USING DICTOGLOSS TECHNIQUE TO INCREASE THE LISTENING COMPREHENSION ABILITY ON NARRATIVE TEXTS OF THE SECOND YEAR STUDENTS OF MTs MUAWWANAH SUNGAI PAGAR KAMPAR REGENCY

Listening is one important skill in language learning and also in communication. It requires the learners to receive and to understand incoming information or input (Ross; 2002). Listening comprehension is regarded theoretically as an active process in which individual concentrate on selected aspects of aural input, from meaning from passage, and associate what they hear with existing knowledge.

In MTs Muawwanah Sungai Pagar, the school is still used KTSP curriculum where listening comprehension of narrative text learn in grade eight. Many students in that school have problem in their listening skill. Landan (1990) states that narrative text is semiotic representation of series an event connected in a temporal and casual way. Narrative can be constructed using wide variety of semiotic media: written or spoken language, images, gestures and acting.

 So the article uses dictogloss method to improve their listening skill. Dictogloss technique is a classic teaching technique where the listeners are required to reconstruct a text by listening and noting down keywords. Jacob and Small (2003) dictogloss is a new way of dictation. Dictogloss, in terms of objectives and procedures, is different from dictation. According to Kern (2008), dictogloss is technique where the students are asked to reconstruct a text rather than make a copy of the text and write down the exact words of the text read to them by the teacher. In detail, dictogloss is a classroom dictation activity where the students listen to a passage, note down key words, and then work in group to create a reconstructed version of the text in the form of writing (Vasiljevic, 2010). 

According to Vasiljevic (2010), the dictogloss technique offers several potential advantages over other models of teaching listening comprehension.

1.      The reconstruction task gives students focus and a clear objective, which is a pre-condition for effective group work.

2.      The dictogloss procedures facilities the development of learners’ communicative competence.

3.      The dictogloss procedure also promotes learners’ autonomy.

4.      Dictogloss also offers a unique blending of teaching listening comprehension and the assessment of students’ listening ability.

From this technique the writer get the answer for this article, many student was increase with it. The write used two test to increase students ability in listening those are  post test 1 and post test 2. In post test 1, the score is not really satisfaction. But when they do the second post with using dictogloss in narrative the score was different with the first post test. So this research, in teaching listening comprehension ability of narrative text using dictogloss was succeeding.

Reference.

Rifki Afdhal, Atni Prawati, Jismulatif, USING DICTOGLOSS TECHNIQUE TO INCREASE THE LISTENING COMPREHENSION ABILITY ON NARRATIVE TEXTS OF THE SECOND YEAR STUDENTS OF MTs MUAWWANAH SUNGAI PAGAR KAMPAR REGENCY. Riau. 2014

USING DICTOGLOSS TECHNIQUE TO TEACH LISTENING COMPREHENSION FOR SENIOR HIGH SCHOOL

 

USING DICTOGLOSS TECHNIQUE TO TEACH LISTENING COMPREHENSION FOR SENIOR HIGH SCHOOL

by: Emha Fadhlil Huda
2014

Teaching listening is the process of activity in the classroom that should solve the problem in Listening systematically. Saha and Rezwan (2008) state that teaching listening requires a bit more on the part of the teacher than that of the learners. The purpose of listening is to make the students understand about the communication between two speakers. For the students it may be difficult to comprehend it because English is not their mother tongue.  If a listener does not understand what a speaker says so each of them has meaningless communication.  

Based on the problem, this article chooses dictogloss to be a technique to use in teaching listening. Wajnryb (1990) states that dictogloss is a classroom dictation activity where learners listen to a passage, note down key words and then work together to create a reconstructed version of the text. In dictogloss have four procedures those are warm-up which students find about the topic and do some vocabulary preparation, dictation in which the teacher either reads or plays the audio of the text three times at a normal speed, reconstruction in which the teacher asks students to reconstruct the text they have listened to base on their notes, and analysis and correction when students analyze and compare their text with the  reconstructions of other students and the original text and make the necessary corrections.

Dictogloss have many advantages that we can get from this technique. First, help the students develop all four language skills. Second, students develop their aural comprehension of meaning and also of relationship among segments language (grammar). Third, dictogloss also help students in note taking and helps to develop short-term memory.  The last is correcting dictogloss can lead to oral communication. So this article trusts with using dictogloss will make the research can accustom the students in listening activities.

In learning class the teacher, of course, needs to select an appropriate teaching material to the students and present an interactive teaching activities. It is important for the teacher prepares the teaching and learning activities to use appropriate technique in order to make learning effective and interesting. By using dictogloss as a technique in teaching listening activities, the teacher can give interesting information from the text by reading it to the students and ask them to listen it. The teacher not only teaches but also introduces an interesting and attractive story or information available from reconstruction the text.