a. Pre-listening Stage -
Introducing the topic and assessing their background knowledge of the topic or content of the material through commenting on a picture or
photograph.
- Activating their existing knowledge through discussion. Reading
through comprehension questions in advance, working out own opinion on a topic, predicting content from the title etc.
- Clarifying any necessary contextual information and vocabulary to
comprehend the text. -
Informing them of the type of text, their role, purposes of the listening etc.
b. While-Listening Stage -
If the students are asked to give written information after listening, they should have chance to listen the text more than once which makes it
easier for them to keep concentration while listening with specific purposes.
- Writing activities should be to a minimum.
- Global activities like getting the main idea, topic, setting, summary that
focus on the content and forms of the text should be given more so that listeners are guided through the text.
- More questions should be set up in order to focus student‟s attention on
the crucial elements that might help to comprehend the text. -
Attaching predicting activities before listening so that students can monitor their comprehension as they listen.
- Giving immediate feedback to make the students examine their
responses and how it was.
6. Theory of Listening skills.
Listening is one of the receptive skills. It refers to the way in which people extract meaning from the discourse they hear Harmer, 2001:199. Listening is
not a one-way street because it is not the process of a unidirectional receiving of audible symbols though the first step of listening comprehension is a psychomotor
process of receiving sound through the ear and transmitting nerve impulse to the brain Brown 2000:102.
Rost in Nunan and Carter 2001: 7 states that the term listening is used in language teaching to refer to a complex process that allows someone to
understand spoken language. It means that in teaching learning process listening
not only used as materials but also used as communication media to give and receive that materials itself.
Based on the theories above, it can be concluded that listening is the ability to
understand the speakers‟ sounds, vocabulary, grammatical structure, stress and intonation to get the conclusion of the speakers‟ intentions accurately.
Additionally, listening is a process of interpretation actively by matching what the listeners hear with what they already know. Listening plays an important role in
the English language learning. It is the key element in the teaching and learning processes.
7. Theory of Dictogloss
Dictogloss comes from the development of the traditional method that called dictation. Dictation in this traditional form has been criticized as a rote
learning method in which students merely make a copy of the text the teacher reads without doing any process of thingking. An article in English Unlimited
Teaching Unlimited from Cambridge University Press cited that dictogloss is a technique in which the teacher reads a short text and the learners make bries notes
and then try to reconsruct the text in groups. The aim is not to reproduce the text word for word, but to convey the meaning and style of the text as closely as
possible. Based on British Council website, the definition of dictogloss is
a classroom dictation activity where learners are required to reconstruct a short text
by listening and noting down key words, which are then used as a base for reconstruction. Dictogloss represents a major shift from traditional dictation.
When implemented conscientiously, dictagloss embodies sound principles of language teaching which include: learner autonomy, cooperation among learners,
curricular integration, focus on meaning, diversity, thinking skills, alternative assesment and teacher as co-learners Jacobs Farrell, 2001.
In conducting dictogloss technique, Wajnryb 1990 developing some steps.
1. The class engages in some discussion on the topic of the upcoming text. Tis topic is one on which students have some background
knowledge. The class may also discuss the text type of text, e.g, narrative, procedure or explanation.
2. The teacher reads the text aloud once at normal speed as students listen but do not write. The text should at or below students‟ current overall
proviciency 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‟ proviciency level.
3. The teacher reads the text again at normal speed and students take notes. Students are not trying to write down every word spoken.
4. Students work in groups of two-four to reconstruct the text in full sentences, not in point form. 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.
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.
From the explanation above, it can be concluded that dictogloss is a technique for language learning in which students work together to reconstruct a
dictated text. They reconstruct the dictated text by using their own words or in other words they do not write exactly what the teacher read.
B. Relevant Studies
