THE EFFECTIVENESS OF USING DICTOGLOSS AS INTERACTIVE METHOD TO IMPROVE STUDENTS LISTENING COMPREHENSION AT MAN 1 TULUNGAGUNG THESIS
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1 THE EFFECTIVENESS OF USING DICTOGLOSS AS INTERACTIVE METHOD TO IMPROVE STUDENTS LISTENING COMPREHENSION AT MAN 1 TULUNGAGUNG THESIS By SALMA HIRA NIM ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC INSTITUTE (IAIN) OF TULUNGAGUNG JUNE 2016 i
2 ii
3 THE EFFECTIVENESS OF USING DICTOGLOSS AS INTERACTIVE METHOD TO IMPROVE STUDENTS LISTENING COMPREHENSION AT MAN 1 TULUNGAGUNG THESIS Presented to State Islamic Institute of Tulungagung in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam in English Education By SALMA HIRA NIM ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC INSTITUTE (IAIN) OF TULUNGAGUNG JUNE 2016 iii
4 ADVISOR S APPROVAL SHEET This is to certify that the Sarjana thesis of SALMA HIRA has been approved by the thesis advisor for the future approval by the Board of the Examiners. Tulungagung, June 21 st 2016 Advisor, Muh. Basuni, M.Pd NIP iv
5 BOARD OF THESIS EXAMINERS APPROVAL SHEET This is to certify that the Sarjana thesis of SALMA HIRA has been approved by the Board of examiners as the requirements for the degree of Sarjana Pendidikan Islam in English Education. Board of Thesis Examiners Chair, Secretary, Dr. Nurul Chojimah NIP Muh. Basuni, M.Pd NIP Main Examiner, Nanik Sri Rahayu, M.Pd NIP Tulungagung, July 20 th 2016 Approved by The Dean of Faculty of Tarbiyah and Teacher Training IAIN Tulungagung Dr. H. ABD. AZIZ, M.Pd.I NIP v
6 DECLARATION OF AUTHORSHIP Herewith, I Name : Salma Hira NIM : Department Address : English Education Department : RT.01/ RW.01, Tawing, Gondang, Tulungagung. Declare that: 1. This paper has never been submitted to any other tertiary education institution for any other academic degree. 2. This thesis is the sole work for the author and has not been written in collaboration with any other people, nor does it include without due acknowledgment or the work of any other people. 3. If in later time, it is found that this thesis is a product of plagiarism, I am willing to accept any legal consequences that may be imposed to me. Tulungagung, June 21 st 2015 Salma Hira NIM: vi
7 MOTTO In seeking knowledge, the first step is silence, the second listening, the third remembering, the fourth practicing, and the fifth teaching others. (Solomon Ibn Gabirol) vii
8 DEDICATION Alhamdulilahirobbil alamiin, I dedicate this thesis to; My beloved parents ( Sutarno and Suratmi) who give me true love and everything to support my study and my live. All of my family who give me motivation, attention and support to write this thesis. All of my friends TBI A who always support me everything I did. I never forget great experiences with you all. All of my friends in Teater Pro- Test that cannot be mentioned one by one Misrohanik, S.Pd as my teacher in senior high school who give me a change to do this research in her class. Muhammad Basuni, M.Pd. as the advisor of my thesis, thanks for your guidance and advice. All of my lectures, thanks for the science and guidance given to me. viii
9 ACKNOWLEDGEMENT In the name of Alloh SWT, The Most Beneficent and The Most Merciful. All praises are to Alloh SWT for all of the blessness so that the writer can accomplished this thesis. In addition, may Peace and Salutation be given to the prophet Muhammad (pbuh) who has taken all human being f rom the Darkness to the Lightness. The writer would like to express her genuine gratitudes to: 1. Dr. H. Abd. Aziz, M.Pd.I., The Dean of Faculty of Tarbiyah and Teacher Training of IAIN Tulungagung for his permission to write this thesis. 2. Arina shofiya, M.Pd, the Head of English Education Department who has given her some insight so the writer can accomplish this thesis. 3. Muh. Basuni, M.Pd, the writer s thesis advisor, for his invaluable guidance, suggestion, and feedback during the completion of this thesis. 4. Drs. H. Slamet Riyadi, M.Pd, the headmaster of MAN 1 Tulungagung who has given the writer permission to conduct a reserach at this school. 5. Misrohanik, S.Pd as my teacher in senior high school who give me a change to do this research in her class. 6. The studentsof XI IIK U of MAN 1 Tulungagung in the academic year 2015/ 2016 for the coperation as the sample of this research. ix
10 The researcher realizes that this research is far from being perfect. Therefore, any constructive critism and suggestion will be gladly accepted and may this thesis be useful for the researcher especially and the reader in general. Tulungagung, June 21 st 2016 The Researcher x
11 ABSTRACT Hira, Salma. Registered student The effectiveness of using dictogloss as interactive method to improve students listening comprehension at man 1 Tulungagung. Thesis. English educational program department of Islamic education state Islamic Institute of Tulungagung. Advisor: Muhammad Basuni, M.Pd Keyword: effectiveness, dictogloss, students listening comprehension Listening is the ability to identify and understand what others are saying. Listening involves understanding a speaker s accent or pronunciation, grammar, and vocabulary. Therefore, mastery of listening is important to create the speaker s meaning while speaking. In addition, by this study the researcher will try to implement dictogloss to teach listening. This technique is considered to resolve the students difficulty in comprehending listening material. The purpose of this study is designed to know how effective the use of dictogloss as interactive method in teaching listening comprehension. The subject of this study is students in eleventh grade at MAN 1 Tulungagung, especially for XI IIK U. The research methodology: quantitative approach used in this study with preexperimental research design. Because of the subject of study is single class that is XI IIK U, thus the researcher used one group pre-test and post-test research design. The population was the entire students of eleventh grade at MAN 1 Tulungagung which consist of eleven classes. Then, the sample of this study was XI IIK U (Excellent Religion) consisting of thirty students. The instrument in this study was listening test both pre-test and post-test. The researcher used KR-20 to analyze the reliability testing and used SPSS Statistics to analyze the t- test. According to the result of this study, the students mean before the treatment were Besides, the students mean after the treatment was Then, the significant level two tails was 0. 00, while the standard level of significant was By balancing the significant level and the standard level significant, the researcher got calculation. The calculation showed that the result of t count was 8.86 and to know whether it was significant or not, the researcher used t table. It can be known that t with significant level 5% and degree of freedom 29 it was In short, the output was 8.86 > Thus, it can be categorized that t count was greater than t table (t count > t table ) or the significant level two tails was < the standard level significant (0, 00< 0, 005). Because the significant level two tails was < the standard level significant, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. On the basis of explanation above, it means that there was significant different between students listening comprehension before being taught using xi
12 dictogloss and after being taught using dictogloss. The conclusion was dictogloss as interactive method was improving students listening comprehension. In line that that dictogloss can be applied by English teacher in teaching and learning process especially for listening comprehension. xii
13 ABSTRAK Hira, Salma. Nomor siswa Keefektifitasan penggunaan dictogloss sebagai metode interaktif untuk meningkatkan pemahaman siswa dalam menyimak di MAN 1 Tulungagung. Skripsi. Tadris Bahasa Inggris Institut Agama Islam Negeri Tulungagung. Penasehat: Muhammad Basuni, M.Pd Keyword: efektifitas, dictogloss, pemahaman menyimak siswa Menyimak adalah kemampuan untuk mengidentifikasi dan memahami apa yang diucapkan oleh orang lain. Kegiatan menyimak melibatkan aksen, pelafalan, tata bahasa, dan kosa kata dari pembicara. Oleh sebab itu, penguasaan terhadap menyimak itu sangat penting untuk menciptakan makna yang terkandung dalam pembicaraan tersebut. Adapun dengan penelitian ini, peneliti akan mencoba mengimplementasikan dictogloss untuk mengajar menyimak. Teknik ini dianggap bisa memecahkan kesulitan siswa dalam memahami pelajaran menyimak. Tujuan dari penelitian ini dimaksudkan untuk mengetahui keefektifitasan penggunaan dictogloss sebagai metode interaktif dalam pembelajaran menyimak. Subyek dari penelitian ini adalah siswa kelas XI di MAN 1 Tulungagung, khususnya kelas XI IIK U. Metodologi dalam penelitian ini meliputi: penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian yaitu pre-eksperimental. Karena subyek dari penelitian ini adalah satu kelas, maka peneliti menggunakan satu kelas yang diberikan tes menyimak sebelum dan sesudah treatment. Populasi dari penelitian ini adalah seluruh siswa kelas XI di MAN 1 Tulungagung yang terdiri dari sebelas kelas. Kemudian, sampel dari penelitian ini adalah kelas XI IIK U (Agama Unggulan) yang terdiri dari tiga puluh siswa. Alat untuk mengukur pemahaman menyimak siswa dalam penelitian ini adalah tes yang disebut pre-test dan post-test. peneliti menggunakan KR-20 untuk menganalisa tingkat reliabilitas tes yang dipakai, dan menggunakan SPSS untuk menganalisa t-test. Berdasarkan hasil penelitian ini dapat dilihat bahwa nilai rata- rata siswa sebelum treatment dilakukan adalah Adapun nilai rata-rata siswa setelah diberikan treatment adalah hasil dari significant level two tail adalah 0.00 sedangkan standart level significant yaitu dengan membandingkan significant level dan standart level significant, peneliti mendapatkan penghitungan. Penghitungan telah menunjukkan bahwa hasil dati t-hitung adalah 8.86 dan untuk mengetahui apakah perhitungan tersebut signifikan atau tidak, peneliti menggunakan t-tabel. Dari penghitungan yang dilakukan peneliti dapat diketahui bahwa pada significant level 0.05 (5%) dan degree of freedom 29, nilai t nya adalah Dapat disimpulkan bahwa hasil nya adalah 8.86 > Jadi, dapat dikategorikan bahwa t- hitung lebih besar dari pada t- tabel (t hitung > t tabel ) atau level xiii
14 significant two tail < standart level significant. Oleh karena level significant two tail < standart level significant, maka dapat ditarik kesimpulan bahwa hipotesa kerja (Ha) dapat diterima dan hipotesa nol tertolak. berdasarkan uraian diatas, dapat diartikan bahwa ada perbedaan yang signifikan antara pemahaman menyimak siswa sebelum diajar menggunakan dictogloss sebagai metode interaktif dengan sesudah diajar menggunakan dictogloss. Kesimpulannya adalah dictogloss sebagai metode interaktif dapat meningkatkan pemahaman menyimak siswa. Secara garis besar, hasil penemuan ini berarti bahwa dictogloss dapat dipakai oleh guru bahasa inggris dalam pembelajaran khususnya untuk pembelajaran menyimak. xiv
15 TABLE OF CONTENT Outside Cover... Inside Cover... i ii Advisor s Approval Sheet... iv Board of Examiners Approval Sheet... v Declaration of authorship... vi Motto... vii Dedication... viii Acknowledgement... ix Abstract... xi Abstrak... xiii Table of content... xv List of table... xviii List of appendices... xix CHAPTER I INTRODUCTION A. Background of the study...1 B. Research question... 9 C. Objective of the research...9 D. Research hypotheses...9 E. Research significance...10 F. Scope and limitation of research...11 G. Definition of key terms...11 xv
16 CHAPTER II REVIEW OF LITERATURE A. Listening 1. The definition of listening Teaching listening comprehension Listening process The importance of teaching listening...25 B. Dictogloss 1. The definition of dictogloss The steps in using dictogloss The kinds of dictogloss The advantages of using dictogloss...35 C. Previous Study CHAPTER III RESEARCH METHOD A. Research design...39 B. Population, sample and sampling of the research C. Research variable D. Research instrument E. Validity and reliability testing...46 F. Normality testing..53 G. Data collection method...55 H. Data analysis...59 xvi
17 CHAPTER IV RESEARCH FINDINGS AND DICUSSION A. Data Presentation B. Hypothesis Testing...64 C. Data Analysis...65 D. Discussion...68 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion...74 B. Suggestion...76 REFERENCES APPENDICES xvii
18 LIST OF TABLES Table 3.1 The design of one group pretest and posttest...40 Table 3.2 The Blue print of pre-test and post-test...47 Table 3.4 The preparatory to compute the standard deviation...50 Table 3.5 The preparatory to compute the reliability by using Kuder Richardshon formula (KR- 20).. 52 Table 3.6. The Criteria of Coefficient Correlations for Reliability of Test.. 53 Table 3.7 The result of pre-test and posttest in normality testing Table 4.1 Scoring Criteria of Students Listening Comprehension...61 Table 4.3 Descriptive statistics of pretest score...62 Table 4.4 Descriptive statistics of posttest score Table 4.5 Paired sample statistics Table 4.6 Paired sample correlation...67 Table 4.7 Paired sample test...67 xviii
19 LIST OF APPENDICES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Appendix 13 Appendix 14 Appendix 15 Appendix 16 : Students score in try out : Students score in pretest and posttest : Picture of implementing Dictogloss : Instrument of the test : Instrument of pretest : Instrument of posttest : Lesson plan of treatment : The result of students pre-test and pos-test : The validation Sheet of instrument : The biography of native speaker : Distribution of t table : Buku Panduan Bimbingan Skripsi : Berita Acara Seminar Proposal Skripsi : Surat Ijin Penelitian : Surat Keterangan Pelaksanaan Penelitian : Curriculum Vitae xix
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