PREFACE

Gratitude belongs only to God who has given his affection and the author for taking the time to complete the proposal. The author also thanks people who have helped in the completion of this proposal.This proposal is submitted as partial fulfillment of ELT Course. Writing this proposal provide further information about dictogloss method in teaching listening. This proposal has aim to investigate the effectiveness of dictogloss in teaching listening.The author is aware that this proposal is far away from perfection. Therefore, the author expects critic and suggestion either in writing and orally.

Cirebon, December 24 2014

The author

PREFACE..iTABLE OF CONTENT....iiCHAPTER I INTRODUCTIONA. Background of The Study...1B. Identification of Problem....2C. Research Question...2D. Objectives of the Research......2E. Scope and Limitation...2F. Hypothesis...3G. Clarification of The Term....3CHAPTER II LITERARY REVIEWA. Previous Study.4B. Dictogloss2.1 Definition of Dictogloss....42.2 Procedure of Dictogloss52.3 The Strength of Dictogloss....52.4 The Weakness of Dictogloss.6C. Listening3.1 Assessing listening73.2 Extensive listening73.3 Intensive listening.....8CHAPTER III RESEARCH METODOLOGYA. Research Design....10B. Participants ...10C. Data Collection Method.11D. Data Analysis.14

CHAPTER IINTRODUCTION

A. Background of StudyNowadays, English is important thing to be mastered. English become important aspect to apply. People around the world using English as the way they communicate. It is such as daily conversation, goods instructions, even movie or music.English contains four skills, such as listening, reading, writing, and speaking skills. The foundation of those skills is listening skill. It is such as Gary Buck (2001) said that many of the important characteristics of listening comprehension are actually characteristics of all forms of language comprehension. It means that listening comprehension can increase someone to master another English skill. Although English is the most important skill, it is often not given extra attention. Furthermore, based on the data that the writer collected, the learner, especially in senior high school, hard to understand the information that delivered in a listening section. The learner hard to answer W+H question about the listening section that the learner got. Narative text, for instance, contains information cover W+H question. The students are often wrong to determine where the story takes a place. The students hard to notice the line that explain the background of place. The students also can not notice who the character in the story is. The students cannot notice who do activity. In the end of the story, the students have nothing to comprehend. In other hand, the teacher should give a proper technique to increase students comprehension in listening. One of interesting technique can be applied in teaching listening is dictogloss. Dictogloss is a new version of dictation first introduced by Wajnryb in 1990. This is a technique that provide student to get deep understanding in listening material. The learner is given a chance to note some key words. After that, the learners discuss what they get with other students in a group. Then, they reconstruct the material they have listened to with their own words. As Caplan and Sullivan (2004) said that dictogloss is the technique of reconstructing the text. By using dictogloss technique, the writer predicts that the learner can increase listening comprehension. It is because the students are given chance to note some key words that can help them to reconstruct the story. It helps the students to comprehend the story. The students would easy to answer W+H question that is given in listening course. Considering the significance of dictogloss technique in teaching listening skill, this paper has aim to investigating the effectiveness of dictogloss technique.

BIdentification of ProblemBased on the data that the writer collected, the learner, especially in senior high school, hard to understand the information that delivered in a listening section. The learner hard to answer W+H question about the listening section that the learner got.

C.Research QuestionIs dictogloss effective in teaching listening?

D.Objective of the ResearchTo investigate if dictogloss effective in teaching listening.

E.Scope and LimitationThe researcher uses monologue texts such as narrative text or recount text in teaching listening toward dictogloss method. The method is used to increase the students ability of reconstruction of a story.

F. HypothesisThe researcher applies null-hypothesis (h0). It means that there is no significant result between the experimental group (class which is treated by the dictogloss technique) and control group (conventional technique). In other word, the dictogloss method is not effective to improve students listening ability

G. Clarification of the TermsBelow are some terms clarified in order to avoid misunderstanding:Caplan and Sullivan (2004) said that dictogloss is the technique of reconstructing the text. By using dictogloss technique, the writer predicts that the learner can increase listening comprehension.Listening is a complex activity, and we can help students comprehend what they hear by activating their prior knowledge. The next section will consider another way teachers can help ease the difficulty of listening: training students in different types of listening (Steven Brown: 2006).

CHAPTER II LITERARY REVIEW

A.Previous StudyThe writer found two researches that are related with the title of this research. The first research is written by Masoome, 2012. The aim of this research is to investigate the effect of using dictogloss as teaching method in improvement of students writing skill. The treatment is given in two months which is once a week treatment. The participant of that research is 19 students of private collage. The result is dictogloss give straight effect in improving students writing skill which is it give a long term memory. Meanwhile, the explicit method give a long time to get students understand the material. It only gives short term memory for the students.The second research is written by Ramlatu, 2013.The objectives of the study are to explore how dictogloss enables learners to notice the gap between their present language competence and target competence. The participant are level one all male students of Ahmadu Bello University, Zaria as respondents to see the effectiveness of using Dictogloss in listening comprehension. The result is that although the strategy was a relatively new one the students benefited from it and proved that the method could be used to teach listening comprehension and for cooperative learning. The students result was favorable possibly because they had practice with the first text.

B Dictogloss2.1Definition of DictoglossDictogloss is a new way of dictation method in teaching listening. Dictogloss is created first by Ruth Wajnryb (1990). He said that dictogloss is a task-based procedure designed to help language learning students towards a better understanding of how grammar works on a text basis.The learner will improve their understanding of a story in a text basis. The learner while listen to a story, they must make some notes (key words). It will give the learner a chance to analyze what they get.The aim of dictogloss is upgrading and refining the learners use of the language through a comprehensive analysis of language options in the correction of the learners' approximate texts (Wajnryb, 1990). The learners will reach maximal comprehensive analysis in the term of listening. It also help student in getting good approximate text. 2.5 Procedure of DictoglossThe procedure is summarized as follows (Wajnryb, 1990):a. A short, dense text is read (twice) to the learners at normal speed. The teacher read a text to the student in normal speed twice. It called dictation. It gives chance to students to get comprehension about the text.b. As it is being read, the learners jot down familiar words and phrases. It makes students easy to reconstruct it after it finish being read.c. Working in small groups, the learners pool their battered texts and strive to reconstruct a version of the text from their shared resources.d. Each group of students produces its own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text.e. The various versions are analyzed and compared and the students refine their own texts in the light of the shared scrutiny and discussion.

2.6 The Strength of Dictoglossa. Learning is active involvementAs students learn, they make many and varied and constantly changing hypotheses about language. These involve the learner in active decision-making about the target language. Some of these decisions are conscious) some subconscious; some relate to learning, some to communication strategies

b. Teaching while testingDictogloss offers a unique blending of the twin functions of testing and teaching. The testing function acts as a means of diagnosing the learners' current language understanding. In each dictogloss lesson, learners find out a little about what they know and do not know in the target language

c. An information gap - the role of memory and creativityIn dictogloss, a pivotal balance exists between the role of memory and the role of creativity. For the procedure to work effectively, this balance must be understood and, indeed, exploited. Essentially, at the moment when learners begin the text reconstruction, they are faced with a central and crucially important information gap'.

2.7 The Weakness of DictoglossAristo (Depdiknas, 2003:34), explain some weakness of using recording media, such as dictogloss:a. It has small capability of reach for audiences. There will be only some student that can listen well the material which is delivered.b. It will cost so much if the teacher only has a few student. It means that one material is only used at once.c. It will not deliver a material that has constant value. It means that, there will be many interpreted answer that the student give.

C. Listening3.1 Assessing ListeningIn assessing listening, teacher should put some extra effort, because listening is the most important skill in English education. Students need to be able to listen to a variety of things in a number of different ways. In the first place, they need to be able to recognize paralinguistic clues such as intonation in order to understand mood and meaning. They also need to be able to listen for specific information (such as times, platform numbers, etc), and sometimes for more general understanding (when they are listening to a story or interacting in a social conversation) (Jeremy Harmer, 2007).Meanwhile, assessing listening should have constant value. It is called as reliability and validity. As Buck (2001) said that s test, or any assessment, is a measurement, and as a measurement it must have two properties: reliability and validity. It means that once an assessment given in a group of learner, it also can be used in another group in different scale of time. A good assessment is that including social culture background. Some places have different story that given by the old. It would make students being interested in a topic. As Brown (2001), said that background information (schemata) is important factor in listening, take into full account the experiences, goals, and abilities of your students as you design lesson. In other words, children always being active in learning listening courses.Besides giving a material that has relation with the background of study of the learner, teacher also has to build a good interaction with the students. Teacher has to make a good relationship with the students. The student would feel comfort and do not shy to ask whatever to students. It goes along with Schultz (2003), listening includes this kind of observation or attention and emphasizes the interactions or relationships between the listener and the one who is speaking, acting, or writing.

3.2 Intensive ListeningIntensive listening is used in teaching learning for specific purposes. It is as Brown (2001) said that intensive listening is a technique whose only purpose is to focus on components such as phonemes, words, intonation, discourse marker, etc. it means that intensive listening has various material in one section.Furthermore, John Field (2009) said that during the second and subsequent plays, the listeners, now familiar with the general content of the text, are able to listen for detail and to respond to more focused questions. This central part of the listening exercise was traditionally referred to as intensive listening. It means that intensive listening gives the students extra effort to comprehend the text that is read. Furthermore, the students have to get the specific information from the text. It will become easier if student note the key word to reconstruct the information.The examples of intensive listening performance adapted from Brown (2001):1. Students listen for cues in certain choral or individual drills.2. The teacher repeats a word or sentence several times to imprint it in the students mind.3. The teacher asks students to listen to a sentence or a longer stretch of discourse and to notice a specified element, such as information, stress, a construction, a grammatical structure, etc.

3.3Extensive ListeningThis phase of extensive listening serves a similar purpose to skimming a reading text: it ensures some familiarity with the content and also allows the listener to establish the geography of the recording in the form of what information is provided (John Field, 2009). It means that the listener gives less attention in listening activity. The activity of extensive listening is, for instance, listening to news, music, or a speech. Listeners can listen to something while doing another activity. Listening to a lecturing activity could be one of kind of extensive listening. In that activity students get general information that is delivered. The students may have some notes taking, but it is only used to remember some information that is lost.Furthermore, Brown (2001) said that extensive listening may require the students to invoke other interactive skills, such as note-taking and/or discussion. There is another skill that students can do while doing extensive listening. In listening to the lecturers speeches, students note some key word. The task that requires students to get conversation in pairs shows extensive listening is ongoing process.In conclusion, extensive listening is a way in doing listening that made the listener do not get specific information. It gives students general information.

CHEPTER IIIRESEARCH METHODOLOGY

A.Research Design In this research, the writer uses quasi experimental design, because this study encloses control and experimental groups to be examined. It is also suitable with the proposes of this research which is to investigate the effectiveness of dictogloss method in teaching listening. Generally, the result of posttest and pretest from both groups were formulated in the following chartSamplePre testTreatmentPost test

Experimental groupX1eTX2e

Control GroupX1c0X2c

Notes:

X1e: Students listening comprehension of experimental group in pre testX1c: Students listening comprehension of control group in pre testX2e: Students listening comprehension of experimental group in post testX2e: Students listening comprehension of control group in post testT: Treatment using dictogloss technique.

B. Participants The participants of the research are first grade of a senior high school. The writer chooses two classes as the sample randomly. One class was marked as control group and the other was marked as experimental group. The researcher used various short-monologue-texts which are appropriate with Competence Standard and Based Competence (SKKD) of eleventh grade at senior high school such as report text.

CData Collection The researcher has two classes: experimental and controlling group. Both classes receive post test and pre test. The pre test is given to know students achievement of listening skill before the treatment given. The post test was given after the treatment. It has aim to know the increasing of students listening kill. In collecting qualitative data, the writer gives questionnaire to obtain the descriptive information related to improvement of students listening skill through dictogloss. The questionnaire is given only to students in experimental group after the treatment. The questionnaire consists of some questions related to teaching and learning toward dictogloss technique.Interview was also used in this study to increase the information that has related to the students responds through the use of dictogloss technique. The writer would transcribe and analyzed the data that is obtained from interview.

D. Data AnalysisThere are two steps in analyzing students score. The first is analyzing test of normality distribution and homogeneity variances taken from students pretest and posttest scores. It was done as requirements to conduct independent sample t-test. It was aimed to find out the degree of significance of students ability in listening test of both groups whether in pretest or in posttest. The scores from pretest and from posttest in experimental group were compared and analyzed using dependent t-test to see whether there was a progress or not. The interview and the questionnaire were given in the experimental group. After the data were collected from the interview, the next step was transcribing the data and interpreting in order to analyze the results of this research. The last step was discussing the results from the dataThe result of the test will be calculated to know whether the hypothesis is true or not. To test the hypothesis, the researcher would use T-test with the level of significance 0,05 (5%). The formula used (Arikunto, 2002) :

Notes :

= The mean score from differences between pre-test and post-te The sum of deviation quad

= The sum of sample Xd = d Md deviation from each subject scoreCriteria:1. If t test > t table, learning outcomes increase significantly based on the specified alpha2. If t test < t table, learning outcomes decrease significantly based on the specified alpha.The researcher would calculate Gain test firstly to get the result based on calculating above. the formula as followings:

Criteria : 0,00 < Gain Index 0,30 Low increasing of learning outcomes 0,30