DEVELOPING STUDENTS LISTENING ACHIEVEMENT THROUGH DICTOGLOSS AT THE FIRST YEAR OF SMA NEGERI I KOTA GAJAH, CENTRAL LAMPUNG.

ABSTRACT

DEVELOPING STUDENTS LISTENING ACHIEVEMENT THROUGH DICTOGLOSS AT THE FIRST YEAR OF SMA NEGERI I

KOTA GAJAH, CENTRAL LAMPUNG. By

IKA PRAMUDHITA HANDAYANI

In general, listening is considered as difficult language skills to master. This is because listening involved some aspects of the target language, for example; vocabulary, understanding the sound, grammar, getting the main idea and specific information. 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 information accurately, refine their understanding of grammar and develop their own vocabulary. 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. So, students should master listening to develop listening that is believed to be very useful and appropriate to help the students to increase their listening skills.

To relate to the problem above, the objective of the research, therefore, is to find out whether there is any significant result effect toward students listening achievement in terms of (1) getting the gist of the text and (2) reconstructing the text, and (3) the teaching listening process

The research was conducted at SMA Negeri I Kota Gajah in the first

semester of 2008/2009 learning year. It was a Classroom Action Research. The data gained by the test in each cycle and observation research of the class with helping by a rater. This research consists of two cycles; each cycle consists of two meeting. Before conducting the cycle, this research conducted preliminary test.

The researcher finds that the using of dictogloss can improve students listening achievement because based on the result of the research there some significant increase both in teaching learning process and product of teaching listening. Here, the result of the test, 80% students were active during teaching learning process, 70% students got score 70 in

reconstructing the text, and more than 70% students could get the gist of the text.

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions

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

1. Dictogloss could be implemented to improve students listening achievement. This is supported by the result of the listening test that increased in each cycle. The various kinds of dictogloss could also be used in classroom, depending on the students’ condition. This can be seen from teaching learning applied in each cycle. In cycle 1, negotiation dictogloss was used, while in cycle 2 dictogloss summary was accordingly applied.

2. Dictogloss could improve students’ listening achievement. Due to the fact by their result of achievement since in the first cycle from 8 students who gained minimum score 70 at preliminary test to 16 students (42%) in cycle 1. In

addition, from 16 students (42%) who achieved score 70 or higher at cycle 1 to 28 students (70%) who achieved score 70 or higher at cycle 2. In other words, the result of the classroom action research has fulfilled the indicator of the research; 70% of the students could achieve at least 70 or more in their listening test. Dictogloss also provided the students with achievement in getting the gist of the text and reconstructing the text. In cycle 1, there was no students got excellent to

very good criteria because they were not able to response conveys insight into situation through tone and/or subtle details, use important information and combine the key word that teacher gave to them, while in cycle 2 there were 2 students who achieved excellent to very good criteria. In cycle 1, 84% of students gained good to average it decreased to 82% of students in cycle 2. 16% of

students who achieved fair to poor criteria in cycle 1, it decreased to 13% of students in cycle 2.

3. Dictogloss could improve students listening activity. Due to the fact by the result of the research, in cycle 1, there were 30 students (79%) ready to follow the class and in cycle 2 there were 38 students (100%) were ready to follow the class. It can be said that the interest in geeting involved in classroom activity increased to 21%. It also indicates that there were 38 students active alltogether. In cycle 1, there were 31 students (82%) responded to the topic enthusiastically and there were 38 students (100%) in cycle 2. It can be inferred that the students respond to the topic increase 18%. That were 38 students responded the topic

enthusiastically. Then, in cycle 1, when the teacher gave explanations, there were 30 students (79%) paid attention to the teacher explanation and in cycle 2 it was increase 10%. It can be said that there were 34 students (89%) paid attention to the teacher explanation. When the teacher asked the students to focus on listening to the text, in cycle 1, there were 27 students (71%) able to get the key words, make sentences based on the text by their own words in English when reconstruct the text, and in cycle 2, there were 30 students (79%) able to get the key words, make a sentences based on the text by their own words in English. It shows that

students were able to focus on listening increase. In other words, 30 students were able to get the key words, make sentences based on the text by their own words in getting the key words and specific information from the text. The process of teaching listening by using dictogloss makes students become active. And in the post activity, the teacher asked the students to reconstruct the text well. In cycle 1, there were 16 students (42%) could to reconstruct the text well and in cycle 2, and in cycle 2 there were 28 students (70%) could to reconstruct the text well. Thus in reconstructing the text 28 students obviously could reconstruct well. 4. In short, it can be said that dictogloss practice is able to improve students

listening achievement significantly.

5.2 Suggestions

Referring to the data in the previous chapter and the conclusion above, suggestions can be formulated as follow:

1. English teacher should prepare lesson plan in order that the teaching learning process run well. For instance, the teacher may relate the subject matter content to the students’ real life so the students know the benefit of learning in classroom. This can be done by giving them a text that is related with their daily life, for example their activity in the morning.

2. The teacher 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 on the teacher and their friends in getting information or meaning of words. The students would be independent and could get more knowledge.

3. English teacher should give the students a chance to do self-correction and peer correction in order to improve their work by giving them their friend’s result of the test and check it. Teacher gave the clue for them and then they try to understand their friend’s idea. By doing so, the students could check their

mistakes by themselves or by considering their friend’s opinions. In this case, the teacher should guidance and feedback to the students in order to improve their listening.

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 depends on listening. Listening provides aural input that serves as the basis for

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 the m 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 know what they listened about because their focused only for answer the question and got

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 students’ 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 develop 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 student’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

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 S MA. 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

about the text. Writer also stimulated their schemata before dictating the text. The tests should be familiar with the students so they know the situation ofthe text.

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 the m 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 know what they listened about because their focused only for answer the question and got

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 students’ 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 develop 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 student’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 S MA. 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

about the text. Writer also stimulated their schemata before dictating the text. The tests should be familiar with the students so they know the situation ofthe text.