WORKSHOP PPG DALJAB TAHUN 2019

IMPROVING STUDENTS’ LISTENING COMPREHENSION

OF SMA NEGERI 1 SIMPANG KANAN THROUGH

DICTOGLOSS TECHNIQUE

A PROPOSAL CLASSROOM ACTION RESEARCH

BY

DEWI KURNIAWATI
19061315710128

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2019
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TABLE OF CONTENTS

Page

TABLE OF CONTENTS ............................................................................... i

CHAPTER I INTRODUCTION ................................................................... 1

1.1 The Background of the Study ................................................................. 1

1.2 The Identification of the Problem(s)....................................................... 3

1.3 The Scope of the Study ........................................................................... 3

1.4 The Problem(s) of the Study ................................................................... 3

1.5 The General Objective(s) of the Study ................................................... 4

1.6 The Significance of the Study................................................................. 4

CHAPTER II REVIEW RELATED LITERATURE ................................. 6

2.1 Theoritical Framework ........................................................................... 6

2.1.1 Definition of Listening Skill ....................................................... 6

2.1.2 Listening Comprehension ........................................................... 7

2.1.3 The Importance of Listening Comprehension ............................ 8

2.1.4 The Process of Listening Comprehension .................................. 9

2.1.5 Factors in Listening Comprehension .......................................... 10

2.1.6 Dictogloss ................................................................................... 11

2.1 Relevant Studies ..................................................................................... 12

2.2 Conceptual Framework........................................................................... 13

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CHAPTER III RESEARCH METHODOLOGY ....................................... 16

3.1 Location and Time of the Research ........................................................ 16

3.2 Population and Sample ........................................................................... 16

3.3 Instrument of the Research ..................................................................... 16

1. Interview ......................................................................................... 17

2. Observation ...................................................................................... 17

3. Test .................................................................................................. 17

4. Questionaires ................................................................................... 18

5. Documentation................................................................................. 18

3.4 Design of the Research ........................................................................... 18

REFERENCES ............................................................................................... 20
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CHAPTER I

INTRODUCTION

1.1 The Background of the Study

Communicating in English seems to be a difficult task for most Indonesian

students. In fact, the use of English becomes mandatory along with the

globalization era. The students are expected to master English, so that they can

compete in international field. However, English as a Foreign Language seems to

have their own challenge in the acquiring process. Since the language is a means

of habit, Indonesian may have the barriers because they do not use this kind of

language in the daily life.

Teaching listening to the students is very important because it is a crucial

skill. Those who do not know how to listen are not able to listen to their family,

friends, and understand what are saying to them. Meanwhile, the ability of

speaking is influenced by listening. Most of people who cannot speak is infected

by hearing disorders. It is impossible for the students to speak English well if they

cannot hear it well.

In addition, listening skill plays a major part in the examination as well,

like national examination for Indonesian students. The students are expected to

understand what people says in English. Commonly, they have to choose the best

responses that follow the utterances spoken in English. In this case, listening is

not only understanding the utterances based on the grammar used but also the

context where the conversation takes place and with whom the conversation

happens.
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Listening is one of the two skills among four, which is examined in the

national examination in senior high schools, so teachers all over this country are

working hard in order that the students have no difficulties when they are to have

the final exam. Most teachers give listening practice for their students and hope

that the students are accustomed to English sounds. Teachers who teach at schools

with good facilities, having language laboratory train the students with

headphones which are available on each desk of the students. Therefore, the

students can clearly listen to the native speakers who are talking without any

distractions by the background noises.

Listening materials are not always familiar with students. Moreover, some

of them are not relevant to students. The students may lack background

knowledge about new information, or foreign countries and cultures. Hence, they

sometimes cannot understand the material, or they may misunderstand the

meaning of it. Furthermore, most of them lack vocabularies. And it makes them

feel at a loss when listening to some new text.

Being difficult in comprehending listening English of the students at SMA

Negeri 1 Simpang Kanan, the research will be done in order to find out the

problems in teaching and learning process. After discussing, finally it is assumed

that the students cannot understand the meaning of certain words and could not

get the main idea of the spoken text. It happens in case of some vocabularies are

still unfamiliar to the students and these certain vocabularies will lead them to be

frustrated. In previous teaching learning process the researcher mostly discussed

the unfamiliar words after the students had completed with the listening tasks.
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Then, the correct answers, the passage about, and the unfamiliar vocabularies will

be discussed.

1.2 The Identification of the Problem(s)

According to the background of the study about improving the students‟

listening comprehension through dictgloss technique, the identification of the

problem(s) involves :

1. Most of the students are lack of listening comprehension

2. Most of the students cannot understand what native speakers says

3. Most of the students cannot answer listening comprehension questions

correctly

4. Most of the students misunderstand what natives speaker says

1.3 The Scope of the Study

Based on the identification of the problem(s) above, the scope of the

study is limited in improving the quality of students’ listening comprehension

through dictoglogss technique. It is expected that the students‟ listening

comprehension can be improved by using this technique.

Moreover, this research is conducted to the students of grade X of Senior

High School of SMA Negeri 1 Simpang Kanan.

1.4 The Problem(s) of the Study

Based on the background above, the problem is formulated as follow:

“Does the use of Dictogloss technique can improve the listening comprehensions
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of the students grade X, especially class X MIPA-1 at SMA Negeri 1 Simpang

Kanan?”

1.5 The General Objective(s) of the Study

In line with statement of the scope of the study above, the general of

objective of the study is to evaluate the learning teaching English process

especially in teaching learning listening at SMA Negeri 1 Simpang Kanan, grade

X, Class X MIPA-1.

1.6 The Significance of the Study

The result of this study is expected to be useful for some people as

followed :

1. Teachers

The teachers will have information about dictogloss technique, especially

English Teachers, that can improve students‟ listening comprehension as a

strategy to be used in the classroom and give the positive effect to their

students.

2. Students

After the students were taught listening by using dictogloss technique, they

have motivation in the listening activity whereas they can improve their

listening comprehension.

3. Other researches

By conductiong this study, it will support and motivate other researches who

need to do a research and also give possitive effect on quality of the research
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of improving students‟ skills, not only in listening comprehension but also

others through dictogloss technique.

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CHAPTER II

REVIEW RELATED LITERATURE

2.2 Theoritical Framework

2.2.1 Definition of Listening Skill

As defined by oxford (1993: 206), listening is a complex problem

solving skill and it is more than just perception of the sounds. Listening

includes comprehension of meaning words, phrases, clauses, sentences, and

connected discourse. Furthermore, according to Bulletin in Saricoban

(1999), listening is one of the fundamental language skills. It is a medium

through which children, young people and adults gain a large portion of

their information, their understanding of the world and of human affairs,

their ideals, sense of values, and their appreciation.

Rivers in Hasyuni (2006: 8) says that listening is a creative skill. It means

we comprehend the sound falling on our ears, and take the raw material of

words, arrangements of words, and the rise and fall the voice, and from this

material we creative a significance. Russel and Russel in Hasyuni (2006:8)

also say that listening skill is listening with comprehension, attention and

appreciation. Then, listening activity needs integrating skill of language,

such as pronunciation, vocabulary mastery, writing, speaking, and reading.

Listening skill can be meant as ability to pay attention or to hear

something. But, listening is not same as hearing. Hearing is essentially an

automatic, passive activity. It is possible to hear sounds without consciously

engaging in the process. While, in listening the brain doesn‟t automatically

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translate the words into the message they are conveying. That is essentially

what listening is determining the meaning and the message of the sounds or

words. It is active process that involves much more than assigning labels to

sounds or words. As mentioned in Mee (1990), listening is a complex

process in which many things happen simultaneously inside the mind.

Besides being complex, listening is far more difficult than many people can

imagine.

So, we can say that listening is the ability to identify and understand

what others are saying. It is also a complex activity, and we can help

students comprehend what they hear by activating their prior knowledge.

Furthermore, it will consider another way teachers can help ease the

difficulty of listening by training students in different types of listening.

2.2.2 Listening Comprehension

In relation to the second/foreign language learning, listening

comprehension as the primary focus begun in the mid-1960s and continued

to 1970. Several language teachersresearchers developed instructional

programs that featured two things: early attention to listening

comprehension and a delay in oral production. Taylor (1964) citied in

Rubin‟s (1983,p.14) report that research estimates that almost 90% of the

class time in high schools and colleges is spent in the form of listening to

discussions and lectures. If a leaner does not have any skills in listening then

he will find his class as a boring class. The problem might appear during his

class is that he cannot organize well the idea he is listening about, and
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cannot recall his prior knowledge in order to connect to the new information

by that time. He will suffer from listening because he is not trained to

listening. And because he thought that listening is a skill that will develop

naturally. In addition, Hanafie Sulaiman*expresses that listening is

comprehension about:

Audio lingual

Suprasegmental phoneme

Understanding words

Understanding chunks of phrases

Having good short-term memory

Good attention in listening

Capable in coping with lines of ideas of a text being listened

Well-trained in understanding the common model of a textual content.

2.2.3 The Importance of Listening Comprehension

Rixon (1986) points out two main reasons why listening is important

in comprehending a language. First, listening improves one‟s understanding

of the spoken words. Understanding spoken words requiresone skill in

processing the information received. The listener has to be able to select any

information needed and connect it with his prior knowledge for a depth

understanding. Second, listening provides one with the model of the spoken

language to imitate in oral production. One and half year‟s old baby need to

listen for many times for words before she can produce the words herself. A

foreign language learner also needs to do the same thing as the baby does.
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He needs to listen for a native speaker or his English teacher for three or

four times or maybe more before he can produce the words correctly.

2.2.4 The Process of Listening Comprehension

There are two kinds of processing language information in listening

(Celce-Murcia, 1991) such as firstly, top-down processing – according to

Richard (1990) it involves the use of background knowledge to understand

the meaning of the message. Prior information allows them to predict on the

basis of context – both the preceding linguistic context and the situation-and-

topic and setting-and-participant context. Thus to say, that it will be easier for

a listener to process the language information in listening if he already has a

prior knowledge before having the listening activity. Moreover, Richard says

that in second or foreign language learning, listening comprehension through

top-down process frequently occurs at the beginning stage. When listening to

the utterance in foreign language, the learners completely depend on top-

down processing by using prior knowledge in working out the meaning of the

utterance. As the learners have developed with their linguistic competence,

they can identify the words in the utterance of foreign language.

Secondly, bottom-up processing – which derives meaning based on

the incoming language data itself. Understanding of incoming language is

worked out proceeding from sounds, into words, into grammatical

relationship and lexical meaning, and so on. Normally a foreign language

learner does not work with this because it is much more difficult compared to

top-down processing.
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2.2.5 Factors in Listening Comprehension

Listening is a creative skill, not a passive skill, neither a receptive skill

as has been traditionally believed (Rivers, 1981). When we hear sounds, we

take raw material of words, arrangements of words, and the rise and fall of

voice, and from this material we create significance. In other words, we create

meaning from words produced, knowledge of syntax, and the intonation.

There is a meaning in the linguistic arrangement, the speaker‟s meaning, but

significance is in the listener‟s mind.

Listening is a creative skill, not a passive skill, neither a receptive skill

as has been traditionally believed (Rivers, 1981). When we hear sounds, we

take raw material of words, arrangements of words, and the rise and fall of

voice, and from this material we create significance. In other words, we create

meaning from words produced, knowledge of syntax, and the intonation.

There is a meaning in the linguistic arrangement, the speaker‟s meaning, but

significance is in the listener‟s mind.

According to Rivers (1981) significance on listener‟s side depends on

three factors. First is linguistic information. The listeners perceive from

sounds, words, and their arrangements in utterances. Second is situational

context of the utterances. The listeners perceive from the relationship between

what they have heard and what has been said and also their expectations of

what will follow. Third is intention of the speaker. The comprehended

message is dependent on what the listener perceives to be the intentions of the

speaker. Significance begins with the interpretation of the speaker‟s intention.

This interpretation is dependent on what we know about the speaker or

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persons like the speaker, the situation, previous utterances have aroused, and

nonverbal behavior of the speaker. The more we know about the speaker‟s

intention, the less auditory information we need to create significance from

phonic material.

2.2.6 Dictogloss

Dictogloss is known as a new way of dictation which involved

integrated skills such as listening, speaking, writing, and reading (Ruth

Wajnryb, 1990). This technique employs top down and bottom up process in

its teaching and learning activity. The students are involved in

brainstorming discussion in order to give them schemata about the passage

to be in listening activity or to recall the prior knowledge from their long

term memory which probably has been stored for a very long time. Students

are trying to connect their idea (prior knowledge) to the passage dictated or

listened, and jotting down the words or phrases that will help them in

reconstructing the passage. Students will work in group to reconstruct the

passage based on their notes. The students‟ reconstruction of the text does

not have to be identical with the original text but they can express in many

different ways, as long as the sentences are grammatically correct,

wellconnected and make sense (Manda, 1998). At the final stage, teacher

discusses, analyzes, and corrects the students‟ versions by comparing with

the original text.

The researcher tried to elaborate howlistening comprehension be

improved by adapting Dictogloss. Dictogloss was elected and adapted in

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this study since it integrates four language skills – listening, speaking,

reading, and writing. It also involves schemata building before listening

activity which is very important to build the students‟ self-confidence. The

students are encouraged to do the listening activity attentively if they have a

prior knowledge of what is the text to be in the audio played.

2.3 Relevant Studies

There are some previous studies done by the researches showing that

the use of dictogloss technique in English teaching learning process can

improve students‟ listening skill. The previous researches that use the

researcher are :

1 A relevant study was written by Anwar, a student of Magister English

Educational Department of Tadaluko University, entitled Improving

Students’ Listening Comprehension of SMA Negeri 2 Luwuk Through

Adapting Dictogloss. He applied this research to the students of SMA

Negeri 2 Luwuk, and he succeed in improving students‟ listening

comprehension through adapting dictogloss. The similarity of this research

and this previous research is concerned to the same technique and skill. The

differences are the students and count of students. Besides, the habitat action

and culture are different.

2 A relevant study was written by Zezens Pratama (1113014000024 ), a student

of English Educational Department of Faculty Educational Science Syarif

Hidayatullah State Islamic University Jakarta. He conducted the research

entitled Improving the Students’ Listening Skill Through Watching

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English Movies. The similarity of this research and this previous research is

concerned in same skill that is listening. It was succeed to improve the

students‟ listening skills when the strategy was applied to the students.

3 A relevant study was written by Andriana Vita Nurjannah (15222299010) in

her E-journal entitled IMPROVING THE LISTENING SKILL OF

GRADE XI STUDENTS OF SMAN 1 YOGYAKARTA BY USING

PODCAST. The similarity of this research and this previous research is in

same skill that is listening skills. She applied Podcast technique to improve the

students‟ listening skill, and this strategy was succeed.

4 A relevant study was written by M. Fadly entitled Improving Students’

Listening Skill by Using Songs. The similarity of this research and this

previous research is in same skill. She applied the research by using song.

This strategy was succeed for the Students of MA Pancasila Bengkulu

2008.

2.4 Conceptual Framework

The term „Dictogloss‟ is derived from the „dicto‟ or „dictation‟- the action of

speaking so that somebody can write what one says and „gloss‟- a way of

explaining or interpreting something (Oxford Advanced Learner‟s Dictionary,

1995). Dictogloss itself can be defined as a process of explaining or interpreting

spoken language. Wajnryb (1990) offers four stages in applying dictogloss

technique in the classroom as below:

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1. Preparation

Teachers introduce the topic of the passage that students will be hearing

and prepare students by asking questions, discussing stimulus picture and

unfamiliar vocabularies in order to make sure that the students have some

background knowledge before listening activity is done. The topic given must be

relevant to the students‟ life and life-style. Then, teachers organize students into

groups prior to the next stage –dictation.

2. Dictation

At this stage, teachers read or dictate the passage twice at normal speed. At

the first dictation, the students listen but do not write. The students just have to

listen to get a general feeling for the whole passage. The length of the text

depends on students‟ proficiency level. At the second dictation, the students take

notes. The notes consist of key words or phrases that help students to reconstruct

the text. It is suggested that teacher use a cassette rather than his own voice at the

second dictation.

3. Reconstruction

Students work in group of two – four to reconstruct the text. In this stage,

teachers emphasize that students should not make a copy of the original passage

but they should make their own version of the text. In other words, students do not

need to use accurately the same words as the original text as long as the meaning

should be similar and the text should be grammatically correct.

4. Analysis and Correction

At the last stage, students, with teacher‟s help identify similarities and

differences in terms of meaning and form between their text reconstruction and
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the original, which is displayed using LCD projector. Jacobs and Small (2003)

offers several variations on Dictogloss that teacher can apply to students. They are

Dictogloss negotiation, student-controlled Dictation, student-student dictation,

Dictogloss summaries, scramble sentence Dictogloss, and Dictogloss opinion. In

order to improve the students‟ listening comprehension, here the researcher

employed Dictogloss summaries. Different from standard Dictogloss which

students attempt to reconstruct text of approximately the same length as the

original, in Dictogloss Summaries, students focus only on the key ideas of the

original text. Teachers may provide visual cues, (sketch, flow, chart, photo, mind

map) that represents some elements of the story which can help students‟

comprehension and help them structure their reconstruction.

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CHAPTER III

RESEARCH METHODOLOGY

3.5 Location and Time of the Research

The research will take place in SMA Negeri 1 Simpang Kanan. It is

located on Jl. Pendidikan No.1 Lipat Kajang, Desa Lipat Kajang Atas,

Kecamatan Simpang Kanan, Kabupaten Aceh Singkil, Provinsi Aceh.

The research will be conducted on Semester 2 in Academic Year

2019/2020.

3.6 Population and Sample

The population of this research is the students of SMA Negeri 1

Simpang Kanan. The School has 16 classes and each class consists of 30 to

35 students who come from the low to middle-class economic backgrounds.

The total number of the students are 560. Grade X Consist of 210, grade XI

consists of 176, and grade XII consist of 174.

The sample of this research were applied to the students of grade X

at SMA Negeri 1 Simpang kanan. The sample which will be used is the

random sampling in which a class can covered some classes. Therefore, it

will be choosen Class X MIPA1 as a sample of this research.

3.7 Instrument of the Research

The insturments which will be used in this research consisted of four

instruments. Those are :

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6. Interview

Interview will be conducted to gain the information related to

teaching and learning process. To obtain the data, interview guidelines

will be used to interview the English teacher and the students. The data

was in the forms of interview transcripts

The interviews were done in reconnaissance and reflection

step. In reconnaisance, the English teacher will be interviewed related

to the teaching and learning porcess and the problems faced. Besides,

the students will be interviewed to know about their oppinions and also

their difficulties during the teaching and learning process of listening.

7. Observation

The observation sheet is conducted during the teaching and

learning activities in the class. The real English teacher observes his

performance during classroom action research, class situation while

listening activity, and the students‟ participants toward the learning

process. The information that obtained from this observation sheet is

used as a basis to determine the planning for the following cycle.

8. Test

Listening tests will be also done to obtain the information

about the students‟ listening comprehension before and after the

implementation of dictogloss technique in teaching and learning proces

of listening. The tests will be done twice, in the forms of pre-test and
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post-test. the listening rubrics will be used to collect the scores of the

students‟ listening comprehension. Furthermore, the result will be used

to see whether there are improvements after the actions or not.

9. Questionaires

In this technique, questionnaires will be distributed to students

to get the supportive data about their opinions toward their interests,

feelings, responses about the teaching and learning process and the

implementation of dictogloss technique in applying of listening

comprehension.

10. Documentation

Besides, using those main instruments, a supplementary

instrument will be also used. They will support the research to get more

complete data. Documentation will be gained through taking

photograph in order to evaluate the action or observation steps of the

research.

3.8 Design of the Research

This research will be designed into two cycles, cycle I and cycle II. There

will be four phases each of cycles:

1. Planning

2. Action

3. Observation
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4. Reflection

The research will start by doing cycle I. One cycle will be conducted in two

meeting. If the result fails, it will be continued to next cycle by renewing the

previous steps to solve the problems. The new cycle will improve the teaching

decision. If the new planning improves the students‟s skill in listening

comprehension, the cycle will be stopped. If it do not, cycle will be continued on

the next cycle until the result determine are reached. Provides a sample of a

simple action research model, Kemmis, S. And Mc Taggart (1998) has developed

as a simple action research model (see figure 1)

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REFERENCES

Barker, David. 2012. “Thought on Teaching Listening (Part 2)”. Teacher

Talk.http://azargrammar.com/teacherTalk/blog/2012/04/thoughts-on-

teaching-listening-part-2/(Retrieved January 10, 2013)

Celce-Murcia, M. 1991. Teaching English As A Second Or Foreign

LanguageSecond Edition Heinle&Heinle Publishers. Boston:

Massachusetts.

Filliana, Tarrra. 2009. “Spot The Dictogloss Sebagai Alternatif Kegiatan Untuk

Pembelajaran Listening Pada Sekolah Yang TidakMemelikiLaboratorium

Bahasa”. [online] http://teachink7.blogspot.com/2009/05/spotdictogloss-

sebagai-alternatif html.(Retrieved January 14, 2013)

Jacobs, G. and Small, J. 2003. “Combining Dictogloss and Cooperative Learning

to Promote Language Learning”. The Reading Matrix. Vol.3.No.1.

Luo, Chumpin. 2008. “An Action Research Plan for Developing and

Implementing The Student‟s Listening Comprehension”. Journal of

English Language Teaching.www.ccsenet.org/journal. html (Retrieved

January 12, 2013)

Manda, M.L.1998. Dictogloss Its Effect on the Learner’s Proficiency in

English as a Foreign Language. Ujung Pandang: Hasanuddin

University.

Rivers, W.M. 1981. Teaching Foreign Language Skills. London: The University

of Chicago Press. Rixon, S. 1986. Developing Listening Skill. London:

Macmillan Publisher Limited.

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Rubin, R. B. 1983. Improving Speaking and Listening Skills. San Fransisco:

Jossey-Bass Inc. Publisher. Ur, Penny. 2010. Teaching Listening

Comprehension. New Delhi: Cambridge University Press India Pvt. Ltd.

Wajnryb, R. 1990. Grammar Dictation. Oxford: Oxford University Press.

Wikipedia. 2013. ”Schema (Psychology)”.Melalui http://

en.wikipedia.org/wiki/Schema % 28 psychology % 29 (Retrieved February

15, 2013).