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
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 them 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
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.
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
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
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
II. FRAME OF THEORIES
There are some concepts that related with this research. In frame of theories, the concepts, such as; concept of listening, concept of dictogloss, kind of dictogloss, advantages of using dictogloss, procedure of dictogloss technique, and classroom action research are analyzed. In addition theoretical assumption is also presented.
2.1 Concept of Listening
Listening is an active process recquiring participation on the part of listener. Margaret (1988:19) states that listening is an active process in which the listener plays a very active part in Constructing the overall message that is actually exchanged between the listener and speaker.
The idea above indicates that the listeners are actually playing an active role because they should have ability to digest the message of the speaker. Therefore, the listener should listen to the speaker carefully.
states that an active essence means the listener must be active by communicative research.
There are two skills required in listening process, they are; macro and micro skills. Macro skills would be directly related to candidates needs or to course objectives, and might include: (1) listening for specific information, (2) obtaining gist of what is being said, (3) following directions, (4) following instructions. Micro skills might include: (1) interpretation of intonation patterns (recognition of sarcasm, etc), (2) recognition of function of structures (such as interrogative as request, for example, Could you pass the salt?). The study is focused on the macro skills since the writer used dictogloss that measured the specific information and the gist of the text that the students should get from the text (Hughes, 1991, 52).
Referring to the explanation above it reveals that listening in main skills is not easy since the listener should seriously pay attention, interpret, and able to understand
what the speaker said. Listening effectively to others can be the most fundamental and powerful communication tool ofall. When someone is willing to stop talking or thinking and begin truly listening to others, all of their interactions become easier,
2.2 Listening Strategies
There are two kinds' strategies of listening according to Azies et. al. They can be classified by viewing how the listener processes the input. First of all; top-down strategies denote the listener tap into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that helps the listener to interpret what is heard and anticipate what will come next. Top-down strategies include,(1) listening for the main idea. Here, the listener should listen well in order to get the topic or main idea after teacher read the text. For example;
teacher read:
Often depicted as vicious animals. Moorey Eels are quite shy and will usually only bite when like the grey nurse, they are provoked. Their small teeth are razor sharp and slightly curved inward, to prevent their prey from pulling away. When treat with caution, Moreys are magnificent creatures to watch and hand feet but watch those fingers.
should get the gist of the text to summarize well. Bottom Up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include; (1) listening for specific details. The listener should listen to the text and get specific details in order to make the text easier to be understood, for example; listener listen a specific sound and words in a text and try to creates a meaning (2) recognizing word-order patterns. The listeners are able to recognize word-order patterns in a text, for example; the listener tries to find the pattern of grammar in a text.
Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening ability. These strategies enforce the students (1) to plan by deciding which listening strategies will serve best in a particular situation. For example, students can review before the class begins. This makes students know which strategies will serve best, (2) to monitor their comprehension and the effectiveness of the selected strategies. For example, students checking one's students sheet with another, and (3) to evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one. For example, students can check how well one's is doing against one's own standard (O'Malley & Chamot in Puspita Sari, 2002; 11 ).
listening strategies because naturally, this research focuses on getting the gist of the text and reconstruct the text.
2.3 Notion of Dictogloss
Dictoglos is a technique where the learner receives some spoken input, hold this in their memory for a short time; and then write what they heard (Ruth wajnryb 1988;43).
Dictogloss can be defined as two words, “dicto” and “glossary” means that a
technique in teaching listening process by dictate the students and ask the students to make a sentences and rewrite the text by giving them glossary that related by the text.
Dictogloss can develop student's listening skill, because they listen what teacher dictates in a short piece of text. It also highlights student's grammatical
competence through reconstruction, paraphrase and analysis of the texts. In addition, it also uses as both a diagnostic tool, to find out what students do and do not know about the specific topic, as well as a tool to build knowledge of a topic, through communicative strategies.
assessment, and teachers as co learners. These principles flow from an
overallparadigm shift that has occurred in second language education (Jacobs & Farrell, 2001). The principles can be described like the followings;
2.3.1 Learner Autonomy
This principle involves learners having some choice as to what and how of the curriculum and, at the same time, feeling responsible for and understanding their own learning and for the learning of classmates (Van Lier, 1996). 2.3.2 Cooperation Among Learners
This makes students corporate among others to get the full sentences or text. This is because they can full fill each other to get meaningful text .
2.3.3 Curricular Integration
From the perspective of language teachers; Curricular integration involves combining the teaching of content, such as social studies or science, with the teaching of language, such as writing skills or grammar.
2.3.4 Focus on Meaning
In literacy education, the focus used to lie mostly on matters of form, such a s grammar and spelling. In the current paradigm; while form still matters, the view is that language learning takes place best when the focus is mainly on
ideas (Littlewood, 1981). Dictogloss seeks to combine a focus on meaning with a focus on form (Brown.2001). As Swain ( 1999) puts it, "When students focus on form, they must be engaged in the act of meaning-making ...” (page
2.3.5 Diversity
In this way, those students whose illustration skills are currently better than their literacy skills have a chance to shine. This is because they use their illustration skill to illustrate the situation of the story from the text. It makes them easy to re write or re tell about the story from the text.
2.3.6 Alternative Assessment
Dictogloss offers a context-rich method of' assessing how much students know about writing and about the topic of the text. The text reconstruction task provides learners with opportunities to display both their knowledge of the content of the teat as well as of the organizational structure and language features ofthe text (Derewianka, 1990; 80). As students discuss with each other during Steps 4 and 5, teachers can listen in and observe students' thinking as the teachers thinking about a task. This real-time observation of learners' thinking process offers greater insight than does looking at the product after they have finished. In this way, dictogloss supplies a process -based complement to traditional product-based modes of assessment. Furthermore, students are involved in self assessment and peer assessment.
2.3.7 Teachers as Co-Learners
The current view in education sees teachers not as all-knowing sages but instead as fellow learners who join with their students in the quest for knowledge, because teacher also learn about the knowledge and which
2.4 Kinds of Dictogloss
The following types of dictogloss are based on theories exposed by Sarieva (2004), they are:
2.4.1 Variation A: Dictogloss Negotiation
In Dictogloss Negotiation, rather than group members discussing what they heard
when the teacher has finished reading, students discuss after each section of text has been read. Sections can be one sentence long or longer, depending on the difficulty of the text relative to students’ proficiency level.
1. Students sit with a partner, desks face-to-face rather than side-by-side. This
encourages discussion. After reading the text once while students listen, during the second reading, the teacher stops after each sentence or two, or paragraph. During this pause, students discuss but do not write what they think they heard. As with standard dictogloss, the students’ reconstruction should be faithful to the meaning and
form of the original but does not employ the identical wording.
2. One member of each pair writes the pair’s reconstruction of the text section. This role
rotates with each section of the text.
3. Students compare their reconstruction with the original as in Step 5 of the standard procedure.
2.4.2 Variation B: Student -Controlled Dictation
In Student -Controlled Dictation, students use the teacher as they would use a tape recorder. In other words, they can ask the teacher to stop, go back, i.e., rewind, and skip ahead, i.e., fast-forward. However, students bear in mind that the aim of
1. After reading the text once at normal speed with students listening but not taking notes, the teacher reads the text again at natural speed and continues reading until the end if no student says “stop” even if it is clear that students are having difficulty.
Students are responsible for saying “stop, please” when they cannot keep up and “please go back to (the last word or phrase they have written”. If students seem
reluctant to exercise their power to stop us, we start reading very fast. We encourage students to be persistent; they can “rewind” the teacher as many times as necessary.
The class might want to have a rule that each student can only say “please stop” one time. Without this rule, the same few students – almost invariably the highest level students - may completely control the pace.
The lower proficiency students might be lost, but be too shy to speak. After each member of the class has controlled the teacher once, anyone can again control one time, until all have taken a turn. Once the class comprehends that everyone can and should control the teacher if they need help, this rule need not be followed absolutely.
2. Partner conferencing (Step 4 in standard dictogloss) can be done for this variation as well. Student-Controlled Dictation can be a fun variation, because students enjoy explicitly controlling the teacher.
3. Another way of increasing student control of dictation is to ask them to bring in texts to use for dictation or to nominate topics.
2.4.3 Variation C: Student-Student Dictation
each other. Student-Student Dictation works best after students have become familiar with the standard dictogloss procedure. This dictogloss variation involves key elements of cooperative learning, in particular equal participation from all group members, individual accountability (each member takes turns controlling the activity) and positive interdependence as group members explore meaning and correctness together.
1. A text - probably a longer than usual one - is divided into four or five sections. Each student is given a different section. Thus, with a class of 32 students and a text divided into four sections, eight students would have the first section, eight the second, etc. Students each read the section they have been given and try to understand it. If the text is challenging, students with the same section can initially meet in groups of three or four to read and discuss the meaning.
2. In their original groups, students take turns reading their section of the text as the teacher would for standard dictation while their group mates take notes.
3. Students work with their partners to reconstruct the text, with the students taking the role of silent observer when the section they read is being reconstructed.
4. For the analysis, Step 5 of the standard procedure, each student plays the role of the teacher when the section they read is being discussed. Every group member
eventually plays the role of teacher.
2.4.4 Variation D: Dictogloss Summaries
While in the standard dictogloss procedure students attempt to create a reconstruction of approximately the same length as the original, in Dictogloss Summaries, students focus only on the key ideas of the original text.
1. Steps 1, 2, and 3 are the same as in standard dictogloss, although to encourage summarizing rather than using the words of the original text, the teacher might ask students not to take any notes.
2. Students work with a partner to summarize the key points of the text. Here, as well as in other dictogloss variations, we can provide visual cues (sketch, flow chart, photo, mind map) that represents some elements of the story. This aids comprehension and may help students structure their reconstruction. Additionally, students can create visuals to accompany their reconstructions, as another means to demonstrate comprehension and to promote unique reconstructions.
2.4.5 Variation E: Scrambled Sentence Dictogloss
Scrambled Sentences is a popular technique for teaching a number of language skills. Scrambled Sentences Dictogloss employs this technique to raise the difficulty level of dictogloss and to focus students’ attention on how texts fit together.
1. The teacher jumbles the sentences of the text before reading it to students.
2. When students reconstruct the text, they first have to recreate what they heard and then put it into a logical order.
3. When analyzing students’ reconstructions, the class may decide that there is more than
is no one correct way to achieve a communicative purpose, although there are certain conventions that should be understood and considered.
2.4.6 Variation F: Elaboration Dictogloss (Airey, 2002)
In Elaboration Dictogloss, students go beyond what they hear to not just recreate a text but also to improve it. This elaboration is exposed as below:
1. This dictogloss method may be preceded by a review of ways to elaborate, such as adding adjectives and adverbs, examples, facts, personal experiences, and
causes and effects.
2. After taking notes on the text read by the teacher, as in Step 3 of the standard procedure, students reconstruct the text. Then, they add elaborations. These can be factual, based on what students know about the topic of the text or research they do, or students can invent elaborations.
For instance, part of the text read by the teacher might be: Today, many students use bicycles.
Students could simply elaborate by adding a word or two: Today, many Japanese college students use bicycles. Or, a sentence or two could be added:
Today, many students use bicycles. This reduces air pollution and helps students stay fit.
However, bicycle riding in a crowded city can be dangerous. 2.4.7 Variation G: Dictogloss Opinion
written at the end of the text. If student commentary is inserted throughout the text, it promotes a kind of dialogue with the original authors of the text.
The writer used Dictogloss in cycle 1 Negotiation because students can discuss after each section of text has been read, it would be change if the result is unsustifactory.
2.5 Advantages of Using Dictogloss
There are certainly advantages in using dictogloss.
2.5.1 For Teacher
1. Dictogloss involves the whole class, no matter how large it is. Since teacher read the text automatically students in the class Involves them selves to listen the text carefully. It is because dictogloss need more concentration in listening. Students are forced to listen because in dictogloss they reconstruct the text with their own word. For example; teacher read the text loudly and clearly, while teacher read the text, students write down the inferences. So it can involve the whole class.
2. Correction can be done by the students, because all students have the same topic about the text, so they can correction each other. For
3. Dictogloss can be prepared for mixed ability groups, for example in reconstruct the text; they divided into some groups without any
discrimination. It is to avoid in one group all the member have a good students and in contrast in one group all of the member are not quite good students. If it is mixed, they can learn each other.
4. Teacher can move about, giving individual attention. Therefore he or she may know the weaknesses and strongest each individual.
5. Dictogloss can provide access to interesting texts, by introducing a
topic, for example, or summarizing it.
2.5.2 For Students
These strategies also have advantages for the students, among others, are; l.Dictogloss can help develop all four language skills in an integrative way. In dictogloss students are forced to listen. Then they write down inferences in the text and reconstruct it become meaningful in a form of writing. Later they read their text. In this event, students learn to read and speak.
3.Dictogloss helps to develop short-term memory. Students practice retaining meaningful phrases or whole sentences before writing them down.
4.Learners can practice in careful listening to dictogloss will be useful later on in note taking exercises.
5.Correcting dictogloss can lead to oral communication.
6.During and after the dictogloss, all the students are active if the students do well, dictogloss is motivating.
7.Sentence dictogloss forces the student to correct the sentences if they make some errors.
2.6 Procedure of Using Dictogloss
According to Jacob (1990), the process of teaching listening through dictogloss can be cited as follows:
1. The class engages in some discussion on the topic of the upcoming text. This topic is one on which students have some background knowledge and, hopefully, interest. The class may also discuss the text type of the text, example, narrative, procedure, or explanation, and the purpose, organizational structure, and
language features of that text type.
below students' current overall proficiency level, although there maybe some new vocabulary. It may even be a text that students have seen before. The length of the text depends on students' proficiency level. For example:
Dengue fever is one of the most dangerous diseases in the world. Dengue fever is endemic in most tropical countries of the South Pacific, Asia, the Caribean, and Africa. This disesase rapidly spreads in most tropical urban areas of the world. It means people in this areas have a risk of infection of this diseases. Dengue fever is caused by a virus. The virus is transmitted to the human boody by the bite of infected mosquitos, ussually Aedes Aegypti. In other words, the diseases can not spreads directly from person to person. The diseases is characterized by the high fever, severe headhache, backache, and muscle pains. Sometimes many patient get nausea, vomitting, and rash on arms, face and leg.
3. The teacher reads the test again at normal speed. Students are not trying to write down every word spoken; they could not even if they tried, because teacher is reading at normal speed. In this case, they only listens teacher dictation and try to get the gist of the text. Later teacher read again the text. Here students can take a note and write down important word.
4. Students work in groups of two-four to reconstruct the text in full sentences; not in point form (also known as bullet points). 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. Instead, students are working together to create a
example, procedure, or rhetorical framework, e.g., cause and effect, that approximates the meaning of the original.
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.
2.7 Notion of Classroom Action Research
Action research is a form of self-selective enquiry undertaken by participants
(teacher, students, or participants for example) in social (including educational) situation in order to improve rationality and justice of (1) their own social and educational practices, (2) their understanding of practices, and (3) the situations (and institution) in which this practices are carry out (Carr and Kemmis, 1986) .
In this sense, action research is seen as a way of characterizing a lose set of activities that are designed to improve the quality of education; it is an essentially eclectic way into a self-reflective program aimed at such educational improvement that is an anticipated outcome of the self-reflective program. So, the term action research is a term used to described methods and technique.
people as part of a shared enquiry. For the example, the teacher ask questions about his practice. Why was he dissatisfied with the present situation?, what was going to change?, how would he change his practice to accommodate his findings?.
It is the question of educational research that is important, the question a teacher is prepared to ask him self about what is going on in his class, and his preparation to answer them honestly and with due to regard to the possible consequences. The consequences will almost certainly imply a change, but it is a change that is going to lead to an improvement. That improvement would not have come about if he had not come to the First place been aware or sensitive to his own professional st andards. Action research is an instrument used willfully by good teachers to improve their practice.
In addition action research teacher not only works alone, he makes collaboration. Collaboration means that entangling other people in the research. There a re many involvements in Action Research; such as partnership with the other teachers or relationship between teacher and students.
Kemmis' model follows the cycle of: plan, act, observe, and reflect. "Planning" involves the determination of the question that needs answering and the strategy to be used in answering it. For example: I need to make communication in the office more effective. I shall issue weekly information sheets to the staff. During the "action" stage, the practitioner tries out the strategy. For the example, issue the sheets. The "observation" stages including recording data the result of the strategy and also keeping a journal on him practitioner's thoughts and reactions to the entire experience, example, and conversation with the staff indicate that they are more aware of overall issue. Finally, during the "reflection" stage, it can conclude and a new cycle can begin. In summary, it is clear that classroom action research is good to treated the students in teaching learning process, in order to make them more understand.
2.8 Theoretical Assumption
A teacher may make the instructional goal success if he/she can cho ose an appropriate technique in teaching, so that students can reach the target.
By using dictogloss as a way in developing students listening ability, students may be able to develop all four language skills in integrative way, because they learn to listen a simple and use their background knowledge before learning the other skill. More over they can learn to concentrate because teacher dictates it and dictogloss need more concentration.
III. RESEARCH METHODS
This part clarifies setting, subject, research procedures, instrument, administering the listening test, and about data analysis as well.
3.1 Setting
This research was done at the first year of SMA N I Kota Gajah. Classroom Action Research was done based on the problem faced by the students when they learn listening skill. In line with the problems found by the teacher (as the researcher), problem causes and then finding problem solution was accordingly taken into account.
Observation result during teaching learning process (like the weaknesses and strenght which has been done by teacher and students during teaching learning process) and learning result (like listening test) were analyzed and discussed.
Learning process analysis was done based on the writer's observation and students' qucstionnare results. Based on this analysis and reflection, it will be decided the next cycle and the next cycle would be focused on the weaknesses in previous Cycle.
3.2 Research Procedures
The following diagram shows the arrangement of the cycle:
A A A
D I B D II B D III B
C C C Figure 1. The cycle of the classroom action research
Adopted from Depdikbud (1999:7) Keterangan :
A : Planning B : Implementation C : Observation D : Reflection
Basically, the cycles are classified as the following description, they are: 1) Planning
Planning is the stage where the problem causes are identified. By knowing the problem, the focus of the problem could be formulated in the importance of the implementation would be given. After deciding the problems, the appropriate technique was chosen. And based on the formulation of the problem, the materials and teaching aids and the type of test were planned. To get complete data, a rater was involved to observe teaching learning process.
2) Action
After that teacher asked the students to reconstruct the text, by their own words, to make them meaningfully. The materials were adopted from 2004 English curriculum of senior High School.
3) Observation and Interpretation
During the teaching learning process, the students‟ activities were observed. Another
observer was asked to observe and noted all the important things during teaching learning process. Observation and interpretation toward the action in the class would be done together with the action.
4) Analysis and Reflection
Analysis and reflection are stage where the researcher checks the result of the test after teaching learning process. It was done to see the weaknesses or the strength in each cycle and to decide the next step. The class observation was done by the rater.
3.3 Subject
3.4 Indicators of the Research
In order to see whether dictogloss can develop students listening skill, the writer determined the indicator dealing with the learning process and the product.
3.4.1 Learning Process
For the learning process, observation and questionnaire was done to both the writer and students during the teaching learning process by observing the whole activities in the class, filling the observation format, and filling the questionnaire. The Indicator is if the writer and students get minimum 80% from the result of the observation and questionnaire form.
3.4.2 learning Product
The indicator applied is that if 70% of students are able to gain the score at least 70 (seventy) or higher in reconstruct the text in listening test. In giving the score, the writer used the scoring criteria is adopted from Andrich, D. (2002: 103-121).
Score 86-100
All primary information is given and is correct, and have accurate message.
Score 70-85
Score 56-69
Most of the primary information is given and it is correct, but the message may be missing one or two pieces of primary information.
Score 40-55
One or more pieces of primary information are given and are correct, but the message may also include primary information that is incorrect .
Score 0-39
At least one piece of primary information is given that is correct .
Score 0
No information is given that is correct.
This indicator is 70% of students get score at least 70 (seventy) or higher in getting the gist of the text in listening test. In giving the score, the writer used the scoring criteria adopted from Andrich, D. (2002: 103-121).
Score 5
All information is present and correct. Score 4
Score 3
Response substantially correct; all information that is present is correct; may be missing a few pieces of information.
Score 2
Some pertinent information; some information may be incorrect, but sketch of the situation is correct.
Score 1
Minimal pertinent information; provides either the gist of the situation or a clue regarding a source of further information.
Score 0
No meaningful information or totally inaccurate information.
3.4 Instrument
Instrument of this research, are as follows: 1. Observation
The writer observed the students' activity when the teacher dictated some sentences in a text. Then the writer took a note when the teacher was
directing the students to reconstruct the text. The writer would like to use a second observer to observe the class and complete the data sources. Here, the second
observer was a teacher who helped the writer in observing the process, both students and writer's performance.
The observation was done to find out the students‟ interest to follow the class and
listening, and their ability in able to get the key word, make a sentences based on the text by their own language. All of the important things those happened during teaching learning process is noted by the rater.
[image:34.612.91.518.211.351.2]Here the aspects of outline in students‟ observation sheet.
Table 2 Students Observation Sheet
No Students' Activity Sum Percentage
1 Pre-activity
1. interested following the class 2. respond to the topic enthusiastically 2 While activity
3. pay attention to the teacher explanation 4. focus to listen the text
5. able to make a sentences based on the text by their own language 3 Post Activity
[image:34.612.83.541.404.455.2]6. able to reconstruct the text
Table 3 Teacher Observation Format Teaching
Listening trough dictogloss
MOTIVATING
STRATEGY PRESENTATION
SKILL
PRACTICES REVIEW ASSESSMENT VS S Su U VS S Su U VS S Su U VS S Su U VS S Su U
VS : Very satisfactory; the teacher achieves 95% result if the teacher explains and gives four examples.
S : Satisfactory; the teacher achieves 80% result if the teacher explains and gives three examples.
Su : Sufficient; the teacher achieves 70% result if the teacher explains and gives two examples.
U : Unsatisfactory; the teacher achieves 50% result if the teacher explains and gives one example.
Dictogloss Test.
that you feel helped you to reproduce the original text. Together you have to reproduce the original text by your own words.
Dengue fever is one of the most dangerous diseases in the world. Dengue fever is endemic in most tropical countries of the South Pacific, Asia, the Caribbean, and Africa. This diseases rapidly spreads in most tropical urban areas of the world. It means people in this areas have a risk of infection of this diseases. Dengue fever is caused by a virus. The virus is transmitted to the human body by the bite of infected mosquitoes, usually Aedes Aegypti. In other words, the diseases can not spreads directly from person to person. The diseases is
characterized by the high fever, severe headache, backache, and muscle pains. Sometimes many patient get nausea, vomiting, and rash on arms, face and leg.
2. Test
In order to make data accurate, dictation is applied. Then the students are asked to reconstruct the text in a form of writing. This test is aimed at knowing
students' Improvement in listening ability.
3. Questionnaire
Table 4 Students Attitude toward Questionnaire I still confused with the material
Why?
SS S TS STS
I think this activity was easy. Why?
SS S TS STS
I think I did well in this activity. Why?
SS S TS STS
I want to do more activities like this Why?
SS S TS STS
Write one thing you liked about the activity. Write one thing you did not like about the activity.
Have you learnt anything from this activity? If yes, what?
3.5 Administering the Listening Test
The writer tested the students based on 2004 Curriculum for the first grade of SMA in the second semester. The test is administered one time in each cycle.
3.6 Data analysis
In this research, the writer validated the data by using test, questionnaire, and observation. After got the data from the test, questionnaire and observation, writer analyzed the data based on the limitation of the problems and objectives of the research.
In analyzing and interpreting the data, the first step that the writer did was making abstraction of all selected data. Then the writer selected the data that related with the research question. The next step, arranged all collected data by classifying the data. In this case the writer classified the data into two categories. They were the data in the learning process and the data in the learning product. The data in th e learning process were questionnaire and observation. Meanwhile in the learning process, the data was the students' listening test result. The last step was making the report. When the writer got the data, she tried interpreting all the collected data and described them into conclusion. The last step was making the report. When the teacher got the data, she tried interpreting all the collected data and described them into
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
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
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.
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
DICTOGLOSS AT THE FIRST YEAR OF SMA NEGERI I KOTA GAJAH, CENTRAL LAMPUNG
(A script)
By:
Ika Pramudhita Handayani 0213042023
Advisor:
Drs. Sudirman, M.Pd. Drs. Basturi Hasan, M.Pd.
LAMPUNG UNIVERSITY BANDAR LAMPUNG
DEVELOPING STUDENTS LISTENING ACHIEVEMENT THROUGH DICTOGLOSS AT THE FIRST YEAR OF SMA NEGERI I
KOTA GAJAH, CENTRAL LAMPUNG
By:
Ika Pramudhita Handayani
A Script
Submitted in a Partial Fulfillment of The Requirements for S-I Degree
In
The Language and Arts Department of The Faculty of Teacher Training and Education
Research Title : DEVELOPING STUDENTS’ LISTENING ACHIEVEMENT THROUGH DICTOGLOSS AT THE FIRST YEAR OF SMA NEGERI I KOTA GAJAH CENTRAL LAMPUNG
Name : IKA PRAMUDHITA HANDAYANI
Students Number : 0213042023
Department : Language and Art Education
Program : English Department
Faculty : Teacher Training and Education Faculty APPROVED BY
Advisory Committee
Advisor I Advisor II
Drs. Sudirman, M.Pd. Drs. Basturi Hasan, M.Pd NIP.19550712 198603 1 005 NIP. 19540705 198603 1 005
The Head of language and Arts Department
ADMITTED BY
1. Examination Committee
Chairperson : Drs. Sudirman, M.Pd. ………
Examiner : Herry Yufrizal, M.A., Ph.D. ………... Secretary : Drs. Basturi Hasan, M.Pd ………
2. The Dean of Teacher Training and Education Faculty
Prof. Dr. Sudjarwo, M.S. NIP.19530528198103002
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
CURRICULUM VITAE
The name of the writer is Ika Pramudhita Handayani. She was born in Metro, 21 February 1984. She is the first and the oldest child of the harmonious couple, R. Rosatomo Pinjono and Siti Lastyowati.
She graduated from Elementary School (SD) Negeri 01 Tanggul Angin in 1996. She continued her study to SMP Negeri I Metro and graduated in 1999. After graduating from SMP Negeri I Metro, she enlisted herself at SMA Negeri 2 Bandar Lampung and graduated in 2002.
After graduating from SMA Negeri 2 Bandar Lampung, she was enrolled as an S-1 college student of The Green Campus, Lampung University majoring in English Program of Teacher Training and Education Faculty. She
DEDICATION
This script is dedicated to:
My beloved father and mother
My beloved husband
My beloved uncle and aunty
My beloved sister and brother
MOTTO
"Throw back the shoulders, let the heart sing, let the eyes flash, let the mind be lifted up, look upward and say to yourself... Nothing is impossible!"
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim.
The writer would like to acknowledgement to the A „mighty Rabb, the most merciful and the most gracious Allah SWT for tremendous blessing that enables her to accomplish her script entitled “Developing students Listening
Achievement through Dictogloss at the First Year of SMA Negeri I Kota Gajah Central Lampung”.
The writer would like to address her deep and sincere to both her advisors, Drs. Sudirman, M.Pd. and Drs. Basturi Hasan, M.Pd., and
Herry Yufrizal, M.A., Ph.D, who have given their expertise, guidance and patience and encouragement during the completion of this script.
beloved parents R. Pinjono and Siti Lastyowati, and her uncle and aunty as the second parents Slamet Haryono (alm) and Ita Jualita, thanks for the support and pray. Her sincere thanks and love are also dedicated to her beloved sister Resthu Dwi Astuti and Juwandi, her brother Triatmaja Pramudhita Wisnu, thanks for all. Her endless thank go to my husband Yuli Suprihadi thanks for your support, your advice, and for coloring and brightening my day, the last but not least all of my students of SMP Tamansiswa Punggur thanks for everything that you give to me.
Her countless thanks are also devoted to Ulfah Hikmawati thanks for your assistance in completing this script Octa Afliandi Umar, Dwi Livana Sari, Sartini, Sally Lestari thank you for your support. Special thanks are so
ended and expanded to the whole ‟02 colleagues of English Department of
Lampung University and to whom she can not mention directly or indirectly involved in contributing of this script.
Bandar Lampung, The writer
CONTENT
Pages Abstract ... i Curriculum Vitae ... Dedication ... Motto ... Acknowledgements ... Content ... ...
ii iii iv v vi I. INTRODUCTION
1.1. Background of the problem ... 1.2. Formulation of the problem ... 1.3. Objective of the research ... 1.4. Uses of the research ... 1.5. Scope of the research ...
II. FRAME OF THEORIES
2.1. Concept of listening ... 2.2. Listening Strategies ... 2.3. Notion of Dictogloss ... 2.4. Kinds of dictogloss ... 2.5. Advantages of using dictogloss ... 2.6. Procedure of using dictogloss ... 2.7. Notion of Classroom Action Research ... 2.8. Theoritical Assumption ...
III.RESEARCH METHODS
3.1. Setting ... 3.2. Research Procedure ... 3.3. Subject ... 3.4. Indicator of the research ... 3.5. Instrument ... 3.6. Administering the listening test ... 3.7. Data Analysis ...
IV.RESULT OF THE RESEARCH 4.1. Cycle 1
4.1.3. Formulation of the problem ... 4.1.4. Formulation of the hypothesis ... 4.1.5. Result observation ... 4.1.6. Reflection ... 4.1.7. Recommendation for cycle 2 ... 4.2. Cycle 2
4.2.1. Identification of the problem ... 4.2.2. Analysis of the problem ... 4.2.3. Formulation of the problem ... 4.2.4. Formulation of the hypothesis ... 4.2.5. Result observation ... 4.3. Discussion of the finding ...
V. CONCLUSION
List of the Table
[image:55.595.120.508.209.451.2]Pages Table 1 Students Listening Score at Preliminary Test ... Table 2 Students Observation sheet ... Table 3 Teacher Observation format ... Table 4 Students Observation sheet at cycle 1 ... Table 5 Quistionnaire students attitude toward dictogloss
at cycle 1 ... Table 6 Students Listening Score
at cycle 1 in reconstructing the text ... Table 7 Students Listening Score
at cycle 1 in getting the gist of the text ... Table 8 Students observation sheet at cycle 1 and cycle 2 ... Table 9 Quistionnaire students attitude toward dictogloss
at cycle 1 and cycle 2 ... Table 10 Students Listening score
at cycle 1 and cycle 2 in reconstructing the text ... Table 11 Students Listening Score in getting the gist of the text
Subject : English Sub Matter : Listening
Class : X 4
Time Allocation : 60 minutes
Instruction
a. Write your name and class on your paper b. Work individually
Direction
a. Listen the text carefully
b. Write down the important information that you get from the text, for example; time of events, the equipment and the used of the equipment. c. Reconstruct the text based on the information that you get from the text,
you may used your own words to reconstruct the text.
Sub Matter : Listening
Class : X 4
Time Allocation : 60 minutes
Instruction
a. Write your name and class on your paper b. Work individually
Direction
a. Listen the text carefully
b. Write down the key words that the teacher read for you
c. Make the key words become full sentences by considering the text that has been read before.
d. Reconstruct the text become a good paragraph based on the sentences; you may used your own words.
Sub Matter : Listening
Class : X 4
Time Allocation : 60 minutes
Instruction
a. Write your name and class on your paper
Direction
a. Listen the text carefully
b. Write down the important information that you get from the text, for example; time of events and the character in the box A
c. Write down the important information that you get from the text with your friend, for example; time of events and the character in the box A d. Reconstruct the text based on the information that you get from box A
and box B with the whole class; you may used your own words to reconstruct the text.
Sub Matter : Listening
Class : X 4
Time Allocation : 60 minutes
Instruction
a. Write your name and class on your paper b. Work individually
Direction
a. Listen the text carefully
b. Write down the important information that you get from the text, for example; time of events and the character.
c. Reconstruct the text based on the information that you get from the text; you may used your own words to reconstruct the text.
REFFERENCES
Andrich, D. 2002. A Framework Relating Outcomes Based Education and the Taxonomy of Educational Objectives. Studies in Educational Evaluation. Rotterdam. Elsevier Science Publication.
Azies, Furqanul and Al Wasilah, A. Chaedar. 1996. Pengajaran Bahasa Komunikatif Teori dan Praktek. Bandung. PT. Remaja Rosakarya Bandung.
Buck, Gary. 2001. Assening Listening. Cambridge. Cambridge University Press. Cheong, C. W. Y. 1999. The Dictogloss Procedure as a Vehicle of Grammatical
Consciousness rasing. Singapore. National University Singapore.
Dariwienka, B. 1990. Exploring Reframe Multiple Intelligence for the Second Century. New York. New York Basic Books.
Departemen Pendidikan dan Kebudayaan. 1997. Pedoman Pelaksanaan Penelitian Kelas (PTK). Yogyakarta. IKIP Yogyakarta.
Gillet, A. Retrieved October 10, 2004. Listening Comprehension and Note Taking. From http://www.uefap.co.uk/listen/exercise/standex/standex.htm.
Harmer, Jeremy. 1984. The Practice of English Language Teaching. New York. Grow Hill Press.
Hughes, Arthur. 1991. Testing for Language Teachers. Cambridge. Cambridge University Press.
Jacob, G.M, and Farrell. 2001. Understanding and Implementing Change in Second Language Education. TESL.EJ. http://www.kyotosu.ac.jp/information/tesl-ej/ej 17/toc.html.
Lado, R. 1961. Language Testing. London. Longman.
Margareth, J. 1988. The Teaching Listening and Speaking. New York. The Macmildan Company.
Mc. Niff, Jean. 1991. Action Research Principal and Practice. London. Rouletdge. Nation, Paul. 1992. Teaching Listening and Speaking. Wellington. Communication
Service Section Press.
Richards, Jack C. 1999. Curricullum Material development in Language Teaching. Cambridge. Cambridge University Press.
Sarieva, I. Retrieved June, 11, 2004. Web resources for Teaching Listening. From http://www.cas.usf.edu/eliteachers/listening.html.
Schmidt, R. and Frota. 1986. Talking to Learn: Conversation in second Language Acquisition. Rowley, MA. Newbury House.
Setyadi, Ag. Bambang. 2002. Penelitian Dalam Pengajaran Bahasa Asing. Bandar Lampung. Lampung University.
Tusianah, Rias. 2000. Increasing Students Listening Skill Through Dictation. Bandar Lampung. Lampung University.
Universitas Lampung. 2005. Pedoman Penulisan Karya Ilmiah. Bandar Lampung. Universitas Lampung.
Wajnryb, R. 1990. Grammar Dictation. Oxford. Oxford University Press.
NPM : 0213042023 Translation II.
Indonesia.
Indonesia memiliki system sekolah yang luas dan bermacam-macam. Dengan lebih dari 50 juta pelajar dan 2,6 juta guru di lebih dari 250.000 sekolah. Indonesia masuk ke dalam system pendidikan terbesar ke tiga di Asia dan peringkat ke empat di dunia (tepat di belakang China, India dan Amerika). Dua menteri yang bertanggung jawab dalam mengatur system pendidikan di
Indonesia, dengan 84 persen diantaranya di atur oleh menteri pendidikan (Departemen Pendidikan Nasional) dan 16 persen di atur oleh menteri agama (Departemen Agama). Sekolah-sekkolah negeri memegang peranan yang penting. Hanya ada sekitar 7 persen Sekolah Dasar yang berstatus sekolah negeri, dan meningkat menjadi 56 persen di Sekolah Menengah Pertama, dan 67 persen di Sekolah Menengah Umum.
Rata-rata kurang dari 60 persen Sekolah Dasar berada di daerah miskin dan sisanya pada tempat yang lebih baik yang sesuai dengan standar secara
universal. Jumlah rata-rata Sekolah Menegah Pertama negeri di Indonesia juga semakin lama semakin meningkat (sekitar 66 persen pada Sekolah Mengngah Pertama dan 45 persen pada Sekolah Mengengah Umum) tapi hal ini tetap
terlihat lebih rendah jika dibandingkan dengan Negara-negara dalam satu region. Indonesia juga tertinggal jika dibandingkan dengan Negara tetangga untuk
terjadinya krisis ekonomi. Dalam keadaan yang sesungguhnya, dana pendidikan harusnya naik secara ganda pada tahun 200 dan 2006. Pada tahun 2007 dana pendidikan menempati posisi pertama dibandingkan dengan sector yang lainnya, hingga mencapai US$14 milyar, atau lebih dari 16 persen dari total Pendapatan Negara. Sesuai dengan GDP (3,4 persen) hal ini sama dengan Negara lain.
undang tentang Pendidikan Nasional (No.20/2003) dan Undang-Undang Amandemen III menyatakan bahwa setiap warga Negara memiliki hak yang sama untuk mendapat pendidikan: Pemerintah menetapkan bahwa
pendidikan Dasar tidak dipungut biaya apapun; dan pemerintah telah mengalokasikan 20 persen untuk sector pendidikan. Undang-undang guru (No.14/2005) menetapkan bahwa perubahan kondisi pekerja dan adanya perekrutan untuk sertifikasi guru dengan tujuan meningkatkan kualitas pendidikan. Menteri Pendidikan merencanakan tiga hal penting untuk tahun 2005-2009:
1. Meningkatkan akses pendidikan 2. Meningkatkan kualitas pendidikan
3. Memperbaiki pengelolaan pada sektor pendidikan
