ABSTRACT
INCREASING STUDENTS’ LISTENING ACHIEVEMENT THROUGH RUNNING DICTATION AT THE SECOND YEAR STUDENTS OF
SMAN 1 AMBARAWA PRINGSEWU
By
Resta Putri Yan Asmoro
The objective of the research to know whether there is significant increase of the students’ listening achievement after being taught by running dictation. Running dictation are used as the techniques which are considered useful in increasing students’ listening achievement.
This research was conducted at the second year of SMA Negeri 1 Ambarawa Pringsewu. The reseacher took XI.Is 4 as try out class and XI.Is.3 as experimental class. The researcher used experimental research with one group pre test and post test design. In collecting the data, the researcher administered the pre test, treatments, and post test. Then, the t-test was employed to reach the significant value.
The result of the research proved that there is significant increase of students’ achievement in listening after being taught running dictation. It can be seen from the mean score of the students in pre test and post test. In pre test, the mean score is 55.65 and it becomes 70.82 in post test. It means that there is an increase of 15.18 points. The result of t-test shows that t-ratio is higher than t-table (10.534 > 2.042) with the level of significant is p < 0.05 and significant two tail is p=0.000. Based on the data, the researcher concluded that there is a significant increase of students’ listening achievement after being taught through running dictation. It can be said that running dictation is appropriate to be used in order to increase students’ listening achievement.
LIST OF APPENDICES
Appendix Pages
1. Reliability analysis of upper group and lower group try out test... 53
2. Reliability analysis of try-out tetst... 55
3. Reliability analysis of try-out tetst... 56
4. Level of difficulty and discrimination power of the try-out test... 57
5. The result of Students’ gain between pre test and post test... 58
6. Distribution of students’s pre test achivement in elements of micro Skill... 59
7. Distribution of students’s post test achivement in elements of micro skill... 60
8. Increase of the students’ listening achivement... 61
9. Normality test of pre test and post test... 62
10. Hypothesis testing... 63 11. T-table... 12. Media used in running dictation... 13. Lesson Plan... 14. Try Out... 15. Pre Test... 16. Post test... 17. Hasil Try Out, Pre Test dan Post Test Siswa
18. Surat Keterangan
I. INTRODUCTION
This chapter tells about the basic problems of this research. It consists of the background of the problem, research problem, objective of the research, uses of the research, scope of the research and definition of terms.
1.1. Background of the Problem
Language has important role as a tool of social interaction. Without language the people cannot communicate each other. One of the popular foreign language is English. Almost all aspects in our life such as technology, education, politic, and commerce involve English as communication language. As mentioned by Ramelan (1992: 2-3) English as an international language is used to communicate, to strengthen, and to make better relationship. That is why English is very important to be mastered. Reffering to the importance of English, Indonesia applies English as a foreign language. It is taught from kindergarten up to university
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other skills in language learning because listening is considered the fundamental language skill. Pinter (2006 : 45) points out that English should start with emphasis on listening. Listening is very important in language learning because in listening the people not only get the information but also imitate the words to learn how to pronounce and know the meaning of those words from what they heard so that they can produce the same words that can be understood by other people. It shows that listening as the medium through which people gain large portion of their education, their information, their understanding of the world and human affairs, their ideals, sense of values, and their appreciation (Saricoban, 1999)
Based on researcher’s pre observation in SMAN 1 Ambarawa Primgsewu, it was found out that students still found the difficulty in listening skill, i.e. they got the difficulty in interpreting what they had listened, they were not able to predict the sound, intonation, and stress from the speaker. This happened because the students seemed to be lazy in paying their attention on listening material and they chatted with the other students, so that they did not get the message that they heard from the speaker consequently they could not understand the meaning of words.
caused by the media and technique used. The students’ learning depends upon the effectiveness of teacher technique.
One of the offered techniques is running dictation. Running dictation is expected to be useful to facilitate the students in developing their listening achievement. In this activity, the students not only just listen the passage by the speaker but also get fun in listening class. Running dictation is a type of dictation. According to Hess (2001), running dictation is the technique where the students works in group to dictate the sentence, there is the runner and the writer in each group. The students as a runner must run to some place where the sentence have been prepared by teacher and back to his/her group to dictate the sentence, then the writer must write down what they heard as accurately as possible.
By considering the statements above, the researcher intends to increase students’ listening achievement through running dictation. The main reason the researcher chooses running dictation as a technique in teaching listening, it may be an interesting technique for English students to increase their listening achievement. In this activity the students not only pay attention and understand the sound of the words as dictated but also give the communicative activity between the students. That is why the researcher intends to increase the students’ listening achievement through running dictation.
1.2.Research Problem
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Is there any significant increase of the students’ listening achievement after being taught running dictation?
1.3.Objective of the Research
The objective of this research can be stated to know whether there is significant increase of the students’ listening achievement after being taught running dictation.
1.4. Uses of the Research
Hopefully, this research could have the following uses:
Theoretically, it may support theories that running dictation can be applied to increase the students’ listening achievement.
Practically, it may inform English teachers on how to teach listening by using running dictation.
1.5. Scope of the Research
were: discriminate of sounds, intonation pattern, cohesive devices, detect sentence constituents. The technique of collecting the data was achieved by using pre-test and post-test with treatments conducted in three times. The type of tests were writing simple sentence and multiple–choice test.
1.6. Definition of Terms
There are some terms used by the writer to make them clear and to avoid misunderstanding, they are clarified as follows:
Listening
Listening is one of fundamental language skill which include the process of receiving what the speakers say, constructing meaning, and responding from something listeners hear.
Achievement
Achievement is something important that you succeed in doing by your own effort.
Running dictation
Running dictation is the technique where the students work in group to dictate the
II. FRAME OF THEORIES
This chapter contains some crucial elements of listening related to the topics under discussion. It deals with concept of listening, types of listening, importance of listening, difficulties of listening, concept of teaching listening, concept of running dictation, advantages of running dictation, procedures of teaching listening through running dictation, theoretical assumption, and hypothesis.
2.1. The Concept of Listening
Listening is also called as an active process but sometime listening is also called passive process because in listening process the people just listen to what someone says and the listener does less activity. Listening is an active process that requires participation on the part of listener. Furthermore Ellis (2003) points out that listening is an active skill rather passive skills, it involves interpretation rather than comprehension because the listener are involved in hypothesis-testing and inferencing, not just decoding what is said. Similarly, Clark (2011) states that listening is an active process, involving not just hearing but interpreting, conctructing meaning and responding.
Based on the statements stated above that listening is an active process since the listener tries to active in paying attention and understands the meaning of the words by the speaker says.
2.1.1. Types of Listening
According to Kline (1996), there are five types of effective listening. The types of effective listening are listed below :
1. Informative listening.
This type requires listener to understand and concern the message from the speaker’s intent. Successful listener is the one who could attain the meaning as close as possible to what the speaker purposed. In this type there are three variables which can help the listener to improve listening skills, such as vocabulary, concentration and memory.
2. Relationship listening.
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relationship listening is either to help an individuals or to improve the realtionship among people.
3. Appreciative listening.
This type is defined as the response of the listener not the source message. for example, listening to various genre of music or listening to speakers in television or radio.
4. Critical listening.
This type concerns on the ability to listen critically. It is important in a democracy for example, politicians, the media, salesmen, advocates of policies and procedures, and financial, emotional, intellectual, physian, and spiritual needs. This type is used on the job, in the family, in the school, etc. This type is pratically crucial in all places.
5. Discriminative listening.
This type may be the most important type than the other four. The listener is required to be sensitive to change in the speaker’s rate, volume, force, pitch, and emphasis. This type allows critical listeners to more accurately judge speaker’s message as well as the speaker’s intention. Moreover, the informative listener can detect and identify the meaning differences.
In addition, Hughes (1991: 134) mentions that there are two skills involved in listening as follows:
1. Macro skill
involve with listening for specific information, obtaining gist from what is being heard or the listener should get the general idea of the information, and following instructions or direction.
2. Micro skill
In micro skill in order to undestand what someone says, a listener has to interpret intonation pattern, cohesive devices (e.g. such as and which), detect sentence constituents (e.g. Subject, object, verb, preposition). Moreover, Brown (2007) states that discriminate among distinctive sounds in the new language belongs to micro skill.
Based on the explanation above, the reseacher focused on micro skills in which the students interpret intonation pattern, cohesive devices, detect sentence constituents and discriminate of sounds.
2.1.2. The Importance of Listening
Listening is the first language mode that are children acquire. Philips (2008) states that listening skill is an important skill for the students in the beginning level as illustrated from the way of babies acquiring language: they listen first and talk later. Dash (2007) also adds that listening can be considered as the first step in language learning. It means that language learning depends on listening because people get information from what they hear in order to know how to speak, write and read.
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information. As stated by Brown(2004;p. 247), that students always do more listening than speaking in the clasroom. This statement is supported by Schwartz (1998) that adults spend almost half their communication time listening, and students may receive as much as 90 of information in their school through listening to instructors and to one another. Moreover Rost (1994) emphasizes the importance of listening in the classroom for several reasons below:
1. Listening is vital in the language classroom because it provides input for the learner. Without understandable input at the right level, any learning simply cannot begin.
2. Spoken language provides a means of interaction for the learner. Since the learners must interact to achieve understanding, access to speakers of the language is essential. Moreover, learners’ failure to understand the language they hear is impetus, not an obstacle, to interaction and learning. 3. Authentic spoken language presents a challenge for the learner to attempt
to understand language as it is actually used by native speakers.
4. Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, interaction patterns) in the language.
time they spend communicating an average 70% of their time engaged in some sort of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. From the result above, it shows that listening has higher percentage than the other skills. It can be inferred that listening can be considered as essential element in a human’s life because communication is happens if the listener understands and responses what the speaker says.
Dealing with the ideas above, listening ability plays a significant role in the development of other language skills and can bulid up a good communication between people. Thus, listening is better introduced as early as possible.
2.1.3. Difficulties of Listening
Listening is considered as a hard skill to master. The students usually face the difficulties in many aspect of listening. Ur (2000) identifies the learner’s problems
1. Limited vocabulary
The biggest difficulty in listening is the students limited vocabulary. If the students have lack of vocabulary, they are difficult to comperhend the listening passage. To overcome this problem, the teachers should have to spend too much time presenting new words and their pronunciation before asking their students to listen to the recording or the speakers.
2. Get bored
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3. The Hearing
The students usually do not understand certain English sounds. The different speed and accents from the native speakers sometimes makes students hard to understand the native speakers say. To overcome this problem the teacher needs to repeat the passage more than once and gives the students the opportunity to request clarification on repetition during the listening. (Ur : 1984)
From the explanation above, it shows that the students still have problems in listening, they are: limited vocabulary, get bored and the hearing. To overcome those problems, the students need more practice in listening to make better of their listening ability. It is also hoped that students are easier in understanding the massage from what the speaker says.
2.2. The Concept of Teaching Listening
Listening is the major component in language teaching and learning because before people acquiring the other skills (speaking, writing and reading).They have to acquire listening ability first. Furthermore, Beare (2007) states that another reason why listening is important to teach in language classroom is that successful listening are acquired over time and with lots of practice and yet specific excercise of listening are difficult to quantify compared to speaking and wrting which have many very specific excercise to be improved.
well in teaching listening. As mentioned by Yudha (2008), the role of listening in building up language competence should be focused on techniques and strategies to provide language learning and comprehension. It means that techniques and strategies have big contribution to the learners’ success in order to get a better achievement.
Brown (2007) defines strategies in listening into two, those are strategy for teaching listening comprehension for beginning-level listeners begin from top-down and bottom-up. Here they are:
a. Top-down strategy
Top-down strategy is listener based strategy using the listener prior knowledge and experiences. The listener gets into the background knowledge of the topic, the type of text, the content, and the language. This knowledge activates a set of expectation that help the listener to interpret what is heard and anticipate what come next. Top down strategies include: (1) Listening for main idea; the teacher sets short of task that related to listening process taken by the students, (2) predicting involves the students’ ability to predict the information contained in the text, (3) drawing inferences; the students use their ability to derive logical conclusions assumed to be true and (4) summarizing; the process to summarize the whole activities conveyed by the teacher.
b. Bottom-up strategy
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comprehending the meaning. Bottom-up strategies include : (1) listening for specific details; the students need only to detail of the conversation in the listening process, (2) recognizing cognates; the students are required to recognize words that are similiar to the words present in the listening process, (3) recognizing word order patterns; the students are required to understand word order patterns in which commonly consist of subject, verb, and object.
Based on the explanation above, the researcher focused on bottom up strategy to teach the students’ listening through running dictation because bottom-up strategies include listening for specific details, recognizing cognates, and recognizing word order patterns.
2.3. Concept of Running Dictation
Oller (1977) cited in Newton (2009) states that the variation of dictation such as dictogloss and running dictation are very popular with learners and teachers. According to House et.al T (2011), running dictation is a physically exerting activity in which the students dictate a text to one another, and brings a communicative, dynamic and energetic element to a lesson.
and back to his/her group to dictate the sentence and the writer must write down what they heard as accurately as possible. In running dictation, the students are expected to comprehend the content of the passage and recognize all the words and sentence being read.
Running dictation is an activity where the students get fun on listening class but also understand the meaning of what is said. The focus of this activity is on the tempo of each group to finish all sentence dictate and the accuracy of the students writing based on the runner said. In this activity, the students are hoped to perceive the contents of the passage and recognize all the words and sentence being read so that they can put these aural codes into writen symbols. It also help students to diagnose correct grammatical mistake, it assures attentive listening and trains students to distinguish sounds and helps learning punctuation. They are forced to give more pay attention to what the speaker said so that they can perceive the content of passage in every single word.
Based on the explanation above, the researcher assumes that running dictation is the activity where the students work in group to dictate the sentence and write down what they hear as accurately as possible.
2.3.1. Advantages of Running Dictation
The advantages of running dictation are as follows:
1. During and after the running dictation, all the students are active. (Pilot, 2013).
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3. Running dictation can help develop all four language skills in an integrative way. (Hughes, 2005),
4. Running Dictation can galviness a sleepy class. (Hart, 2010)
Based on the advantages of running dictation above, running dictation is appropriate to use in teaching learning especially teaching listening because running dictation can be prepared for any level and by practicing in careful listening to running dictation would be useful later in note taking excercises/activities, for instance, listening to teachers.
2.3.2. The Procedure of Teaching Listening through Running Dictation
There are some procedures in running dictation, they are: First, selecting the suitable material. The teacher selects the suitable sentences as the material that is given by the students. The teacher selects the sentence to teach the students listening because it’s easier to the students to understand the sentence.
Second, after the teacher select the material, the teacher makes some preparation before the teaching learning. The teacher writes the sentences on strips of paper and prepares the recording. The students do not allowed to read the sentence before doing the activity. The teacher puts the sentences together the recording. Third, the teacher asks the students to go outside of the class since these activities are conducted in the school yard.
runner in each group and the other students to be the writers . In the next treatment the rule was changed that there were seven runners and seven writers in each group. All students have chance to be the runner and the writer. The students are aksed to select the first runner until the last runner. after selecting the runner, the student that became the first runners run into the places where the sentence and the recording have been prepared by the teacher while the second runner until the last runner became the writer. The first runner read the sentence while they listen the recording (to know how to pronoun and dictate the sentence well), after the first runner feel enough to listen they return to their group to dictate that sentence to the writer and the writer must write down the sentence as dictated as accurately as possible. After the first runner has dictate the sentence, the first runner changes her/his role became the writer. Then, the second runner continue to run and dictate the sentence to his/her group. These processes continue until all the sentences is finished by the students.
The Picture of Running Dictation :
Group I Group II Group III
Group VI
I II III IV
V
Group V notes:
R = Recorder
R&P R&P R&P R&P
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P = Piece of paper (containing the sentence)
Fifth, applying technique. The students do the running dictation based on the teacher’s instructions. The teacher is awarding 20 points to group who finish first, 15 points to second group, 10 points to third group, 5 points to fourth and fifth group. Sixth, reconstruction, after doing the running dictation, the students are asked to check their work for its grammar. Students need accurately the same word as the original sentence. During this activity the teacher does not provide the language input. The teacher just monitors the activity.
Seventh, correction. The students compare their work with the original sentences and make any necessary corrections. Seventh, classifying the sentence into sub skills of micro skills. Eighth, next evaluation. The teacher gives the test. The type of the test is multiple choices. The questions based on the sentence has been dictated before . Finally, the teacher asks to do pair correction to check the answers of the students.
2.4. Theoretical Assumption
2.5. Hypothesis
III. RESEARCH METHODS
This chapter deals with the design and procedures of the research. This refers to the research design, population and sample of the research, data collecting technique, research instrument, research procedures, data analysis, data treatment and hypothesis testing.
3.1. Research Design
In this research, the researcher interests in investigating whether there is a significant increae of students’ listening achievement after being taught using running dictation. The researcher conducted pretest ,treatments and post test.
The design is described as follows:
T1 X T2
Where: T1 : pretest T2 : posttest
X : treatments (running dictation)
(Hatch and Farhady, 1982: 24)
3.2. The Population and Sample
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3.3. Data Collecting Techniques
In collecting the data, a pre test, treatments and pos test were administered. Then, the researcher analyzed the result of those three activities which could be clarified as follows:
1. Pre Test
The pre test conducted in order to know the students’ listening achievement before giving the treatments. The type of the test were writing simple sentence and multiple –choice test. The items of multiple choice consisted of three options (a,b,c). In this pre test, the students were given 25 items of listening and it conducted within 80 minutes.
2. Treatment
The class was given treatments that was running dictation in teaching listening, specifically in simple oral monolog text. There were three times activities for the treatment.
3. Post Test
After conducting the treatments, the researcher gave the post test. The aim of this test was to know the effect of the treatments towards the students’ listening achievement after being given the treatment. This test consisted of 25 items of writing simple sentence and multiple –choice test for 80 minutes.
3.4. Research Instrument
achievement after the treatments. The form of the try out test, pre test and post test: writing simple sentence and multiple-choice test. The total number of the try out items was 40 items and the total number of the items of the pretest and post test was 25 items from the items of try out test. The try out test was administered about 80 minutes and the pretest and post test were also administered about 80 minutes.
3.5. Research Procedure
The procedures of the research are as follow: 1. Determining the population and sample
The population of this research was the second years students of SMAN 1 Ambarawa. There were 7 classes which consisted of 35-38 students per each class. The researcher took experimental class by using the random sampling technique.
2. Selecting the materials
The materials that were used in this research were taken from handbook and based on the teaching and learning syllabus.
3. Administering try –out test
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and C). The number of the test was 40 items; 15 items for part one and 25 items for part two. This test was allocated within 80 minutes.
4. Administering the pre-test
This activity was done before applying the treatment. The purposes of this test were to know how far their competence in listening and to know the ability of the class that involved in this research. The test was administered in the experimental class, class XI.IPS.3. The total of test items were 25. 5. Conducting treatments.
The treatments were conducted in three meetings which each meeting took 2 x 45 minutes. The materials were about simple oral monolog text. To be clearer, the treatments were conducted as follows:
a. The first treatment dealt with simple oral monolog text about simple present tense by giving the students ten questions in multiple choice in order to check their listening comprehension.
b. The second treatments dealt with short text about similar sounds and the researcher also gave the students ten questions in multiple choice. c. The third treatment dealt with simple oral monolog text of simple past
tense and the students were given ten listening questions. 6. Administering post test
7. Analyzing the result
The data of the research were statistically analyzed using SPSS 15.0. The researcher used pairs samples t-test to analyze the data in order to find out whether there is a siginificant increase in students’ listening achievement or not.
8. Reporting the Result
The data arranged systematically based on the pre-test and post test to see whether running dictation was able to increase the students’ listening achievement.
3.6. Data Analysis
In order to know the students’ progress in comprehending the text, the students’ score were computed by doing three activities:
1. Scoring the pre-test and post test
In scoring the students result of the test, this research has used Arikunto’s formula. The ideal higher score is 100. The score of pretest and posttest has calculated by using formula as follows:
S = 100
Where:
S : the score of the test
R : the total of the right answer N : the total items
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2. Tabulating the result of the test and calculating the mean of pre-test and post test. To compute the average score or mean of the pre-test and post test, the researcher used a very simple formula as follows:
M = ∑ Where:
M : (Mean) Average score ∑x : Total students’ score N : Total number of students
The average is total students’ score divided by total number of students. (Hatch and Farhady, 1982: 55)
3. Drawing conclusion from the tabulated result of the pre-test and post test administrated. The data were analyzed by using statistical computerization Repeated Measures t-test of SPSS 15.0 for Windows i.e. t = to test whether the difference between pre-test and post test is significant or not, in which the significance was determined by p < 0,05 (Hatch and Farhady, 1982: 114). Since, the data were gained from one group and the research intended to find out whether there is significant increase of the students’ listening achievement or not.
3.7. Data Treatment
3.7.1.Testing the try out
Before conducting the pre test and post test, the researcher adminstered a try out. This test was administered in order to remove the bad items based on their level of difficulty (LD) and discrimination power (DP) and also to find the reliability and validity of the test. The number of the try out was 40 items. After analyzing the data, this research got that 25 items were good and 15 items were bad and should be dropped.
3.7.1.1 Level of Difficulty
Level of difficulty is used to know whether the test items are easy or. To see the level of dfficulty, this research used the following formula.
LD=
Note
LD = Index of difficulty
R = the number of students who answer correctly N = total number of the students
The criteria are :
LD > 0.30 = difficult LD = 0.30 - 0.70 = Satisfactory LD > 0.70 = Easy
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Based on the criteria above, there were 9 easy items in the try out test (1, 3, 12, 13, 16, 17, 25, 35, and 36 ). There were 4 difficulties items (4, 7, 24, 30). And, there were 27 satisfactory items (2, 5, 8, 9, 10, 11, 14, 15, 18, 19, 20, 21, 22, 23, 26, 27, 28, 29, 31, 32, 33, 34, 37, 38, 39, 40). (see appendix 4)
3.7.1.2. Disrimination Power
Discrimination power is the ability of the item to differentiate between the students who has high ability and those who has low ability. To determine the discrimination power, the following formula was employed:
DP=
½
Notes :
D = Discrimination index
Correct U = Number of correct in the upper group Correct L = Number of correct in the lower group N = Total number of the students
The criteria are:
0.00 – 0.20 : poor. 0.21 – 0.40 : satisfactory. 0.41 – 0.70 : good
0.71 – 1.00 : excellent.
Based on the criteria above, there were 15 items in the try-out test which did not fulfill the standard of discrimination power, since those items had discrimination index under 0.20 which meant that the items had poor discrimination power. By looking discrimination power and level of difficulty, the total items that were administered were 25vitems (1, 2, 5, 6, 8, 9,11, 12, 15, 16, 18, 19, 21, 22, 23, 26, 28, 29, 31, 32, 35, 36, 37, 38, 40). Those items had discrimination power more than 0.21 with the criteria satisfactory to excellent items (see appendix 4).
3.7.1.3.Validity and Reliability
3.7.1.3.1. Validity
Generally, the validity of a test shows how far the test measures what supposed to be measured (Setiyadi, 2006). To measure whether the test have a good validity or not, the researcher saw them from the content validity and construct validity.
a. Content validity
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Table 1. Specification of Micro Skill in Try-out Test
No Aspect to be measured
Objective Number of Items Percentage
1. Intonation Pattern 1,6,8,13,14,17,24,27 35,36,40 25% 2 Detect sentence constituents 2, 3,4,5,7,9,10,11,12,15 25% 3 Discriminating Sound 16,18,19,21,22,29, 30,31,32,37 25% 4 Cohesive devices 20,23,25,26,28,33,34,38,39 25%
[image:36.595.106.519.282.400.2]Total 40 100%
Table 2. Specification of Micro Skill in Pre Test
No Aspect to be measured
Objective Number of Items Percentage
1. Intonation Pattern 1, 3,4 ,21, 22,25 24%
2 Detect sentence constituents 2, 5, 6, 7, 8 20 % 3 Discriminating Sound 10, 11, 12, 13, 18, 19, 23 28% 4 Cohesive devices 9, 14, 15, 16, 17, 20, 24 28%
Total 25 100%
Table 3. Specification of Micro Skill in Post Test
No Aspect to be measured
Objective Number of Items Percentage
1. Intonation Pattern 2, 3, 5, 17, 22, 24 20%
2 Detect sentence constituents 1, 4, 6, 7, 8 20 % 3 Discriminating Sound 10, 12, 14, 15, 18, 23, 25 32% 4 Cohesive devices 9, 11, 13, 16, 19, 20, 21 28%
Total 25 100%
b. Construct validity
[image:36.595.107.518.451.573.2]3.7.1.3.2. Reliability
Reliability is simple a consistency of a test. In other words, how far it can measure the same subject at separated time, but it shows the same result relatively (Setiyadi, 2006: 113). Reliability of a test can be defined as the extent to which a test produces consistent results when administer under similar conditions (Hatch and Farhady, 1982: 243). In order to estimate the reliability of the test, this research used split-half technique and to measure the coefficient of the reliability between odd and even group. This research used “Spearman Brown Formula” as follows:
= ∑ (∑ ) (∑ )
( ∑ (∑ ) ) ( ∑ (∑ ) )
Note
R : Cofficient of reliability between odd and even numbers N : Number of the students
X : Square x Y : Square y
∑X : Total score of odd number ∑Y : Total score of even number
The criteria of reliability
0.00 – 0.20 : very low 0.21 – 0.39 : low 0.40 – 0.59 : average 0.60 – 0.79 : high
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In this research, the result of reliability of the try-out test was 0.78 (see appendix 3). It can be inferred that the test has high level of reliability, in the range 0.60 – 0.79. It indicated that this insturment would produce consistent result when it was administered under similar condition, to the same participants, and in different time (Hatch and Farhady, 1982: 286). So, it can be concluded that the test is reliable.
3.7.3.Normality test
Normality test is used to know whether the data in pretest and post test were distributed normally or not. The hypothesis of the normality test is as follows:
H0 : The distribution of the data is normal
H1 : The distribution of the data is not normal
In this research, the criteria for the hypothesis are:
H0is accepted if significant value exceeds level of significance at 0.05 (Sig. > α).
Meanwhile, H0 is rejected if significant value does not exceed level of
significance at 0.05.
3.8. Hypothesis Test
The hypothesis test is used to prove whether the hypothesis that proposes by the researcher is accepted or not by using this t-test formula.
the significant of the treatments’ effect. The hypothesis was analyzed at siginificant level of 0.05 in which the hypothesis was approved if Sig. <α.
The criteria are :
With the significance level of (0.05) and df=33, t-table is 2.042
Ha is accepted if the t-ratio is higher than t-table, or (t-ratio > t-table)
Ho is accepted if t-ratio is lower than t-table, or (t-ratio <t-table)
The hypothesis testing (see appendix 10) shows that t-ratio is higher than t-table (10.534 > 2.042). It means that Ho is rejected and Ha is accepted. It can be
V. CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions that are based on the research’s results and discussion in the previous chapter. It also presents some suggestions for English teacher and other researchers who want to apply running dictation in teaching listening.
5.1.Conclusions
5.2.Suggestions
Reffering to the conclusion above, some suggestions can be listed as follows: 1. Suggestions to the teacher are :
a. Based on the finding, running dictation technique can be used to increase the students’ listening achievement, the teacher can help students to improve their listening achievement by applying running dictation.
b. Before the running dictation activity being done, it is important for the teacehr to explain clearly what they are going to do in order to minimize their confusion and noise during the activity.
c. The teacher should control the students’ activities in the class since the students will be noisy if they are not well guided.
d. Running dictation is one of teaching techniques so the teacher can also employ it into intergrated skill such as between listening and speaking, listening and writing, or listening and reading.
2. Suggestions to the other researchers are:
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