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..i
TABLE OF CONTENT....ii
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
F.
G.

Background of The Study...1

Identification of Problem....2
Research Question...2
Objectives of the Research......2
Scope and Limitation...2
Hypothesis...3
Clarification of The Term....3

CHAPTER II LITERARY REVIEW

A. Previous Study.4
B. Dictogloss
2.1 Definition of Dictogloss....4
2.2 Procedure of Dictogloss5
2.3 The Strength of Dictogloss....5
2.4 The Weakness of Dictogloss.6
C. Listening
3.1 Assessing listening7
3.2 Extensive listening7
3.3 Intensive listening.....8
CHAPTER III RESEARCH METODOLOGY
A.
B.
C.
D.

Research Design....10
Participants ...10
Data Collection Method.11
Data Analysis.14

CHAPTER I
INTRODUCTION
A.

Background of Study
Nowadays, 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.
B

Identification of Problem
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.
C.

Research Question
Is dictogloss effective in teaching listening?

D.

Objective of the Research

To investigate if dictogloss effective in teaching listening.

E.

Scope and Limitation

The 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.

Hypothesis
The 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 Terms

Below 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 Study
The 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

Dictogloss

2.1

Definition of Dictogloss
Dictogloss 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 Dictogloss
The 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.
a.

2.6 The Strength of Dictogloss

Learning is active involvement
As 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 testing

Dictogloss 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 creativity

In 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 Dictogloss

Aristo (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.

Listening

3.1

Assessing Listening
In 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 Listening

Intensive 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.
3.3

Extensive Listening
This 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 III
RESEARCH 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 chart
Sample

Pre test

Treatment

Post test

Experimental group

X1e

X2e

Control Group

X1c

X2c

Notes:

B.

X1e

: Students listening comprehension of experimental group in pre test

X1c

: Students listening comprehension of control group in pre test

X2e

: Students listening comprehension of experimental group in post test

X2e

: Students listening comprehension of control group in post test

: Treatment using dictogloss technique.

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.
C

Data 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 Analysis
There 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 data

The 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) :
Md

2
d

N N 1
Notes :

Md
= 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 score

Criteria:
1. If t

>t

table

alpha
2. If t test < t

table

test

, learning outcomes increase significantly based on the specified

, 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:
GainIndex

posttestScore pretestScore
MaximumScore pretestScore

Criteria : 0,00 < Gain Index 0,30 Low increasing of learning outcomes
0,30 <Gain Index < 0,70 Medium increasing of learning outcomes

Gain Index 0,70 High increasing of learning outcomes

The researcher would get the sum of pre-test score and post-test score. It
means that the researcher has got Gain (d) score. However, the researcher should
also count Md, Xd (d-Md), and Xd2 for the t-table. This formula below is to know
Md score.
d
N

Md =
Notes :
d
N

= The sum of Gain (d)

= The sum of sample

The researcher should also calculates the t-table with the level of

significance 0,05 (5%). The formula is below:

1
t db
2

ttable =

, which db formula is db = N-1

It can be put on the table so that it will be easy for the researcher

knowing the result. The table is below:

Md

Scores
No
.

Names
Pre-test

Post-test

(
Gain
(d)

d
N
)

S.01

Xd
(d-Md)

Xd2

S.02

S.03

S.04

S.05

S.06

S.07

S.08

9
10

S.09
S.10

11

etc.

The table above would show the score whether the researchers hypothesis is
accepted.

REFERENCES
Arikunto (2002). Prosedur Penelitian: Pendekatan Praktek: Edisi Revisi Kelima.
Jakarta: Penerbit Rineka Cipta.
Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy. New York: Pearson Education.
Brown, Steven. (2006). Teaching Listening. New York: Cambridge University Press.
Buck, Gary. (2001). Assessing Listening. New York: Cambridge University Press.
Field, John. (2008). Listening in the Language Classroom. United Kingdom:
Cambridge University Press.
Harmer, Jeremy. (2007). How to Teach English. Edinburgh: Pearson Education
Limited.
Jibir-Daura, Ramlatu. (2013). Using Dictogloss As An Interactive Method Of
Teaching Listening Comprehension.
Kooshafar, Masoome. (2012). The Effect of Dictogloss Technique on Learners
Writing Improvement in Terms of Writing Coherent Texts.
Schultz, Katherine. (2003). Listening: A Framework for Teaching Across Differences.
New York: Teacher Collage, Columbia University.
Sullivan, Jack and Nigel A. Caplan. (2004). Beyond The Dictogloss: LearnersGenerated Attention to Form in a Collaborative, Communicative, Classroom
Activity.
Wanjryb, Ruth. (1990). Grammar Dictation. New York: Oxford University Press.