IMPROVING LISTENING SKIL IN SPOOF

TEXT THROUGH TEACHERS DICTATION

( A CLASSROOM ACTION RESEARCH AT GRADE XI
SCIENCE 4 OF SMA N 1 WONOSARI KLATEN 2012/ 2013 )
Dewi Pratistiningsih
dewipratisti@yahoo.com
SMA N 1 WONOSARI KLATEN
Abstract: The research aims at (1) improving the students
listening skill in spoof text by using Dictation Method at
Grade XI Science 4 SMA N 1 Wonosari, Klaten, and (2) finding
the effectiveness of Dictation Method in improving the students
listening skill spoof text at Grade XI Science 4 SMA N 1
Wonosari, Klaten.
This research was a Classroom Action Research conducting in
Semester 2 in the Academic Year 2012/2013. The subject of the
research was the students of XI Science 4. There were 40
students in the class; they were 11 male students and 29 female
students. The object of the research was the improvement of
listening skill in spoof text.
In line with the objective of the research above, the Classroom
Action Research (CAR) included two cycles; each cycle consist
of four steps, (1) planning, (2) action, (3) observation, and (4)
reflection. In this research, the researcher acted as a facilitator
and the teacher had a role as an observer.
The result of this Classroom Action Research can be briefly
explained as follows: (1) The students listening skill increased
by using Dictation Method; (2) The average score of the
students achievement in pre- cycle was 66, 6 % and the
category was fair; (3) The average score of the students
achievement in cycle 1 was 81, 93% and the category was
good; (4) The average score of the students achievement in
cycle 2 was 88, 98% and the category was excellent.
Key words: Listening Skill, Dictation Method, Spoof Text

Abstrak: Penelitian ini bertujuan (1) meningkatkan

kemampuan menyimak siswa dalam teks spoof dengan
menggunakan metode dikte pada siswa kelas XI IPA 4 dan (2)
menemukan keefektifan metode dikte dalam upaya
meningkatkan kemampuan menyimak siswa dalam teks spoof
pada siswa kelas XI IPA 4 SMA N 1 Wonosari, Klaten.
Penelitian ini merupakan Penelitian Tindakan Kelas yang
dilaksanakan di Semester 2 tahun ajaran 2012/2013. Subyek
penelitian ini adalah siswa-siswa kelas XI IPA 4. Ada 40
siswa di kelas ini, mereka terdiri 11 orang siswa laki-laki dan
29 siswa perempuan. Obyek penelitian ini adalah
peningkatan kemampuan menyimak dalam teks spoof.
Sejalan dengan tujuan penelitian di atas, Penelitian Tindakan
Kelas mencakup 2 siklus. Setiap siklus terdiri dari empat tahap
yaitu: (1) perencanaan, (2) tindakan, (3) observasi, dan (4)
refleksi. Dalam penelitian ini, peneliti bertindak sebagai
fasilitator dan guru berperan sebagai yang diteliti.
Hasil dari Penelitian Tindakan Kelas ini dapat dijelaskan
sebagai berikut: (1) Kemampuan menyimak siswa meningkat
dengan penggunaan metode dikte; (2) Rata-rata nilai siswa
dalam pra-tindakan adalah 66, 6% dan kategorinya cukup ;
(3) Rata-rata nilai siswa dalam siklus 1 adalah 81, 93% dan
kategorinya baik ; (4) Rata-rata nilai siswa dalam siklus 2
adalah 88, 98% dan kategorinya adalah sangat baik.
Kata kunci: Kemampuan menyimak, Metode Dikte, Spoof
Teks.

INTRODUCTION
Language has an important role in the development of
the learners intelligence, social, and emotional. English is a
means of communiction either in a spoken or in a written way.
English subject at Senior High School level has an aim at
developing communicative competence of the learners and
comprehension of the learners about the relationship between
language and culture ( BSNP,2009: 308).
One of the scope of English Subject at Senior High
School level involves the competencies in understanding and
creating some short functional texts, essay, and monologues in
the form of procedure, descriptive, recount, narrative, report,
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news item, analytical exposition,hortatory exposition,spoof,

explanation, discussion, review, and public speaking. All of
them are stated in the Competency Standard of the syllabus in
KTSP curriculum.
The ability of responding the monologue text in Spoof
text at Grade XI Science 4 SMA N 1 Wonosari are relatively
poor. It can be seen from the result of the students
achievements in Base Competency 1(KD 1) . In KD1, there
are 29 students who have not achieved the Minimum Mastery
Criteria

(KKM).

Some

students

have

difficulties

in

understanding some words which have similar sounds but they

have different meanings . By having dictation some difficult
words, the students are getting more practices, so they will be
exposure to write, read, and

finally they are able to respond

some monologues read or dictated

by the teacher or the

speaker on cassete.
Based on some previous background of the problem, the
problem statements that have been stated in the research , are as
follows:
a. Is the use of Dictation Method able to improve the students
listening skill in Spoof text at Grade XI Science 4 of SMA
N 1 Wonosari Klaten ?
b. How is the effectiveness of the use of Dictation Method in
improving the students listening skill in Spoof text at
Grade XI Science 4 of SMA N 1 Wonosari Klaten ?
c. Are there some problems occured in the use of Dictation
Method in improving the students listening skill in Spoof
text at Grade XI Science 4 of SMA N 1 Wonosari Klaten ?
The objective of this Classroom Action Research is to
describe the improvement of the students listening skill in
Spoof text at Grade XI Science 4 of SMA N 1 Wonosari
Klaten after obtaining the Dictation Method, to describe the
3

effectiveness of the use of Dictation Method in improving the

students listening skill in Spoof text at Grade XI Science 4 of
SMA N 1 Wonosari Klaten , and to describe some problems
occured in the use of Dictation Method in improving the
students listening skill in Spoof text at Grade XI Science 4 of
SMA N 1 Wonosari Klaten.
THEORETICAL STUDY
a. The Notion of Listening
Listening is a receptive skill which covers some
invisibilities and inaudibilities process of internalizing
meaning from the auditory being transmitted to the ear and
brain ( Brown, 2004: 118). It is often implied as a
component of speaking. We can not speak a language
without also listening. Listening as a major component in
language learning and teaching is not a one way street. It is
not merely the process of a unidirectional receiving of
audible symbols.
There are eight processes involving in listening
comprehension (adapted from Clark & Clark, 1977 and
Richards, 1983);
1. The hearer processes raw speech and holds an image
of it in short-term memory.
This image consists of the constituents of a stem of
speech

i.e.

phrases,

clauses,

cohesive

markers,

intonation and stress markers.

2. The hearer determines the type of speech event that is
being processed.
The type of speech may be a conversation, a speech or a
radio broadcast.
3. The hearer infers the objectives of the speaker by
considering the type of speech event, the context and
content.
The speakers wishes are likely to persuade, to request,
to exchange pleasantries, to affirm, to deny, informing
and so forth.
4. The hearer recalls background information or schemata.
4

It is relevant to the particular context and subject matter.

5. The hearer assigns a literal meaning to the utterance.
This process involves a set of semantic interpretations
of the surface strings that the earing matches.
6. The hearer assigns an intended meaning to the
utterance.
A key to human communication is the ability to match
perceived meaning with intended meaning.
7. The hearer determines whether information should be
retained in short term or long-term memory.
Short-term memory is a matter of a few seconds
appropriate. Long-term memory is more common when
there is processing information in a lecture.
8. The hearer deletes the form in which the message was
originally received.
The words, phrases, and sentences are forgotten in
speech acts.
It is clear that listening comprehension is an interactive
process. Listening has often played second fiddle to its
counterpart, speaking. Listening is also often implied as a
component of speaking. A good speaker is often unwisely
valued more highly than a good listener. Listening as a
mode of performance should be designed in its assessment.
There are six types of listening performance as Brown
stated in (Brown, 2004: 122-125) i.e.:
1. Intensive listening
The assessment tasks that we can give such as,
minimal phonemic pair recognition, and paraphrase
recognition.
2. Responsive listening.
The assessment tasks that we can give such as,
appropriate response to a question and open-ended
response to a question.
3. Selective listening.
The assessment tasks that we can give such as,
listening cloze and information transfer.
4. Extensive listening
The assessment task that we can apply is dictation.
5. Reactive listening

The assessment tasks that we can give such as,

individual drill, and stimulus-response.
6. Interactive listening
The assessment tasks that we can give such as,
discussions, debates, conversations, role-plays. And
other pair and group work.
b. Dictation
Dictation is a widely researched genre of assessing
listening comprehension (Brown, 2004: 131). In a dictation,
test takers hear a passage, typically of 50 to 100 words
recited three times: first, at normal speed; then with long
pauses between phrases or natural word groups, finally at
normal speed, in order to check their work and proofread.
The difficulty in interpreting dictation task can be
easily manipulated by the length of the word groups (or
bursts, as they are technically called), the length of the
pauses, the speed at which the text is read, and the
complexity of the discourse, grammar, and vocabulary used
in the passage. The other is scoring. The scoring criteria for
several possible kinds of errors in dictation are as follows:
1. Spelling error only, but the word appears to have been
heard correctly
2. Spelling and/or obvious misrepresentation of a word,
3.
4.
5.
6.
7.

illegible word
Grammatical error
Skipped word or phrase
Permutation of word
Additional words not in the original
Replacement of a word with an appropriate synonym
Dictation seems to provide a valid method for

integrating listening and writing skills and for tapping into

the cohesive elements of language implied in short
passages. Dictation is not a spelling test as Brown said in
(Buck, 2001). The practicality of the administration of
dictations is as follows:
1. A moderate degree of reliability in a well-established
scoring system
2. A strong correspondence to other language abilities
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3. Assessing extensive (or quasi-extensive) listening

comprehension
C. Spoof Text
A spoof text is a piece of a humorous story that tells
events in chronological sequence with a twist or
unexpected ending. The communicative purpose or the
social function of this type of the text is to entertain the
readers with an amusing story. The example of Spoof Text
is short stories. The Spoof Text consists of three Text
Organizations/ the Generic Structure i.e.:
1. Orientation
It presents the background information of the story
(who, when, and where).
2. The body
It tells a series of events that took place in a
chronological order.
3. Twist
It is an end of the story with an unexpected ending.
The language Features /lexicon-grammatical features of the
Spoof Test are stated as follows:
1. Simple Past Tense
E.g. they often spent time together
2. Pronouns
E.g. he, her, she, they etc.
3. Adjectives
E.g. young, handsome, beautiful, etc.
4. Adverbs
E.g. often, eventually, etc.
5. Action verbs
E.g. spent, washed, etc.
6. Time connectors
E.g. months later, when they got married, etc.
7. Sequence connectors
E.g. first, finally, etc.
Research Method
a. Setting of the Research
The research had been held at Grade XI Science 4 in
SMA N 1 Wonosari, Klaten 2012/2013. There were 40
students in the classroom. They were 11 male students and
29 female students.
b. Procedure of the Research
7

In the research, the researcher used a Classroom Action

Research which consisted two cycles. Each cycle consisted
four steps i.e. planning, acting, observing, and reflecting.
c. Object of the Research
The object of the research was improving listening skill
at English subject in Spoof text type.
d. Technique of Data Collecting
There are two kinds of techniques in collecting Data.
They are test and non-test. Test technique is used to know
the students competence in listening skill. Non-test
technique is used to know the students response in listening
by using teachers dictation.
e. The type of Data
The data used in this research are 1) place and event 2)
informant 3) document.
f. Achievement Indicator
The indicator which showed the improvement of the
students achievement in this Classroom Action Research
can be measured from the students achievement in
listening. It is indicated in the average of students classical
minimum criteria 75% of the whole students in the class.
g. Technique of Data Analysis
1. Quantitative Technique
The analysis of the data taken from the dictation is
calculated with a) note-taking the marks of the students
b) calculating the total score of dictation result c)
calculate the average of the students achievement in
dictation d) calculate the percentage.
The formula of percentage value:
NP = (NKX100%): R
NP
: percentage value
NK
: total score
R
: the number of respondent
2. Qualitative technique
Qualitative technique was used to analyze the
qualitative data taken from non-test. The result of
analysis would be used measure the difficulties faced by

the students in catching the words through the teachers

dictation
Research Findings and Discussion
Research Findings
a. Descriptions of the Setting of the Research
SMA N 1 Wonosari, Klaten is located on Yogya-Solo
Street, Pakis, Wonosari, Klaten. This school has 25 classes.
They are 9 classes of Grade X, 4 science classes of Grade
XI, 4 social classes of Grade XI, 4 science classes of Grade
XII, and 4 social classes of Grade XII.
b. Description of the cycles
This research was conducted in two cycles. Each cycle
had twice in meeting. Each meeting in the class had time
allocation 2 X 45 minutes. Each cycle was conducted
consisting of four steps; planning, action, observation, and
reflection.
1. The achievements of pre-cycle
The result of the students responding of the
teachers dictation in pre-cycle is used to know the
beginning condition of listening skill of the students.
The result is the response of the students to write
sentences dictated by the teacher. The teacher dictated a
spoof text entitled Professor Charter.
The list of the achievements of the students response in
catching the teachers dictation is stated in Table 1
below
Table 1 pre-cycle

NO

Category

Interval score

Frequency

1.

Excellent

86-100 -

2.

Good

71-85

18

45

3.

Fair

56-70

17

43

4.

Poor

41-55

5.

Very poor

40

Total
40
The average of the total score 2664/40=66,6% (fair)

100

.
The table 1 shows that there are 18 students (45%)
getting good category with the interval score 71-85,
There are 17 students with fair category with interval
score 56-70. There are 3 students getting poor
category with the interval score 41-55, and 2 students
are getting very poor category with the interval score
40. So, the average of the achievement of the total
score in pre-cycle is 66, 6 % and it is concluded that the
achievement in pre-cycle is fair.
2. The achievements of cycle 1
The result of the research in this cycle is a form of
the students writing of the story dictated by the teacher
and

non-test

consist

the

result

of

observation,

documents, and interview. The following table is the

result of cycle 2.
Table 2: cycle 2
NO

Category

Interval Score

1.

Excellent

86-100

14

35

2.

Good

71-85

20

50

3.

Fair

56-70

15

4.

Poor

41-55

5.

Very Poor

40

Total

Frequency

40

100

The average 3277/40= 81.93 (good)

The table 2 shows that there are 14 students (35%)
getting excellent category, 20 students (50%) have
good category and there are 6 students (15%) getting
10

fair category .The average of the total score in cycle 1

is 81, 93%. It is concluded that the achievement in cycle
2 is good.
3. The achievements of cycle 2
The result of the test was taken from the teachers
dictation through spoof text and then the students
catch the teachers dictation in a piece of writing. The
achievements of cycle 2 can be stated in table 3 below.
Table 3: cycle 2

NO

Category

Interval Score

Frequency

1.

Excellent

86-100

27

68

2.

Good

71-85

13

32

3.

Fair

56-70

4.

Poor

41-55

5.

Very Poor

40

40

100

Total
The average 3529/40

= 88,98 (excellent)

Table 3 shows that there are 27 students (68%)

getting excellent category and 13 students are getting
good category with 32% in percentage. The average of
the achievements of the students is 88, 98%. It is
concluded that there is an improvement from the
previous cycle. The achievements in cycle 2 are
excellent category.
Discussion of the Research
The achievements of the actions in pre-cycle, cycle 1
and cycle 2 can be described as follows:
1.
The students value before the teaching learning
process in cycle 1
a. 8 students got the score 71-85.
b. 17 students got the score 56-70.
c. 3 students got the score 41-55.
11

d. 2 students got the score 40.

e. The highest score of the students was 84.
f. The lowest score of the students was 40.
The achievements of the actions in the teaching

2.

learning process in cycle 1

a. 14 students got the score 86-100.
b. 20 students got the score 71-85.
c. 6 students got the score 56-70
d. The highest score of the students was 95.
e. The lowest score of the students was 64.
The achievements of the actions in the teaching

3.

learning process in cycle 2

a. 27 students got the score 86-100.
b. 13 students got the score 71-85.
c. The highest score of the students was 97.
d. The lowest score of the students was 79.
The descriptions of the percentage improvement in
the students achievements can be stated in table 4
below;

Table 4
Pre-cycle

Cycle 1

Cycle 2

66, 6%

81, 93%

88, 98%

Conclusion and Suggestion

a. Conclusion
Based on the research findings and discussion can
be drawn a conclusion as follows;
1. The use of Dictation method is able to improve the students listening
2.

skill in the spoof text.

The use of Dictation method is effective in improving the students

listening in the spoof text.

3. There are no problems occurred in the use of Dictation method in the
classroom.
4. There is a significant improvement in the average score of the students
achievement from pre-cycle to cycle 1 and then to cycle 2.
b. Suggestion

12

1. This research is expected to be able to improve the students listening

skill especially in spoof as one of the type of the text.
2. The English teachers are supposed to use some co-operative method to
improve the students language skill.
3. The English teachers are expected to use Dictation Method to improve
the students listening skill in a different setting of research and
different subject of research.

References
Anderson, Mark and Anderson, Kathy. 1997. Text Types in English. Australia:
Mac Milan Education Australia Pty Ltd.
Brown, H. Douglas. 2004. Language Assessment Principles and Classroom
Practices. USA: Pearson Education, Inc.
__________________________________.

Teaching

by

Principles.An

Interactive Approach to Language Pedagogy. USA: Pearson Education, Inc.

Sutama and Sufanti, Main. 2013. Penelitian Tindakan Kelas dan Penulisan
Karya Ilmiah. Surakarta: Badan Penerbit FKIP-UMS.

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