INTRODUCTION
Background of research
Resaerch Question
The Objective Of The Research
Significance Of The Research
Definition Of Key Term
RELATED LITERATURE REVIEW
Previous Research
7 Khoirun Nisa', "The effectiveness of using Dictogloss technique for the students' listening comprehension performance on the eighth grade of SMPN 1 Rejotangan in academic year thesis, State Islamic Institute (IAIN) of Tulungagung, Tulungagung, 2016). Siti Annisa titled "The implementation of Dictogloss strategy to improve students' ability in listening comprehension. Yasa titled "The effect of the implementation of Dictogloss technique on listening comprehension of the tenth grade.
8 Siti Huriyah, "Improving students' listening skills through the dictogloss technique", (Thesis, Sultan Maulana Hasanuddin Banten State Institute for Islamic Studies, Banten, 2017).
Theoretical Framework
The researcher worked with an English teacher to conduct action research in the classroom by implementing a dictogloss strategy to improve students' listening skills. Based on the observation, the researcher knew the problem that was happening to the students and their listening difficulties. The researcher interviewed teachers and students to get complete information about the teaching and learning process.
The researcher began the learning process by praying and then continues with the presence of the students. The action phase is the implementation of the planning phase, which was also planned by the researcher. While the learning was going on, the researcher tried to test that the students were listening from materials that explained.
The students have to prepare a sheet of paper, after which the researcher plays the video recording three times. The researcher used the result of the test to determine the improvement in students' listening skills through this type of research. During this meeting, the researcher started the lesson by greeting, checking the students' attendance list and checking on their condition.
In this step, the researcher reflected on the implementation of dictogloss strategy as media to improve students' listening skills. Here the students could understand when the researcher speaks English language, they could understand from what they heard. The researcher used dictogloss strategy to the students according to the themes related to the material.
Based on the result of the study, the researcher concluded that the dictogloss strategy improved students' listening skills. The researcher implemented a dictogloss strategy related to the theme of the material in Cycle 1 and Cycle 2. In the Cycle 1 and Cycle 2 listening exercise, the researcher used video recordings as the medium for the dictogloss strategy.
RESEARCH METHOD
Research Design
Technique of Data Analysis
When analyzing the numerical data, the researcher tries to obtain the average of students' listening comprehension score from the pre-test before implementing the dictogloss strategy and the post-test result in one cycle. It would be used to know the result of dictogloss strategy in improving students' listening skills. Then the writer tried to obtain the class percentages that achieve the target minimum standard score (KKM).
Validity of Data
The Criteria of Success
After preparing all the materials, the researcher started the class with a greeting, asked the students to pray together, checked the attendance list of the students and informed them what they would have in the meeting. After completing the researcher's obligation, the researcher started writing the sentence and asked the students to repeat after him. Then the researcher explained the interpretation that will take place in the class from the first meeting to the last.
Then the researcher deleted and redlined the sentence, and then the students tried to guess which words the researcher was speaking. Before the researcher briefed them on what they would do in the second meeting, the students and the researcher brainstormed together. The researcher started the class with a greeting, prayer, review of the attendance list of the students, motivation and review of the last material for the students to remember the class.
The researcher asked the students to pay attention and then .. the researcher began to explain the direction of the hearing test that would be conducted. As usual, the researcher started the class with a greeting, asked them to pray, checked the students' attendance list and asked about the students' feelings while doing the learning process of teaching. Next, the researcher writes sentences on the board without writing, and then asks the students to write what the researcher said.
As usual, the researcher started the meeting by greeting, checking students' attendance list and checking their condition. Before researcher continue the test, the researcher asked the students to keep quiet and pay attention to the researcher, researcher prepared the video recording and mini audio.
RESEARCH FINDINGS AND DISCUSSION
Overview of Research Objects
This school was built on November 7, 1983, with the first headmaster being Mr. Darsono. The erection of SMPN2 Rambipuji Jember was indicated by so many facilities aimed at supporting the teaching and learning process in this school such as library, computer laboratory, language laboratory and science laboratory. Based on the data obtained by the researcher, this school has 526 students in the 2022 academic year.
Merealisasikan pembinaan dan peningkatan ketaqwaan kepada Allah dengan menunaikan perintah Allah dan menjauhi larangan-Nya melalui kegiatan suai kenal dan pengembangan diri j. Realisasi pembinaan penghormatan terhadap seni, kreativiti dan kreativiti seni yang tidak bercanggah dengan ajaran agama. Mendirikan pembinaan dan meningkatkan ketaqwaan kepada Allah dengan melaksanakan perintah Allah dan menjauhi larangan-Nya melalui aktiviti pembiasaan dan pembangunan diri j.
Terwujudnya pengembangan apresiasi seni, kreatifitas dan kreasi seni yang tidak bertentangan dengan ajaran agama.
Research Findings
After explaining the purpose of the research to be carried out, the researcher gave the first test using the birthday video recording. In this case, the researcher decided to choose the material, strategy and media that would be used in the learning process. The researcher entered the class and started the teaching and learning process by greeting, praying and . checking their attendance list.
During this meeting, the employee asked the researcher for the use of some material. Before moving on to the core activity, the researcher asked the students to ask a question about the learning process last week. When the researcher asked back about the students, some students had done little better in terms of response accuracy. The researcher told the students that from the test taken last week, their listening ability increased a little bit, but still much less.
The researcher made it three times and instructed the students to submit the result. After a while, the researcher gave the result back to the students and then made a conclusion for the learning on that day. After three students had done this, the experimenter rewrote the sentences again and asked the students to discuss with their friend, after which he came forward again. After practicing, the researcher explained the material again and moved on to the question and answer moment.
There were some instructions for the students: first, the researcher would play the video four times. From this test, the researcher and collaborator can use the result to check their improvement in listening skills. In the observation phase, the researcher and the colleague observed the situation in the class, the students during the teaching of the learning process.
After looking at their post-test speaking performance in cycle one, they tried to give more of their attention when the researcher explained the material.
Discussion
If described in the form of a comparison table between pre-cycle, cycle I and cycle II, the completeness of students' learning in English through dictogloss strategy to improve the listening comprehension of students in the eighth grade of SMPN 2 Rambipuji improve. The Dictogloss strategy showed positive progress in students' listening performance because when the researcher tried to speak English, they were able to understand and become familiar with the spoken words. Therefore, the researcher taught them to use the dictogloss strategy as a listening aid.
Learning to listen using the dictogloss strategy had advantages and disadvantages for the students and the teacher. Based on the result of the explanation above, it can be seen that there was an improvement in listening ability, especially in Class VIII-A SMP 2 Rambipuji after the implementation of the dictogloss strategy. Referring to the results of the Classroom Action Research (CAR) conducted by a researcher in implementing the dictogloss strategy in the class VIII-A SMP 2 Rambipuji, it was successfully carried out.
Based on the result of classroom action research and exposure to the implementation of the dictogloss strategy in class VIII-A SMP 2 Rambipuji that there has been an improvement of the dictogloss strategy it can be said that it is successful in improving the listening skills of students. So, the listening ability of the students in the pre-cycle was still low and needs to be improved. In the first cycle, the average grade of students was 72.93 while the percentage of students was 51.72%.
In conclusion, the implementation of the dictogloss strategy to improve students' listening skills was successful because it resulted in students' listening. Further researchers or English teachers who have the same or similar problems in teaching listening are suggested to conduct a classroom action research using the dicta-to-voice strategy to improve students' listening skills. Further researcher can use the dictogloss strategy in the student's listening practice to increase the student's listening ability.
The Effectiveness of Using Dictogloss Strategy in Teaching Listening Comprehension in Grade Ten of SMK PGRI 1 Tulungagung”.
CANCLUSIONS AND SUGGESTUIONS
Conclusion
Suggestion
It is suggested that the English teacher can use dictogloss as an alternative strategy to attract students' attention when learning English, especially through listening, because the strategy really helps students in increasing their listening skills. Using Dictogloss to Improve the Listening Comprehension of Students in the Second Year of Class XI A 1 of SMAN Kota Bengkulu in the Academic Year 2011/2012”. Using English Song in Improving Listening Skills in Eight Grade Students in MTS Negeri 1 Manado.
The effectiveness of the use of Dictogloss technique towards the students' listening comprehension performance at the grade eight of SMPN 1 Rejotangan in the academic year 2015/2016”. The effect of implementing Dictogloss technique on listening comprehension of the tenth grade students of SMA Negeri 1 Sukasasa. Journal of Psychology and Teaching, 1 No 2. STRATEGY IN THE EIGHTH GRADE OF. pre-study, post-test 1 and post-test 2).
The research will be successful when 60% of the students can achieve an evaluation score of more than 75 as the minimum mastery level criterion (KKM) in SMPN 2 Rambipuji.
