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Moreover, the transcription was not systematically expanded to the written text: the third transcription used in this study represented both transcriptions:the
orthographic written text as the previous convention and, if any, the specific production using an orthographic written text the nearest as possible of what the
transcriber could hear. thereby, form this manual transcription, two derived transcriptions can be generated automatically:the real orthographic transcription
the list of orthographic tokens and a specific transcription from which the obtained phonetic tokens are used by phonetization system.
2.3.2. Steps in Conducting Orthographic Transcription
The treatment of orthographic transcription technique was conducted in sixty minutes lesson. Students are trained by orthographic transcription technique
by listened to some recordings consist of twenty different dialogues and write every word they hear. Students write orthographically from the first dialogue to
the twentieth dialogue. The pre-research activity were the pre-test. It was used to know the
students ‟ listening comprehension skill before they got the treatment. The test
was listening comprehension test of a TOEFL ITP. The students listened to some dialogues then answered the questions based on the dialogue. Students were
tested to understand conversation and talks in English. There are three parts of the section: short conversation, longer conversation and short talks with the total
questions of 50 items. The pretest was done in both control and experimental groups.
© Master Program in Linguistics, Diponegoro University www.eprints.undip.ac.id
After the pretest was given, the treatment was started; the students were treated with “orthographic transcription technique” in teaching listening. The
treatment was carried out based on the three stages of planning process in orthographic transcription technique. The students were attending listening class
using the orthographic transcription technique. In seven meetings the students were attending listening class with seven different recording materials. Students
listen to some dialogues and write what they hear while they are listening. There were 20 different dialogues in each session. They listened to the recording
materials three times in each session. After listening and writing orthographically all the dialogues they hear, the post activity was done with listening one more
time of the dialogue, while they see the complete transcription on the slide, then discussing what‟s the answer for each question in each dialogue.
To see if there was any significance change or improvement after the treatment, post test was given. The researcher used post test to know whether the
result of teaching listening using “orthographic transcription technique” of the sixth semester student of STMIK Widya Pratama Pekalongan gave an
improvement for students in listening comprehension skill or not. The post-test was the TOEFL ITP test in listening comprehension part.
2.4 Listening
