IMPROVING STUDENTS LISTENING SKILL USING SPOT THE DIGTOGLOSS

TECHNIQUE
A Classroom Action Research to the Eleventh Grade Students of SMK Koperasi Pontianak
in the Academic Year of 2015/2016
RESEARCH OUTLINE

BY: YANA ANGGRAENI

NIM. 521100206

ENGLISH EDUCATION STUDY PROGRAM

INSTITUT KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK INDONESIA
PONTIANAK
2015

I.

II.

Title : Improving Students Listening Skill Using Spot the Dictogloss Technique
(A Classroom Action Research at the Eleventh Grade Students of SMK Koperasi
Pontianak in the Academic Year of 2015/2016)
Research Background
The importance of listening is acknowledged by Brown (2001:247) who stated that
Listening is the major component in language learning and teaching because in the classroom
learners do more listening than speaking. Listening is the very first language skill before people
are able to speak, read, and write but listening English word is quite difficult. According to
Nunan (2003:24) Listening is an active, purposeful process of making sense of what we hear. It
means that, listening is first language skill before people are able to speak, read, and writes.

Students are lack of confident about the capacity to listen. It means beside skills and
abilities, the students have to practice listening activity in the classroom and their daily
activities. Based on observation when the researcher did PPL, they are very lazy to follow
the listening activities in learning English because English words are sometimes too quick to
be heard so that they are sometimes confused listening English words.
Finally, the student prefers to be passive during the listening process. Therefore,
teacher wrong assumption with their focus only on practice listening and cause the students
low competence in listening skill. However, the students low competence in listening skill
has received attention both in research and teaching. Therefore, teachers need a more
practical alternative way, useful to present new factual information to students and
encourage them to listen and understand the key points to listen so that no time is wasted
due to various constraints and students interested in participating in learning.
Based on the problems above, the researcher will purpose the solution by using
spot the dictogloss technique to improve the students listening skill. This technique
combines two listening activities concept which are submitted by some expert. The first
concept is spot the different. It is developed by Cross (1991: 249). In this activity the
class looks at the passage as teacher read it, but with changes of words, phrases of fact.
The second is dictogloss. Dictogloss activities are a useful way of presenting new factual
information to students, and encourage them to listen for key points and understand the
listening.According to Jacob and Small (2003: 1) Dictogloss is a new way of dictation in
term of objective and procedures, in different from dictation. Based on statement,

dictogloss learner technique is very helpful in listening and learning about their ability to
monitor students both in the classroom and outside the classroom. And learners listen to a
passage, note down a key word or phrase and then encourage comparison. Dictogloss
activities are a useful way of presenting new factual information to students, and
encourage them to listen for key points and understand the listening.
In this research, the researcher will implement the spot the dictogloss technique
for improving students; listening ability. And also want to seek students in listening
English and try to solve the problem using spot the dictogloss technique. And the
researcher hopes it can improvestudents listening skill.
III.

IV.

V.

Research Problem
Based on title above, the question of this research is how can spot the dictogloss technique
improving students listening skill?
Research Purpose
The purpose of this research is to find out how spot the dictogloss can improve students
listening skill.
Technique and Tool of Collecting data
1. Questionnaire and Interview
This is a technique will give before the action research the writer will ask the student
of grade 11 at SMK KOPERASI to answer the questionnaire about the difficulties
they found in studying listening. Beside questionnaire, the writer also will give
interview to the student after and before the action research.
2. Observation
This is a technique to observe the teaching learning process in the classroom or to
know the students experience, behavior in teaching learning process of English in the
school and to observe the activities of the students during teaching and learning
process which is going on in the classroom. Here, the researcher will use observation
cheklist and field note.
3. Test
This technique is used to collect the quantitative data. In this case the researcher will
use written testis about re-write a passage? It aims to know whether the students

VI.

listening skill improving or not.

Data Analysis
In analysing the data of this research, the researcher will use classroom action research
techniques analysis.
1. Qualitative data

The qualitative data in this research are observation, interview and field note. The
observation will be applied before teaching listening, interview will be applied after
teaching and field note will applied during teaching and learning process of spot the
dictogloss. Both of tools are filled by the collaborator to see the students
improvement from cycle to cycle. Then, from the checklist or the note, the teacher
can evaluate the teaching and learning process and fix that to the next lesson plan.
2. Quantitative
1. The individual score
The writer will count the individual score of the students by using this following
formula:
x
x= x 100
n
Where:
x

= Standard score

= Obtained score

= Maximum score

100

= Constant number
(Adopted from Cohen (2007)

2. The means score

The writer will count the means score for all of students, the formula is as follow:
M=

x
N

Where:
M
x
N

= Mean
= Sum of students score
= The number of students
(Adopted from J.R. Fraenkel and Norman E. Wallen, 2008)

BIBLIOGRAPHY
Ary, Donald. 2010. Introduction to Research in Education.USA: Wadsworyth.
Brown, H. Duglas. 2001. Teaching Principle Pedagogy. Addison Wesley Lingman, Inc

Cohen, et all (2007). Research Method in Education.2 Park Square, Milton Park, Abingdon,
OXonOX14 4RNTaylor & Francis e-library.
Cross, David. 1991. A practical handbook of language teaching. Europe: Cassel
Nunan, David. 2003. Research Method in language. Cambridge University press.
Jacobs, George and Small, John. 2003. Combining Dictogloss and Cooperative Learning to
Promote Language Learning. The Reading Matrix.