CHAPTER I

INTRODUCTION

This chapter presents the discussion on the background of the study,

statement of the problems, objective of the study, benefit of the study, and

definition of key terms.

A. Background of the Problem

Listening is the ability to identify and understand what others are saying. In

understanding others’ saying, the listener construct the meaning and interpretations

of what they’ve listened. Listening is one of the four English skills that require the

listener’s ability to hear, understand, and interpret the information sent by the

speaker (Dewi, 2013: 6). Listening involves understanding a speaker’s accent or

pronunciation, grammar, and vocabulary. Therefore, mastery of listening is

important to create the speaker’s meaning while speaking.

The important of listening in language learning can hardly be over

estimated. Through in classrooms, students always do more listening than speaking.

Listening competence is universally larger than speaking competence (Brown, 2000

: 247). According to (Nunan, 2003 : 24) “Listening is an active, purposeful process

of making sense of what we hear.” It means that listening is the very first language

skill before people are able to speak, read, and write. In line with this, Vasiljevic

(2010 : 41) speaks that “Morethan 45% of communicating time is spent for

listening, which clearly shows how important this skill in overall language ability.

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For mastery listening comprehension, there are three methods in English

teaching. They are top- down, bottom- up, and interactive method. Top-down means

using our prior knowledge and experiences; we know certain things about certain

topics and situations and use that information to understand. Bottom-up processing

means using the information we have about sounds, word meanings, and discourse

markers like first, then and after that to assemble our understanding of what we

read or hear one step at a time (Brown, 2006: 2). In the next method is interactive.

In a communicative, interactive context means that the listener don’t need to dwell

too heavily on the bottom up processing, but they stresses on the process of speech

(Brown, 2000: 260). It means that, according to this method, while the process of

listening invite students to listen and tell what they have listened by speech in front

of the class.

One very important idea for teaching listening is that listening courses must

make use of students’ prior knowledge in order to improve listening

comprehension. In increasing the listening comprehension of students, they have to

be active in listening class. The teacher also becomes an interactive person who

gives stimulus to the students’ sense of hearing in listening class (Brown, 2006: 2).

Based on the journal of Louis Abrahamson, basically, interactive teaching is just

giving students something to do, getting back what they have done, and then

assimilating it themselves, so that the teacher can decide what would be best to do

next. In another journal, says that there is good effect on students’ listening

comprehension by using interactive method, especially use dictogloss (Vasiljevic,

2010: 13).
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Based on the observation in a state Junior High School in East Java while

Program of Teaching Practice there, the researcher found in the current class that

the difficulties of students in understanding the material especially in listening

comprehension. First, the researcher found that the teacher use the traditional

method in listening class. The teacher just explains about the material will be

studied, play the listening material on the tape recorder and the students do the task

without use any method or technique when instruct students to action. The

researcher also looked that the students’ respond is low; the student will be

unmotivated and bored during learning listening class.

Eventually, the result of students’ listening test is not appropriate and the

target of standard competence for student cannot be achieved. Second, the difficulty

of students in listening comprehension effected by the rarely of listen native

speaker’s sound. In a week, listening class no continued practice of listening

comprehension says the English teacher of eight grade of Junior High School in

East Java. Almost the students spend their time in class for another English skill

such speaking, reading, and writing. Based on the case above, dictogloss can help

students on listening comprehension.

Dictogloss had beneficial effect for the students in listening class. The

technique of dictogloss actually is known from Karen M. Smith, but to know how

effective this strategy in the classroom, the researcher interested to apply this

research. In other hand, based on the previous study about the effectiveness of using

dictogloss technique as a teaching technique to the students listening skill, the

researcher found the different average on the students’ listening score before and

after taught by using dictogloss. The result of statistical computation show the t-
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count larger than t- table and it indicate the null hypothesis was rejected.

Unfortunately, there is questionable thing of the previous study that the teacher have

to prepare well about the interesting material of study due to the students motivated

to be active in listening comprehension class (Nora, 2015: 71).

B. Statement of Problem

Based on the background above, the researcher formulates the problem as

follow:

“Is teaching listening using dictogloss effective for students’ listening

comprehension?.”

C. Objective of the Study

Based on the problem above, the purpose of this research is as follow:

“To know the effectiveness of using dictogloss to teach listening for students’

comprehension.”

D. Benefits of the Study

This study provides some useful information about discussions and uses

using the dictogloss strategy. This research proves the importance of using

dictogloss in debates discussed at Junior High School in East Java the academic

year 2019-2020. The researchers hope that the results of the study will contribute

to:

1. English teacher

The researcher hopes that the results of this study can be useful for English

teachers as a resource strategy to improve the learning process, especially in

discussions. Teachers can use this technique to support teaching materials. So

students can be interested and motivated when listening to class.

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2. Students

Students can use this technique to support and improve their abilities. This

can help students build monologue listening, dialogue, etc.

3. Next researchers

Researchers hope that the results of this study will be useful for future

reference and research that wants to conduct similar research. Researchers can then

use this study to supplement references from the same study background.d. For the

writer, this research is expected to be an experience in conducting research to find

problems, plan, implement and solve problems related to the process of learning

and learning English.

4. The Researcher

The results of this study are expected to provide opportinities for add

knowledge and insight in teaching English to researchers.

5. For School

Researchers hope that the results of this study are expected to be made a Put

quality improvement education by using the dictogloss method in teaching English.

E. Definition of Key Terms

For better understanding of the title, the researcher wants to explain some

key terms of this research as follows:

1. Listening

Listening is one of the most important language lessons. (Feyten, 1991)

claim that more than 45% of communication time is spent listening, which clearly

shows difficulties in this skill. (Buck, 2001) states that in order to use configured
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and schematic knowledge for use in discourse, listeners must have sufficient

knowledge about the language system and general knowledge of the world.

Approved by Oxford (1993: 206), discussing complex problem solving and

more than understanding sound perception. Listening includes learning basic

language difficulties. This is a medium where children, young people and adults get

most of their information, understand them about the world and regulate people,

their ideas, sense of values, and appreciation. Rivers in Hasyuni (2006: 8) says that

listening is a creative skill. That means we take the sound that falls on our ears, and

take the raw material of words, the arrangement of words, and the ups and downs

of sound, and from this material we create meaning.

From the opinions of the experts above that have been verified, it needs

complicated assistance. Listening activities were initially designed to give students

practice in the form of truly diverse sounds, combinations of sounds and intonation

patterns. So it can be concluded that it is important in language learning.

2. Comprehension

Listening to spoken language has been recognized in second language

theory which consists of active and complex processes that determine the content

and what level it is understood (Byrnes 1984; Call 1985; Howard 1983; Richards

1983). These processes use speech as a basis for constructing meaning-based

propositional representations that are identified initially in short-term memory and

stored in long-term memory.

Anderson (1983, 1985) distinguishes comprehension into three interrelated

and recursive processes: perception of processing, decomposition, and utilization.

During a listening event, the process can flow from one to another, recycle, and can
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be modified based on what happened in the process before or after. These three

processes overlap with and are consistent with the process of listening

comprehension identified elsewhere (for example, Call 1985; Clark and Clark 1977;

Howard 1983).

According to experts, understanding is a process of building long-term or

short-term memories recorded in memory. In the process of capturing the meaning

that will make the brain unravel what is captured and then utilized.

3. Listening Comprehension

Listening comprehension is an interactive process. The first step in

understanding listening to psychomotor processes is receiving sound waves through

the ear and sending nerve impulses to the brain (Brown, 2000: 249). To interpret

the discourse, the listener must have sufficient knowledge about the language

system (ie understanding of the knowledge of phonological, syntactic and semantic

aspects) as well as general knowledge of the world.

Listening comprehension is the process by which listeners must actively

"differentiate between sounds, solve vocabulary and grammatical structures,

resolve stress and intonation, maintain what is collected in all of the above, and

guide it in greater direct social and social socio-culture. The context of conversation

"(Vandergrift, 1999: 168). That requires a lot of mental activity from the listener.

Furthermore, (Caldwell, 2008) discusses hearing comprehension as a very difficult

process to understand that requires simultaneous extraction and construction of

meaning through interaction with spoken language.

From the understanding of experts it is said that listening comprehension is

a difficult process in which one must be able to determine the structure of grammar
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and improve it. It can be concluded that listening comprehension is not easy and

requires more concentration in the lesson.

4. Dictogloss

Dictogloss One of the ways in which using digital material that can be

moved above is to improve the audio fluency of language learners in using

dictogloss, activities related to assistance where assistance in which students in

development related fields through collaboration (Jacobs & Small , 2003 and

Nunan, 1991: 28-9).

Dictogloss offers some potential for communication. (Nunan, 2004)

explains that dic-togloss is an effective pedagogical task because it is a working

class that involves students in handling, manipulating, producing or managing in

the target language while asking them to mobilize their gram-matic knowledge in

the search for meaning. According to (Nunan, 1995), the dictogloss technique

provides a useful bridge between bottom-up and top-down understanding.

Dictogloss is an interactive method that uses dictation activities in which

students listen to sections, record keywords and then work together to create a

reconstructed version of the text. This was introduced by (Wajnryb, 1990) as an

alternative method to substitute grammar. Wajnryb in Vasiljevic (2010: 41) said

"Dictogloss is a dictation classroom where students listen in part, not keywords and

then use it together to create a reconstructed version of the text".

According to the dictogloss expert statement is a learning method used to

help students understand the material in the class by directly involving students in

the learning process. So it can be concluded that the dictogloss technique is very

helpful in learning and to improve the effectiveness of the material.

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THE EFFECTIVENESS OF USING DICTOGLOSS

TO IMPROVE STUDENTS’ LISTENING COMPREHENSION
THESIS PROPOSAL

By
MAMLUATUL KHOIRIYAH
NIM 16120042

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION
IKIP PGRI BOJONEGORO
2020
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THE EFFECTIVENESS OF USING DICTOGLOSS

TO IMPROVE STUDENTS’ LISTENING COMPREHENSION

THESIS PROPOSAL
Presented to
IKIP PGRI Bojonegoro
in fulfilment of the requirements
for the degree of Sarjana in English Language Education

by
Mamluatul Khoiriyah
NIM 16120042

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION
IKIP PGRI BOJONEGORO
2020