after teacher read the text. For example; teacher read: Often depicted as vicious animals. Moorey Eels are quite shy and will usually only bite when like the grey nurse, they are provoked. Their small teeth are razor sharp and slightly curved inward, to prevent their prey from pulling away. When treat with caution, Moreys are magnificent creatures to watch and hand feet but watch those fingers. While teacher read aloud the text, students are listening carefully and try to find the main idea, (2) predicting which requires the listener the story of the text before teacher read it, for example; when teacher said that he or she will read a text with the title Romeo and Julliet, students predict the story based on the title, (3) drawing inferences. The listener should write down the inferences of the text after teacher read the text, for example; events in Romeo and Julliet story, and (4) summarizing.
Here the listener should summarize what they have listened from the teacher. They should get the gist of the text to summarize well. Bottom Up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include; (1) listening for specific details. The listener should listen to the text and get specific details in order to make the text easier to be understood, for example; listener listen a specific sound and words in a text and try to creates a meaning (2) recognizing word-order patterns. The listeners are able to recognize word-order patterns in a text, for example; the listener tries to find the pattern of grammar in a text.
Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening ability. These strategies enforce the students (1) to plan by deciding which listening strategies will serve best in a particular situation. For example, students can review before the class begins. This makes students know which strategies will serve best, (2) to monitor their comprehension and the effectiveness of the selected strategies. For example, students checking one's students sheet with another, and (3) to evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one. For example, students can check how well one's is doing against one's own standard (O'Malley & Chamot in Puspita Sari, 2002; 11 ).
This research deals mainly with listening comprehension through teacher's dictation. Certainly, the students need to use their background knowledge and corporate with their friends, so that the teacher may know whether or not the listening strategies because naturally, this research focuses on getting the gist of the text and reconstruct the text.
2.3 Notion of Dictogloss
Dictoglos is a technique where the learner receives some spoken input, hold this in their memory for a short time; and then write what they heard (Ruth wajnryb 1988;43).
Dictogloss can be defined as two words, “dicto” and “glossary” means that a technique in teaching listening process by dictate the students and ask the students to make a sentences and rewrite the text by giving them glossary that 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 texts. 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.
When implemented conscientiously, dictogloss embodies sound principles of language teaching which include: learner autonomy, cooperation among learners, assessment, and teachers as co learners. These principles flow from an overallparadigm shift that has occurred in second language education (Jacobs & Farrell, 2001). The principles can be described like the followings;
2.3.1 Learner Autonomy
This principle involves learners having some choice as to what and how of the curriculum and, at the same time, feeling responsible for and understanding their own learning and for the learning of classmates (Van Lier, 1996).
2.3.2 Cooperation Among Learners This makes students corporate among others to get the full sentences or text.
This is because they can full fill each other to get meaningful text .
2.3.3 Curricular Integration
From the perspective of language teachers; Curricular integration involves combining the teaching of content, such as social studies or science, with the teaching of language, such as writing skills or grammar.
2.3.4 Focus on Meaning
In literacy education, the focus used to lie mostly on matters of form, such a s grammar and spelling. In the current paradigm; while form still matters, the view is that language learning takes place best when the focus is mainly on ideas (Littlewood, 1981). Dictogloss seeks to combine a focus on meaning with a focus on form (Brown.2001). As Swain ( 1999) puts it, "When students focus on form, they must be engaged in the act of meaning-making ...
” (page 125- 126).
2.3.5 Diversity
In this way, those students whose illustration skills are currently better than their literacy skills have a chance to shine. This is because they use their illustration skill to illustrate the situation of the story from the text. It makes them easy to re write or re tell about the story from the text.
2.3.6 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 teat as well as of the organizational structure and language features ofthe text (Derewianka, 1990; 80). As students discuss with each other during Steps 4 and 5, teachers can listen in and observe students' thinking as the teachers thinking about a task. This real-time observation of learners' thinking process offers 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.
2.3.7 Teachers as Co-Learners
The current view in education sees teachers not as all-knowing sages but instead as fellow learners who join with their students in the quest for knowledge, because teacher also learn about the knowledge and which strategies are the best for the students. So teachers are joining with the students
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 has been read. Sections can be one sentence long or longer, depending on the difficulty of the text relative to students’ proficiency level.
1. 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 st andard dictogloss, the students’ reconstruction should be faithful to the meaning and form of the original but does not employ the identical wording.
2. One member of each pair writes the pair’s reconstruction of the text section. This role rotates with each section of the text.
3. Students compare their reconstruction with the original as in Step 5 of the standard procedure.
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
1. 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. 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 and should control the teacher if they need help, this rule need not be followed absolutely.
2. 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.
3. Another way of increasing student control of dictation is to ask them to bring in texts to use for dictation or to nominate topics.
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.
1. 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 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.
2. 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.
3. 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.
4. 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.
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.
1. 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.
2. 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 represents some elements of the story. This aids 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.
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.
1. The teacher jumbles the sentences of the text before reading it to students.
2. When students reconstruct the text, they first have to recreate what they heard and then put it into a logical order.
3. 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.
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. This elaboration is exposed as below:
1. 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.
2. 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.
2.4.7 Variation G: Dictogloss Opinion
In Dictogloss Opinion, after students reconstruct the text, they give their opinion on the written at the end of the text. If student commentary is inserted throughout the text, it promotes a kind of dialogue with the original authors of the text.
The writer used Dictogloss in cycle 1 Negotiation because students can discuss after each section of text has been read, it would be change if the result is unsustifactory.
2.5 Advantages of Using Dictogloss There are certainly advantages in using dictogloss.
2.5.1 For Teacher
1. Dictogloss involves the whole class, no matter how large it is. Since teacher read the text automatically students in the class Involves them selves 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.
2. Correction can be done by the students, because all students have the same topic about the text, so they can correction each other. For example, students change their answer sheet each other. Then they read their friend answer sheet. Each of them have already got same topic from the teacher dictation. So they can check their friend answer sheet whether or not they have relevant with the topic.
3. Dictogloss can be prepared for mixed ability groups, for example in reconstruct the text; they divided into some groups 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. If it is mixed, they can learn each other.
4. Teacher can move about, giving individual attention. Therefore he or she may know the weaknesses and strongest each individual.
5. Dictogloss can provide access to interesting texts, by introducing a topic, for example, or summarizing it.
2.5.2 For Students These strategies also have advantages for the students, among others, are; l.Dictogloss can help develop all four language skills in an integrative way. In dictogloss students are forced to listen. Then they write down inferences in the text and reconstruct it become meaningful in a form of writing. Later they read their text. In this event, students learn to read and speak.
2.Students develop their aural comprehension of meaning and also of the relationship among segments of language, they are learning grammar.
For example; students reconstruct the text based on what they have been listened. Here students try to get the relationship among segment of language.
3.Dictogloss helps to develop short-term memory. Students practice retaining meaningful phrases or whole sentences before writing them down.
4.Learners can practice in careful listening to dictogloss will be useful later on in note taking exercises.
5.Correcting dictogloss can lead to oral communication.
6.During and after the dictogloss, all the students are active if the students do well, dictogloss is motivating.
7.Sentence dictogloss forces the student to correct the sentences if they make some errors.
2.6 Procedure of Using Dictogloss
According to Jacob (1990), the process 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, example, 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 shouldbe at or below students' current overall proficiency level, although there maybe some new vocabulary. It may even be a text that students have seen before. The length of the text depends on students' proficiency level. For example:
Dengue fever is one of the most dangerous diseases in the world. Dengue fever is endemic in most tropical countries of the South Pacific, Asia, the Caribean, and Africa. This disesase rapidly spreads in most tropical urban areas of the world. It means people in this areas have a risk of infection of this diseases. Dengue fever is caused by a virus. The virus is transmitted to the human boody by the bite of infected mosquitos, ussually Aedes Aegypti. In other words, the diseases can not spreads directly from person to person. The diseases is characterized by the high fever, severe headhache, backache, and muscle pains. Sometimes many patient get nausea, vomitting, and rash on arms, face and leg.
3. The teacher reads the test again at normal speed. Students are not trying to write down every word spoken; they could not even if they tried, because 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 again the text. Here students can take a note and write down important word.
4. Students work in groups of two-four 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, example, 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.
2.7 Notion of Classroom Action Research
Action research is a form of self-selective enquiry undertaken by participants (teacher, students, or participants for example) in social (including educational) situation in order to improve rationality and justice of (1) their own social and educational practices, (2) their understanding of practices, and (3) the situations (and institution) in which this practices are carry out (Carr and Kemmis, 1986) .
In this sense, action research is seen as a way of characterizing a lose set of activities that are designed to improve the quality of education; it is an essentially eclectic way into a self-reflective program aimed at such educational improvement that is an anticipated outcome of the self-reflective program. So, the term action research is a term used to described methods and technique. Applied to classroom, Action Research is an approach of improving education through change, by encouraging teachers to be aware of their own practice, to be critical to be practice, and to be prepared to change in. It is participatory, in that it people as part of a shared enquiry. For the example, the teacher ask questions about his practice. Why was he dissatisfied with the present situation?, what was going to change?, how would he change his practice to accommodate his findings?. It is the question of educational research that is important, the question a teacher is prepared to ask him self about what is going on in his class, and his preparation to answer them honestly and with due to regard to the possible consequences. The consequences will almost certainly imply a change, but it is a change that is going to lead to an improvement. That improvement would not have come about if he had not come to the First place been aware or sensitive to his own professional st andards.
Action research is an instrument used willfully by good teachers to improve their practice.
In addition action research teacher not only works alone, he makes collaboration. Collaboration means that entangling other people in the research. There a re many involvements in Action Research; such as partnership with the other teachers or relationship between teacher and students. Kemmis and Mc. Taggart (1982: 3) state that action research is deliberate, solution-oriented investigation that is group as personally owned and conducted It is characterized by spiralling cycle of the problem identification, systematic data collection, reflection analysis, data-driven, action taken and finally, problem definition. The linking term of "action" and "research" highlights the essentials features of this method; trying out ideas in practice as a mean of increasing
Kemmis' model follows the cycle of: plan, act, observe, and reflect. "Planning" involves the determination of the question that needs answering and the strategy to be used in answering it. For example: I need to make communication in the office more effective. I shall issue weekly information sheets to the staff. During the "action" stage, the practitioner tries out the strategy. For the example, issue the sheets. The "observation" stages including recording data the result of the strategy and also keeping a journal on him practitioner's thoughts and reactions to the entire experience, example, and conversation with the staff indicate that they are more aware of overall issue. Finally, during the "reflection" stage, it can conclude and a new cycle can begin. In summary, it is clear that classroom action research is good to treated the students in teaching learning process, in order to make them more understand.
2.8 Theoretical Assumption
A teacher may make the instructional goal success if he/she can cho ose an appropriate technique in teaching, so that students can reach the target.
By using dictogloss as a way in developing students listening ability, students may be able to develop all four language skills in integrative way, because they learn to listen a simple and use their background knowledge before learning the other skill. More over they can learn to concentrate because teacher dictates it and dictogloss need more concentration.
Finally, it can be assumed that by using dictogloss students can develop their ability
RESEARCH METHODS III.
This part clarifies setting, subject, research procedures, instrument, administering the listening test, and about data analysis as well.
3.1 Setting
This research was done at the first year of SMA N I Kota Gajah. Classroom Action Research was done based on the problem faced by the students when they learn listening skill. In line with the problems found by the teacher (as the researcher), problem causes and then finding problem solution was accordingly taken into account.
The problem solution was teaching listening through dictogloss. Then, all the students were asked to listen to the teacher utterances. The important events in teaching learning process were carefully noted by observer. And then, the writer (as the teacher) gave questionnare to the students in order to know the learning process from students point of view.
Observation result during teaching learning process (like the weaknesses and strenght which has been done by teacher and students during teaching learning process) and learning result (like listening test) were analyzed and discussed. Learning process analysis was done based on the writer's observation and students' qucstionnare results. Based on this analysis and reflection, it will be decided the next cycle and the next cycle would be focused on the weaknesses in previous Cycle.
3.2 Research Procedures
This Classroom Action Research used two cycles that consisted of four meeting, two testing time and one preliminary test. It meant that the writer conducted the first cycle based on the problem based on the students in listening from result of try out, i.e. teaching listening through dictogloss on the lesson plan and after tha t the writer gave the listening test. Then, analyzed and discussed the result both of listening test and observation. Furthermore, if the result had require the indicator of the research, the writer stopped at the first cycle only but if the result did not require the indicator of the result, the writer conducted the next cycle. It focused on the weaknesses of the previous cycle and so on. If the results of the second cycle did not require the indicator of the research too, the writer would continue to the next cycle.
The following diagram shows the arrangement of the cycle:
A A A
D I B D II B D III BC C C
Figure 1. The cycle of the classroom action research
Adopted from Depdikbud (1999:7)
Keterangan : A : Planning B : Implementation C : Observation D : Reflection Basically, the cycles are classified as the following description, they are:
1) Planning
Planning is the stage where the problem causes are identified. By knowing the problem, the focus of the problem could be formulated in the importance of the implementation would be given. After deciding the problems, the appropriate technique was chosen. And based on the formulation of the problem, the materials and teaching aids and the type of test were planned. To get complete data, a rater was involved to observe teaching learning process.
2) Action
Action is the part of the cycle where the researcher as a teacher does the treatment; that was teaching listening through dictogloss. In this stage, lesson plan which had been made before was used. In the activities the teacher read the text and asked the students to listen.
After that teacher asked the students to reconstruct the text, by their own words, to make them meaningfully. The materials were adopted from 2004 English curriculum of senior High School.
3) Observation and Interpretation
During the teaching learning process, the students‟ activities were observed. Another observer was asked to observe and noted all the important things during teaching learning process. Observation and interpretation toward the action in the class would be done together with the action.
4) Analysis and Reflection
Analysis and reflection are stage where the researcher checks the result of the test after teaching learning process. It was done to see the weaknesses or the strength in each cycle and to decide the next step. The class observation was done by the rater.
3.3 Subject
The writer used one class of the first year at second semester 2007 in SMA N I Kota Gajah as the subject. Each class consisted of 40 students. The writer chose the class based on the average score from the examination test when students came to school
3.4 Indicators of the Research
In order to see whether dictogloss can develop students listening skill, the writer determined the indicator dealing with the learning process and the product.
3.4.1 Learning Process For the learning process, observation and questionnaire was done to both the writer and students during the teaching learning process by observing the whole activities in the class, filling the observation format, and filling the questionnaire. The Indicator is if the writer and students get minimum 80% from the result of the observation and questionnaire form.
3.4.2 learning Product The indicator applied is that if 70% of students are able to gain the score at least 70 (seventy) or higher in reconstruct the text in listening test. In giving the score, the writer used the scoring criteria is adopted from Andrich, D. (2002: 103-121).
Score 86-100 All primary information is given and is correct, and have accurate message. Score 70-85
All primary information is given and it is correct, correctly show the relationships
Score 56-69
Most of the primary information is given and it is correct, but the message may be missing one or two pieces of primary information.
Score 40-55
One or more pieces of primary information are given and are correct, but the message may also include primary information that is incorrect .
Score 0-39 At least one piece of primary information is given that is correct . Score 0 No information is given that is correct.
This indicator is 70% of students get score at least 70 (seventy) or higher in getting the gist of the text in listening test. In giving the score, the writer used the scoring criteria adopted from Andrich, D. (2002: 103-121).
Score 5 All information is present and correct. Score 4
Response correct in that all important information is given and is correct; may be missing subtle details; may have incorrect details that do not interfere with central meaning.
Score 3
Response substantially correct; all information that is present is correct; may be missing a few pieces of information.
Score 2
Some pertinent information; some information may be incorrect, but sketch of the situation is correct.
Score 1
Minimal pertinent information; provides either the gist of the situation or a clue regarding a source of further information.
Score 0 No meaningful information or totally inaccurate information.
3.4 Instrument
Instrument of this research, are as follows: 1.
Observation The writer observed the students' activity when the teacher dictated some sentences in a text. Then the writer took a note when the teacher was directing the students to reconstruct the text. The writer would like to use a second observer to observe the class and complete the data sources. Here, the second observer was a teacher who helped the writer in observing the process, both students and writer's performance.
The observation was done to find out the students‟ interest to follow the class and respond t listening, and their ability in able to get the key word, make a sentences based on the text by their own language. All of the important things those happened during teaching learning process is noted by the rater. Here the aspects of outline in students‟ observation sheet.
Table 2 Students Observation Sheet No Students' Activity
Sum Percentage
1 Pre-activity 1. interested following the class 2. respond to the topic enthusiastically
2 While activity 3. pay attention to the teacher explanation 4. focus to listen the text 5. able to make a sentences based on the text by their own language
3 Post Activity 6. able to reconstruct the text Table 3 Teacher Observation Format
Teaching MOTIVATING SKILL PRESENTATION REVIEW ASSESSMENT Listening STRATEGY PRACTICES trough
VS S Su U VS S Su U
VS S Su U VS S Su U VS S Su U dictogloss
VS : Very satisfactory; the teacher achieves 95% result if the teacher explains and gives four examples. S : Satisfactory; the teacher achieves 80% result if the teacher explains and gives three examples. Su : Sufficient; the teacher achieves 70% result if the teacher explains and gives two examples. U : Unsatisfactory; the teacher achieves 50% result if the teacher explains and gives one example.