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Regina Rahmi, The Effectiveness of«
THE EFFECTIVENESS OF DICTOGLOSS TECHNIQUE IN TEACHING LISTENING
AT SMPN 2 MESJID RAYA
1
Regina Rahmi
Abstract
In SMPN 2 Mesjid Raya, based on the passing grade of students in listening (75), however only some
students got the score reached the passing grade (75). The teacher was confused about this condition
because just the big 10 of the classroom who could get the point 70 up. She admitted that the listening
comprehension of her students was still low. It was proved by the score that students got on the daily
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The writer used experimental research in which there were two classes: one was an experimental
group which was taught by using dictogloss, and the other was a control group which was not given
any treatment. The students in the control group were taught by using non-dictogloss technique as
usually used by the teacher in teaching listening. Based on research findings, it was proven by the
value of independent t-test that t 6.265). It indicates that
there is a significant improvement in post-test of the experimental group after dictogloss was
introduced. Thus, the null hypothesis is rejected and the alternative hypothesis is accepted. It can be
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ability.
Keyword: Dictoggloss, Listening
1
Regina Rahmi, Dosen Prodi Pendidikan Bahasa Inggris, STKIP Bina Bangsa Getsempena
ISSN 2355-004X |72
Regina Rahmi, The Effectiveness of«
INTRODUCTION which individuals concentrate on selected
Background of the study aspects of aural input, from meaning from
Listening is considered as the basic passage, and associate what they hear with
form of language acquisition. It is proved by a existing knowledge.
new born baby who starts to acquire language In SMPN 2 Mesjid Raya, the teacher
by listening to the voices around his or her taught listening to the students but the students
environment before he or she starts to speak, still got low score on this section. Based on the
read or write. Furthermore, listening is also passing grade of students in listening (75),
regarded as a medium for people to gain a however only some students got the score
large portion of education. As a result, reached the passing grade (75). The teacher
listening becomes crucial in human language was confused about this condition because just
development. Language dominantly achieved the big 10 of the classroom who could get the
by receiving understandable input and point 70 up. She admitted that the listening
listening ability is the critical component in comprehension of her students was still low. It
achieving the understandable language input. was proved by the score that students got on
Listening is a medium for humans to get thHGDLO\WHVW7KDW¶VZK\VKHDGGHGWKHVFRUH
information as knowledge (Krashen, 1985). RI VWXGHQWV¶ GDLO\ WHVW DQG WKH WDVN VFRUH WR
Teaching listening in the classroom is improve their points.
different from real life listening. According to Based on the observation that the
Ur (1998) a real life listening fulfills some writer conducted to the second year students of
conditions such as : (1) we listen for a purpose SMP N 2 Mesjid Raya, most of the students
and with certain information, (2) we make an found difficulties in listening comprehension.
immediate response to what we hear, (3) we There are some factors that make students of
see the person we are listening to, (4) there are SMPN 2 Mesjid Raya assume that listening is
some visual or environmental clues as the difficult ILUVWIDFWRULVWKHVWXGHQWV¶ODFNRI
meaning of what is heard comes in short vocabulary, 2) WKHVHFRQGLVWKHVWXGHQWV¶ODFN
chunks, (5) most heard discourse is RI JUDPPDWLFDO NQRZOHGJH VWXGHQWV¶
spontaneous and therefore differs from formal SHUFHSWLRQ RI QDWLYH VSHDNHU¶V VSHHG LQ
spoken prose in the amount of redundancy speaking. In conclusion, those factors
noise and colloquialism, and its auditory contribute to some difficulties for the students
character. such as: a) they have difficulty identifying the
Those facts above show that teaching communicative purpose in the listening
listening is really important in daily life. In material, b) they have difficulty finding the
junior high school, listening is one of the skills main idea in the listening material, and c) they
that should be mastered by students in learning have difficulty finding specific information in
English. Therefore, listening comprehension is the listening material.
regarded theoretically as an active process in
ISSN 2355-004X |73
Regina Rahmi, The Effectiveness of«
Furthermore, dictogloss is perceived UHFRQVWUXFWLRQ WH[W ZLWK WKH WHDFKHU¶V
as a teaching technique that may help to solve guidance. Based on the background stated
WKH WHDFKHU DQG WKH VWXGHQWV¶ SUREOHP RI above, the questions of this stuG\LV³Go the
teaching and learning listening as mentioned students who are taught by using dictogloss
in the previous paragraphs. It calls for active technique achieve better results in English
participation in problem solving and critical listening than those who are taught by using
thinking that encourage students to be more non-dictogloss technique?´
active and increase their self-esteem to use
English communicatively and understand the Finally, the objectives of this study is to find
materials being taught easily. Moreover, the out if the students who are taught by using
students may have more chances to practice dictogloss technique achieve better result in
English while learning since they are engaged English listening than those who are taught by
to such activities that stimulate them to use the using the non-dictogloss.
language. LITERATURE REVIEW
Dictogloss technique is a combination 1. Listening Comprehension
of classic teaching technique where listeners Listening and listening comprehension
are required to reconstruct a text by listening are synonymous. Listening as comprehension
and noting down keywords. Hence, students is a traditional way of thinking about the
are able to sharpen their listening nature of listening. The main function of
comprehension using this technique, and it is listening in second language learning is to
hoped that it can motivate students to have facilitate understanding of spoken discourse.
good attitude in learning listening. Vasiljevic Listening is the ability to identify and
(2010) describes that dictogloss is a classroom understand what someone is saying. Taylor
dictation activity where students listen to a (1981) as cited in Cardona (2013) describes
passage, note down key words and then work that units are decoded and linked together to
together to create a version of text. The form words; words are linked together to form
original dictogloss procedure according to phrases; phrases are connected together to
Wajnryb (1990) consists of four basic steps ± form utterances; and utterances are joined
i.e. warm-up/ preparation in which students together to form complete meaningful texts. In
find about the topic and do some vocabulary other words, the meaning is interpreted from
preparation, dictation in which the teacher the last step in the process.
either reads or plays the audio of the text three Nunan (2003) says that listening is a
times at a normal speed, reconstruction in process of decoding the sounds that one heard
which the teacher asks students to reconstruct from the smallest meaningful unit (phonemes)
the text they have listened to base on their to complete text. Furthermore, Brown (2001)
notes, and analysis and correction in which suggests that learning to listen really means
students analyze and correct their
ISSN 2355-004X |74
Regina Rahmi, The Effectiveness of«
learning to respond and continue a chain of help them to prepare a suitable response in
listening and responding. advance. Thirdly, they ought to recognize and
Cook (1996) affirms that listening also indicate when they do not understand
limitations may be caused not by lack of enough to make a relevant response. Learners
language, but by lack of memory or have to learn how to cope with problems of the
vocabulary knowledge. Lynch (1996) also topic clarification by using expressions such as
explains that in order to understand the oral ³H[FXVH PH" SDUGRQ" RU 6RUU\ , GR QRW
message emitted by the speaker, it necessary XQGHUVWDQG"´ RU VLPSO\ E\ UHSHDWLQJ WKH
for listeners to gather and incorporate VSHDNHU¶VZRUGVWRVKRZWKDWWKH\DUHKDYLQJ
information from several factors, such as problems.
phonetic, phonological, lexical, syntactic, Brown and Yule (1983) have also
semantic and pragmatic. Listening that occurs listed some factors that complicate oral
in real time, with no opportunity for repetition, language. First of all, the speaker, his/her
means that what is said is heard only once in style, accent and even number of speakers
daily situations, unless the listener asks the DIIHFWWKHVSRNHQWH[W7KHOLVWHQHU¶VUROHDOVR
speaker to say it again. Thus, the speaker has an impact on listening, whether it is
determines the speed of the message; therefore participatory or non-participatory, whether
the listener is most of the time unable to re- response is required or the listener is an
hear the message (Buck, 2001). eavesdropper. Another factor is the content of
2. Obstacles in Learning Listening the text and finally whether or not it is
Normally, most people would agree accompanied by visual aid for support.
that listening to a radio broadcast of a policy Furthermore, Rixon (1986) explained
discussion is relatively difficult, while that the sound of English is a major problem
listening to a child reading from a book of for the L2 learner making listening the most
fairy stories is much easier. It will usually be difficult skill. She lists four sources of
easy for one person but more difficult for difficulties arising from pronunciation: 1) the
others depending on the present level of weak relationship between English sounds and
language development of each person and the the way they are spelt in the written language
background knowledge of the topic being 2) Changes in sounds when they occur in
presented (Wolvin & Coakley, 1996). rapid, connected speech. 3) The rhythm
According to Anderson and Lynch (1996: 40) pattern of English speech. 4) Different ways of
the first thing that learners have to develop is SURQRXQFLQJWKHµVDPH¶VRXQG7KHSUREOHP
an ability that will enable them to identify the with sound is that when English is spoken the
topic of the conversation and help them to find words are not very clear or emphatic since
a relevant reaction. Secondly, learners should natural talk is unrehearsed; full of pauses,
also develop an ability to predict the repetition, hesitation and it is swift, slurred or
development of the topic as this ability will even unclearly articulated. Rixon (1986)
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