Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-29T06:24:34ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2015-08-18T05:07:30Z2015-08-18T05:07:31Zhttp://digilib.unila.ac.id/id/eprint/11773This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/117732015-08-18T05:07:30ZDEVELOPING STUDENTS’ LISTENING SKILL THROUGH DICTOGLOSS
AT THE FIRST YEAR STUDENTS’ OF SMAN 1 NATAR Listening can be considered as the first step in learning a language. Thus, listening
plays a very important role in students’ success of learning language skills.
Therefore, the objectives of this research are to improve (1) students’ listening
skill in getting the gist of the text and reconstruct it (2) students’ listening activity
and (3) the quality of teacher’s performance.
The subject of this research is the first year students of SMAN 1 NATAR, class
X.9. The research was conducted from January 6
th
until 16
th
2012. An action
research was carried out in order to improve students’ listening skill by using
Dictogloss in listening class.
The result of the research shows that Dictogloss improves the students’ listening
skill.There were two indicators that were used in this research, i.e. learning
product and learning process. In term of learning product, in cycle 1, students’
average listening score was 60,07 and in cycle 2, it was 67,05. Meanwhile, it was
also found that there were some of the students who could not focus to listen to
the text and reconstruct it optimally. It was because the students were lacking of
vocabulary in the first cycle. In the second cycle, all of the students could focus
and reconstruct the text well. They became more active in listening class it was
because the students were given summary Dictogloss in the second cycle. In this
cycle, the students were given a flow chart which helped the students reconstruct
the text.
Additionally, teacher’s performance result account as one of the main points
observed by the researcher. In cycle 1 the researcher could not emphasize the use
of English and coordinated learning process. It was because the students were
lacking of vocabulary. The students did not understand the meaning of the
teacher’s explanation. In cycle 2, the researcher used simple vocabulary and made
some vocabulary games. Thus, the students could catch what the researcher
meant. The researcher also proposed the students a reinforcement instead of
verbal reprimand or even a punishment.
Based on the data, it can be concluded that there is an improvement of the
students’ listening skill after being taught using Dictogloss. Therefore, Dictogloss
is recommended to be used by English teachers to improve their students’
listening skill and teacher’s performance. However, since students have
opportunity to interact in group discussion, teachers should pay careful attention
to overcome the noisy class. The selection of text and condition of the students are
also important in the implementation of Dictogloss. It should be interesting and
appropriate for the students. Nurul Puspita 07130420542015-04-29T08:52:08Z2015-10-16T03:14:37Zhttp://digilib.unila.ac.id/id/eprint/9422This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/94222015-04-29T08:52:08ZDEVELOPING STUDENTS’ LISTENING SKILL THROUGH DICTOGLOSS
AT THE FIRST YEAR STUDENTS’ OF SMAN 1 NATARListening can be considered as the first step in learning a language. Thus, listening
plays a very important role in students’ success of learning language skills.
Therefore, the objectives of this research are to improve (1) students’ listening
skill in getting the gist of the text and reconstruct it (2) students’ listening activity
and (3) the quality of teacher’s performance.
The subject of this research is the first year students of SMAN 1 NATAR, class
X.9. The research was conducted from January 6
th
until 16
th
2012. An action
research was carried out in order to improve students’ listening skill by using
Dictogloss in listening class.
The result of the research shows that Dictogloss improves the students’ listening
skill.There were two indicators that were used in this research, i.e. learning
product and learning process. In term of learning product, in cycle 1, students’
average listening score was 60,07 and in cycle 2, it was 67,05. Meanwhile, it was
also found that there were some of the students who could not focus to listen to
the text and reconstruct it optimally. It was because the students were lacking of
vocabulary in the first cycle. In the second cycle, all of the students could focus
and reconstruct the text well. They became more active in listening class it was
because the students were given summary Dictogloss in the second cycle. In this
cycle, the students were given a flow chart which helped the students reconstruct
the text.
Additionally, teacher’s performance result account as one of the main points
observed by the researcher. In cycle 1 the researcher could not emphasize the use
of English and coordinated learning process. It was because the students were
lacking of vocabulary. The students did not understand the meaning of the
teacher’s explanation. In cycle 2, the researcher used simple vocabulary and made
some vocabulary games. Thus, the students could catch what the researcher
meant. The researcher also proposed the students a reinforcement instead of
verbal reprimand or even a punishment.
Based on the data, it can be concluded that there is an improvement of the
students’ listening skill after being taught using Dictogloss. Therefore, Dictogloss
is recommended to be used by English teachers to improve their students’
listening skill and teacher’s performance. However, since students have
opportunity to interact in group discussion, teachers should pay careful attention
to overcome the noisy class. The selection of text and condition of the students are
also important in the implementation of Dictogloss. It should be interesting and
appropriate for the students.Nurul Puspita 0713042054