commit to user 35
In different occasion, Richard and Rodgers 1986: 16 propose a formulation of these concepts, namely: approach, design, and procedure. An
approach defines assumptions, beliefs, and theories about the nature of language and language learning. Designs specify the relationship of those theories to
classroom materials and activities. Procedures are the techniques and practices that are divided from one’s approach and design.
Related to these different hierarchical notions about technique, the researcher concludes that technique is a key to effective instructional decision
because it is the real implementation of approach, method, and design.
2. The Nature of Spot the Dictogloss Technique
Traditionally, listening skills have been taught in isolation or they were sometimes combined with speaking tasks. However, the nature of real-life
interaction and the limited time most learners have at their disposal are strong arguments in favour of the integration of the four skills and for
different modes of language practice. Spot the dictogloss offers a bridge between different language skills and promotes collaborative learning in the classroom
Vasiljevic, 2010: 41. Spot the Dictogloss technique is a teaching technique which combines
two listening activity’s concepts, they are: Spot the different and the Dictogloss.
Spot the different is one kind of passage length listening activities which is introduced by David Cross 1991. In the Spot the Different, the class looks at a
passage as teacher reads it, but with changes of words, phrases, or fact. As the
commit to user 36
students listen they try to remember the discrepancies. The students may not make written notes. The teacher carries on with her normal lesson for a while
and then comes back to the reading passage, asking the students to recall the different facts, words or phrases Cross, 1991: 249.
Meanwhile, Dictogloss is relatively recent procedure in language teaching. It borrows a little from traditional dictation hence part of its name but
in fact is quite distinct from dictation in both procedure and objectives. Dictogloss is a classroom dictation activity where learners listen to a passage,
note down key words and then work together to create a reconstructed version of the text. It was originally introduced by Ruth Wajnryb in 1990.
In dictogloss, a short text is read at normal speed to a class of learners who jot down familiar words as they listen. At the end of the dictation stage,
most learners have only a small number of isolated words or fragments which together make up a very incohesive, „battered text’. In small groups, the students
then pool their resources to reconstruct their version of the original text. In the final stage the various versions that the students have produced are subjected to
close analysis and comparison. Through both the task of reconstruction and following error analysis, students refine their understanding of the language they
have used Wajnryb, 1990: 5. In conclusion, Spot the Dictogloss technique is a classroom dictation
activity where the students listen to a passage, note down key words and then work together to create a reconstructed version of the text. The teaching
learning procedure consists of four basic steps: 1 Preparation stage when the
commit to user 37
students find out about the topic and do some preparatory vocabulary work: 2 Listening stage when the students listen to the text which is read at normal speed
by the teacher and take fragmentary notes. 3 Reconstruction stage when the learner work together in small groups to reconstruct a version of the text from
their shared resources. 4 Correction and analysis stage when the students analyse and compare their text with recnstructions of other students and the
original text and make necesarry corrections.
3. Spot the Dictogloss Listening Procedure
