Abstrak
Tujuan dari penelitian ini adalah untuk menemukan bagaimana penerapan teknik Dictogloss
dalam mengajar bahasa Inggris dapat memperbaiki keterampilan menyimak siswa kelas XI di MAN
1 Palu. Teknik dictogloss adalah sebuah teknik yang digunakan guru untuk mendikte teks pada
siswa. Mereka menyimak dan mencatat untuk kemudian mereka menyusun teks tersebut
menggunakan kata-kata yang tepat mereka sendiri sesuai dengan yang telah mereka dengarkan.
Penelitian ini menggunakan desain PTK (Penelitian Tindakan Kelas). PTK ini bertujuan untuk
memperbaiki kualitas pengajaran guru dan pencapaian belajar Bahasa Inggris siswa di dalam
kelas. Penelitian ini terdiri dari satu siklus.Subjek dari penelitian ini adalah siswa kelas XI bahasa
tahun ajaran 2015/2016 yang terdiri dari 25 orang siswa. Instrument penelitian ini menggunakan
lembar observasi,catatan lapangan, test dan kamera. Data kualitatif diperoleh dari lembar
observasi dan catatan lapangan. Sementara, data kuantitatif diambil dari nilai sesuai kriteria
ketuntuasan minimal(KKM) yaitu 75 dan pencapaian klasikal di kelas yaitu delapan puluh persen
siswa mendapatkan nilai lebih besar atau sama dengan 75.Berdasarkan hasil pencapaian
menyimak siswa di siklus ini, 20 dari 25 siswa medapatkan nilai lebih besar atau sama dengan 75.
Secara klasikal pencapaian adalah 80%. Artinya pencapaian hasil siswa di siklus ini telah
memenuhi kriteria ketuntasan. Sehingga disimpulkan penerapan teknik Dictogloss dapat
memperbaiki kemampuan siswa dalam menyimak.
Kata Kunci: Teknik Dictogloss, Keterampilan Menyimak, Mengajar Keterampilan Menyimak
107
108 e-Jurnal Bahasantodea, Volume 4 Nomor 2, April 2016 hlm 107-115 ISSN: 2302-2000
that listening is often ignored in language both in the classroom and outside the
learning. People just give a greater emphasis classroom. And learners listen to a passage,
on speaking. The fact is if we do not try to note down a key word or phrase and then
learn how to listen then we never learn how to encourage comparison. Dictogloss activities
talk. are a useful way of presenting new factual
information to students, and encourage them to
The teaching of listening skill listen for key points and understand the
Teaching listening is the process of listening.
activity in the classroom that should solve the
problem in listening systematically. Brown Dictogloss listening procedure
(1990) suggests several steps to solve some The basic steps in Dictogloss listening
problem in listening, as follows: a teacher classes are the same as those outlined by
should limit the length of the spoken text; ask Wajnryb (1990) for the purpose of grammar
students to listen for certain specific points; teaching. There are four stages: preparation,
get the students to work in a group. listening, reconstruction and analysis and
In addition Saha and Rezwan (2008) correction.
state that teaching listening requires a bit more The first stage of dictogloss is started
on the part of the teacher than that of the with Preparation or warming up for the
learners. There are some main principles of students.The main goal of the preparation
teaching listening, they are: 1) should use a stage is to make students more receptive to the
familiar language for training listening listening passage. Two kind of preparations
comprehension 2) the material should never be need in Dictogloss technique are Topical
presented visually at the first step. Good preparation and Vocabulary preparation. The
listening lessons go beyond the main listening topical preparation enables students to activate
task itself with related activities before and their background knowledge of the content
after the listening. which helps listeners to interpret the message
From the experts‟ explanation above, it correctly. Next preparation is vocabulary
can be concluded that there are some rules in preparation. Lack of vocabulary knowledge is
teaching listening. They are the teacher should a cause of listening comprehension problems
limit the material, using the well known word frequently. Teacher prepares and gives some
and the material has not to show visually. new vocabularies to the students concern to
the text they are going to listen.
Concept of Dictogloss Technique The second stage of dictogloss technique
Dictogloss is a language teaching is Dictation.When the Dictogloss procedure is
technique which students work and form small first introduced, students may need to hear the
groups to summarize a target-language text. reading or the recording several times. The
Dictogloss activities encourage learners to first time, the students are not permitted to
focus on the form of their language while also take notes or write anything. They only listen
being based in communication, and are used in to get a general idea about the text. The second
task-based language teaching. time they can take notes. The third listening
Vasiljevic (2010:41) defines “Dictogloss gives students a chance to confirm the
is a classroom dictation activity where learners information and revise their notes if necessary.
listen to a passage, not down key words and Next stage is Reconstruction. It is the
then work together to create a reconstructed central part of the Dictogloss listening lesson.
version of the text”. Dictogloss learner Working in small groups (3-4 people),
technique is very helpful in listening and students discuss what they heard and attempt
learning about their ability to monitor students to produce a coherent text close in content and
110 e-Jurnal Bahasantodea, Volume 4 Nomor 2, April 2016 hlm 107-115 ISSN: 2302-2000
organization to the original version. The pairs and groups can lower students‟ anxiety
purpose is not to replicate the original text, but towards their teacher in learning.
to maintain its informational content. In order
to enforce the target vocabulary and ensure METODH
that the main points are included, students are
asked to use all the words from the preparation The researcher applied CAR (Classroom
stage. Action Research) as the design of this
The last stage of the Dictogloss research. CAR is used to improve the quality
procedure is the analysis and correction of the of the English teacher‟s performance as well
students‟ texts. It aims to identify the problems as the students‟ achievement in learning
students had with text comprehension. The English in the classroom. This research design
reconstruction task asks students to use their was started by identifying students‟ problems
language ability to put words in the and students‟ achievement during the
meaningful units. In that process, higher- teaching-learning process. There are four
ability students are likely to replace the words process employed: planning, acting, observing,
from the original text with their own and revising. This research was conducted
synonyms. These ideas should be marked as collaboratively between the researcher and
being correct. Correction can be done as a another teacher of English as the collaborator.
class or as group work by comparing their text The subject of this research was grade
to the original text or by using the eleven students of language class program that
reconstruction checklist of the transcripts. consisted of 25 students in academic year
2015/2016 at Madrasah Aliyah Negeri (MAN)
Advantage of Dictogloss technique 1 Palu. It is located at Jl. Jamur no 38, Palu.
The Dictogloss technique offers several There were two kinds of data in this research,
potential advantages over other techniques of namely quantitative data and qualitative data.
teaching listening. Vasiljevic (2010) First, the quantitative data were obtained from
mentioned that some advantages can be gotten the result of the test done by the students. The
from Dictogloss. Firstly, Dictogloss is an data indicated the students‟ learning outcomes.
effective way of combining individual and Second, the qualitative data were gained from
group work so as to enable a wide access for the result of observation toward students‟ and
peer learning and peer teaching to occur. teacher‟s activities in the classroom. The
Secondly, analysis and correction while procedures of data collection were done by
creating the text in group work enables observation and pencil and paper method.
students to make hypotheses of the language There research instruments used in this
they use, providing a practice for them to see research were observation checklist, field
their strengths and weaknesses in producing notes, tests, camera and video camera.
language. Thirdly, discussion in the pair and Observation checklists were used as the
group work facilitates the improvement of guidelines in observing teacher‟s and students‟
students‟ communicative competence as far as performance during the teaching-learning
they are required to use English, not their process. Field notes were used to help write all
mother tongue. Fourthly, Dictogloss fosters the activities occurred in the class as well as to
students „autonomy in learning since during capture action in the classroom. Test was
the process, the students are dependant more intended to indicate the progress of students‟
on their friends rather than on their teacher. achievement toward the use of Dictogloss
Fifthly, comparing the text created and the technique. And camera and video camera were
original text can help foster students‟ used to take some pictures of each activity
vocabulary development. Finally, working in done and also to record the process of
Mila Poerwanti, et al. Improving Listening Skill Of Grade Eleven Students At Madrasah Aliyah ................................111
e. After the teacher read the text, students This research had one cycle which
worked in groups to share their notes and consists of four meetings. Three meetings
worked in order to replicate a text with were for the implementation of the technique
similar meaning. After piecing the words and the rest was for the test. During the
together, they had to ensure that the text implementation of the technique, the
is grammatically correct, textually researcher worked with collaborator to fill the
cohesive, and logically reasonable. observation checklist for both teacher and
(reconstruction stage) students and taking the field notes. After
f. The teacher gave the students the analyzing the data qualitatively and
transcripts of the recording and had them quantitatively, the results showed that
swap their reconstructions with another Dictogloss technique successfully improves
group and then asked them to give students‟ listening skill. There was a
feedback on accurate/inaccurate or significant progress of scores achieved by
missing information. Instead of a students after applying this technique. There
transcript, teacher might want to give were 20 of 25 students got scores equal or
students a reconstruction checklist. higher than criteria of success (75). It means
(analysis and correction) that 80% of students are successfully passed
g. The next level, the teacher played the the exam.
another text from CD and gave a The observation sheets results of
worksheet to the student. They started to students performances in listening class
use their own ability to comprehend the activity was categorized “high”. It was shown
content of the text by completing the that all the students enjoyed the class. They
text. were ready to accept the knowledge from the
h. The speaker played about three times teacher. The results of observation sheet for
then after finishing, students submited the teacher‟s performances showed that the
the paper and got the score from the teacher‟s had followed the teaching processes
teacher. and fulfilled the teaching components well.
Post listening Although, the teacher failed to manage the
a. Before the teacher and students finished time at the first and second meeting, but at the
the class, they had a game i.e saying third meeting, the teacher had managed the
vocabulary based on the alphabet. time well according to the lesson plan. The
b. Student A was asked to say one results of field notes which filled by the
vocabulary, then student B said one collaborator showed that the researcher had
vocabulary also based on the last followed the teaching process properly when
alphabet of student A‟s teaching the students. However, at the first
c. And it was continued to the student who meeting, the researcher was quite difficult in
sit at the back. facing several students which were not active
in the class. The students felt reluctant to do
3) Postactivity (5 minute) and to raise answers for the exercises because
1. The teacher and the students concluded they were afraid of making mistakes.
the material. The answer of how Dictogloss technique
2. The teacher gave motivation, evaluation, can improve the students‟ listening skill, it lies
and feedback to the students. on the process of the stages in Dictogloss
technique. It is the power that belonged by this
technique. There are four stages in it; those are
FINDINGS AND DISCUSSION preparation, dictation, reconstruction, analysis
and correction. When the teacher applies the
Mila Poerwanti, et al. Improving Listening Skill Of Grade Eleven Students At Madrasah Aliyah ................................113
technique correctly and creatively , it also can identify the points they need to focus on. By
be the strenght of the teacher to improve the giving the listening procedure, step by step the
students‟ listening skill. The students‟ students trained to catch the idea or content of
listening skill started to train on each stage. the story. As the text was listened for three
In the process of teaching learning, the times, the students can be familiar with it. In
teacher tried hard to apply the stages well. The addition, the text was read by the teacher so
first stage of Dictogloss, she started with the pronunciation was more understandable
preparation or warming up for the students. than the native speaker.
She aimed to make students more receptive to Next stage is Reconstruction. It is the
the listening passage therefore she explained central part of the Dictogloss listening lesson.
the material and asked some questions to the Dictogloss procedures mainly lie on
students to built their prior knowledge. This cooperative activities in recreating a text.
way could lead them prepare before listening. When the researcher conducted her research,
At least, the students were not blank of the she made the group which the students with
material. The students constructed meaning poor listening ability could learn from their
based on the interplay of background friends with good listening ability not only
knowledge and the new concepts presented in about how these good students were able to
the text. She facilitated this process by catch the messages but also on how the
providing background information and helping interpretation of meaning. It was through the
students with unfamiliar or new vocabulary. It steps of collaborative text recreation in the
has been done by the teacher during the implementation of Dictogloss that the poor
research. The teacher encouraged them to be students were able to learn the processes
active by giving them some vocabularies and through which the good students eventually
asking the meaning. This process of came to understand the messages conveyed
preparation, of course, has given a new from the narrative text they had listened to.
experience for the students which they never This stage improved students‟ listening skill
got before. They listened and learnt how to by learning how to reconstruct the text in
understand teacher‟s questions and how to groups. It gave the students time to think and
reply. discuss how best to express the ideas. Here,
Then, Dictogloss technique can improve the students discussed what they heard and
students‟ listening skill on the dictation stage. attempted to produce a coherent text close in
It covers the listening procedure. The teacher content and organization to the original
started to dictate by reading a short text and version. The students focused on their
the students wrote brief notes from the text attention to precise meaning. In the
which they had heard. The dictation was given reconstruction stage, they worked
for three times. The first time, the students cooperatively so it was challenging without
were not permitted to take notes or write being threatening and it gave the students a
anything. They only listened carefully to get a chance to discuss language and to learn from
general idea about the text. The second time, each other.
they took notes. As inexperienced students The last stage that include in Dictogloss
tried to write down everything, teachers technique as the stage to improve the students‟
emphasized that they had to focus on key listening skill is analysis and correction.
words. A third listening gave the students a During the process of correcting their friend
chance to confirm the information and revise works, the students were able to see whether
their notes. A short 5-minute break between they had done well or not. By doing analysis
the second and the third listening gave the and correction, the students could understand
students a chance to think their notes and their mistakes and learnt from them. They
114 e-Jurnal Bahasantodea, Volume 4 Nomor 2, April 2016 hlm 107-115 ISSN: 2302-2000
REFERENCES