The Use of Dictogloss Technique to Improve The VIIIE Students’ Listening Skill at SMPN 1 Ajung Jember In The 2015/2016 Academic Year
Total View This Week0
Total View This Week0
Institusion
Universitas Muhammadiyah Jember
Author
LEONITA, SHERLYANA
Subject
428 Standard English Usage
Datestamp
2021-07-01 07:24:33
Abstract :
Listening is one of the language skills that must be mastered by the students. The students learn from a variety of voices and sounds that they listened around them. However, listening is considered as one of the difficult skills to master. In classrooms, students always do more listening than speaking. Listening competence is universally ?large? than speaking competence (Brown, 2007:299). Based on the research problems and review of related literatures, the action hypothesis of this research is the use of dictogloss technique in teaching listening can improve of the VIII E students? listening skill at SMPN 01 Ajung Jember in the 2015/2016 academic year. Jacobs and Small (2003) explain that dictogloss technique is quite different from dictation in both procedures and objectives. Dictation requires students merely make a copy of the text the teacher reads without doing any thinking. Dictogloss requires students to listen and then reconstruct a text rather than writing down the exact words that are dictated. As the text is read at a natural speed, students cannot write down every word but only key words and have to understand the meaning and use their knowledge of language in order to reconstruct it. Dictogloss technique is teaching listening consist of four stage: preparation, dictation, reconstruction and analysis. The design of this research is classroom action research. The research subject is VIII class consisting of 38 students. Test and observation are used to obtain the data. In order to calculate the students? listening score, Alpha formula is used to analyze the data. The result of listening test data in cycle 1 was showed that from 26 students, who have scored ? 70 was 64.68%. It means the result did not achieved the target score. The researcher needs to revise plan or technique in cycle 2. All activities done with the partner both defining difficult word by oral voice. In cycle 2 there were 31 students of the students who scored ? 70 was 84.72% . It means the target score in listning test achieved the target score. In each meeting, it was conducted Dictogloss Technique. Each group then makes to share its findings with the entire class. The allotted time to listen response in turn was 20 minutes. After the time given was over to write responses, the students were given 15 minutes to discuss or share their all responses and re-write on a paper with best answer before the task was submitted. There improvement of listening skill in cycle 2 because Dictogloss Technique given more chances to the students in developing their involvement in the listeing process. Thus, It can be concluded that dictogloss technique could improve the students? listening skill at SMPN 1 Ajung Jember in the 2015/2016 academic year
Listening is one of the language skills that must be mastered by the students. The students learn from a variety of voices and sounds that they listened around them. However, listening is considered as one of the difficult skills to master. In classrooms, students always do more listening than speaking. Listening competence is universally ?large? than speaking competence (Brown, 2007:299). Based on the research problems and review of related literatures, the action hypothesis of this research is the use of dictogloss technique in teaching listening can improve of the VIII E students? listening skill at SMPN 01 Ajung Jember in the 2015/2016 academic year. Jacobs and Small (2003) explain that dictogloss technique is quite different from dictation in both procedures and objectives. Dictation requires students merely make a copy of the text the teacher reads without doing any thinking. Dictogloss requires students to listen and then reconstruct a text rather than writing down the exact words that are dictated. As the text is read at a natural speed, students cannot write down every word but only key words and have to understand the meaning and use their knowledge of language in order to reconstruct it. Dictogloss technique is teaching listening consist of four stage: preparation, dictation, reconstruction and analysis. The design of this research is classroom action research. The research subject is VIII class consisting of 38 students. Test and observation are used to obtain the data. In order to calculate the students? listening score, Alpha formula is used to analyze the data. The result of listening test data in cycle 1 was showed that from 26 students, who have scored ? 70 was 64.68%. It means the result did not achieved the target score. The researcher needs to revise plan or technique in cycle 2. All activities done with the partner both defining difficult word by oral voice. In cycle 2 there were 31 students of the students who scored ? 70 was 84.72% . It means the target score in listning test achieved the target score. In each meeting, it was conducted Dictogloss Technique. Each group then makes to share its findings with the entire class. The allotted time to listen response in turn was 20 minutes. After the time given was over to write responses, the students were given 15 minutes to discuss or share their all responses and re-write on a paper with best answer before the task was submitted. There improvement of listening skill in cycle 2 because Dictogloss Technique given more chances to the students in developing their involvement in the listeing process. Thus, It can be concluded that dictogloss technique could improve the students? listening skill at SMPN 1 Ajung Jember in the 2015/2016 academic year
Download
book
BibTex
Latex, Jabref
cloud_download
Original Resource
url resource Institution
