CHAPTER I INTRODUCTION INTRODUCTION
A. Previous Related Research Findings
2. Dictogloss Technique
a. Definition of Dictogloss Technique
Murray (2001: 5) states that the origins of dictogloss which is also called grammar dictation or dictocomp are not known but it seems to have been developed in Australia. It is a relatively new technique and its classic version seems to have developed in the early 1960s.
Anderson in Rauf (2013: 18) states that the word dictogloss comes from two words dictation and glossary dictation when one person read a passage aloud and the audience writes when is said. A glossary is a list of words with their meaning written beside them.
Lidiman (2010: 3) states that dictogloss technique is an integrated-skills technique for language learning in which the students work together to create a reconstructed version of a text read to them. The reseacher would like to apply dictogloss technique because this technique provides environment for the students to practice their writing skill and even in the other language skills (listening, reading, and speaking). Dictogloss technique helps the students to create ideas which make the students easier to write and teaches the students
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about vocabulary and grammar in context, which makes grammar learning more purposeful and meaningful.
Vasiljevic (2010:1) states that dictogloss is a classroom dictation activity where the students listen to a passage, note down key words and then work together to create a reconstructed version of the text. Dictogloss technique is a technique in which the teacher reads a short text and the students make brief notes and then try to reconstruct the text in groups.
Unlike traditional dictation, there is a gap between the listening and writing phases, giving the students time to think and discuss how best to express the ideas. The aim is not to reproduce the text word for word, but to convey the meaning and style of the text as closely as possible. Dictogloss is a powerful way of focusing attention on precise meaning, as well as on correct use of grammar. Because it is a co-operative activity, it is challenging without being threatening and it gives the students a chance to discuss language and to learn from each other. At higher levels it can be used with authentic texts (example from newspapers) and can focus on whatever vocabulary and grammar happens to occur in the text. At lower levels, it works well as a review activity, using a text (or part of a text) from an earlier lesson. As this is a very intensive activity, it‟s best to use short texts so the class doesn‟t lose interest.
Wajnryb (1990:16) states that the dictogloss as a task-based procedure designed to help language learning the students towards a better understanding of how grammar works on a text basis. It is designed to expose the students‟ shortcomings or needs. So, teaching can be directed more
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precisely towards these areas. In dictogloss technique also, all four language skills are practiced:
1) Listening (to the teacher during dictation, to peers when discussing the reconstruction of the text)
2) Speaking (to peers during the reconstruction and presentation)
3) Reading (notes taken while listening to the teacher, the group‟s reconstruction, and the original text)
4) Writing (writing the reconstruction). Concisely, dictogloss technique is an integrated-skills technique for language learning in which the students work together to create a reconstructed version of a text that is grammatically correct and contains the same information as the original text.
b. The Stages in Dictogloss Technique
There are four stages in dictogloss technique as Wajnryb (1990:17) states as follows:
1) Preparation
The teacher introduces and leads the students into the topic of the text, the language focus and the difficult vocabulary. The teacher selects the topics that are related to the students‟ knowledge or interest. The students are divided into several groups before the dictation begins.
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2) Dictation (Reading the text)
In dictogloss technique the students normally listen to dictation twice. At first dictation, teacher dictates the text at normal speed. At first, the students just listen to the text so that they become orientated to the topic. They do not take a note during the first dictation. After the first dictation, the students are asked to think what the text is about. In dictating the text for the second time, they jot down some key words which can help them reconstruct the text.
3) Reconstruction
After the dictation stages, the students work in group to reconstruct the text. In reconstruction stage, the students compare notes or discuss what they have heard and attempt to produce a coherent text close in content and organization to the original version. The students need not to use accurately the same words as in the original text, but the meaning should not be different and the text should be grammatically correct.
4) Analysis and Correction
The last is analysis and correction stage. In this stage, the students compare their text with other various versions and the original one. The students discuss the content, grammar and language choice made. There are various ways of dealing with this stage. The small group versions can be reproduced on the board or overhead projector; the text can be photocopied and distributed.
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Ideally, the original text should not be seen by the students until after their own versions have been analyzed. The students can be asked to check their reconstruction (self-assessment) or the reconstruction of another group (peer-assessment).
c. The Aims and Potential Benefits of Dictogloss
Jason in Aqil (2010: 12-14) states that there are some aims, potential benefits and the values of dictogloss there are as follows:
1) The Aims of Dictogloss
The aim for the students is not to create an exact copy of the original but a text which has the same content as the original and is grammatically and lexically accurate. Other aims are:
a) To provide an opportunity for the students to use their productive grammar in the task of text creation.
b) To encourage the students to find out what they do and do not know about English, namely their weaknesses and strengths.
c) To upgrade and refine the students use of the language through a comprehensive analysis of language options in the correction of the learners‟ approximate texts.
2) Further Potential Benefits
a) Dictogloss creates a genuine need for communication (to pool information, negotiate and complete the task) as there is an informations gap.
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b) It fosters group responsibility and takes pressure away from individual students.
c) Helps the students monitor and adjust their inter language to come closer to the target language.
d) Helps find a compromise between what the students think they need (which might not be grammar at all but maybe text organization or lexis) and what teachers think. The needs become obvious when analyzing the texts.
e) As it is communicative and addresses the needs of the students directly it is motivational. Students also generally want to be corrected; here it is done in a sensible way.
f) Research and experience shows that learning takes place when the students actually try out language and are actively engaged in the task.
g) The reconstructed texts allows the students to discuss their interpretation of which grammar is most appropriate so that the text they produce is as close as possible in meaning, content and function to the original version. If it is a review of a structure, it is interesting to see whether the students can identify it when listening and then reapply in the reconstruction.
d. The Value of Dictogloss
Jacobs (2003: 2) states that dictogloss has been the subject of numerous studies and commentaries, which have largely supported use of
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the technique. One reason for this is that it is integrative. The students are encouraged to focus their attention on form and meaning and all four language skills are practiced:
1) Listening (to the teacher during dictation, to peers when discussing the reconstruction),
2) Speaking (to peers during the reconstruction)
3) Reading (notes taken while listening to the teacher, the group‟s reconstruction, and the original text)
4) Writing (writing the reconstruction).
e. The Advantages of Dictogloss Technique
Murray in Rauf (2013:27) states that there are some advantages of dictogloss technique, they are follows:
1) Dictogloss technique is an effective way of combining individual and group activities
2) Dictogloss procedure facilities the development of the learners‟
communicative competence
3) The reconstruction stage help the students try out their hypotheses and subsequently to identify their strength and weakness.
4) The reconstruction tasks of dictogloss can raise the students‟
awareness C. Resume
After analyzing some theories concern with writing and dictogloss technique, the researcher concludes that dictogloss technique can be considered as an
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effective technique to accelerate the students‟ writing competence as well as their learning motivation.