THE STUDENTS PERCEPTION ON THE USE OF DICTOGLOSS STRATEGY IN TEACHING LISTENING (A

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THE STUDENTS’ PERCEPTION ON THE USE OF DICTOGLOSS STRATEGY IN TEACHING LISTENING (A Descriptive Quantitative Research at the Grade Twelve of SMA Muhammadiyah Sungguminasa)

A Thesis

Submitted to the faculty of Teacher Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement for the degree of education in English department

AMARAL GIBRAN 105351128816

ENGLISH DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MAKASSAR

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SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : AMARAL GIBRAN Stambuk : 105351128816

Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan

Judul Skripsi : The Students’ Perception on The Use of Dictogloss Strategy

in Teaching Listening (A Descriptive Quantitative Research at The Grade Twelve of SMA Muhammadiyah Sungguminasa).

Dengan ini menyatakan bahwa Skripsi yang saya ajukan didepan Tim Penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun.

Demikianlah pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Maret 2021 Yang Membuat Pernyataan

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SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini : Nama : AMARAL GIBRAN Stambuk : 105351128816

Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam penyusunan skripsi. 4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Maret 2021 Yang Membuat Perjanjian

Amaral Gibran

Head of English Education Department

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iv NBM : 977 807

Motto

So be Patient. Verily, The Promise of Allah is True. (Ar-rum: 60)

Persembahan

Ibu dan ayah telah melalui banyak perjuangan dan rasa sakit. Tapi saya

berjanji tidak akan membiarkan semua itu sia-sia. Saya ingin melakukan

yang terbaik setiap kepercayaan yang di berikan. Saya akan tumbuh, untuk

menjadi yang terbaik yang saya bisa. Pencapaian ini adalah persembahan

istimewa saya untuk ayah Lahaming dan ibu Hasma. Dan juga ucapan

terima kasih yang mendalan kepada semua yang telah memberi dukungan

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v ABSTRACT

AMARAL GIBRAN, 2020. The Students’ Perception on The Use of Dictogloss Strategy in Teaching Listening (A Descriptive Quantitative Research at the Grade Twelve of SMA Muhammadiyah Sungguminasa), under the thesis of English Education Department, the Faculty of Teacher Training and Education, Makassar Muhammadiyah University, guided by Nur Qalbi and Muhalim.

This study aims to find out the students' perception on the use of Dictogloss Strategy in teaching listening. The result of this research can help the teacher to more comfortably present the material about Dictogloss strategy, the result of this research can be used as a reference to improve the ability of the student in understanding more about Dictoglos Strategy. This study uses a descriptive quantitative approach and data collection techniques questionnaire. The number of the research subjects was 26 students in class XII MIA SMA Muhammadiyah Sungguminasa consisted of 13 male students and 13 female students.

The result findings found that on three types of students' perceptions, the first type is students' positive perception on the use of Dictogloss strategy in teaching listening, the second types are students' neutral perception on the use of Dictogloss strategy in teaching listening on the research instrument, and the third types are students' negative perception on the use of Dictogloss strategy in teaching listening on the research instrument. At point 1 which was positive, namely I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students‟ response showing that 16 (61.53%) out of the students chose to Agree, and 9 (34.61%) chose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher, the question is negative so that many students disagree with the question, response showing that 14 (53.84%) out of the students chose strongly disagree, and 6 (23.07%) chose to disagree, the fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in the teaching listening process because the Dictogloss strategy help to increase students to develop of Dictogloss Strategy in listening class. If the students use the Dictogloss strategy in the class. They can understand how to express ideas, opinions, and help each other to solve problems in learning.

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vi ABSTRAK

AMARAL GIBRAN, 2020. Persepsi Siswa tentang Penggunaan Strategi Dictogloss dalam Mengajar Mendengarkan (Penelitian Kuantitatif Deskriptif Pada Kelas Dua Belas SMA Muhammadiyah Sungguminasa), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Makassar Universitas Muhammadiyah dibimbing oleh Nur Qalbi dan Muhalim.

Penelitian ini bertujuan untuk mengetahui persepsi siswa tentang penggunaan Strategi Dictogloss dalam pembelajaran menyimak. Hasil penelitian ini dapat membantu guru dalam menyajikan materi tentang strategi Dictogloss dengan lebih nyaman, hasil penelitian ini dapat digunakan sebagai referensi untuk meningkatkan kemampuan siswa dalam memahami lebih jauh tentang Strategi Dictoglos. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dan teknik pengumpulan data angket. Jumlah subjek penelitian adalah 26 siswa kelas XII MIA SMA Muhammadiyah Sungguminasa yang terdiri dari 13 siswa putra dan 13 siswa putri.

Hasil temuan menemukan bahwa pada tiga jenis persepsi siswa, jenis pertama adalah persepsi positif siswa tentang penggunaan strategi Dictogloss dalam pembelajaran menyimak, jenis kedua adalah persepsi netral siswa terhadap penggunaan strategi Dictogloss dalam pembelajaran menyimak instrumen penelitian, dan jenis ketiga adalah persepsi negatif siswa tentang penggunaan strategi Dictogloss dalam pembelajaran menyimak pada instrumen penelitian. Pada point 1 yang positif yaitu saya merasa termotivasi untuk mengerjakan tugas bahasa Inggris saya pada Dictogloss Strategy, hal ini dibuktikan dengan banyaknya respon siswa yang menunjukkan bahwa 16 (61,53%) siswa memilih untuk Setuju, dan 9 (34,61%) pilih Strongly Agree. Sedangkan pada poin 14 siswa lebih memilih untuk bertanya kepada teman sekelas tentang sesuatu yang tidak diketahuinya kemudian bertanya kepada guru, pertanyaannya negatif sehingga banyak siswa yang tidak setuju dengan pertanyaan tersebut, respon menunjukkan bahwa 14 (53,84%) dari siswa memilih sangat Tidak setuju, dan 6 (23.07%) memilih tidak setuju, faktanya siswa lebih suka meminta guru untuk bertanya kepada teman sekelasnya. Strategi Dictogloss sebagian besar siswa memberikan respon yang positif dalam proses pengajaran menyimak karena strategi Dictogloss membantu siswa mengembangkan Strategi Dictogloss di kelas listening. Jika siswa menggunakan strategi Dictogloss di kelas. Mereka dapat memahami bagaimana mengungkapkan ide, pendapat, dan saling membantu dalam memecahkan masalah dalam pembelajaran.

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ACKNOWLEDGEMENTS

In the Name of Allah, Most Gracious, Most Merciful Assalamu Alaikum Warahmatullahi Wabarakatuh.

Alhamdulillah Robbil „Alamin, the researcher grateful for all the bounties that ALLAH SWT has showered on one which enabled me to complete this thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed human life.

He would like to express his deepest profound and gratitude to his parents, his Father Khailan Syamsumar, and his mother Nur Laila for their prayer, financial, motivation, and sacrifice.

The researcher realized that many hands have given their help and useful suggestion for the completion of this thesis. Without the assistance of these people, this thesis would never have existed. Therefore, the researcher would like to express his appreciation and sincere thanks to all of them particularly:

1. Prof. Dr. H. Ambo Asse, M.Ag., The Rector of the Muhammadiyah University of Makassar.

2. Erwin Akib, M.Pd, Ph.D., the Dean of Teacher Training and Education Faculty.

3. Ummi Khaeraty Syam, S.Pd, M.Pd., the Head of English Education Department of FKIP Muhammadiyah University of Makassar.

4. My high appreciation and great thankfulness are due to consultant Dr. Nur Qalby, SS., M. Hum and Muhalim, M.Pd., Ph.D., who have given their valuable time and guidance to finish this thesis.

5. The staff and all lecturers of the FKIP UNISMUH and PRODI English Department, especially the lecturers who taught him for many years.

6. Dra. Jumiati M.M, the headmaster of SMA Muhammadiyah Sungguminasa, and Ramlah, SS the teacher of English and all students‟ in class XII MIA of SMA

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Muhammadiyah Sungguminasa who had become him objects in conducting research in academic year 2019/2020.

7. Thank you to my younger brother Abdillah Huzai who always give me a support to finished my thesis, and also thanks to my friends.

8. Finally, for all everybody that could not be mentioned one by one, may Allah almighty bless us now and forever.

Makassar, Maret 2021

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Table 4.1: Item 1 ... 25 Table 4.2: Item 2 ... 26 Table 4.3: Item 3 ... 26 Table 4.4: Item 4 ... 27 Table 4.5: Item 5 ... 27 Table 4.6: Item 6 ... 28 Table 4.7: Item 7 ... 29 Table 4.8: Item 8 ... 29 Table 4.9: Item 9 ... 30 Table 4.10: Item 10 ... 30 Table 4.11: Item 11 ... 31 Table 4.12: Item 12 ... 31 Table 4.13: Item 13 ... 32 Table 4.14: Item 14 ... 33 Table 4.15: Item 15 ... 33 Table 4.16: Item 16 ... 34 Table 4.17: Item 17 ... 34 Table 4.18: Item 18 ... 35 Table 4.19: Item 19 ... 36 Table 4.20: Item 20 ... 36

Table 4.21: Category of Students‟ Perception ... 37

Table 4.22: Level of Perception ... 38

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LIST OF FIGURE

Page

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LIST OF APPENDINCES

Appendix 1: Instrument of the Research (Questionnaire)

Appendix 2: The Result of Students‟ Perception on the Use of Dictogloss Strategy in Teaching Listening at SMA Muhammadiyah Sungguminasa

Appendix 3: The Students‟ Block Score Appendix 4: Curriculum Vitae

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CHAPTER I INTRODUCTION

This chapter explains about background, problem statement, the objective of the research, significance of the research, and scope of the research.

A. Background

Listening is a natural part of our everyday experience. Most people spend a large part of their hours listening with varying degrees of attention to language and other stimuli. The Dictogloss strategy in teaching listening is aimed at developing the students‟ competence listening. Besides, it is also aimed at raising the students‟ awareness of the nature and importance of English that can improve their nation's competitiveness in the global society.

The target of teaching listening at SMA Muhammadiyah Sungguminasa is to enable the learners to achieve the functional level of teaching listening. To reach the target, the students have to master the four skills of English. Listening is one of the important skills that should be mastered because it helps students to improve other English skills. In daily life, people listen more than they read, speak, or write. The grade twelve of SMA Muhammadiyah Sungguminasa have to master the listening skills so that they can understand some instructions from their teacher in the teaching listening and learning process and they can finally respond to them well.

According to Rivers (1997: 72), we have to spend much of our time through listening activities. He estimated that the time an adult spent in communication activities is 45% for listening, 30% for speaking, 16% for reading, and 9% for writing skills. We always want to know what we‟ll hear. Of course, it needs a listening ability.

Listening is one of the four language skills and categorized as a receptive skill. This is essential in communication because we cannot catch someone's idea

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that transmits to us if we do not have a good listening ability. According to Bowen (1985: 74), states that Listening is attending to and interpreting oral language. It means that communication will not be running well without listening comprehension. Considering the importance of listening skills in daily conversation, English learners should work hard to develop their listening ability.

Dictogloss is a classroom dictation activity where learners listen to a passage, note down keywords, and then work together to create a reconstructed version of the text. It was initially introduced by Ruth Wajnryb (1990), as an alternative method of teaching grammar.

Vandergrift (2012) further states that Listening plays a significant role in the learning of the second language. This is because it gives the learner information from which to build the necessary knowledge input for learners to acquire the language needed for practicing a speech. Heaton (1984: 64) states that an effective way of developing the listening skill is through the provision of carefully selected practice material. The materials for teaching listening comprehension should be suitable for what the students need and want. The students' will be interested in studying if the teaching materials are unusual for them, and it is what they want to know, but also, the Research should be considering the students' needs.

However, it is not easy for English teachers to teach students to reach their primary goal. It can be seen from the scores of their final exam. Many of them failed to meet the minimum standard score. It happens because they are unable to listen to the English text well in the class. When they can listen to the sentence, they sometimes fail to write what they hear. Some of them even fail to find the main idea and also some supporting ideas or details from the recording.

The lack of interest and motivation of the students to study may arise because of the methods and techniques that are not suitable for the students' needs or the students' attention. Of course, it can be a severe problem for the students. As a

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result, they are not enthusiastic about learning English, and it can influence their achievement, such as in listening.

Based on the problems, the researcher was conducted research with the title The Students' Perception on the use of Dictogloss Strategy in Teaching Listening to find out Students' positive and negative perceptions.

B. Problem Statement

Based on the background above, the researcher formulates the research question as follows:

What are the students‟ perceptions on Dictogloss Strategy in teaching listening?

C. Objective of the Research

Relating to the problem statement mention above, the researcher states that the objectives of the study are to find out:

The students‟ perception on Dictogloss Strategy in teaching listening.

D. Significance of the Research

The importance consists of theoretical and practical are expected to be useful for the improvement of the students' listening comprehension and become an alternative technique for the researcher of English subject in general and, particularly, those who are teaching English at Grade Twelve Students of SMA Muhammadiyah Sungguminasa.

1. Theoretical Significance

This research is expected to develop of Dictogloss Strategy in listening class.

2. Practical Significance

For the students, the result of this research can be used as a reference to improve the ability of the student in understanding more about Dictogloss

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Strategy. For the teacher, the result of this Research can help the teacher to more comfortably present the material about the dictogloss strategy. And for other researchers to give additional information for other researchers who want to conduct further research on the related field.

E. Scope of the Study

The scope of the research focus on students' positive and negative perceptions in teaching listening by using Dictogloss Strategy at the Grade Twelve of SMA Muhammadiyah Sungguminasa.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature dealing with (1) some previous relevant findings, (2) some pertinent ideas, (3) conceptual framework.

A. Some Previous Related Findings

Some researchers conduct few studies on students' listening comprehension through Dictogloss Strategy. Some of their findings are elaborated in the following.

The first researcher is from Vasiljevic, Zorana (2010). Dictogloss as an Interactive Method of Teaching Listening Comprehension to L2 Learners. The results showed how the dictogloss method and cooperative learning could be combined to promote the development of listening and speaking skills of second language learners.

The second researcher is Mohamed, Ayman (2016). Dictogloss-based Activities for Developing EFL Learners' Listening Comprehension. The results showed that the listening comprehension skill is frequently cited by both teachers and learners of a second language (L2) as perhaps the most difficult to deal with in any systematic way.

The third Research is Peter Prince (2013). Listening, remembering, writing: Exploring the dictogloss task. The listening comprehension skill is frequently cited by both teachers and learners of a second language (L2) as perhaps the most difficult to deal with in any systematic way.

The fourth research by Myong-Kwan Lee (2013). The Effects on English Listening Abilities via Dictogloss. The present study aims to examine the effects of Dictogloss on English listening abilities. The research was implemented for fourteen weeks with eighty Korean university students. The results indicate that

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Dictogloss procedures help students facilitate their listening strategies usage. These findings suggest that listening classes using Dictogloss have positive effects on listening abilities. Based on this study, some guidelines for active listening classes were suggested.

The similarity between this research and the previous was the Dictogloss Strategy. The new findings of this research are data obtained from questionnaires and conducted was online, and The difference between this study and the previous study was this research used descriptive quantitative and the research focuses on two types of students 'perceptions, the first type is students' positive perception on the use of Dictogloss strategy in teaching listening, and the second types are students' negative perception on the use of Dictogloss Strategy in Teaching Listening, while the previous study used CAR.

B. Perception

1. Definition of Perception

The perception from the Latin percipiois the organization, identification, and interpretation of sensory information to represent and understand the environment perception is the ability to see, hear, or become aware of something through the sense, how something is regarded, understood, or interpreted (Oxford Dictionary, 2016). Perception is the process through which the information from the outside environment is selected, received, organized, and interpreted to make it meaningful to people. Also, Darmuh (2016) defined that perception of sensory to give significance in their environments.

Barry (1998: 48), in his study, reveals that perception is the set of the process by which we recognize, organize, and make stimuli in our environment. The sky distinction between the two main theories of perception emphasizes each gives to the role of sensation and higher cognitive process perception. According to Robbins (2003), perception as the

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process taken by an individual to govern and to interpret perception of sensory to give significance in their environment.

Perception can be defined as our recognition and interpretation of sensory information. Perception also includes how we respond to the information. We can think of perception as a process where we take in sensory information from our environment and use that information in order to interact with our environment. Perception allows us to take the sensory information in and make it into something meaningful.

Perception is defined variously by different scholars, as Chee (2002) has stated that the perception of stimuli can be influenced by an individual‟s mental awareness, experience, knowledge, motivation, and social interactions. The perceptions of an individual eventually give rise to an individual‟s attitudes. Millikan (2004) also states that perception is a way of understanding natural signs or, better of translating natural signs into intentional signs.

Lindsay and Norman (1977) state that perception as the process by which organisms interpret and organize sensations to produce a meaningful experience. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, noses, tongue, or skin. According to Leavit (2002), the definition of perception in the narrow sense right. At the same time, generally, perception is an opinion, how to define something.

It means that a process by which individuals organize and interpret their sensory impressions to give meaning to their environment. Thus, it can be said that perception refers to someone‟s sense or view toward a certain object. In other words, students‟ perceptions can be the essential factors to support the teaching-learning process itself.

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According to Hussein (2017) states that there was an individual difference in perceptual abilities. Two people may perceive the same stimulus differently. The factors affecting the perceptions of people are:

a. Perceptual Learning

Every one of the community learns to emphasize some sensory inputs and ignore others. For example, a person who has training in some occupations like artistry or other skill jobs can perform better than other untrained people. Experience is the best teacher for such perceptual skills; for example, blind people identify the people by their voice or by the sounds of their footsteps.

b. Mental set

Set refers to preparedness or readiness to receive some sensory input. Such expectancy keeps the individual prepared with good attention and concentration. For example, when we expect the arrival of a train, we listen to its horn or sound even if there is a lot of noise disturbance.

c. Motives and Needs

Our motives and needs will influence our perception. For example, a hungry person is motivated to recognize only the food items, among other articles. His attention cannot be directed towards other things until his motive is satisfied.

d. The student's perception can be one of the student's evaluations for the lecture. Through the perception, the lecturer will be able to know what students need in learning. The study of perception is useful for learners more efficient in teaching.

3. Types of Perception

According to Goldstein (2007) state that, there are five types of perception follow:

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a. Depth Perception

This is the ability of a person to perceive distance. One needs to discern in the real world, like the distance between me and another person and space between objects. Included in-depth/spatial perception is the ability to perceive moving objects, like vehicles driving on roads. Factors like first, second, and third dimensions come into play in our understanding of depth perception.

We know that depth perception appears early in human development, although the idea of being cautious when there is a danger of falling seems to develop later in infancy. In a great demonstration, psychologists, Eleanor Gibson and Richard Walk placed infants on a Plexiglas-topped table that appeared to drop off sharply on one end.

When the ball image suddenly appeared to move directly toward the infant's face, the reactions were increased heart rate and obvious anxiety. This suggests that some ability for depth perception is probably inborn of early development. Digging deeper into the problem of depth perception, we find that our sense of depth or distance relies on multiple cues. We can group these depth cues in two categories, either binocular cues or monocular cues.

b. Movement Perception

We understand when objects are in movement because particular objects appear in different places at different times. This is a natural process that we learn since birth. It is only through this ability that an individual can understand the world around him or her and perceive dangers or threats in movement, which is key for survival.

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In a phenomenon called apparent motion, we perceive objects as moving when they are stationary. It becomes an illusion then, as we perceive objects that are not moving to, in fact, be moving. An example of this is when we are moving fast on a bus or a car, and the trees, plants, and houses we pass by appear to be moving in the opposite direction. Obviously, those objects are not moving, but we perceive them as indeed in motion.

c. Form Perception

This is the ability to recognize objects in particular from within a certain environment. According to Gestalt psychologists, different laws govern how we perceive different patterns within space. The law of proximity holds that when we perceive a collection of objects, we will see objects close to each other as forming a group. This also affects how we view pictures and films. If you were to magnify pictures on a computer screen to a large depth, you would see pixels forming the picture together. When we look at one complete image, we don't see each pixel; rather, we see it as one whole object based on proximity.

The law of similarity states that elements will be grouped perception if they are similar to each other. Colour plays a big role in this grouping. Think again to the pixels that make up a photograph, looking closely, the pixels in one area are similar or closely related shades of the same colour to make up that one element of the image.

d. Time Perception

We perceive time in second, minutes, and hours which pass into days, weeks, months, years, and even centuries. Time is perceived in terms of past, present, and future. Perceptions of times are less in children than elders; several factors influence time

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perceptions: Subjective (age, activity, motivation, intelligence) and objective.

Time perception, experience, or awareness of the passage of time. The human experience of change is complex. One primary element is that of a succession of events, but distinguishable events are separated by more or fewer length intervals that are called durations. Thus, sequence and duration are fundamental aspects of what is perceived in change.

e. Size Perception

The perceived size of objects depends on several factors. Perhaps the most important of these is the visual angle subtended by the object on the retina. All other things being equal, the object that subtends the larger visual angel will appear larger. If you have already clicked on the visual angel, above, you know that the visual angle is dependent on two factors. 1. The actual size of the object, and 2. The distance the object is from the eye.

Another factor affecting the perceived size is size constancy. This phenomenon results in objects of known size tending to appear constant in size regardless of their distance. So, for example, if you are looking at your friend and that friends start walking away from you, the friend does not, at the same time, start to appear smaller even though the visual angle subtended by that friend is getting less and less.

4. Positive and Negative Perception

According to Robbins (2002: 14) that positive perception is an assessment of an individual to an object or information with a positive view or as expected from the object that is perceived or from existing rules. Meanwhile, negative perceptions are individual perceptions of certain objects

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or information with negative views, contrary to what is expected from the object that is perceived or from existing rules. The cause of the emergence of a negative perception can be arises because of individual dissatisfaction with the object being a source of perception, the existence of individual ignorance and absence individual experience of the object being perceived and vice versa, the cause of the emergence of a person's positive perception because of their perceptions, the existence of individual knowledge, and the existence of individual experience of objects that are perceived.

Rahmat (2005) states that perception is divided into two forms, positive and negative. If the perceived object is in accordance with appreciation and can be accepted rationally and emotionally, then humans will perceive positively or tend to like and respond according to the perceived object. If it is not by appreciation, the perception is negative or tends to reject and respond in the opposite direction to the object of perception. Robbins (2002) adds that positive perception is an individual's assessment of an object or information with a positive view or by what is expected from the object perceived or from existing rules. Meanwhile, negative perceptions are individual perceptions of certain objects or information with negative views, contrary to what is expected from the object's perceived or existing rules.

The emergence of a person's negative perception can arise because of individual dissatisfaction with the object that is the source of their perception, the existence of ignorance of the individual, and the absence of individual experience of the object being perceived and vice versa. The cause of the emergence of positive perceptions of a person is the individual satisfaction of the object that is the source of perception, the existence of individual knowledge, and the existence of individual experiences of perceived objects.

According to Walgito (2004), individuals tend to look at things that they think will satisfy their needs and ignore things that are considered harmful or disturbing. The psychological state becomes very important in interpreting

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the stimulus, so an individual's perception may be different from other individuals, even though the object or stimulus is the same. Thomas (2007) adds that interpretation is strongly influenced by the personal characteristics of perceptual actors, including attitudes, motives, needs, interests, past experiences, and expectations. The process of perception involves interpretation resulting in the results of perception between one person, and another person is different (individualistic).

Based on the definition described above, the researcher can conclude that positive perception is a positive way of looking at individuals in the stimulus in the environment through processes of cognition and affective processes that are influenced by various things such as prior knowledge, needs educational moods and other factors to give positive meaning towards the object that it perceives. At the same time, negative perceptions are ways of looking at or evaluating an individual against an object with considerations that are not in individual accordance, expected or different from what they desired.

C. The Concept of Dictogloss Strategy 1. The Types of Dictogloss Strategy

The word Dictogloss comes from English and consists of two words, the word dicto or dictate, which means dictation, and the word gloss, which means interpretation. The author believes that this technique is a combination of two techniques, namely dictation, interpretation. After the text is read in a dictated way, students must interpret the text of the story that he has heard.

David Nunan in Azies and Alwasilah (1996: 85), suggested that the Dictogloss technique, which is a technique in listening that is classified as communicative. In this technique, the teacher reads a short discourse to students at average speed, and students are asked to write as many words

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as they can. They then work together in small groups to reconstruct the discourse based on the fragments they have written. This technique is similar to the traditional dictation technique, although the only superficial in nature.

With this technique, students are trained to listen, understand, interpret, and to respond to information that he listens to. Based on the description above, it can be seen that in the Dictogloss technique, two techniques are used as an effort to understand an oral discourse, namely dictation, and keyword identification techniques. The dictation technique is used when the discourse is played to students at average speed, while the keyword identification technique is used when students are asked to write down keywords or content words as much as they can.

Djago Tarigan (1986: 52) states that the identification of keywords is to choose words that are the main points of thought in the discourse, then in the Dictogloss technique, it is necessary to find words that are keywords. Oral speech listened to by students, in the form of recorded stories on cassettes. The recording of the story is one of the audio media. Aristo Rahadi (Ministry of National Education, 2003: 33) states that audio media is often used in schools. Audio cassette programs include media that are already popular in rural areas and are quite economical because the costs required for procurement and staging are cheap enough to assist teachers in delivering lessons.

2. The Advantages and Disadvantages of Dictogloss Strategy a. The Advantages of Dictogloss Strategy

According to Thornton in Vasiljevic (2010: 46), Dictogloss has some advantages over other models of teaching listening comprehension.

The Dictogloss method is an effective way of combining individual and group activities. Students listen and take notes individually and then work together to reconstruct the texts. The reconstruction task gives

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students focus and a clear objective, which is a precondition for effective group work. Students are actively involved in the learning process, and there are multiple opportunities for peer learning and peer teaching. After the teacher provides a framework for understanding the passage by explaining the background information, cooperative groups can develop more appropriate comparisons or examples that will assist learners with their comprehension.

The Dictogloss procedure facilitates the development of the learners‟ communicative competence. Furthermore, unlike in a typical discussion class where students are presented with a list of topics or discussion questions and communication activities often have a simple question-and-answer format, in a Dictogloss class, students‟ interaction is much more natural. A collaborative reconstruction task gives learners the opportunities to practice and use all modes of language and to become engaged in authentic communication. There is more turn-taking, and students are more likely to use confirmation and clarification strategies. The variety of interactions was found to be more productive in terms of language development than the actual linguistic forms used. Point out, and people learn languages best not by treating them as an object of study, but by experiencing them as a medium of communication.

The reconstruction stage helps students try out their hypotheses and subsequently to identify their strengths and weaknesses. A reconstruction task encourages students to consider the input more closely. Noticing is known to be one of the crucial elements of the language learning process.

b. The Disadvantages of Dictogloss Strategy

Aristo (Depdiknas, 2003: 34), stated the weaknesses in using the recording media as follows:

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b.) If the target number is small and only disposable, the production costs will be expensive.

c.) Tends to verbalism because all information is only presented through sound, so it is difficult to present material that is very technical and practical.

There is no perfect technique. If the technique has advantages, the weaknesses must be owned by the technique. Likewise, with the dictogloss technique in its implementation in the field, there are some disadvantages. The weaknesses are as follows:

a.) Lack of media procurement, because the dictogloss technique requires good and appropriate media.

b.) Lack of time available, because in this dictogloss technique need more time

c. Step of Teaching Dictogloss Strategy

There are four steps in the dictogloss technique proposed by David Nunan in Azies and Alwasillah (1996: 86), namely:

a.) Preparation.

At this stage, the teacher prepares students to face the text they will hear by asking questions and discussing stimulus images, by discussing vocabulary, by ensuring that students know what to do, and by ensuring that students are in the appropriate group.

b.) Dictation.

Learners listen to dictation twice. First, they listen and get a general description of the text. Second, they take notes, and motivation will help them reconstruct the text. For consistency reasons, students should listen to the text through a tape recorder rather than the text the teacher reads.

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At the end of the dictation, the learner collects notes and rearranges their version of the text. During this stage, it is important to remember that the teacher does not provide language input to students.

d.) Analysis and Correction.

There are various ways to handle this stage. First, each student version of the text can be written on the board or displayed via an overhead projector (OHP). Second, the text can be reproduced and distributed to all students. Third, students can compare their version with the original text, sentence by sentence.

D. The strategies of Teaching Dictogloss Strategy

The Use of Recording Media in the Dictogloss Technique or audio media is media relating to the sense of hearing. As mentioned earlier, in the dictogloss technique it is better to use recording media as an audio aid. The use of this technique is intended to:

a.) Make learning more productive.

b.) Make learning more direct and immediate. c.) Make learning more balanced and equitable.

(Azies and Alwasilah, 1996:86)

Therefore, the use of recording or audio media is highly recommended in listening to learning. However, to achieve success in the use of this media need to know several things, such as the position of the listener, the nature of the media, the steps in writing the script, and components in the audio program.

In communication, the listener has an important position. Communication will be said to be effective if the listener is captivated, can understand the contents of the message delivered, and carry out

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activities in accordance with the plan made by the program compiler. It is necessary to pay attention to the properties of the media used. Audio media is auditive. The contents of the program delivered to the listening ears were only cursory. A listener who is not concentrating cannot catch the message conveyed. If the program author wants to get good results, this media program must be familiar with the listener.

Audio script writers must pay attention to their listening ability. The type of listener determines the contents of the message and the language used in writing the script. Audio scripts that are presented to students must use words and sentences that are known to students. Some steps in writing a script include:

a.) Determine the topic

b.) Conduct research on the subject matter c.) Make an outline

d.) Determine the format e.) Write concepts

f.) Check the concept and g.) Write a script.

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E. Conceptual Framework

Figure 2.1 Conceptual Framework

The conceptual framework is a representation of this research. This research conduct in SMA Muhammadiyah Sungguminasa. The research focuses on two types of students' perceptions, the first type is students' positive perception on the use of Dictogloss strategy in teaching listening, and the second types are students' negative perception on the use of Dictogloss

Listening Skill

Dictogloss Strategy

Students‟ Perception

Students‟ Positive perception on the use

Dictogloss Strategy

Students‟ Negative perception on the use

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strategy in teaching listening. The students ask to know their perception about using Dictogloss strategy in teaching listening.

CHAPTER III

METHOD OF THE RESEARCH

This chapter deals with design research, variables, and their operational definitions of variables, population and sample, instruments of the research, procedures of collecting data, and techniques of data analysis.

A. Research Design

In this research, the researcher used descriptive quantitative. The researcher came to the college as a nonparticipant researcher to collected the data using the questionnaire.

B. Population and Sample 1. Population

The population of this research are the students at the Grade Twelve of SMA Muhammadiyah Sungguminasa academic year 2019-2020. It consists of Two Classes, and the total population is 57 students.

State of Population

No. Class Male Female Amount

1. XII IPA 13 13 26

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Total 28 31 57

(Source of Data: SMA Muhammadiyah Sungguminasa)

2. Sample

Sugioyono (2008), said that "the sample is a portion of the population selected for the data source". In this research, the sample was taken by a purposive sampling technique in which the researcher selected one class that suitable with the criteria of this research who have been taught by using the Dictogloss Strategy. As for the used period, it is applied in odd and even semesters in grade eleven. The researcher taken 26 students in the class was selected.

Sample Data

No. Class Gender Amount

Male Female

1. XII IPA 13 13 26

(Source of Data: SMA Muhammadiyah Sungguminasa)

C. Research Variables

This research used two variables namely the independent variable and

dependent variable. The independent variable of research are students' perception in teaching listening skills and the dependent variable is Dictogloss Strategy.

D. Research Instrument

The research instrument used for data collection is a questionnaire and scale in this research, namely Likert Scales. The questionnaire was used to find out the students' perceptions of students' positive and negative perceptions in teaching listening by using the Dictogloss Strategy. The students had to answer what they felt about the statements or questions. There were 20 statements that the students were answers.

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E. The Procedure for Collecting Data

In this research, the researcher collected the data by using a questionnaire and conducted was online using the google form, and then the researcher shared the link through the WhatsApp application so that it could be accessed by students. Before the students started to fill the questionnaire, the researcher gave instructions on how to respond to the questionnaire and gave 15 minutes to the students to answer the questionnaire. After collecting the data, the researcher classified and analyzed the data from the students.

F. Technique of Analysis Data

In this research, the type of data, namely, data from the questionnaire to find out the students' perception on the use of Dictogloss Strategy.

1. Calculating the total score of each respondent from the questionnaire

Table 3.1 Likert Scale and Scoring

Items Score Positive Negative Strongly Agree 5 1 Agree 4 2 Neutral 3 3 Disagree 2 4 Strongly Disagree 1 5 Which: P = Percentage F = Frequency

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N = Number of Sample 100% = Constant Value

(Sugiyono, 2017:135) 2. The results Questionnaires were analyzed by using the following

percentage system.

To get the main score of the students, the writer used the following formula.

: The mean of the score. : Total score

n : Total sample.

(Gay, 2006:320)

If questionnaires consisted of 20 items, the score is classified as follow:

20 x 5 = 100 maximum score

20 x 3 = 60 neutral

20 x 1 = 20 undecided score/ low score.

Table 3.2 level of perception

Level of Perception Score

Positive 61-100

Neutral 21-60

Negative 0-20

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If the mean score of the students were greater, it indicated that the students' perception of Dictogloss Strategy is positive, while if it is smaller than 20 it indicated that the students' perception of the Dictogloss Strategy is negative.

3. The category process of the students‟ perception on the use of Dictogloss Strategy characteristic classified into:

Table 3.3 Interpretation Score

No. Category Interpretation Score

1. Excellent 81-100 2. Good 61-80 3. Fair 41-60 4. Poor 21-40 5. Very Poor < 20 (Sudarmono, 2012:15) The interpretation score above is to better understand the level of students' perception of the use of Dictogloss Strategy in the classroom and that the score is from the total score from the Likert scale. For instance, that interpretation score is in the range of 81-100 it means that the students have an excellent category, in the range of 61-80, it means that students have a good category, in the range of 41-60, it means that students have a fair category. In a range of 21-40, it means that students have category poor, and the range of <20 means that students have a very poor category.

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CHAPTER IV

FINDINGS AND DISCUSSION

The chapter consists of findings and a discussion of the research. The findings of the research present the result of the students' questionnaire on the students' use of Dictogloss Strategy in teaching Listening. The discussion of the research is a further explanation of the findings.

A. Findings

In this part, the researcher described the result of data analysis based on the problem statement. in this research, the researcher used a questionnaire that were distributed to the students:

1. The Students‟ Perception on the use of Dictogloss Strategy

The researcher used questionnaires to know the students' perception on the use of the Dictogloss Strategy. Classification of students' questionnaire for each item:

a. Motivated

Table 4.1 I feel motivated to do my English task using Dictogloss Strategy

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1 Strongly agree 9 34.61% 2 Agree 16 61.53% 3 Neutral 1 3.84% 4 Disagree 0 - 5 Strongly disagree 0 - Total 26 100%

Table above shows that 9 (34.61%) out of the students chose Strongly agree (SA), 16 (61.53%) chose Agree (A), 1 (3.84%) chose Neutral (N), none chose Disagree (D), and Strongly disagree (SD). It means most students thought that the Dictogloss Strategy made them more enjoyable in teaching listening.

b. Lesson

Table 4.2 Dictogloss strategy helps me to understand more about a lesson in the class Listening

No Items Frequency Percentage (%)

Table above shows that 7 students (26.92%) chose Strongly agree (SA), 12 (46.15%) chose Agree (A), 7 (26.92%) chose Neutral (N), none chose Disagree (D), and Strongly disagree (SD). That Dictogloss strategy in learning English helps them to understand more about the lesson in the class listening.

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c. Studying

Table 4.3 I feel that Dictogloss Strategy can help me studying

Table above shows that 10 (38,46%) chose Strongly agree (SA), 12 (46,15%) chose Agree (A), the other students 4 (15,38%) chose Neutral (N), none out chose Disagree (D), and Strongly disagree (SD). It means that most students‟ had neutral perception.

d. Confident

Table 4.4 Dictogloss strategy makes me more confident to write my ideas

Table above shows that 7 (26.92%) out chose Strongly agree (SA), 11 (42.30%) chose to Agree (A), 8 (30.76%) chose Neutral (N), none out of the students chose Disagree (D), and Strongly disagree (SD). It

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means that most students are more confident to share knowledge in the Dictogloss Strategy.

e. Information

Table 4.5 I get new information through Dictogloss Strategy

Table above shows that 8 (30.76%) out of students chose Strongly agree (SA), 14 (53.84%) chose Agree (A), 4 (15.38%) chose Neutral (N), none out of the students chose Disagree (D), and Strongly disagree (SD). It means that the students were easier to get new information in the Dictogloss Strategy.

f. Understand

Table 4.6 I am able to understand the lesson using Dictogloss Strategy

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Table above shows that 4 (15.38%) chose Strongly agree (SA), 19 (73.07%) chose Agree (A), 4 (11.53%) chose Neutral (N), none out chose Disagree (D), and Strongly disagree (SD). It means that the students are easier to understand the material Dictogloss Strategy.

g. Quickly and easily

Table 4.7 I can learn quickly and easily

1 Strongly agree 9 34.61% 2 Agree 13 50% 3 Neutral 4 15.38% 4 Disagree 0 - 5 Strongly disagree 0 - Total 26 100%

Table above shows that 9 (34.61) out of the students chose Strongly agree (SA), 13 (50%) chose Agree (A), 4 (15.38%) students chose neutral (N), none out of the students chose Disagree (D), and Strongly disagree (SD). It means that most of the students can learn quickly and easily in the Dictogloss Strategy.

h. Increase

Table 4.8 I am sure the Dictogloss strategy can increase my achievement in the classroom

1 Strongly agree 8 30.76%

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3 Neutral 5 19.23%

4 Disagree 0 -

5 Strongly disagree 0 -

Total 26 100%

Table above shows that 8 (30.76%) chose Strongly agree (SA), 13 (50%) chose Agree (A), 5 (19.23%) chose Neutral (N), none out of the students chose Disagree (D), and Strongly disagree (SD). It means most students think that the Dictogloss Strategy can increase achievement in the classroom.

i. Easier

Table 4.9 It would be easier for me to share and learn something new in a Dictogloss strategy

Table above shows that 6 (23.07%) chose Strongly agree (SA), 15 (57.69%) out of the students chose Agree (A), 5 (19.23%) chose Neutral (N), none chose Disagree (D), and Strongly disagree (SD). It means that the students would be easier to share and learn something new in a Dictogloss Strategy.

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Table 4.10 Dictogloss strategy in the class can help me to increase my motivation in learning

Table above shows that 6 (23.07) chose Strongly agree (SA), 17 (65.38%) chose Agree (A), 3 (11.53%) chose Neutral (N), none chose Disagree (D), and Strongly disagree (SD). It means that the application of the Dictogloss strategy in the class can help the students to increase motivation in learning.

k. Smart and active

Table 4.11 Dictogloss strategy only benefits the smart and active students

1 Strongly agree 0 - 2 Agree 0 - 3 Neutral 10 38.46% 4 Disagree 10 38.46% 5 Strongly disagree 6 23.07% Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), and Agree (A), 10 (38.46%) chose Neutral (N), 10 (38.46%) chose to Disagree (D), 6 (23.07%) chose Strongly disagree (SD). It

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means that the students felt that the Dictogloss Strategy just involved the students‟ smart and active.

l. Teaching-learning process

Table 4.12 By doing Dictogloss strategy in class the teaching-learning process becomes unpleasantly boring

1 Strongly agree 0 - 2 Agree 0 - 3 Neutral 5 19.23% 4 Disagree 13 50% 5 Strongly disagree 8 30.76% Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), and Agree (A), 5 (19,23%) chose Neutral (N), 13 (50%) chose to Disagree (D), 8 (42,30%) chose Strongly disagree (SD). It means that by doing the Dictogloss strategy in class the teaching-learning process becomes bored.

m. Lazy

Table 4.13 Dictogloss strategy makes me lazy to train responsibility in the task

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Table above shows that none of the students chose Strongly agree (SA), and Agree (A), 8 (30.76%) chose Neutral (N), 15 (57.69%) chose to Disagree (D), 3 (11.53%) chose Strongly disagree (SD). It means that the Dictogloss strategy makes it lazy to train responsibility in the task.

n. Prefer

Table 4.14 I prefer to ask my friends about something I do not know then ask my teacher

Table above shows that none of the students chose Strongly agree (SA), and Agree (A), 6 (23.07%) chose Neutral (N), 6 (23.07%) chose to Disagree (D), 14 (53.84%) chose Strongly disagree (SD). It means that the students had enjoyed asking their friends anything at the anytime.

o. Improve

Table 4.15 I can’t improve my learning ability through Dictogloss Strategy

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No Items Frequency Percentage (%) 1 Strongly agree 0 - 2 Agree 0 - 3 Neutral 11 42.30% 4 Disagree 11 42.30% 5 Strongly disagree 4 15.38% Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), and Agree (A), 11 (42.30%) chose Neutral (N), 11 (42.30%) chose to Disagree (D), 4 (15.38%) chose Strongly disagree (SD). It means that most of the students had a perception that can't improve learning ability through Dictogloss Strategy.

p. Information

Table 4.16 I am not able to get more information using the Dictogloss Strategy

Table above shows that none out of the students chose Strongly agree (SA), and Agree (A), 9 (34.61%) chose Neutral (N), 10 (38.46%)

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chose to Disagree (D), 7 (26.92%) chose Strongly disagree (SD). It means that the students had a neutral perception to get more information using the Dictogloss Strategy.

q. Not motivated

Table 4.17 I am not motivated to learn through Dictogloss Strategy

Table above shows that none out of the students chose Strongly agree (SA), and chose Agree (A), 4 (15.38%) chose Neutral (N), 15 (57.69%) chose Disagree (D), 7 (26.92%) chose Strongly disagree (SD). It means that the students felt motivated to learn through the Dictogloss Strategy.

r. Not understand

Table 4.18 I do not understand when I learn through Dictogloss Strategy

1 Strongly agree 0 -

2 Agree 0 -

3 Neutral 11 42.30%

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5 Strongly disagree 5 19.23%

Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), and Agree (A), 11 (42.30%) chose Neutral (N), 10 (38.46%) chose to Disagree (D), 5 (19.23%) chose Strongly disagree (SD). It means that the students had perception neutral understanding when learning through the Dictogloss Strategy.

s. Quickly

Table 4.19 I don’t understand lessons more quickly using Dictogloss Strategy

1 Strongly agree 0 - 2 Agree 2 7.69% 3 Neutral 8 30.76% 4 Disagree 14 53.84% 5 Strongly disagree 2 7.69% Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), 2 (7.69%) chose Agree (A), 8 (30.76%) chose Neutral (N), 14 (53.84%) chose to Disagree (D), and 2 (7.69%) chose Strongly disagree (SD). It means that the students had perception disagree understand lessons more quickly using the Dictogloss Strategy.

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t. Appropriate

Table 4.20 Dictogloss Strategy is less appropriate to use at the time of learning

1 Strongly agree 0 - 2 Agree 2 7.69% 3 Neutral 5 19.23% 4 Disagree 12 46.15% 5 Strongly disagree 7 26.92% Total 26 100%

Table above shows that none out of the students chose Strongly agree (SA), 2 (7.69%) chose Agree (A), 5 (19.23%) chose Neutral (N), 12 (46.15%) chose Disagree (D), and 7 (26.92%) chose Strongly disagree (SD). It means that the students felt that the Dictogloss Strategy is appropriate to use at the time of learning.

Based on the findings, the result of students‟ perception on the use of Dictogloss Strategy can be categorized in the following table:

Table 4.21 Category of the students’ perception on the use of Dictogloss Strategy

Frequency Percentage % Score

Classification Category

24 92.30% 61-100 Positive

2 7.69% 21-60 Neutral

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26 100% Positive Perception

Table above showed that 24 (92.30%) the mean of the score students was greater, it indicated that the students' perception of Dictogloss Strategy is positive, 2 (7.69%) had Neutral category, and none out of the students had a negative category. while to find the mean of the score:

To get the main score of the students, the writer used the following formula. = 80.19%

If questionnaires consisted of 20 items, the score is classified as follow:

20 x 5 = 100 maximum score

20 x 3 = 60 neutral

20 x 1 = 20 undecided score/ low score.

Table 4.22 level of perception

Level of Perception Score

Positive 61-100

Neutral 21-60

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Based on the data analysis of the questionnaire, it is found that the mean of the score 80.19%, therefore the result of students‟ perception in Dictogloss strategy at the twelve grades of SMA Muhammadiyah Sungguminasa had category positive perception.

Based on the findings, the interpretation scores to better understand the level of students' perception of the use of Dictogloss Strategy in the classroom and that the score is from the total score from the Likert scale, can be categorized in the following table:

Table 4.23 Category of the students’ perception on the use of Dictogloss Strategy

Frequency Percentage % Score

Classification Category 14 53.84% 81-100 Excellent 10 38.46% 61-80 Good 2 7.69% 41-60 Fair 0 0 21-40 Poor 0 0 <20 Very poor 26 100%

Table above showed that 14 (53.84%) had Excellent category, 10 (38.46%) had Good category, and 2 (7.69) had Fair Category on the

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use of Dictogloss Strategy in teaching listening. Therefore, the result of students‟ perception in the Dictogloss strategy at the grade twelve of SMA Muhammadiyah Sungguminasa had category Good perception.

B. Discussion

The result shows that there are three types of students' perceptions, the first type is students' positive perception on the use of Dictogloss strategy in teaching listening, the second types are students' neutral perception on the use of Dictogloss strategy in teaching listening on the research instrument, and the third types are students' negative perception on the use of Dictogloss strategy in teaching listening on the research instrument. At point 1 which was positive, namely I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students‟ response showing that 16 (61.53%) out of the students chose to Agree, and 9 (34.61%) chose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher, the question is negative so that many students disagree with the question, response showing that 14 (53.84%) out of the students chose strongly disagree, and 6 (23.07%) chose to disagree, the fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in the teaching listening process because the Dictogloss strategy help to increase students to develop of Dictogloss Strategy in listening class. If the students use the Dictogloss strategy in the class. They can understand how to express ideas, opinions, and help each other to solve problems in learning.

According to Myong-Kwan Lee (2013) Dictogloss affected students‟ English listening abilities. The research was implemented for fourteen weeks with eighty Korean university students. The results indicate that Dictogloss procedures help students to facilitate their listening strategies. These findings