the effect of dictogloss technique on students’
TRANSCRIPT
THE EFFECT OF DICTOGLOSS TECHNIQUE ON STUDENTS’
LISTENING COMPREHENSION AT ELEVENTH GRADE
MAS AL-IHSANIYAH MUARO JAMBI
THESIS
BY :
ENDANG AFRIANI
REG. NUMBER: TE161719
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN
THAHA SAIFUDDIN JAMBI
2020
THE EFFECT OF DICTOGLOSS TECHNIQUE ON STUDENTS’
LISTENING COMPREHENSION AT ELEVENTH GRADE
MAS AL-IHSANIYAH MUARO JAMBI
Submitted as partial fulfilment of the requirements to get Undergraduate
Degree (S.1) in English Education
BY :
ENDANG AFRIANI
REG. NUMBER: TE161719
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN
THAHA SAIFUDDIN JAMBI
2020
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DEDICATION
Alhamdulillahirabbil’alamin. In the name of Allah SWT, as the creator of
this world and life who still give the change to me to breath until this moment,
for the blessing and merciful, (praise to Allah). Therefore, I can finish this thesis
well. I would like to dedicated to: My parents, my beloved father
“Mr.Sopiyanto” and my beloved mother “Rahayu” who always give me
everlasting love, guidance, motivation, and supporting me to finish this thesis
and then never stop prayingfor my success in the future with their endless
love,accompanies, support, guide and love me.
My beloved younger sister who always treat me and give me what I want.
And I want to say thank you to my First advisor Mrs. Dr. Tuti Indriyani, M.Pd
and my second advisor Mrs. Ayuliamita Abadi, S.Pd.I, M.Pd. because of your
guidance I can finish my final work.
My best friends “Risti Syafitri, Riska Isnata, Arum Cahaya U,
Heriani ,Yulinar. “Arkan Kost” who have been always giving me support. To all
my friends in English Department 2016, thank you for our togetherness and
friendship for this four years.
And thank you for all my friend who always make me laugh and cheer me
up and I can’t write your name one by one but your name are always on my
mind . And for all I just want to say : thank you very much. All of people who
keep supporting me wherever you are. May Allah SWT bless us. Aameen.
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MOTTO
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ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest
gratefulness for all the blessing and chances given so that I could finally finish this
thesis as one of the requirements to get undergraduate degree ( S.1). Secondly,
sholawat and salam always be given to my prophet Muhammad SAW.
The researcher realizes that this thesis would have not been completed without
the help, advice and guidance from many people. Therefore, in this opportunity the
researcher would like to express thanks and gratitude the following patties and their
contribution :
1. Prof. Dr. H. Suai‟di Asy‟ari, MA, Ph.D., as the Rector of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlilah, M.Pd as the Dean of Faculty of Education and Teacher Training
of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Dr. Resnita, M.Pd as The Vice Dean of Academic Affair Faculty of Education
and Teacher Training, Dr. Najmul Hayat, M.Pd.I as The Vice Dean of General
Adminitration Faculty of Education and Teacher Training, and Dr. Yusria,
S.Ag,.M.Pd as The Vice Dean of Students Affair Faculty of Education and
Teacher Training.
4. Wahyuni Fitria, M.Pd as the Chairwoman of English Education Program.
5. Dr. Tuti Indriyani, M.Pd as my first advisor, thank you for your guidance
6. Ayuliamita Abadi, S.Pd.I,. M.Pd as my second advisor, thank you for your
guidance
7. All lecturer of English Department for teaching precious knowledge, sharing
philosophy of live and giving wonderful experience.
8. My greatest family of English Education Program 2016.
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9. All teachers and all students in MAS Al-Ihsaniyah Muaro Jambi.
It is expected that this thesis will give contribution to the Students of English
Education Program especially in learning process. Then, the researcher realized
that this thesis is still far from being perfect.
For that reason, the researcher hopes constructive critics and suggestion from
readers for the perfection of this thesis. May Allah SWT always gives guidance
and blessing to us Amin Ya Rabbal Alamin.
Jambi, 15 May 2020
Reseacher
Endang Afriani
TE.161719
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ABSTRAK
Nama : Endang Afriani
NIM : TE.161719
Jurusan : Pendidikan Bahasa Inggris
Judul : Pengaruh Penggunaan Teknik Dictogloss Terhadap
Pemahaman Mendengar Siswa di MAS Al-Ihsaniyah Muaro
Jambi.
Penelitian ini bertujuan untuk mengetahui pengaruh prnggunaan teknik
dictogloss tehadap kemampuan mendengar siswa kelas XII di MAS Al-Ihsaniyah
Muaro Jambi. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan
desain Posttest-Only Control Design. Teknik pengambilan sample yang dilakukan
dalam penelitian ini yaitu Total Sampling . Subjek penelitian adalah siswa kelas XII1
sebagai kelas eksperimen dan siswa kelas XII2
sebagai kelas kontrol. Pengumpulan
data dilakukan dengan teknik tes. Hasil penelitian ini mendapatkan rata-rata skor
kelas eksperimen sebesar 74,67 dan standar deviasinya 11,18 sedangkan rata-rata
kelas kontrol 62,5 dan standar deviasinya 9,96. Kemudian dari data tersebut uji t
didapat tobtained = 2,99 pada taraf signifikan 5% diperoleh ttable = 2,05 dan taraf
signifikan 1% ttabel= 2,77 dengan demikian 2,05 < 2,99 > 2,77. Sehingga Ha diterima,
dan H0 ditolak. Berarti ada pengaruh antara teknik dictogloss terhadap kemampuan
pemahaman mendengah siswa kelas XII di MAS Al-Ihsaniyah Muaro Jambi.
Kata Kunci : Teknik Dictogloss, Pemahaman Mendengarkan, Teks Explanasi
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ABSTRACT
Name : Endang Afriani
Student‟s ID : TE.161719
Major : English Education Department
Title : The Effect of Dictogloss Technique on Students‟ Listening
Comprehension at Eleventh Grade MAS Al-Ihsaniyah Muaro
Jambi
This research aimed at finding out the impact of the effect of dictogloss
technique on students‟ listening comprehension at Eleventh Grade MAS Al-
Ihsaniyah Muaro Jambi. This research is a quantitative study using the posttest only
control design. The sampling technique used in this study was total sampling. The
subjects of this study were students of class XII1 as an experimental class and XII
2
class as the control class. Data collection is done by test technique. The results of this
study get an average experimental class score of 74,67 and a standard deviation of
11,18 while the control class average is 62,5 and the standard deviation is 9,96. Then
from the data the t test is obtained =2,99 at the significance level of 5%
obtained = 2,05 and at 1% significance level a significant level of 1% =
2,77 thus 2,05 < 2,99 > 2.77. So that is accepted, and H0 is rejected. This means
that there is an influence between the application of the effect of dictogloss technique
on students‟ listening comprehension at eleventh grade MAS Al-Ihsaniyah Muaro
Jambi.
Keywords : Dictogloss Technique, Listening Comprehension, Explanation Text
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TABLE OF CONTENT
Cover Page ............................................................................................................. i
Page Title .............................................................................................................. ii
Official Note ........................................................................................................iii
Original Thesis Statement .................................................................................... iv
Dedication ............................................................................................................. v
Motto .................................................................................................................... vi
Acknowledgment ................................................................................................ vii
Abstrak ................................................................................................................. ix
Abstract ................................................................................................................ x
Table of Content ................................................................................................... xi
List of Tables ..................................................................................................... xiii
List of Appendix ................................................................................................ xiv
CHAPTER I : INTRODUCTION
A. Background of the Research ..................................................................... 1
B. Identification of the Problems ................................................................... 4
C. Limitation of the Problem ......................................................................... 4
D. Formulation of the Problem ...................................................................... 4
E. Objective of the Research ......................................................................... 4
F. The Significance of the Research .............................................................. 5
CHAPTER II : LITERATURE REVIEW
A. The Nature of Listening and Dictogloss Technique…...…………………6
1. Defenition of Listening Comprehension…………………………..…..6
2. Dictogloss Technique …………………………………………………13
3. Teaching Procedure of Dictogloss …………………………………....18
B. Previous Related Studies…………………………………………………20
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C. Thinking Framework…………………………………………………….21
D. Research Hypothesis……………………………………………………..21
CHAPTER III : RESEARCH METHODOLOGY
A. Research Setting ............................ ……………………………………..23
B. Research Design .................................................................................... ..23
C. Population and Sample………………………………………………….24
1.Population……………………………………………………………..24
2.Sampe……………………………………………………………….....25
D. Variable of the Research………………………………………………..25
E. Instrument of Research……………………………...............................26
F. Technique of Collecting the Data...……………………………………..26
G. Validity and Reability of The Data……………………………………...30
H. Technique of Data Analysis .…………………………………………....32
I. Statistical Hypothesis…………………………………………………….33
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
A. Finding of The Research ......................................................................... 36
1. Data Analysis .……………………………………………………..…36
2. Statistical Analysis of The Tes………………………………............43
3. Discussion...........................................................................................47
CHAPTER V
A. Conclusion .............................................................................................. 50
B. Suggestion ............................................................................................... 50
REFERENCES
APPENDIX
CONCULTATION CARD
CURRICULUM VITAE
xii
LIST OF TABLE
Table 3.1 The Research Design ............................................................... 24
Table 3.2 Population of Students of class XII MAS Al-Ihsaniyah
Muaro Jambi…………………………………………………..24
Table 4.1 Score Criteria ........................................................................... 36
Table 4.2 The Score Post-Test of Experimental Group ........................... 37
Table 4.3 Interval Distribution for Post-Test Experimental class ............ 38
Table 4.4 The Score of Post-Test of Control Group ................................ 40
Table 4.5 Interval Distribution for Post-Test Control Class .................... 41
Table 4.6 Score of Validity Test .............................................................. 44
Table 4.7 Recapitulation of Calculation Result of Post-Test Normality
Test ........................................................................................... 45
Table 4.8 Recapitulation Homogenity Test of Post-Test in Experimental
Class ......................................................................................... 45
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LIST OF APPENDICES
Appendix 1 Instrument of The Test ............................................................. 54
Appendix 2 Answer Key ............................................................................ 58
Appendix 3 The Score of Try Out…………………………………………59
Appendix 4 The Result of Validity .............................................................. 61
Appendix 5 The Validity Test Calculation .................................................. 62
Appendix 6 The Reability Test Calculation ................................................ 81
Appendix 7 The Critical Value Liliefors Test ............................................. 83
Appendix 8 Table of f Distribution ............................................................. 84
Appendix 9 The Score of t Distribution ...................................................... 86
Appendix 10 Lesson Plan ............................................................................. 88
Appendix 11 Syllabus ................................................................................... 117
Appendix 12 Documentation ........................................................................ 126
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1
CHAPTER I
INTRODUCTION
The chapter presents background of the study, identification of the
problems, limitation of the problems, formulation of the problems, objective
of the research, the significance of the research.
A. Background of the research
English is one of international language which used by many
countries. As the foreign language, English is considered difficult to learn
by Indonesian students because English is new for them. They have been
surrounded by their mother tongue and spoken in their native language since
their childhood.
According to Harmer (2007:265) English is taught in Indonesia as a
foreign language for the development of knowledge, technology, science,
and communication among people from other countries. In learning English,
there are some skills need to be masetered by the students. They are
listening, speaking, writing, and reading. Listening should have an
important place in teaching learning English because it is impossible for the
peopleto speak without listening first.
Listening is very important in communicating with others. According
to Feyten in Vasiljevic (2010:41) listening is used more than 45% in
communication, which clearly shows how important this skill is in overall
language ability. In the five respects of learning English, listening, speaking,
reading, writing and translating, which respresent university students‟
general ability of English, listening is the most important. Listening need
more attention and concentration to comprehend the sound.
According to Rost (1994 : 51) listening is vital in the language
classroom because it provides input for the learner. Without understanding
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input at the right level, any learning simply cannot begin. It means, listening
is very important in learning English.
In learning English some students still get a low score in learning
Listening. It means, the students still don‟t understand what they listen. The
low score of the students in listening is caused by the low students‟ ability
in comprehend what the speaker said.That is why teacher often add
homework and practice again. Actually, it can make the students bored.
Based on the experience of the researcher during PPL (Praktek
Pengalaman Lapangan) in MAS Al-Ihsaniyah Muaro Jambi, students found
problems on process Listening. First, listening is claimed as a boring
activity by most of the students because the students do not listen very
clearly to what the speaker is saying. Second, most of the students found
difficulties to get massage of the listening because they find many
unfamiliar vocabulary to be translated. Third, when the teachers asked
students to answer the question about what they listen most of the students
can not answer because they do not understand. Fourth the teachers still
use usual methods, listen the audio and answer questions. Teachers just let
them listen to what the speaker is saying and fill in questions about it, not
appealing to the students. This makes students lazy to join the listening
section of the teaching and learning process of English. In addition, usually
this allows the teachers to leave the classroom because the teachers does not
have to control what the students do. When the researcher taught listening
she used the usual methods and media during teaching and learning
process. The score obtained by the students is still low.The students‟average
score is 50.
By looking at the problems above, it is possible for teachers to found
what techniques are appropriate to apply in teaching and learning listening
skill. A more enganging and communicative technique for students to
increasing their listening comprehension. It should also be able to increase
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the students‟ low motivation and students‟ achievement of listening skill.
The researcher chosea technique called dictogloss to teach listening skill.
This technique is expected to be more interesting and communicative to
enhance students‟ listening skill.
According to Wajnryb in Vasiljevic (2010 : 41) dictogloss is a
classroom dictation activity where learners listen to create a passage, write
down key words and then work together to create a reconstructed version of
the text. It can make student interactive in the class. Dictogloss in term of
objective and procedure, is different from dictation.
Based on statement, dictogloss technique is very helpful in listening
and learning about their understand to monitor students both in the
classroom. 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 point and understand the listening.
Dictogloss not only can improve the students‟ comprehension
inlistening but also the other skills. Because the activity consist of reading,
writing and speaking. But in this research, the researcher would only focus
to know the effect of dictogloss technique on listening comprehension.
To get accurate result about the effect of dictogloss technique on the
student‟s listening comprehension,the researcherchose the title“The Effect
of Dictogloss Technique on Students’ Listening Comprehension at
Second Grade of MAS Al-Ihsaniyah Muaro Jambi in the Academic
Year 2019/2020”.
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B. Identification of the problems
Based on the information presented above, the problems that can be
identified as follow:
1. Students bored in the process of learning listening.
2. Most of student are difficulties to get massage of the listening.
3. Most of students can not answer the questions from teacher
4. When the teacher teaching listening sometimes the teacher leaves the
classroom when students are listening to the audio.
C. Limitation of the problems
To avoid misunderstanding upon what the researcher has explained,
the problem of this research is limited of the effect of dictogloss technique
on students‟ listening comprehension at secondgrade of MAS Al-Ihsaniyah
Muaro Jambi in the academic year 2019/2020.
D. Formulation of the problems
Based on the background of the study above, the researcher formulated
the question as follows:
1. Is there any difference between students‟ listening comprehension who
teach by dictogloss technique and those are not at second grade MAS
Al-Ihsaniyah Muaro Jambi?
E. Objective of the research
1. To know difference between on students‟ listening comprehension
who teach by dictogloss technique and those are not at second grade
MAS Al-Ihsaniyah Muaro Jambi.
F. The significance of the research
The result of this research is expected to give important contributions
for the teacher, the students, and the other researcher.
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1. The teachers
The result of the study can be used by the teachers as reference
and feedback for the effect in teaching. Hopefully, the learners more
focus and understand learning listening using dictogloss technique. So
the teacher is easier in teaching and learning process.
2. The students
For the students, the result of the study can stimulate their
comprehension in learning English especially listening comprehension
and feel fun in the teaching learning process. It is hoped to be able to
improve their comprehension.
3. Other researcher
The result of the study can be used as a reference for other
researcher to conduct a further research dealing with teacher‟s activity
in supporting students learning. This research is expected will be an
anchor for next researchers to give more attention to improve listening
comprehension.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presentsinformation on the theories and research
on the nature of listening and dictogloss technique,previous related studies
,thinking framework, research hypothesis.
A. The Nature of Listening and Dictogloss Technique
1. Definition of Listening Comprehension
Listening comprehension is the ability to identify and understand
what others are saying. Listening to understand speech involves a
number of basic processes, some depending upon linguistic competence
, some depending upon previous knowledge that is not necessarily of a
purely linguistic nature and some depending upon psychological
variables that effect the mobilization of these competences and
knowledge in the particular task situation.
Brown (1994: 247) state that listening in language learning can
hardly be overestimated. Through reception, we internalize linguistic
information without which we could not produce language .
As mentioned in Nunan (2003 : 24) listening is an active,
purposeful process of making sense of what we hear. It means that we
should interpret the meaning from what we hear, therefore listening is
an active skill.
According to Richards (2008 : 3) Listening as a comprehension
is the traditional way of thinking about the nature of listening. Indeed,
in most methodology manuals listening and listening comprehension
are synonymous. This view of listening is based on the assumption that
the main function of listening in second language learning is to
facilitate understanding of spoken discourse.
Moreover, listening is the ability to accurately receive and
interpret messages in the communition process. Listening is a key to all
effective communication. Without the ability to listen effectively,
messages are easily misunderstood.
a. Listening problems
Ur (1996: 111-112) identifies the listener‟s problems and the
solution asfollows:
1) Trouble with the sounds
Most students rely mostly on context for comprehension they
are often themselves unaware sound perception.
2) Have understand very word
Some students feel worried and stressed when they miss some
words of the text. Here, the teacher needs to give the students
practice in selective ignoring of heard information/something, they
do naturally in their mother tongue. The teacher should explain this
point to the students, and set them occasional tasks that ask them to
scan a relatively long task for one two limited items of information.
3) Cannot understand fast, naturally native speaker
The students can only understand if the teacher talks slowly
and clearly. They cannot understand fast, natural native-sounding
speech. As much spontaneous-informal talk as possible,so they can
understand the native speech. The teacher can also provide them
with the sorts of discourse at the righ level for them.
4) Need to hear thing
More than once in order to understand, students need more
than once to hear the text. In this problem, the teacher can try to
use text that include “redundant” passage and within which the
essential information is presented more than once and not too
intensively and give the students the opportunity to request
clarification of repetition during the listening.
5) Find it difficult to keep up
The students feel overloaded with incoming information. The
solution is not (so much) to slow down the discourse but rather to
encourage them to relax, stop trying to understand everything,
learn to pick out what is essential and allow them to ignore the
rest.
6) Get tired
Sometimes, students feel tired and bored to listen, if the
discourse is too long. They also feel more difficult to concentrate.
The solution of this problem is similar with the third problem.
Based on the explanation above, the teacher shall pay attention
in listening class. The teacher should be know the students‟ need
and chose the suitable material with the capacity of the students.
The teacher should be provide the material and clear pronounciation
based on the students‟ listen ability. The teacher should
choosetopics, some interesting so the students not boredin listening
class.
b. Listening process
Listening process is important because it would determine
what the listenersunderstand from the speaker. In the listening
process, the listeners are required to be able to use their ability and
knowledge to process the information. Thelisteners do not only hear
the speakers, but they also have to keep and develop itby utilizing
their knowledge.
According to I.S.P.Nation and J.Newton listening is devided
into two processess that are involved in understanding spoken
discourse. They are bottom-up and top-down processing.
1. Bottom –up
These are the processes the listener uses to assemble
the message piece-by-piece from the speech stream, going from
the parts to the whole. Buttom-up processing involves preceiving
and parsing the speech stream at increasingly larger levels
beginning with auditory-phonetic, phonemic, syllabic, lexical,
syntactic, semantic, propositional, pragmatic and interpretive.
2. Top-down
Top-down involve the listener in going from thr whole-
their prior knowledge and their content and rhetorical schemata
to the parts. In other words, the listener uses what they know of
the context of communication to predict what thw message will
contain and uses parts of the message to confirm, correct or add
to this. The key process here is inferencing.
When we put these two types of processing together we
saw listening not as a single skill, but as a variety of sub-skill.It
is possible to make sense of a spoken message by drawing cues
from context and picking up a few key words, but without
attending to the grammatical from of the message. In other
words, comprehension is possible without noticing.
c. Difficulties in listening
Listening becomes one of the reasons of the students‟
difficulties in English learning. In this study, difficulty is defined
as a disorder that can lead an inhibition and failure of learning
progress. The difficulties involve the inability to understand the
words and sentences that native speaker says. According to Dunkel
in H. Douglas Brown (1994:252) as follows:
1. Clustering
In written language we are conditioned to attend to the
sentence as the basic unit of organization. In spoken language,
due to memory limitations and our predisposition for
“chunking” or clustering, we break down speech into smaller
groups of words. Clauses are common constituents, but phrases
within clauses are even more easily retained for
comprehension. In teaching listening comprehension,
therefore, you need to help students to pick out manageable
clusters of words sometimes second language learners will try
to retain overly long constituents( a whole sentence or event
several sentences ), or they will error in the other direction in
trying to attend to every word in an utterance.
2. Redundancy
Spoken language unlike written language, has a good
deal of redundancy. The next time we are in conversation,
notice the rephrasing, repetitions, elaborations, and little
insertion of “I mean” and “You know”, here and there. Such
redundancy helps the hearer to process meaning by offering
more time and extra information.
3. Reduced Form
While spoken language does indeed contain a good deal
of redundancy, it also has many reduced forms. The reduction
can be phonological, morphological, syntactic, and pragmatic.
These reductions pose significant difficulties especially to
classroom learners.
4. Performance Variable
In spoken language, except for plan discourse,
hesitations, false starts, pauses, and correction are common.
Learners have to train themselves to listen for meaning in the
midst of all these distracting performance variables.
5. Colloquial language
Learners who have been exposed to standard written
English and/or “textbook” language sometimes find it
surprising and difficult to deal with colloquial language.
Idioms, slang, reduced forms, shared cultural knowledge, are
all manifested at some point of conversation.
6. Rate of delivery
Virtually every language learner initially thinks that
native speaker speak too fast. Actually as Richard (1983) state
that, the number of length pauses used by a speaker is more
crucial to comprehension than sheer speed.
7. Stress, rhythm, and intonation
The prosodic features of the English language are very
important for comprehension. As a stressed time language,
English speech can be a terror for some learners as mouthfuls
of syllables come spilling out between stress points.
8. Interaction
Unless a language learner‟s objectives is exclusively to
master some specialized skill like monitoring radio broadcast
or attending lectures, interaction will play a large role in
listening comprehension.
d. Listening material
The material is very important for the students to improve their
listening skill. A suitable material can make the students want to
learn. The material which suitable with the students have to be
interesting, in the right level of students‟ difficulty, and presented
in various activities (Puspita in Hasyuni 2006: 4). The interesting
materials that are familiar meaningful and various should be
provided for the students. It can help them to understand more
easily. According to Ur (1984:22) there are some characteristics of
the kind of listening exercise that will give maximally effective
and relevant practice in the classroom.
1) Producing suitable discourse
Listening comprehension exercises as such are usually
based on text prepared in advanced and read aload by the
teacher or on tape. The material must be suitable level.
2) Using recordings
Recordings should be used for definite specific
purposes: to make avaliable types of discours, accent or listening
situations that are difficult to present live, to make student
concentrate or aural perception of the foreign sounds, intonation or
stress patterns, or for testing.
Beside of that, the material should be as natural as possible in
order that students can practice and imitate the original voice from
thespeakers. As mentioned by Paulston in Hasyuni (2008: 4),
listening materials should consist of sample of natural language
from as many different sources as possible, so the students will
have experience with many varieties of topics and situations.
According to Anderson (2006) a recent survey of the
preferences for particular published listening materials among EFL
teachers working in Britain, Europe, and Japan suggests that the
following are among the reasons for teachers' satisfaction with
particular listening materials:
a) Good for starting discussions
b) Can be used for self-access learning
c) Can be used for self-access learning
d) Contains a variety of tasks
e) Entertaining and amusing
f) Easy to use
g) Practices guessing from context
h) Uses authentic material
i) Integrates different skills
In concluding, the teachers are better to know the students‟
interest in learning listening with kinds of activities. If not,
students will get bored and do not want to learn anymore. The use
of songs also can motivate the students to attend lesson and pay
attention in class, because songs can be used for a wide variety of
learning and teaching activitity.
2. Dictogloss Technique
This section will explain about the definition of dictogloss
technique, variation of dictogloss technique andthe advantages of
dictogloss technique.They are as follows:
a. Definition of Dictogloss
Dictogloss from the English language, and composed of words,
namely dictation or dictate and gloss, which means interpretation.
This technique is a combination of two techniques, dictation and
interpretation.
Wajnryb in Nunan (1991) Dictogloss is a class dictation
activity in which students listen to the parts read by the teacher and
reconstruct in small groups using their own words after teachers
dictate a text, students are asked to write as many words as possible
based on what they have heards before. 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.
According to I.S.P.Nation and J.Newton(2009:59) Dictation as
a technique where the learners receive some spoken input, hold this
in their memory for a short time, and then write what they heard.
Dictation help language learning by making learners focus on the
language form of phrase and clause level constructions, and by
providing feedback on the accuracy of their perception. There have
been no attempts to measure what memory of phrases reamins after
dictation, so it is safest to reagrd dictation primarily as a
consciousness raising activity. The consciousness raising comes
from the subsequent feedback about the errors and gaps in
perception.
Dictation will be most effective when it involves known
vocabulary which is presented in unfamiliar collacotions and
constructions, and when there is opportunity for repetition of the
material. The unfamiliar collacotions and constructions are the
learning goal of dictation. Focusing, holding them in short-term
memory and repetition are the means of learning. It is easier for the
teacher if the learners check their own dictationcan be written on the
blacboard as a model, or printed material can be used. Each learner
can check their own dictation or they can check their neighbour‟s or
learners can compare their versions of the dictation in order to agree
on a correct version.
Wajnryb in Vasiljevic(2010:14) state that dictogloss stimulates
the learners motivation. Rather than having the teacher select
specific grammatical features and have the students practice
them,the students identify their grammar problems and the teacher
teaches in response to their needs.
So, the teacher start to reading aloud the text to which the
students listen and complete an activity. The teacher pauses at
certain key points, and the students are able to discuss the task. The
students can also request that the teacher stop any point so they can
discuss the task. The teacher only provides information on demand
from the students.
b. Variation of Dictogloss technique
There are ten variations on Dictogloss that can be used in
teaching and learning English as a foreign language. According to
I.S.P.Nation and J.Newton (2009:62-65),The variations are:
Running dictation, one chance dictation, dictation of long phrases,
guided dictation, dictation for a mixed class, peer dictation,
completion dictation, and perfect dictation, sentence dictation,
unexploded dictation, which will be explained below.
1) Dictogloss negotiation:
Students can discuss each section of the text that has been read
by the teacher instead of discussing it at the end of the whole
reading. This section is developed as follows: Firstly, students sit
with a partner face to face while the teacher reads the text to
facilitate understanding. Secondly, the facilitator reads the text
again and stops after each sentence or paragraph to provide an
opportunity to orally discuss but not to write. Thirdly, one student
is chosen to write the reconstruction of each section of the text;
and finally, the whole group can compare their reconstructions
with the original reading.
2) Student-controlled dictation:
Learners have the control of the dictation. It means that they
can ask the teacher when he/she should stop and go back to the
reading. Students can ask for repetition as many times as they
consider necessary. Moreover, pupils can bring to the class their
own texts or nominate topics they desire to read.
3) Student-student dictation:
This Dictogloss variation involves key elements of cooperative
learning, in particular equal participation from all group members.
These ideas are presented by Jacobs and Small to explain that
learners are more involved in their own learning process during all
lessons because they have to read the texts to their partners instead
of the teacher, taking turns to control the activity
4) Dictogloss summaries:
Learners are focused only on the key ideas of the original text
without writing them down. This activity of attention is used to
summarize the whole reading working with a partner. Summaries
as a dictogloss variation is clue because while students are
working together, the teacher can provide them visual clues about
the activity such as pictures, mind maps, among others; in order to
facilitate understanding for the reconstruction stage.
5) Scrambled Sentence Dictogloss:
It is a popular technique for teaching a number of
language skills, because it requires concentration, logic, and
analysis to organize and give meaning to the text exposed by the
teacher. During the lesson, teacher first jumbles the text before
reading. Secondly, the students have to organize it in a logical
sequence, after that facilitator checks up the structure and the sense
of each one of the sentences to analyze the students‟ listening
comprehension.
6) Elaboration Dictogloss:
Learners go beyond of what they listen to not only
recreate a text, but also to improve it. In Elaboration Dictogloss,
when students finish taking notes about the reading exposed by the
teacher, they reconstruct it including elaborations, which could be
based on what they know about the topic, researched or invented.
7) Dictogloss opinion:
After students reconstruct the text, they give their
opinion on the writers‟ ideas. These opinions can be inserted at
various points in the text or can be written at the end of the
reconstruction. If a student commentary is inserted
throughout the text, it promotes a sort of dialogue with the original
authors of the reading.
8) Picture dictation:
After some explanations about relevant content and
concepts of the drawings‟ descriptions, students listen to some
information about apicture to build their own illustration based on
what they heard, and compare drawings not only with their
partners, but also with the original version. It is important to
clarify that students have the opportunity to reconstruct firstly, the
description text read by the teacher to finally do a drawing.
The variations that were chosen in order to conduct this
research were: Dictogloss summaries, scrambled sentence dictation
and dictogloss negotiation. These variations were selected because
of the participants‟ low level of English proficiency. It is important
to highlight that some variations were modified for the purpose of
this research.
c. The Advantages of Dictogloss Technique
According to Ahmad Al Yakin (2015:216) the
dictogloss technique offers several advantages over other
techniques of listening comprehension teaching. Some of the
advantages are as follow:
1) This is an effective way to combine individual and group
activities.
2) The procedure facilitates the development of communicative
competence of learners.
3) The dictoglossic reconstruction phase helps students try their
hypotheses and then identify their strengths and weaknesses,
promote the acquisition of the L2 vocabulary, and raise
students' awareness of rhetorical patterns in the target
language.
4) It promotes student autonomy. Students are expected to help
each other recreate text rather than rely on teachers to provide
information.
5) Dictogloss offers a unique blend of teaching, listening
comprehension and assessment of students' listening skills.
6) Working in small groups reduces students' anxiety because
they only have to perform in front of small audiences.
3. Teaching prosedure of dictogloss
Teaching Listening need more attention because listening is
much more than just a matter of hearing. We have to pay attention to
the sound and give interpretations and meaning to what we hear.
Teachers need to think carefully about making the activities successful
and the content interesting. Teacher should know what technique and
strategies in teaching listening that uses to make student understand. On
the other hand, the teacher should realize about studens‟condition, the
teachers should understand about the students‟ need. One technique
which can improve student listening skill is dictogloss technique.
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 Wajnryb in Vasiljevic (2010:12)
there are four stages in the dictogloss approach, as follows :
a. Preparation
The teachers prepare students for the text they will be hearing
by discussing vocabulary. The teacher give students the target of
vocabulary and ask the students to discussing the meaning of the
target of vocabulary. The teacher give explanation about
theprocedure using dictogloss technique.
b. Dictation
Learners hear the dictation twice. First, they listen only and get
a general feeling for the text. Second, they take down notes, being
encouraged to listen for content words which will assist them in
reconstructing the text. For the reasons of consistency, it is
preferable that students listen a cassette recording rather than
teacher-read text.
c. Reconstruction
At the conclusion of the dictation, learners pool notes and
produce their version of the text. During this stage it is important
that the teacher does not provide any language
d. Analysis and correction
There are various ways of dealing with this stage. The small
group versions can be reproduced on the board or overhead
projector, the texts can be photocopied and distributed, or the
students can compare their version with the original, sentence by
sentence.
B. Previous Related Study
There are several research that have been done by researchers
which relevant with this study. The first relevan study was done by
Albert Efendi Phn (2014) the title “The Effect of Dictogloss Technique
Toward Students‟ Listening Comprehension at the Second Grade of SMA
Negeri 16 Batam”. The result of his study is his found that using
dictogloss Technique gives significant effect towards students‟ listening
comprehension. The evidence explained by the result of the statistical
counting. The conclusion of his study showed the researcher finds that
the mean of the scores of the experimental group is higher than the
control group. The mean of the scores of the experimental group is 82,97,
while the mean of the scores of control group is 66,21. The mean
difference between them is 16,76. Thus, the result of the research study
implies that dictogloss to be applied in teaching listening. It was conclude
that using dictogloss technique is an effective way in teaching listening to
senior high school, especially for eleven grade of students at SMA Negeri
16 Batam.
There are some similarities and differences between this
research and Albert Efendi Phn.This research use dictogloss and Albert
Efendi Phn also used dictogloss.Another similarities between this
research and Albert Efendi Phn is, this research will be conducted in
senior high school and Albert Efendi Phn was conducted his researcher
also in senior high school.The difference in this research is the researcher
use total sampling and in the Albert Efendi Phn he used Cluster Random
Sampling.
The second relevant study was done by Mutmainnah
(2015)which the titled is “The Use of Dictogloss Technique on Elt
Classroom: An experimental study of students listening comprehension”.
The researcher took the VII A and VII B that group of sample was
controland experiment group. The sampling technique that used was
cluster sampling tehnique.Another differences between this research and
Mutmainnah is, this research will be conducted in senior high school and
Mutmainnah was conducted his researcher in junior high school.
The third relevan study was done by Maman Asrobi and
Khaerul Amni, in their journal titled “The Use of Dictogloss in Teaching
Listening Comprehension for EFL Learners” the result of this research is
dictogloss was significantly effective in teaching listening comprehension
, first this technique is interactive. Second, they are not bored because
they work together with their friends. Third, the students more enthusiast
to study about listening comprehension because after they work together
the teacher and the students directly do analysis and correction, so the
students will be more enthusiast because they want to compare the result
of each group.
Fourth, Dian Maya Dhista in “Using Dictogloss to Improve
Listening Comprehension” the research finding proves that the
implementation of dictogloss considerably improved the students‟
outcomes for learning listening comprehension. Students were interested
and had a positive attitude towards the implementation of Dictogloss for
teaching listening. The majority of the students strongly agreed to the use
of the Dictogloss technique in the classroom.
C. Thinking Framework
There are two variables in this study. In this study, the
researcher decided that the independent variable is using dictogloss
technique and the dependent variable is students‟ listening comprehensi
on.
This study was focus on whether the dictogloss technique
effective or not. Listening is one of the language skills that important
enough. Listening comprehension is one of the major target in learning
English. Students who learn English should be able to take important
information from listening and of course, their teacher is expected to
develop listening skill toward educational objectives to support the
students listening activity.
D. Research Hypothesis
Based on the theory and the objective of the research, it can be
formulated hypothesis, There is two hypotheses offered in this study, there
are :
Ho : there is no significant difference score between students who are
taught by dictogloss technique and those who are not taught by dictogloss
technique at the eleventh grade students of MAS Al-Ihsaniyah Muaro
Jambi.
Ha : there is a significant difference score between students who are
taught by dictogloss technique and those who are not taught by dictogloss
technique at the eleventh grade students of MAS Al-Ihsaniyah Muaro
Jambi.
36
CHAPTER III
RESEARCH METHOD
This chapter discussed about the research method that would
used in conduct this research are research setting, research design,
population and sample, variable of the research, instrument of the
research, technique of collecting the data, validity and reliability of the
data, technique of data analysis, and statistical hypothesis.
A. Research Setting
This research was conducted in MAS Al-Ihsaniyah Muaro
Jambi in theAcademic year 2019/2020. The reason for choosing the
school because the researcher found that the students‟ listening
comprehension still low. There were five of classes at MAS Al-Ihsaniyah
Muaro Jambi. Grade ten hadone class, grade eleven hadtwo class and the
twelve grade hadtwo class. Each class hadtwenty until thirty students.
B. Research Design
This research was a quantitative research. In this research.. The
experimental is group X and the control is group Y, they were selected
without random assignment. Both groups use post-test only control
design. Only the experimental group receives the treatment. To achieve
the purpose of the study, two groups assigned as the participants of the
study an experimental group and a control group.
Table 3.1
The Research Design
Class Treatment Post-test
R X O2
R O4
Table 3.1Metode Penelitian (Sugiyono, 2017:116) Post-test only control
Note :
R : Random class
X : Treatment in the experimental class
O3 : post-test of experiment class
O4 : Post-test of control class
C. Population and Sample
1. Population
According to Sugiyono(2017 :117), population is
generalization of object or subject that have certain characteristics and
quality of their set by investigation to be learned and then drawn
conclusion. Based on the definition above, the population in this
research was eleven grade students of MAS Al-Ihsaniyah Muaro
Jambi Academic Year 2019/2020.
Table 3.2
Population of Students of Class XII IPS MAS Al-Ihsaniyah Muaro
Jambi
No Classes Number of Students
1 XI 1 14
2 XI 2 15
Total 29
Source : Docummentation from MAS Al-Ihsaniyah Muaro Jambi
2. Sample
The sample is a portion of the population that represents the
same characteristics and characteristics so that it truly represents the
population (Sugiyono, 2017: 118). In this research, the researcher used
Total Sampling . “Total Sampling is a sample selection technique if all
members of the population are used as samples”. (Sugiyono, 2017,
p.124). The researcher chose the sample with consider some reason
such as those class have an equal number of students, also they teach
by the same teacher.
Based on the explanation from the technique sampling above,
the researcher took two classes. The researcher used class XI 1 and XI
2 at MAS Al-Ihsaniyah Muaro Jambi in Academic Year 2019/ 2020 as
an experimental and control class. Each class consists of 14 and 15
students.
D. Variable of the Research
1. Variable
Variable is the focus in any research. Without knowing what
variables are involved, what the variables refer and what the role of
the variable in the research is a research project cannot be conducted.
In fact, research always starts with variables (Adnan Latief, 2015:10)
According to Charles in Adnan Latief (2015:11), variable is
defined as characteristics that tend to differ from individuals may have
the same variable measure. In experimental designs, there are two
kinds of variable used Independent Variable and Dependent Variable:
1. Independent Variable
Independent variable is often called as stimulus variable,
predictor, and antecedent. Independent variable is a variable that
effects or the cause of the change or appeared of dependent
variable. Independent variable is The Effect of Dictogloss
Technique.
2. Dependent variable
Dependent variable is often called as output variable, criteria,
consistent. Dependent variable is the variable that is affected of the
effect, because independent variable Students‟ listening
comprehension at Eleventh Grade MAS Al-Ihsaniyah Muaro
Jambi.
E. Instrument of the Research
The researcher collected the data by a test as research
instrument. There is one; post-test only. The purpose of post-test is finding
out the students‟ listening comprehension after treatment would given by
dictogloss technique. The test had questions in the form of 25 multiple
choices. The score in each item is 10 for correct answers. Then, students
would got 100 point it all the answer correctly.
F. Technique of Collecting the Data
There are a variety of techniques that can be used to collect
data in a quantitative research study. In this research, the researcher used
test, and documentation.
1. Test
According to H. Douglas Brown, test is method of measuring
person‟s ability, knowledge or performance in a given domain. In the
testing listening, the student must ask to answer the question relating
the listening audio . The researcher used test to get data score of
students listening skill after and before taught using dictogloss
technique. In the research, test was divided way, the treatment and post-
test which was given after doing treatment. post-test was given to
experimental class and control class.
G. Validity and Reability of the Data
1. The Validity
According to Brown (2004:22), Validity is the extent to which
inferences made from assessment results are appropriate, meaningful,
and useful in terms of the assessment. There are some various types of
validity, construct validity, criterion related validity.
Validity is contract validity occurs when the theoretical
constructs of cause and effect accurately represent the real-world
situation they are intended to model. This is related to how well the
experiment is operationalized.
Validity is a characteristic based on the reasonableness of
inferences drawn from a set of scores. Evidence is gathered to support
an argument that the inferences are reasonable. Inference are valid or
invalid; tests or instruments are not (McMillan and Schumacher,
2010:185).
Every test should be as valid as possible. The content validity
is the degree to which a test measures an intended content area. To
examine the validity, the test items are measure by using Biserial poin
the correlation formula as follows:
rpbi = q
P
SD
MM
t
tp
Notes :
rpbi= Coeficient of correlation biserial point
Mp = Mean score from the subjects that answer correctly
Mt = Total mean score
p = The proportion of subject who answer the item correctly
q = 1 – p
SD = Standard Deviation
2. Reliability
According to Creswell (2012:159) Reliability means that
scores from an instrument are stable and consistent. Reliability is often
defined as the consistency and stability of data or findings. To
examine the reliability, the test items are measure by using Kuder
Richardson KR-21 formula as follows :
= (
) (
)
Notes :
r11 = The reliability of the test
n = The number of the test items
p = The proportion of test takers who pass the items
q = The proportion of test takers who fail the items
∑pq = The amount of multiplication between p and q
H. Technique of Data Analysis
In analyzing the data, the researcher used score of post-test only
control of experimental as well as and control group. In order to find out
whether there is significant effect of using dictogloss technique the data
using requirement test before. It consist of normality test, homogeneity
test, and t-test.
1. Normality Test
Normality test aims to see whether the sample is normally
distributed or not. In order to test the normality, the researcher use
liliefors. The purpose of normality test is to know whether the
instrument of the research that use has normal distribution or not.
Determine the value
with : : Standard Score
: Data Score
: Average value
S :Standard intersection
Determine the amount of opportunity for each value
Based on the table and called by F ( with rules:
If > 0, then F ( = 0,5 + table value
If < 0, then F ( = 0,5 –table value
Then calculate the proportion , . . . , which is smaller or
equal to if this proportion is stated by S(Z), then : S( =
Calculate the difference F( –S( then determine the absolute
price
Take the greatest value among the multak price prices, we call this
value
Provide interpretation, by comparing . is the price
taken from the critical price table of the Liliefors test.
Draw conclusions based on dan that has been obtained.
If < then the sample comes from the normal distribution.
2. Homogeneity Test
Homogeneity test is down to see whether the score of each
variable has a homogeneous variance or not. Because there are only
two groups of homogeneity test data used in this study is the F test
(Fisher Test), with the following formula :
Fcount=
Compare the value fcount with ftable formula :
DKnumerator = N-1 (the bigger variance) and dkdenominator = N-1 (the
smallest variance)
Both of variables are said to be homogeneous if at the level of
significance (ɑ) = 0,05 with following criteria :
If fcount ≤ ftable then the data homogeneous
If fcount ≥ ftable then the data homogeneous (Ridwan, 2014:185)
3. T-test
In this part, the researcher calculated the data by sample t-test.
There is independent sample t-test. The independent sample t-test is
used the compare the means of one variable for two group of cases
(Taniredja,2014:38)
a. Paired sample t-test
According to Sugiyono (2013:179), the formula of paired sample t-
test is express as follows :
Notes:
MD = Mean of different arithmetic average second of different or
the different between the score of variable I and II
SEMD = Standart error of mean the different
b. Independent sample t-test
According to Sudjiono (2000:297) in Diktat statistic pendidikan
(2016:55), the formula of indipendent sample t-test is express as follow :
Notes :
to :„t‟ test
M1 : Mean of experimental class
M2 : Mean of control class
SEM1-M2: Standard error
I. Statistical Hypothesis
Hypothesis is a statement or assumtion about one population
or more. In other words, the hypothesis is a conjecture or a guess at the
solution to a problem or the status of the situation. Hypothesis of this
study are :
Ha1: r0>rt = There is any significant difference in listening comprehension
ofstudents who are teach by using Dictogloss technique and those who
are not.
Ho1: r0< rt = There is no significant difference in listening comprehension
of students who are teach by using Dictogloss technique and those who
are not.
Ha2: r0> rt = There is any significant effect of Dictogloss technique on the
eleven grade students‟ listening comprehension at MAS Al-Ihsaniyah
Muaro Jambi.
Ho2: rt< rt = There is any no significant effect of Dictogloss technique on
theeleven grade students‟ listening comprehension at MAS Al-Ihsaniyah
Muaro Jambi.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter describes about the finding of the research that
include description of data, statistical analysis.
A. Finding of the research
This research was conducted by applying dictogloss technique
an experimental research. There were two groups in this research, namely
experimental and control group. The treatment and the post test were
given after the treatment. The researcher gave the treatment to students in
the experimental group by dictogloss technique while control group
without dictogloss technique.
1. The Description of Data
In this section,after conducting the research, the researcher got
the data of students‟ scores in post test from both experimental and control
group.Based on the result of after giving the treatment in both
experimental and control group. The scoring grade can be seen in the table
4.1.
Table 4.1 Score Criteria
No. Interval Criteria
1. 91 up to 100 Excellent
2. 81 up to 90 Very Good
3. 71 up to 80 Good
4. 61 up to 70 Enough
5. 51 up to 60 Poor
6. ≥50 Very Poor
Source : http://checuan.blogspot.co.id/2010/01/listening-test.html
Table 4.2. The Score Post Test of Experimental Group
No Students Post Test
1 S1 60
2 S2 55
3 S3 65
4 S4 70
5 S5 60
6 S6 70
7 S7 75
8 S8 75
9 S9 85
10 S10 90
11 S11 75
12 S12 75
13 S13 90
14 S14 90
15 S15 85
Total ∑=1120
Mean 74,67
Based on the table above, the student‟s achievement in
listening comprehension at experimental group showed the lowest
score of post-test was 55, and the highest score was 90 and the
mean of post-test was 74,67 .
To find out the interval class for the post-test data, the
researcher used formula that is total class = 1+ 3,3 ( log n), which n
means the total of sample in one class. From the calculation it is
known that n=15, it means that 1 + 3,3 (log 15) = 7,5 can be
rounded 8. So, the interval distribution of the post-test can be seen
below.
Table 4.3 Interval Distribution for Post-test Experimental class
No Interval frequency
1. 87-95 3
2. 79-86 2
3. 71-78 4
4. 63-70 3
5. 55-62 3
N 15
1) Range
R= H-L +1
= 90-55 + 1
= 35+1
=36
2) Class Boundaries
K= 1 + 3,3 log(n)
= 1 + 3,3 × log 15
= 1 + 3,3 × 1,2
= 1 + 3,96
= 4,96 » 5
3) Interval
I =
=
= 7,2 » 8
4) Mean
× =
=
= 74, 67
5) Median = 75
6) Modus = 75
7) Standard Deviasi
SDX = √
= √
= √
= 11,18
8) Standard error
SEMx =
√
=
=
√
=
= 2,71
Based on the table distribution frequency of the post-test on
students‟ listening skill at MAS Al-Ihsaniyah MuaroJambi,the
difference score can be seen in the diagram chart below.
Table 4.4. The Score Post Test of Control Group
No Students Post Test
1 S1 50
2 S2 85
3 S3 50
4 S4 75
5 S5 55
6 S6 50
7 S7 65
8 S8 55
9 S9 60
10 S10 65
11 S11 65
12 S12 70
13 S13 70
14 S14 60
Total ∑=875
Mean 62,5
Based on the table above, the student‟s score in
listening comprehension in control group showed the lowest score
of post-test was 50, and the highest score was 85 and the mean of
pre-test was 62,5 .
0
1
2
3
4
5
55-62 63-70 71-78 79-86 87-95
Fre
kue
nsi
Interval
Grafik skor kelas eksperimen
f
To find out the interval class for the post-test data, the
researcher used formula that is total class = 1+ 3,3 ( log n), which n
means the total of sample in one class. From the calculation it is
known that n=14, it means that 1 + 3,3 (log 14) = can be rounded 8.
So, the interval distribution of the post-test can be seen below.
Table 4.5 Interval Distribution for Post-test Control class
No Interval Frequency
1. 82-89 1
2. 74-81 1
3. 66-73 2
4. 58-65 5
5. 50-57 5
N 14
1) Range
R = H – L + 1
= 85 – 50 + 1
= 35 + 1
= 36
2) Class Boundaries
K = 1 + 3,3 log(n)
= 1 + 3,3 × 14
= 1 + 3,3 × 1,15
= 1 + 3,80
= 4,80 » 5
3) Interval
I =
=
= 7,5 » 8
4) Mean
× =
=
= 62,5
5) Median
N = 2n
14 =2n
N =
= 7
Me = n + (n + 1)
=
=
=
= 62,5
6) Modus = 50 and 65
7) Standard Deviasi
SDX = √
= √
= √
= 9,69
8) Standard error
SEMx =
√
=
=
√
=
= 2,76
Based on the table distribution frequency of the post-test on
students‟ listening skill at MAS Al-Ihsaniyah MuaroJambi,the
difference score can be seen in the diagram chart below.
Based on the explanation above, it shows that the students‟
score in experimental group was higher than student‟s score in
control group, where in post-test experimental group (74,67) and
the score in post-test control group (62,5). The total score of the
mean score in experimental and control group showed that there
was significant effect inimprovement of student‟s score.
2. Statistical Analysis of The test
a. Validity
Before conducting the research, the instruments of the research
try-out was done. It aimed to know the validity and reliability of the
test. This was a very important way to do, because the test was used
later for post-test which tested the students‟ listening comprehension
in control and experimental classes. It was administered to one class
who was not taken as sample of the research; it was given to XI 1 at
MAS Al-Ihsaniyah Muaro Jambi. If robtained > r table, then the
instrument or item question is valid. If robtained < r table then the
0
1
2
3
4
5
6
50-57 58-65 66-73 74-81 82-89
Fre
kue
nsi
Interval
Grafik skor kelas kontrol
f
instrument or item question is unvalid. There were 22 students that
must follow the test, and also there were 25 items of the test that
should be accomplished by the students.The results analysis of the
validity of 25 items can be seen in table below.
Tabel 4.6 Score of Validity Test
No.
Soal
rpbi rtabel Interpretasi
1 0. 194 0,413 Invalid
2 0,442 0,413 Valid
3 0.622 0,413 Valid
4 -0,017 0,413 Invalid
5 0. 433 0,413 Valid
6 0,459 0,413 Valid
7 0. 488 0,413 Valid
8 0,424 0,413 Valid
9 0. 460 0,413 Valid
10 0,017 0,413 Invalid
11 0. 170 0,413 Invalid
12 0,629 0,413 Valid
13 0,475 0,413 Valid
14 0,744 0,413 Valid
15 0,536 0,413 Valid
16 0,666 0,413 Valid
17 0,611 0,413 Valid
18 0.537 0,413 Valid
19 0,614 0,413 Valid
20 0,206 0,413 Invalid
21 0,530 0,413 Valid
22 0,478 0,413 Valid
23 0,764 0,413 Valid
24 0,429 0,413 Valid
25 0,136 0,413 Invalid
Based on calculation of the validity of the questions on
25 items, the item 6 was invalid and 19 item was valid. The validity
test calculation exist on Appendix 4.
b. Reliability
From the table r at a significant level of 5%, the price
of r is 0.413, while the calculation result shows that the price of
r11 is 0.828. So when rtable compared to rcount will be seen
that r count is much greater than rtabel (r count ≥ r table) (0.828
≥ 0.413). Thus it can be concluded that the test instrument that
has been made is reable so that it can be used as a good
measurement tool. The reliability test calculation exist on
Appendix 5.
c. Normality Test
The normality test was carried out in the experimental
class and the control class with a total of 29 students. The
normality was employed by uing liliefors test to find out
whether or not score that students were obtained normality
distributed. The result of the analysis was presented in table
below.
Tabel 4.7 Recapitulation of Calculation Results of Post-test
Normality Test
Class N SD Lobtained Ltable
Experiment 15 74,67 11,18 0,1547 0,220
Control 14 62,5 9,96 0,1305 0,227
The normality test calculation exist on Appendix 7.
d. Homogenity
Table 4.8 Recapitulation Homogenity test of post-test in
Experiment and Control class
Class Variance(S2) Fobtained Ftable Decision
Experiment 124,889 1,260 2,55 Homogenity
Control 99,107
e. Hypothesis Test
M1 = 74,67
M2 = 62,5
SEM1 = 2,99
SEM2 = 2,76
1. Calculation of standard error variable X1 with variable X2
√(
) (
)
√
√
√
2. Look for t0 or "t test", with the formula:
3. Look for an interpretation of t0 or "t test"
atau
In the table there is a df value of 27 at the 5% significant
level of 2.05 and at a significant level of 1% at 2.77.
"T" obtained in the calculation (t_0 = 2.99) is greater than
ttable (both at a significance level of 5% = 2.05 and at a
significance level of 1% = 2.77 ie 2.05 < 2.99 > 2.77 thus means
H_0 is rejected, and H_a is accepted This means that there are
significant differences in the results of test analysis between those
who use the Digtogloss technique and those who do not use the
dictogglos technique.
3. Discussion
The aims of this research were to find out whether or
not there was a significant effect of using dictogloss technique
in listeningcomprehension. The result showed that there was
any significant effect of group who are taught by dictogloss
technique and those who are not. This can be seen from the
result of post-test in both of groups. The mean score of post-
test in experimental class was 74,67 with minimum score was
55 and maximum score was 90. The mean score of post test of
control group was 62,5 with minimum score was 50 and
maximum score was 85.
From the analysis data above, there was any significant
effect of using dictogloss technique in listening
comprehension. It means students‟ score of post-test
experimental class was better from students‟ score of post-test
control class, thus, students‟ score of post-test did give some
effect in this research. In order to gain the research problem are
stated in chapter I, The researcher conducted an experiment in
a post-test only design. The procedures done during teaching
and learning process were devided into two steps.
First step, was applying the treatment to teach them
how to get with dictogloss technique in listening
comprehension. The treatment was done in four meeting. First
meeting, the students enjoy when the teacher taugh example
explanation text, the reseacher taught them about the
deffinition of explanation text. The reseacher have 80 minutes
to teach them about listening comprehension. And they got the
point of an explanation text. Second meeting, they enjoy the
teaching and learning listening, because they think the subject
was interesting. Researcher keep on discussing the material in
brief after that the researcher discussed about language features
of explanation text. In this meeting they might be seriously in
learning this subject. Third meeting, some of them who want to
learned and listened the researcher in this meeting the
researcher gave them the example of explanation text.
Moreover, the students have more vocabularies and understand
how to get information from the text. And the last meeting
students enjoy in learning listening comprehension and more
active from before.
The last step, was giving the post-test. Post-test is the
test to know the students‟ ability after using picture. The test of
post-test listening based on the specification of the test that is
to get finding the information of the text, vocabulary,
understand the text. Because this specification based on their
syllabus and approved the English teahcer. After the steps
were conducted, the reseacher got data in the form of post-test
score. Then, the researcher analyzed them by T-test. the
researcher analyzed a descriptive statistic of both post-test
scores and it shows the different mean of post-test
experimental score and post-test control class score. It shows
the mean post-test score control class is lower from the post-
test experimental class score (62,5<74,67). from the data
above, the reseacher interpreted there is improving of students
reading score from post-test. The resercher need to analyzed
T-test to know the significant different post-test score.
The testing hypothesis is conducted in order to find out
whether that hypothesis is accepted or rejected. The basis of
testing hypothesis is that the Ha is accepted if thetobserved>ttable.
Based on the results it is estimated that t0 = 2,99 is greater than
ttable (either at a significant level of 5% or 1%), 2,05% and
2.77%. Thus there is a significant difference between students'
who using dictogloss technique and those are not.
Teaching listening by using dictogloss technique as a
technique was effective, and the content was more interest
ing. The students got some positive side after the researcher
gave them the treatment by dictogloss technique in listening
comprehension. They did some effort to make their listening
comprehension better when before they using dictogloss
technique. It means that some of them were interested in using
dictogloss technique in listening comprehension. It because
they were feeling enjoy and they understand about content of
the text what they have listening.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data of the research, the researcher get the
result of the analysis. The research question in chapter one, was
anwered, it can be seen from the t-test computation, it shows that tobtained
= 2,99> ttable = 2,77. For the second research question, the question was
also answered. It can be seen from difference of the mean score from
both classes between post-test score. For the experimental class the
mean of post-test score was 74,67 and for the mean of control class was
62,5. It can be said that, there is a difference of listening achievement
between students who are taught by using dictogloss technique and the
students who are not taught by using dictogloss technique. From the
statistic calculation, the data are indicated that the using of dictogloss
technique is better rather than just the using of conventional ways.
B. Suggestion
There are some suggestions that the researcher would like to
suggest based on the result of the research suggested for the school, for
the teacher, for students.
1) For School
The school is expected to be able to facilitate and support the
development of learning technique, given the importance and
usefulness of the technique in the teaching and learning process
because it can help students receive the subject matter delivered by the
teacher.
2) For Teacher
The teacher is expected to be able to continue the use of
dictogloss technique and be able to vary the technique that can increase
students' interest in the process of learning English in listening skills
according to the conditions of the students.
3) For students
Students are advised to be able to improve listening skills
based on the material provided by the school and other learning
resources such as books, etc., so that learning outcomes can be
achieved optimally.
52
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Makassar. Vol.65. No. 1
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Anderson, Norman (2006). A Sampling of Research Results. Washington. DC.
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Brown, H. Douglas (2001). Teaching by Principles An Interactive Approach to
Language Pedagogy. Second Edition. New York. Pearson Education Company.
Brown, H. Douglas (2004). Language Assessment: Principle and Classroom
Practice. New York. Pearson Education.
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Creswell, J. W (2014). Research Design Qualitative, Quantitative and Mixed
Methods Approach. Fourth Edition.
Feyten in Vasiljevic (2010). Dictogloss As An Interactive Method of Teaching
Listening Comprehension to L2 Learners. Japan : Faculty of Literature, Bunkyo
University. Vol.3. No.1 March 2010.
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Longman.
I.S.P. Nation and J Newton (2009).Teaching ESL/EFL Listening and Speaking.
Jacobs, G and Small, J in Cardona (2013). The Conclusion of Dictogloss Task to
Promote Listening Comprehension of Fourth Graders from A State School in
Cartago.
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Pearson Education.
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Latief, M. Adnan (2015). Research Methods on Language Learning An Introduction.
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Sugiyono (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung
Alfabeta.
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Ur, Penny (1996). A Course in Language Teaching: Practice and Theory. Cambridge
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Listening Comprehension to L2 Learners. Japan: Faculty of Literature Bunkyo
University. Vol.3. No.1
A
P
P
E
N
D
I
X
54
Appendix 1 Instrument of the test
A cell phone is a great gadget in this modern world. What is a cell phone? A
cell phone is actually a radio in certain way. Like a radio, by cell phone we can
communicate to other people in real time. Million people use cell phones for their
communication. Even nowadays, people use cell phone to communicate in voice,
written and data. Alexender Graham Bell is the person who make great change in the
way people communicate to each other. He invented a cell phone in 1876. While
wireless radio was formally known in 1994 presented by Guglielmo Marconi. By
these two technologies, then a cell phone was born. However do you know how
actually cell phones work? This short explanation on how a cell phone work is really
wonderful. A cell phone or in long term “cellular phone” works by transmitting
signals of radio to towers of cellular. The towers are networked to a central switching
station. The connection usually uses wire, fiber oftic-cables, or microwave.
Then the central switching station which handles every calls in certain given
area is directed connected to the wire-based telephone system. Cellulars are pick up
by the towers and relayed to another cellular telephone user or the user of wire-based
telephone network. The towers vary in the capability to receive signals. Some cell
phone can receive the signal from short distance and the others can receive more
distance. However, there are usually more than one tower in certain given area so that
the system can handle the increasing telephone traffic.
55
Listening Test
Choose the correct answer by crossing (x) a,b,c,d or e !
1. A cell phone is a ______ gadget in this modern world.
a. like b. event
c. great d. change
e. people
2. ______ people use cell phones for their communication.
a. invented b. known
c. work d. million
e. however
3. Even nowadays, people use cell phone to ______ in voice, written and
data.
a. communicate b. people
c. really d. event
e. make
4. Alexender Graham Bell is the person who make great ______ in the way
people communicate to each other.
a. event b. certain
c. formally d. usually
e. change
5. He _______ a cell phone in 1876.
a. people b. known
c. invented d. presented
e. works
6. While wireless radio was ______ known in 1994 presented by
Guglielmo Marconi.
a. formally b. network
c. communicate d. who
e. event
7. By these two technologies, then a cell phone ______ born.
a. are b. is
c. has d. it
e. was
8. However do you know how actually cell phones work? This short
explanation on how a cell phone work is really ______.
a. wonderful b. certain
c. however d. actually
e. even
9. A cell phone or in long term “cellular phone” ______.
a. written b. other
c. works d. connection
e. towers
10. by transmitting signals of radio to _____ of cellular.
a. towers b. station
c. make d. great
e. calls
11. The towers are networked to a central _____ station.
a. switching b. while
c. person d. connection
e. gadget
12. The ______ usually uses wire,
a. voice b. short
c. every d. connection
e. central
13. fiber oftic-cables, or ______.
a. microwave b. central
c. given d. chane
e. works
14. Then the central switching ______ which handles
a. make b. station
c. formally d. signal
e. relayed
15. Every calls in certain _____ area is directed connected to the wire-
based…….
a. given b. invented
c. network d. great
e. receive
16. directed connected to the wire-based telephone ______.
a. for b. relayed
c. system d. at
e. to
17. Cellulars are pick up ____ the towers
a. at b. by
c. in d. to
e. area
18. the towers and relayed to _____ cellular telephone
a. handle b. another
c. more d. signal
e. vary
19. cellular telephone _____ or the user
a. pick up b. traffic
c. telephone d. user
e. relayed
20. the user of wire-based telephone ______.
a. cell phone b. increasing
c. towers d. directed
e. network
21. What kind of text is this….?
a. descriptive text b. narrative text
c. explanation text d. spoof text
e. recount text
22. What is cell phone…..?
a. cell phone is an object can movement
b. cell phone is general object
c. cell phone is a contraption thing
d. a cell phone is actually radio in certain way
e. cell phone is Graham Bells‟ founder
23. How does telephone cellular work….?
a. by signal radio b. by battery
c. by user d. by GPS signal
e. by transmitting signal
24. What year was cell phone found…..?
a. 1998 b. 1887
c. 1876 d. 1997
e. 1884
25. Who is Guglielmo Marconi………?
a. the founder of a cell phone b. the founder of switcing station
c. the founder of telephone traffic
e. the founder of wireless radio
58
Appendix 2 Answer key
1. C. Great
2. D. Million
3. A. Communicate
4. E. Change
5. C. Invented
6. A. Formally
7. E. Was
8. A. wonderful
9. C. Works
10. A. Towers
11. A. Switching
12. D. Connection
13. A. Microwave
14. B. Station
15. A. Given
16. C. System
17. B. By
18. B. Another
19. D. User
20. E. Network
21. C. Explanation text
22. D. A cell phone is actually radio in certain way
23. E. By transmitting signal
24. C. 1876
25. E. The founder of wireless radio
59
Appendix 3 the score of try out
No Name Score
1. Abdul Rokib 12
2. Agus Kurniawan 9
3. Agus Supriadi 14
4. Ani Afriani 8
5. Aryanto 20
6. Bastian Fery 22
7. Desi Amanda 20
8. Edo Rizky 10
9. Fadli Azary 20
10. Halimah 9
11. Khalifah 22
12. Lefto Okta 12
13. M ridho 10
14. M Erwin 9
15. Nita Sulastri 13
16. Putri 9
17. Rusniati 10
60
18. Tika Wahyu 21
19. T Supriadi 18
20. Tomi S 21
21. Winda Setiana 17
22. Widodo 10
23. Zelawati 10
61
Appendix 3 the result of validty
No
Nama
Butir Soal Xt Xt2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 1 Abdul Rokib 1 1 1 0 0 0 1 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 1 0 12 144
2
Agus
Kurniawan 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 1 1 0 1 1 0 1 0 9 81
3 Agus Supriadi 1 1 1 1 1 1 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 0 0 0 0 14 196
4 Ani Afriani 1 0 0 1 1 0 0 0 0 0 1 1 0 0 1 0 0 0 0 1 0 1 0 0 1 8 64
5 Aryanto 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 20 400
6 Bastian Feri 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 22 484
7 Desi Amanda 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 20 400
8 Edo Rizki 1 1 0 1 0 1 1 0 0 0 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 10 100
9 Fadly Azhari 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 20 400
10 Halimah 0 0 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 1 1 1 0 0 1 9 81
11 Khalifah 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 22 484
12 Lefti Okta 1 1 1 0 1 1 1 0 1 0 1 1 0 0 1 0 1 1 0 0 0 0 0 1 0 12 144
13 M.Ridho 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 1 1 1 0 0 0 0 0 0 0 10 100
14 M.Erwin 1 1 1 1 0 0 0 0 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 0 1 9 81
15 Nita Sulastri 1 1 0 1 1 1 0 0 0 0 1 1 1 0 1 0 1 1 0 0 1 1 0 1 0 13 169
16 Putri 1 0 0 1 1 0 0 0 0 1 0 0 1 0 1 0 1 0 0 1 0 0 0 0 1 9 81
17 Rusmiati 1 0 0 1 1 1 0 0 0 1 0 1 1 0 1 0 1 1 0 1 0 0 0 0 0 10 100
18 Tika Wahyu 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 21 441
19 T. Supriadi 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 1 18 324
20 Tomi S 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 21 441
21 Winda Setiani 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 0 17 289
22 Widodo 1 1 0 1 0 1 1 1 0 0 1 0 0 0 1 0 0 1 0 0 0 1 0 0 1 10 100
23 Zelawati 0 0 0 0 1 1 1 0 0 0 1 0 1 0 1 0 1 0 0 1 0 0 0 1 1 10 100
Jml N 20 16 15 17 18 15 14 5 7 12 15 14 18 6 16 8 16 18 5 15 10 16 6 12 12 326 5204
P 0.87 0.7 0.65 0.74 0.78 0.65 0.61 0.22 0.3 0.52 0.65 0.61 0.78 0.26 0.7 0.35 0.7 0.78 0.22 0.65 0.43 0.7 0.26 0.52 0.52
Q 0.13 0.3 0.35 0.26 0.22 0.35 0.39 0.78 0.7 0.48 0.35 0.39 0.22 0.74 0.3 0.65 0.3 0.22 0.78 0.35 0.57 0.3 0.74 0.48 0.48
62
Appendix 4 the validity test calculation
a. Look for mean
b. Standar Deviation
22
N
xt
N
xtSDt
2
23
326
23
5204
810,200261,226
451,25
= 5,045
Interpretation = df = N – Nr
= 23 – 2
= 21
23
326
N
Xt
17,14
23
326
Mt
Mt
N
XtMt
63
c. Mp dan rpbi validity test
1. Question No. 1
Dik = Mt = 14,17P = 0,87
SDt= 5,045 q = 0,13
Mp1=20
10172121109
1391012222210202220814912
= 20
291 = 14,55
rpbi = q
p
SD
MtMp
t
= 13,0
87,0
045,5
17,1455,14
= 692,6.045,5
38,0
= 0,075 . 2,587
= 0. 194
2. Question No. 2
Dik = Mt = 14,17 P = 0,70
SDt= 5,045 q = 0,30
Mp2 =16
101721
1813910122220102022201412
64
= 16
250 = 15,63
rpbi = q
p
SD
MtMp
t
= 30,0
70,0
045,5
17,1463.15
= 333,2.045,5
46,1
= 0,289 . 1,528
= 0,442
3. Question No. 3
Dik = Mt = 14,17 P = 0,65
SDt= 5,045 q = 0,35
Mp3 =15
1721182191012229202022201412
= 15
247 = 16,47
rpbi = q
p
SD
MtMp
t
= 35,0
65,0
045,5
17,1447,16
= 857,1.045,5
3,2
65
= 0,456 . 1,363
= 0.622
4. Question No. 4
Dik = Mt = 14,17 P = 0,74
SDt= 5,045 q = 0,26
Mp4 =17
101721182110
91399201022208149
= 17
240 = 14,12
rpbi = q
p
SD
MtMp
t
= 26,0
74,0
045,5
17,1412,14
= 846,2.045,5
05,0
= - 0,010 . 1,687
= - 0,017
5. Question No. 5
Dik = Mt = 14,17 P = 0,78
SDt= 5,045 q = 0,22
66
Mp5 =18
1017211821109
13101222920202220814
= 18
276 = 15,33
rpbi = q
p
SD
MtMp
t
= 22,0
78,0
045,5
17,1433,15
= 55,3.045,5
16,1
= 0,230 . 1,884
= 0. 433
6. Question No. 6
Dik = Mt = 14,17 P = 0,65
SDt= 5,045 q = 0,35
Mp6 =15
1010172118
21101312222010202014
= 15
238 = 15,87
rpbi = q
p
SD
MtMp
t
67
= 35,0
65,0
045,5
17,1487,15
= 857,1.045,5
7,1
= 0,337 . 1,363
= 0,459
7. Question No. 7
Dik = Mt = 14,17 P = 0,61
SDt= 5,045 q = 0,39
Mp7 =14
101017212112222010202220912
= 14
226 = 16,14
rpbi = q
p
SD
MtMp
t
= 39,0
61,0
045,5
17,1414,16
= 564,1.045,5
97,1
= 0,390 . 1,251
= 0. 488
8. Question No. 8
Dik = Mt = 14,17 P = 0,22
68
SDt= 5,045 q = 0,78
Mp8 =5
1021182022
= 5
91 = 18,2
rpbi = q
p
SD
MtMp
t
= 78,0
22,0
045,5
17,142,18
= 282,0.045,5
03,4
= 0,799 . 0,531
= 0. 424
9. Question No. 9
Dik = Mt = 14,17 P = 0,30
SDt= 5,045 q = 0,70
Mp9 =7
2112229202020
= 7
124 = 17,71
rpbi = q
p
SD
MtMp
t
69
= 70,0
30,0
045,5
17,1471,17
= 429,0.045,5
54,3
= 0,702 . 0,655
= 0. 460
10. Question No. 10
Dik = Mt = 14,17 P = 0,52
SDt= 5,045 q = 0,48
Mp10 =12
172118109910222014912
= 12
171 = 14,25
rpbi = q
p
SD
MtMp
t
= 48,0
52,0
045,5
17,1425,14
= 083,1.045,5
08,0
= 0,016 . 1,041
= 0. 017
11. Question No. 11
Dik = Mt = 14,17 P = 0,65
70
SDt= 5,045 q = 0,35
Mp11 =15
101021
139122292020222081412
= 15
222 = 14,8
rpbi = q
p
SD
MtMp
t
= 35,0
65,0
045,5
17,148,14
= 857,1.045,5
63,0
= 0,125 . 1,363
= 0. 170
12. Question No. 12
Dik = Mt = 14,17 P = 0,61
SDt= 5,045 q = 0,39
Mp12 =14
172118
211013122220102022208
= 14
234 = 16,71
rpbi = q
p
SD
MtMp
t
71
= 39,0
61,0
045,5
17,1471,16
= 564,1.045,5
54,2
= 0,503 . 1,251
= 0,629
13. Question No. 13
Dik = Mt = 14,17 P = 0,78
SDt= 5,045 q = 0,22
Mp13 =18
101721
1821109131022201020222014912
= 18
278 = 15,44
rpbi = q
p
SD
MtMp
t
= 22,0
78,0
045,5
17,1444,15
= 545,3.045,5
27,1
= 0,252. 1,883
= 0. 475
14. Question No. 14
72
Dik = Mt = 14,17 P = 0,26
SDt= 5,045 q = 0,74
Mp14 =6
182122202022
= 6
123 = 20,5
rpbi = q
p
SD
MtMp
t
= 74,0
26,0
045,5
17,145,20
= 351,0.045,5
33,6
= 1,255 . 0,593
= 0, 744
15. Question No. 15
Dik = Mt = 14,17 P = 0,70
SDt= 5,045 q = 0,30
Mp15 =16
10172118
2199102220102022201412
= 16
255 = 15,94
73
rpbi = q
p
SD
MtMp
t
= 30,0
70,0
045,5
17,1494,15
= 333,2.045,5
77,1
= 0,351 . 1,528
= 0, 536
16. Question No. 16
Dik = Mt = 14,17 P = 0,35
SDt= 5,045 q = 0,65
Mp16 =8
1721181022202220
= 8
150 = 18,75
rpbi = q
p
SD
MtMp
t
= 65,0
35,0
045,5
17,1475,18
= 538,0.045,5
58,4
= 0,908 . 0,734
= 0. 666
74
17. Question No. 17
Dik = Mt = 14,17 P = 0,70
SDt= 5,045 q = 0,30
Mp17 =16
101721182110
9131012222020222014
= 16
259 = 16,19
rpbi = q
p
SD
MtMp
t
= 30,0
70,0
045,5
17,1419,16
= 333,2.045,5
02,2
= 0,400 . 1,528
= 0. 611
18. Question No. 18
Dik = Mt = 14,17 P = 0,78
SDt= 5,045 q = 0,22
Mp18 =18
101721182110
13101222201020222014912
= 18
281 = 15,61
75
rpbi= q
p
SD
MtMp
t
= 22,0
78,0
045,5
17,1461,15
= 545,3.045,5
44,1
= 0,285 . 1,883
= 0.537
19. Question No. 19
Dik = Mt = 14,17 P = 0,22
SDt= 5,045 q = 0,78
Mp19 =5
2121222214
= 5
100 = 20
rpbi = q
p
SD
MtMp
t
= 78,0
22,0
045,5
17,1420
= 282,0.045,5
83,5
= 1,156 . 0,531
= 0.614
76
20. Question No. 20
Dik = Mt = 14,17 P = 0,65
SDt= 5,045 q = 0,35
Mp20 =15
101721
21109922920202281412
= 15
224 = 14,93
rpbi = q
p
SD
MtMp
t
= 35,0
65,0
045,5
17,1493,14
= 857,1.045,5
76,0
= 0,151 . 1,363
= 0.206
21. Question No. 21
Dik = Mt = 14,17 P = 0,43
SDt= 5,045 q = 0,57
Mp21 =10
212113229202022209
= 10
177 = 17,7
77
rpbi = q
p
SD
MtMp
t
= 57,0
43,0
045,5
17,147,17
= 754,0.045,5
53,3
= 0,610. 0.869
= 0. 530
22. Question No. 22
Dik = Mt = 14,17 P = 0,70
SDt= 5,045 q = 0,30
Mp22 =16
101721182113
22920102022208912
= 16
252 = 15,75
rpbi = q
p
SD
MtMp
t
= 30,0
70,0
045,5
17,1475,15
= 333,2.045,5
58,1
= 0,313. 1,528
78
= 0,478
23. Question No. 23
Dik = Mt = 14,17 P = 0,26
SDt= 5,045 q = 0,74
Mp23 =6
211821222022
= 6
124 = 20,67
rpbi = q
p
SD
MtMp
t
= 74,0
26,0
045,5
17,1467,20
= 351.0.045,5
5,6
= 1,288 . 0,593
= 0,764
24. Question No. 24
Dik = Mt = 14,17 P = 0,52
SDt= 5,045 q = 0,48
Mp24 =12
10172118211312222020912
= 12
195 = 16,25
79
rpbi = q
p
SD
MtMp
t
= 48,0
57,0
045,5
17,1425,16
= 083,1.045,5
08,2
= 0,412 . 1,041
= 0,429
25. Question No. 25
Dik = Mt = 14,17 P = 0,52
SDt= 5,045 q = 0,48
Mp25 =12
10101821992292022208
= 12
178 = 14,83
rpbi= q
p
SD
MtMp
t
= 48,0
52,0
045,5
17,1483,14
= 083,1.045,5
66,0
= 0,131 . 1,041
80
= 0,136
Appendix 5 the reability test calculation
No.
question
B P Q p x q
1 20 0,87 0,13 0,11
2 16 0,70 0,30 0,21
3 15 0,65 0,35 0,23
4 17 0,74 0,26 0,19
5 18 0,78 0,22 0,17
6 15 0,65 0,35 0,23
7 14 0,61 0,39 0,24
8 5 0,22 0,78 0,17
9 7 0,30 0,70 0,21
10 12 0,52 0,48 0,25
11 15 0,65 0,35 0,23
12 14 0,61 0,39 0,24
13 18 0,78 0,22 0,17
14 6 0,26 0,74 0,19
15 16 0,70 0,30 0,21
16 8 0,35 0,65 0,23
17 16 0,70 0,30 0,21
18 18 0,78 0,22 0,17
19 5 0,22 0,78 0,17
20 15 0,65 0,35 0,23
21 10 0,43 0,57 0,25
22 16 0,70 0,30 0,21
23 6 0,26 0,74 0,19
24 12 0,52 0,48 0,25
25 12 0,52 0,48 0,25
Total 326 14,17 10,83 5,21
1. Look for total variants (Vt2) by using a formula :
∑pq = 5,21
∑x = 326
N
N
XX
2
2
Vt
∑x2
=5204
2. Then put into the formula KR–20
R11 =
Vt
pqVt
k
k
1
=
36,25
)21,536,25(
125
25
= 795,0042,1
= 0,828
36,2523
7,46205204
23
23
3265204
2
Vt
Appendik 6 the normality test calculation
Normality experiment class
Nilai x f Fx xbar xbar x-xbar x² f.x² sd no x zi tabel z fzi fkum szi fzi-szi
55 15 55 1 55 74.67 74.67 0.5 -19.67 386.9089 386.9089 11.18 1 55 -1.76 0.4608 0.0392 1 0.07 -0.0275
60 15 60 2 120 74.67 0.5 -14.67 215.2089 430.4178 11.18 2 60 -1.31 0.4049 0.0951 2 0.13 -0.0382
60 15 65 1 65 74.67 0.5 -9.67 93.5089 93.5089 11+.18 3 60 -1.31 0.4049 0.0951 3 0.20 -0.1049
65 15 70 2 140 74.67 0.5 -4.67 21.8089 43.6178 11.18 4 65 -0.86 0.3051 0.1949 4 0.27 -0.0718
70 15 75 4 300 74.67 0.5 0.33 0.1089 0.4356 11.18 5 70 -0.42 0.1628 0.3372 5 0.33 0.0039
70 15 85 2 170 74.67 0.5 10.33 106.7089 213.4178 11.18 6 70 -0.42 0.1628 0.3372 6 0.40 -0.0628
75 15 90 3 270 74.67 0.5 15.33 235.0089 705.0267 11.18 7 75 0.03 0.012 0.512 7 0.47 0.0453
75 15 N 15 1120 74.67 0.5 -22.69 1059.262 1873.334 11.18 8 75 0.03 0.012 0.512 8 0.53 -0.0213
75 15 74.67 0.5 11.18 9 75 0.03 0.012 0.512 9 0.60 -0.0880
75 15 74.67 0.5 11.18 10 75 0.03 0.012 0.512 10 0.67 -0.1547
85 15 74.67 0.5 11.18 11 85 0.92 0.3212 0.8212 11 0.73 0.0879
85 15 74.67 0.5 11.18 12 85 0.92 0.3212 0.8212 12 0.80 0.0212
90 15 74.67 0.5 11.18 13 90 1.37 0.4147 0.9147 13 0.87 0.0480
90 15 74.67 0.5 11.18 14 90 1.37 0.4147 0.9147 14 0.93 -0.0186
90 15 74.67 0.5 11.18 15 90 1.37 0.4147 0.9147 15 1 -0.0853
1120
Normality control class
x²
Nilai x f fx xbar xbar x-xbar x² f.x² Sd no x zi tabel z fzi fkum szi fzi-szi
50 14 50 3 150 62.5 62.5 0.5 -12.5 156.25 468.75 9.96 1 50 -1.26 0.3962 0.1038 1 0.07 0.0324
50 14 55 2 110 62.5 0.5 -7.5 56.25 112.5 9.96 2 50 -1.26 0.3962 0.1038 2 0.14 -0.0391
50 14 60 2 120 62.5 0.5 -2.5 6.25 12.5 9.96 3 50 -1.26 0.3962 0.1038 3 0.21 -0.1105
55 14 65 3 195 62.5 0.5 2.5 6.25 18.75 9.96 4 55 -0.75 0.2734 0.2266 4 0.29 -0.0591
55 14 70 2 140 62.5 0.5 7.5 56.25 112.5 9.96 5 55 -0.75 0.2734 0.2266 5 0.36 -0.1305
60 14 75 1 75 62.5 0.5 12.5 156.25 156.25 9.96 6 60 -0.25 0.0987 0.4013 6 0.43 -0.0273
60 14 85 1 85 62.5 0.5 22.5 506.25 506.25 9.96 7 60 -0.25 0.0987 0.4013 7 0.50 -0.0987
65 14 N 14 875 62.5 0.5 22.5 943.75 1387.5 9.96 8 65 0.25 0.0987 0.5987 8 0.57 0.0273
65 14 62.5 0.5 9.96 9 65 0.25 0.0987 0.5987 9 0.64 -0.0442
65 14 62.5 0.5 9.96 10 65 0.25 0.0987 0.5987 10 0.71 -0.1156
70 14 62.5 0.5 9.96 11 70 0.75 0.2734 0.7734 11 0.79 -0.0123
70 14 62.5 0.5 9.96 12 70 0.75 0.2734 0.7734 12 0.86 -0.0837
75 14 62.5 0.5 9.96 13 75 1.26 0.3962 0.8962 13 0.93 -0.0324
85 14 62.5 0.5 9.96 14 85 2.26 0.4881 0.9881 14 1 -0.0119
875
83
Appendix 7 the homogenity test calculation
Homogenity experiment class
No x ² xbar
1 60 -14.68 215.502 74.68
2 55 -19.68 387.302 74.68
3 65 -9.68 93.702 74.68
4 70 -4.68 21.902 74.68
5 60 -14.68 215.502 74.68
6 70 -4.68 21.902 74.68
7 75 0.32 0.102 74.68
8 75 0.32 0.102 74.68
9 85 10.32 106.502 74.68
10 90 15.32 234.702 74.68
11 75 0.32 0.102 74.68
12 75 0.32 0.102 74.68
13 90 15.32 234.702 74.68
14 90 15.32 234.702 74.68
15 85 10.32 106.502 74.68
jumlah 1120 1873.336
84
Homogenity control class
No x 2 xbar
1 50 -12.5 156.25 62.5
2 85 22.5 506.25 62.5
3 50 -12.5 156.25 62.5
4 75 12.5 156.25 62.5
5 55 -7.5 56.25 62.5
6 50 -12.5 156.25 62.5
7 65 2.5 6.25 62.5
8 55 -7.5 56.25 62.5
9 60 -2.5 6.25 62.5
10 65 2.5 6.25 62.5
11 65 2.5 6.25 62.5
12 70 7.5 56.25 62.5
13 70 7.5 56.25 62.5
14 60 -2.5 6.25 62.5
Jumlah 875 1387.5
85
Appendix 8 the hypothesis test calculation
Exper Control
xbar xbar No x Y x-xbar y-xbar x-xbar ² y-xbar ²
74.68 62.5 1 60 50 -14.68 -12.5 215.5024 156.25
74.68 62.5 2 55 85 -19.68 22.5 387.3024 506.25
74.68 62.5 3 65 50 -9.68 -12.5 93.7024 156.25
74.68 62.5 4 70 75 -4.68 12.5 21.9024 156.25
74.68 62.5 5 60 55 -14.68 -7.5 215.5024 56.25
74.68 62.5 6 70 50 -4.68 -12.5 21.9024 156.25
74.68 62.5 7 75 65 0.32 2.5 0.1024 6.25
74.68 62.5 8 75 55 0.32 -7.5 0.1024 56.25
74.68 62.5 9 85 60 10.32 -2.5 106.5024 6.25
74.68 62.5 10 90 65 15.32 2.5 234.7024 6.25
74.68 62.5 11 75 65 0.32 2.5 0.1024 6.25
74.68 62.5 12 75 70 0.32 7.5 0.1024 56.25
74.68 62.5 13 90 70 15.32 7.5 234.7024 56.25
74.68 62.5 14 90 60 15.32 -2.5 234.7024 6.25
74.68 15 85 10.32 106.5024
Jumlah 1120 875 -0.2 0 1873.336 1387.5
86
Appendix 9 the critical value liliefors test
87
Appendix 10 table of f distribution
Bilangan Dalam Badan Daftar Menyatakan:
Fp : Baris Atas Untuk P =0,05 dan Baris Bawah untuk p = ( 0,01 )
85
86
Appendix 11 The Score of t Distribution
df atau db Harga Kritis “t” PadaTaraf Signifikansi:
5% 1%
1 2 3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35
36 40 45 50 60 70
12,71 4, 30 3,18 2,78 2,57 2,45 2,36 2,31 2,26 2,23 2,20 2,18 2,16 2,14 2,13 2,12 2,11 2,10 2,09 2,09 2,08 2,07 2,07 2,06 2,06 2,06 2,05 2,05 2,04 2,04 2,03
2,028 2,02 2,02 2,01 2,00 2,00
63,66 9,92 5,84 4,60 4,03 3,71 3,50 3,36 3,25 3,17 3,11 3,06 3,01 2,98 2,95 2,92 2,90 2,88 2,86 2,84 2,83 2,82 2,81 2,80 2,79 2,78 2,77 2,76 2,76 2,75 2,72
2,719 2,71 2,69 2,68 2,65 2,65
87
80 90 100 1
1,99 1,99 1,98
2
2,64 2,63 2,63
3 125 150 200 300 400 500 1000
1,98 1,98 1,97 1,97 1,97 1,96 1,96
2,62 2,61 2,60 2,59 2,59 2,59 2,58
88
Appendix 12
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MAS AL-IHSANIYAH
Kelas/Semester : XI/1 ( experimental class)
Mata Pelajaran : Bahasa Inggris
Skill : Listening
Materi : Explanation Text
Alokasi Waktu : 1-4 Pertemuan 2 × 40 menit
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, tolerans, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
89
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metoda sesuai kaidah keilmuan
89
B. Kompetensi Dasar dan Indikator
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari Bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab,
peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks
explanation lisan dan tulis dengan memberi
dan meminta informasi terkait gejala alam
atau sosial yang tercakup dalam mata
pelajaran lain dikelas XI, sesuai dengan
konteks penggunaannya.
4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks explanation lisan dan tulis,
terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain dikelas XI.
1.1 Siswa dapat mensyukuri kesempatan
dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional
yang diwujudkan dalam semangat belajar.
2.3 Siswa dapat menunjukkan perilaku
tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi
fungsional.
3.8 Siswa sapat membedakan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa
teks explanation lisan dan tulis dengan
memberi dan meminta informasi terkait
gejala alam atau sosial yang tercakup dalam
mata pelajaran lain dikelas XI, sesuai dengan
konteks penggunaannya.
4.8 Siswa dapat menangkap makna secara
kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation
lisan dan tulis, terkait gejala alam atau sosial
yang tercakup dalam mata pelajaran lain
dikelas XI.
C. Tujuan Pembelajaran
1. Siswa dapat mensyukuri kesempatan dapat mempelajari Bahasa Inggris
sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
90
2. Siswa dapat menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3. Siswa sapat membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan meminta
informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran
lain dikelas XI, sesuai dengan konteks penggunaannya.
4. Siswa dapat menangkap makna secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain dikelas XI.
D. Materi Pembelajaran
Explanation text adalah salah satu jenis teks dalam Bahasa Inggris
yang menjelaskan mengenai suatu proses. Para pakar Bahasa Inggris
mendefinisikan explanation text sebagai berikut: “Explanation is a text which
tells processes relating to forming of natural, social, scientific and cultural
phenomena. Explanation text is to say „why‟ and „how‟ of the forming of the
phenomena. It is often found in science, geography and history text book.
Berbicara mengenai proses, teks ini hampir sama dengan procedure text. Namun,
jika procedure text menjelaskan cara melakukan sesuatu (proses), teks ini
menjelaskan bagaimana suatu proses tersebut terjadi. Dengan begitu, dapat kita
ketahui bahwa explanation text berfungsi untuk memberikan informasi kepada
pembaca tentang suatu proses tersebut.
Explanation Text 1
Rainbow
Almost everyone very likes a natural phenomenon called the rainbow.
To the extent that a lot of people create an art work like song, cake, and the other
work after seeing the beautiful colors of the rainbow. But, do you know how the
phenomenon of the appearance of the rainbow happens? Rainbow occurs
because of the refraction of light. The sunlight that shines in between the rain
91
drops is refracted by the rain drops. This process separates the white light of the
sunlight into a spectrum of different colors.
The spectrum of colors are red, orange, yellow, green, blue, indigo,
and violet. Or what we often memorize as the abbreviation "ROY G BIV /
mejikuhibiniu.” Then the colors reflect in the back drops of rain, resulting the
light which looks arched and becomes the rainbow.
Explanation Text 2
Flood
Flood is a natural incident in which a dry area or a dry piece of land
suddenly gets submerged under water. Water moves from higher ground level to
lower ground level. Whenever it rains heavily and there is less drainage, flooding
occurs. When there is too much water behind the dams, the force of water breaks
it causing overflowing of water which results in flooding. Sea water can be
carried by strong winds and hurricanes onto dry coastal land which results in
flooding. When the temperature rises, ice melts, resulting in immense movement
of water into dry places.
A flood which develops in less than six hours is called a flash flood.
The Rapit-Onset flood last for usually one or two days only. They ten to develop
slowly and can last for days and weeks. Slow onset floods occur in Bangladesh
every year causing many diseases. Storm surge floods happens during a storm,
hurricane or cyclone. It was severe in New Orlens, USA during Hurricane Katria
in2007. If you have pre information about flooding, be prepared to evacuate.
Turn of the gas and electrical appliances. Try going to a place that is on higher
ground. Stay away from power lines and power cables. Keep a list of emergency
contacts with you. Use extreme caution when entering buildings after a flood.
92
Explanation Text 3
How Rain is Formed
Let‟s look at the size of rain and how rain drops fall. When the sun
shines on water the earth‟s surface the heat of the sun warms. The water turning
it into an invisible gas called water vapour this process the changing of water
into a gas is called evaporation because gases are lighter than liquids. Water
vapor rises up into the sky and the futher you move up and away from the
Earth‟s surface. The code and the temperature gets in the sky the water vapor
cools and change back into tiny water droples this change is called condensation
and is the opposite of evaporation. Clouds are made up of tiny water droplets so
when condensation occurs in the sky clouds form and grow.
When water droplets bump into one another they stick together and
grow in size they continue to grow until they are too heavy and fall as rain. They
even grows they bump into one another on another on their journey from the
cloud to the ground and every single raindrop that reaches the ground is made up
1 million of the original tiny water droplets. Raindrop fall on the ground surface
or the sun can shine on them and the whole process happens again. This is called
the water cycle and keeps water moving from the ground to the sky providing.
The water needed for plants, animal,and people to survive.
Explanation Text 4
How Cell Phone Work?
A cell phone is a great gadget in this modern world. What is a cell
phone? A cell phone is actually a radio in certain way. Like a radio, by a cell
phone we can communicate to other people in real time. Million people use cell
phone for their communication. Even nowadays, people use cell phones to
communicate in voice, written and data. Alexander Graham Bell is the person
who make great change in the way people communicate to each other. He
93
invented a cell phone in 1876. While wireless radio was formally known in 1894
presented by Guglielmo Marconi. By these two technologies, then a cell phone
was born. However do you know how actually cell phones work? This short
explanation on how a cell phone work is really wonderful. A cell phone or in
long term “cellular telephone‟ works by transmitting signals of radio to towers of
cellular. The towers are networked to a central switching station. The connection
usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles every calls in certain
given area is directed connected to the wire-based telephone system. Cellulars
are pick up by the towers and relayed to another cellular telephone user or the
user of wire-based telephone network. the towers vary in the capacity and
capability to receive signals. Some can receive the signal from short distance and
the others can receive more distance. However, there are usually more than one
tower in certain given area so that the system can handle the increasing
telephone traffic.
Generic Structure of Explanation Text
1. General Statement
Berisi tentang informasi umum mengenai topik yang akan dibahas
dalam teks.
2. Explanation
Berisi serangkaian kejadian-kejadian (sequence of events) dari suatu
proses yang merupakan topik dari teks. Kita juga bisa menjelaskan dengan
menggunakan pertanyaan mengapa dan bagaimana, agar penjelasan yang kita
sampaikan lebih komprehensif.
1. Closing
94
Bagian closing atau penutup bersifat pilihan atau tidak harus ada pada
teks ini. Bagian ini dapat berisi informasi tambahan atau opini penulis
mengenai topik yang dibahas.
Ciri-ciri Explanation Text
1. Menggunakan Simple Present Tense
2. Menggunakan Action Verbs
3. Menggunakan Passive Voices
4. Menggunakan Noun Phrases
5. Menggunakan Technical Terms
6. Berisi penjelasan mengenai proses
Unsur Kebahasaan
1. Penggunaan simple present tense (s+v1s/es)
2. Penggunaan abstract noun
3. Penggunaan passive voice
4. Penggunaan action verbs.
5. Penggunaan compound and complex sentences
E. Metode Pembelajaran
1. Dictogloss technique
a. Guided dictation
b. Dictation for mix class
c. Competion dictation
d. Questions and answer
F. Media dan Alat Pembelajaran
2. Media
Worksheet atau lembar kerja (siswa)
3. Alat
Spidol dan papan tulis
F. Sumber Belajar
95
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas
XI, Kemendikbud, Revisi Tahun 2017
Kamus bahasa inggris
Teks dan internet
Kegiatan Pembelajaran
Pertemuan ke 1
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti
Mengamati
Guru menjelaskan tentang teks
explanation
Siswa mendengarkan explanation text
tentang Rainbow yang dibacakan
secara lantang oleh guru dengan
teknik dictogloss summeries
60 menit
96
Menanyakan
Dengan bimbingan guru, siswa
menanyakan arti kata yang sulit yang
ada dalam teks yang mereka dengar
Mengumpulkan data
Guru membagi siswa kedalam tiga
kelompok
Siswa berfokus pada ide-ide atau kata
kunci yang ada dalam teks yang
didengarkan
Mengkomunikasikan
Guru meminta siswa untuk
mendiskusikan hasil nya pada
kelompoknya masing-masing dan
hasil yang benar ditulis pada satu
kertas saja
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis kedepan kelas
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Penutup guru menyimpulkan materi yang sudah
di pelajari
10 menit
97
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
Pertemuan ke 2
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengamati
Guru memberikan arahan kepada
siswa untuk mendengarkan text
explanation tentang Flood
Siswa harus berkonsentrasi dalam
mendengarkan teks yang dibacakan
oleh guru.
Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
60 menit
98
Siswa menganalisis setiap paragraph
yang ada dalam teks yang didengar
Kemudian siswa menulis urutan teks
yang benar setelah mereka
mengdengar teks yang dibacakan oleh
guru
Mengkomunikasikan
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
10 menit
99
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
Pertemuan ke 3
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru membacakan dengan lantang
text explanation tentang how rain is
formed
Siswa mendengarkan secara hati-hati
dalam setiap kalimat
Siswa bisa berdiskusi dengan
kelompoknya tanpa harus menunggu
60 menit
100
teks selesai dibaca semua
Setiap kalimat guru menjedanya untuk
memberi kesempatan kepada siswa
berdiskusi.
Mengkomunikasikan
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
10 menit
101
Peserta didik dan guru mengucapkan
salam penutup
Pertemuan ke 4
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru membaca text explanation
tentang How cell phone work
Guru meminta siswa untuk menyimak
dengan seksama dan mencari maksud
dari teks yang mereka dengar
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
60 menit
102
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
10 menit
G. Penilaian
a. Teknik penilaian
Unjuk kerja
b. Bentuk instrumen
Unjuk kerja
c. Contoh instrumen
Unjuk kerja
Instrumen penilaian tes praktik
Aspek Penilaian Catatan Jenis Kegiatan
Listening Skill
a. Comprehension (pemahaman)
b. Accuracy (ketepatan)
c. Pronountiation (pengucapan Unjuk kerja Listening Skill.
d. Vocabulary (kosa kata)
103
e. Spelling (ejaan)
Jumlah skor
Pedoman penilaian:
Jawaban benar nilai skor = 1
Jawaban salah nilai skor = 0
Nilai maksimal = 20
Nilai perolehan=
Scoring Criteria
No Interval Criteria
1. 91 up to 100 Excellent
2. 81 up to 90 Very good
3. 71 up to 80 Good
4. 61 up to 70 Enough
5. 51 up to 60 Poor
6. ≥ 50 Very poor
Peneliti Guru Bahasa Inggris
ENDANG AFRIANI SRI PUJI ASTUTI,S.Pd
NIM. TE161719
Kepala Madrasah
Hamdi, S.Pd.I
NIP.197204201997031002
104
104
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MAS AL-IHSANIYAH
Kelas/Semester : XI/2
Mata Pelajaran : Bahasa Inggris (control class)
Skill : Mendengarkan (Listening)
Materi : Explanation Text
Alokasi Waktu : 2 × 40 menit
Kompetensi Inti
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual,prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni,budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian,
serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait denganpengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dankreatif, serta mampu menggunakan metoda sesuai kaidah
keilmuan.
G. Kompetensi Dasar
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
explanation lisan dan tulis dengan memberi dan meminta informasi terkait gejala
alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan
konteks penggunaannya
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang
tercakup dalam mata pelajaran lain di kelas XI.
H. Indikator Pencapaian Kompetensi
1. Menentukan fungsi teks explanation.
2. Menentukan tujuan teks explanation.
3. Menemukan informasi yang terdapat dalam teks explanation.
4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks teks
explanation.
5. Menyusun teks explanation, dengan memperhatikan fungsi sosial, struktur teks,
dan unsurkebahasaan yang benar dan sesuai konteks.
I. Metode Pembelajaran
Saintific approach
J. Media dan Alat Pembelajaran
4. Media
Worksheet atau lembar kerja (siswa)
Speaker
5. Alat
Spidol dan papan tulis
H. Sumber Belajar
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas
XI, Kemendikbud, Revisi Tahun 2017
Kamus bahasa inggris
Teks dan internet
I. Materi Pembelajaran
Explanation text adalah salah satu jenis teks dalam Bahasa Inggris
yang menjelaskan mengenai suatu proses. Para pakar bahasa inggris
mendefinisikan explanation text sebagai berikut: “Explanation is a text which
tells processes relating to forming of natural, social, scientific and cultural
phenomena. Explanation text is to say „why‟ and „how‟ of the forming of the
phenomena. It is often found in science, geography and history text book.
Berbicara mengenai proses, teks ini hampir sama dengan procedure text. Namun,
jika procedure text menjelaskan cara melakukan sesuatu (proses), teks ini
menjelaskan bagaimana suatu proses tersebut terjadi. Dengan begitu, dapat kita
ketahui bahwa explanation text berfungsi untuk memberikan informasi kepada
pembaca tentang suatu proses tersebut.
Text Explanation 1
Rainbow
Almost everyone very likes a natural phenomenon called the rainbow.
To the extent that a lot of people create an art work like song, cake, and the other
work after seeing the beautiful colors of the rainbow. But, do you know how the
phenomenon of the appearance of the rainbow happens? Rainbow occurs
because of the refraction of light. The sunlight that shines in between the rain
drops is refracted by the rain drops. This process separates the white light of the
sunlight into a spectrum of different colors.
The spectrum of colors are red, orange, yellow, green, blue, indigo,
and violet. Or what we often memorize as the abbreviation "ROY G BIV /
mejikuhibiniu.” Then the colors reflect in the back drops of rain, resulting the
light which looks arched and becomes the rainbow.
Text Explanation 2
Flood
Flood is a natural incident in which a dry area or a dry piece of land
suddenly gets submerged under water. Water moves from higher ground level to
lower ground level. Whenever it rains heavily and there is less drainage, flooding
occurs. When there is too much water behind the dams, the force of water breaks
it causing overflowing of water which results in flooding. Sea water can be
carried by strong winds and hurricanes onto dry coastal land which results in
flooding. When the temperature rises, ice melts, resulting in immense movement
of water into dry places.
A flood which develops in less than six hours is called a flash flood.
The Rapit-Onset flood last for usually one or two days only. They ten to develop
slowly and can last for days and weeks. Slow onset floods occur in Bangladesh
every year causing many diseases. Storm surge floods happens during a storm,
hurricane or cyclone. It was severe in New Orlens, USA during Hurricane Katria
in2007. If you have pre information about flooding, be prepared to evacuate.
Turn of the gas and electrical appliances. Try going to a place that is on higher
ground. Stay away from power lines and power cables. Keep a list of emergency
contacts with you. Use extreme caution when entering buildings after a flood.
Text Explanation 3
How Rain is Formed
Let‟s look at the size of rain and how rain drops fall. When the sun
shines on water the earth‟s surface the heat of the sun warms. The water turning
it into an invisible gas called water vapour this process the changing of water
into a gas is called evaporation because gases are lighter than liquids. Water
vapor rises up into the sky and the futher you move up and away from the
Earth‟s surface. The code and the temperature gets in the sky the water vapor
cools and change back into tiny water droples this change is called condensation
and is the opposite of evaporation. Clouds are made up of tiny water droplets so
when condensation occurs in the sky clouds form and grow.
When water droplets bump into one another they stick together and
grow in size they continue to grow until they are too heavy and fall as rain. They
even grows they bump into one another on another on their journey from the
cloud to the ground and every single raindrop that reaches the ground is made up
1 million of the original tiny water droplets. Raindrop fall on the ground surface
or the sun can shine on them and the whole process happens again. This is called
the water cycle and keeps water moving from the ground to the sky providing.
The water needed for plants, animal,and people to survive.
Text Explanation 4
How Cell Phone Work?
A cell phone is a great gadget in this modern world. What is a cell
phone? A cell phone is actually a radio in certain way. Like a radio, by a cell
phone we can communicate to other people in real time. Million people use cell
phone for their communication. Even nowadays, people use cell phones to
communicate in voice, written and data. Alexander Graham Bell is the person
who make great change in the way people communicate to each other. He
invented a cell phone in 1876. While wireless radio was formally known in 1894
presented by Guglielmo Marconi. By these two technologies, then a cell phone
was born. However do you know how actually cell phones work? This short
explanation on how a cell phone work is really wonderful. A cell phone or in
long term “cellular telephone‟ works by transmitting signals of radio to towers of
cellular. The towers are networked to a central switching station. The connection
usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles every calls in certain
given area is directed connected to the wire-based telephone system. Cellulars
are pick up by the towers and relayed to another cellular telephone user or the
user of wire-based telephone network. the towers vary in the capacity and
capability to receive signals. Some can receive the signal from short distance and
the others can receive more distance. However, there are usually more than one
tower in certain given area so that the system can handle the increasing
telephone traffic.
Kegiatan Pembelajaran
Pertemuan ke 1
Kegiatan Pembelajaran Alokasi Waktu
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
Pendahuluan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru memutar audio text explanation
tentang rainbow menggunakan
speaker
Guru meminta siswa untuk menyimak
dengan seksama dan mencari maksud
dari teks yang mereka dengar
Mengkomunikasikan
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
60 menit
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
10 menit
Pertemuan ke 2
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru memutar audio text explanation
tentang flood menggunakan speaker
Guru meminta siswa untuk mencari
maksud dari teks yang mereka dengar
Mengkomunikasikan
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
60 menit
Penutup guru menyimpulkan materi yang sudah
di pelajari
10 menit
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
Pertemuan ke 3
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru memutar audio text explanation
tentang how rain is formed
menggunakan speaker
Guru meminta siswa untuk menyimak
dengan seksama dan mencari maksud
dari teks yang mereka dengar
Mengkomunikasikan
60 menit
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
10 menit
Pertemuan ke 4
Kegiatan Pembelajaran Alokasi Waktu
Pendahuluan
Guru memberi salam (greeting)
Guru memeriksa kehadiran siswa, dan
kesipan siswa untuk belajar baik
secara fisik atau psikis
Guru berkomunikasi dengan siswa
dan memberi beberapa pertanyaan
pancingan untuk materi yang akan
diajarkan
Guru menyampaiakan tujuan dari
pembelajaran
10 menit
Kegiatan Inti Mengumpulkan data
Guru membagi siswa kedalam
beberapa kelompok
Guru memutar audio text explanation
tentang How Cell phone work
menggunakan speaker
Guru meminta siswa untuk menyimak
dengan seksama dan mencari maksud
dari teks yang mereka dengar
Mengkomunikasikan
Guru meminta siswa untuk
membandingkan hasil dari yang
mereka dengar dan diskusikan dengan
hasil grup yang lain
Setiap perwakilan kelompok harus
mempersentasikan hasil yang mereka
tulis
Mengasosiasi
60 menit
Guru memberikan feedback tentang
jawaban dan isi dari teks explanation
tersebut
Mengamati
Guru menjelaskan tentang teks
explanation
Menanyakan
Dengan bimbingan dan arahan dari
guru siswa menanyakan materi yang
belum mereka pahami
Penutup guru menyimpulkan materi yang sudah
di pelajari
Peserta didik dan guru saling memberi
umpan balik terhadap proses dan hasil
pembelajaran
Peserta didik dan guru mengucapkan
salam penutup
10 menit
J. Penilaian
b. Teknik penilaian
Unjuk kerja
b. Bentuk instrumen
Unjuk kerja
c. Contoh instrumen
Unjuk kerja
Pedoman penilaian:
Jawaban benar nilai skor = 1
Jawaban salah nilai skor = 0
Nilai maksimal = 20
Nilai perolehan=
Scoring Criteria
No Interval Criteria
1. 91 up to 100 Excellent
2. 81 up to 90 Very good
3. 71 up to 80 Good
4. 61 up to 70 Enough
5. 51 up to 60 Poor
6. ≥ 50 Very poor
Peneliti Guru Bahasa Inggris
ENDANG AFRIANI SRI PUJI ASTUTI,S.Pd
NIM. TE161719
Kepala Madrasah
Hamdi, S.Pd.I
NIP.197204201997031002
117
Appendix 13
SILABUS Bahasa Inggris Umum
Satuan Pendidikan : SMA/MA
Kelas : XI (Sebelas)
Kompetensi Inti :
KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan
mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai),
bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar,
bangsa, negara, kawasan regional, dan kawasan internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural,
dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan
kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi
dan meminta informasi terkait saran
dan tawaran, sesuai dengan konteks
penggunaannya. (Perhatikan unsur
kebahasaan should, can)
FungsiSosial Menjaga
hubungan
interpersonal
dengan guru,
teman, dan orang
lain.
Struktur Teks - Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan - Ungkapan
yang
menunjukkan
saran dan
tawaran,
dengan modal
should dan can
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
- Menyimak, membaca, dan
menirukan, guru membacakan
beberapa teks pendek
berisisaran dan tawaran
dengan ucapan dan tekanan
kata yang benar
- Menanyakan hal-hal yang
tidak diketahui atau yang
berbeda
- Menentukan modal yang tepat
untuk diisikan ke dalam
kalimat-kalimat rumpang
- Diberikan beberapa situasi,
membuat beberapa saran dan
tawaran yang sesuai secara
tertulis kemudian dibacakan
ke kelas
- Melakukan pengamatan di
lingkungan sekolah dan
sekitarnyauntuk membuat
serangkaian saran dan tawaran
untuk memperbaikinya
- Melakukan refleksi tentang
proses dan hasil belajarnya
4.1 Menyusun teks interaksi
transaksional, lisan dan tulis, pendek
dan sederhana, yang melibatkan
tindakan memberi dan meminta
informasi terkait saran dan tawaran,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
118
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Situasi yang
memungkinkan
pemberian saran
dan tawaran
melakukan
tindakan yang
dapat
menumbuhkan
perilaku yang
termuat di KI
3.2 Menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi
dan meminta informasi terkait
pendapat dan pikiran, sesuai dengan
konteks penggunaannya. (Perhatikan
unsur kebahasaan I think, I suppose,
in my opinion)
Fungsi Sosial Menjaga
hubungan
interpersonal
dengan guru,
teman, dan orang
lain.
Struktur Teks - Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan - Ungkapan
menyatakan
pendapat I
think, I
suppose, in my
opinion
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
- Menyaksikan/menyimak
beberapa interaksi dalam
media visual (gambar atau
video) yang melibatkan
pernyataan pendapat dan
pikiran
- Mengidentifikasi dan
menyebutkan situasi yang
memunculkan pernyataan
pendapat dan pikiran dan
menyebutkan pernyataan yang
dimaksud
- Bertanya dan
mempertanyakan tentang hal-
hal yang tidak diketahui atau
berbeda
- Diberikan beberapa situasi
peserta didik menyatakan
pendapat dan pikirannya yang
sesuai secara tertulis
kemudian dibacakan ke kelas
- Melakukan pengamatan di
lingkungan daerahnya dan
sekitarnyadan kemudian
menyatakan pendapat dan
pikirannya terkait dengan
upaya menjaga, memelihara
dan memperbaikinya
- Melakukan refleksi tentang
proses dan hasil belajar
4.2 Menyusun teks interaksi
transaksional, lisan dan tulis, pendek
dan sederhana, yang melibatkan
tindakan memberi dan meminta
informasi terkait pendapat dan
pikiran, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
119
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
tulisan tangan
Topik Situasi yang
memungkinkan
munculnya
pernyataan
tentang pendapat
dan pikiran yang
dapat
menumbuhkan
perilaku yang
termuat di KI
3.3 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk undangan
resmi dengan memberi dan meminta
informasi terkait kegiatan
sekolah/tempat kerja sesuai dengan
konteks penggunaannya
Fungsi Sosial Menjaga
hubungan
interpersonal
dalam konteks
resmi
Struktur Teks Dapat mencakup:
- Sapaan
- Isi
- Penutup
Unsur
Kebahasaan - Ungkapan dan
istilah yang
digunakan
dalam
undangan
resmi
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Acara formal
yang terkait
dengan sekolah,
rumah, dan
- Mencermati dan menemukan
perbedaan dan persamaan dari
beberapa undangan resmi
untuk beberapa acara yang
berbeda
- Mengidentifikasi dan
menyebutkan bagian-bagian
dari undangan dengan ucapan
dan tekanan kata yang benar
- Mencermati beberapa
undangan resmi lainnya, dan
mengidentifikasi bagian-
bagiannya serta ungkapan-
ungkapan yang digunakan
- Diberikan beberapa undangan
resmi yang tidak lengkap, dan
kemudian melengkapinya
dengan kata dan ungkapan
yang sesuai
- Diberikan deskripsi tentang
acara yang akan dilaksanakan,
dan kemudian membuat
undangan resminya
- Menempelkan undangan di
dinding kelas dan bertanya
jawab dengan pembaca (siswa
lain, guru) yang datang
membacanya
- Melakukan refleksi tentang
proses dan hasil belajarnya
4.3 Teks undangan resmi
4.3.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks khusus dalam bentuk undangan
resmi lisan dan tulis, terkait kegiatan
sekolah/tempat kerja
4.3.2 Menyusun teks khusus dalam bentuk
undangan resmi lisan dan tulis,
terkait kegiatan sekolah/tempat
kerja, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai
konteks
120
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
masyarakat yang
dapatmenumbuhk
an perilaku yang
termuat di KI
Multimedia Layout yang
membuat
tampilan teks
lebih menarik.
3.4 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks eksposisi analitis lisan dan tulis
dengan memberi dan meminta
informasi terkait isu aktual, sesuai
dengan konteks penggunaannya
Fungsi Sosial Menyatakan
pendapat,
mempengaruhi,
dengan
argumentasi
analitis
Struktur Teks Dapat mencakup
- Pendapat/pand
angan
- Argumentasi
secara analitis
- Kesimpulan
Unsur
Kebahasaan - Ungkapan
seperti I
believe, I think
- Adverbia first,
second, third
…
- Kata
sambungTheref
or,
consequently,
based on the
arguments
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
- Membaca dua teks eksposisi
analitis tentang isu-isu aktual
yang berbeda.
- Mencermati satu tabel yang
menganalisis unsur-unsur
eksposisi, bertanya jawab, dan
kemudian menerapkannya
untuk menganalisis satu teks
lainnya
- Mencermati rangkaian kalimat
yang masing-masing
merupakan bagian dari tiga
teks eksposisi yang dicampur
aduk secara acak, untuk
kemudian bekerja sama
mengelompokkan dan
menyusun kembali menjadi
tiga teks eksposisi analitis
yang koheren, seperti aslinya
- Membacakan teks-teks
eksposisi tsb dengan suara
lantang di depan kelas, dengan
ucapan dan tekanan kata yang
benar
- Membuat teks eksposisi
menyatakan pandangannya
tentang satu hal di sekolah,
desa, atau kotanya.
- Menempelkan teks tsb di
dinding kelas dan bertanya
jawab dengan pembaca (siswa
lain, guru) yang datang
membacanya
- Melakukan refleksi tentang
proses dan hasil belajarnya
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks eksposisi analitis lisan dan tulis,
terkait isu aktual
4.4.2 Menyusun teks eksposisi analitis
tulis, terkait isu aktual, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
121
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
tulisan tangan
Topik Isu-isu aktual
yang perlu
dibahas yang
menumbuhkan
perilaku yang
termuat di KI
3.5 Menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi
dan meminta informasi terkait
keadaan /tindakan/ kegiatan/
kejadian tanpa perlu menyebutkan
pelakunya dalam teks ilmiah, sesuai
dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan
passive voice)
Fungsi Sosial Mendeskripsikan,
memaparkan
secara obyektif
Struktur Teks - Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan - Kalimat
deklaratif dan
interogatif
dalam passive
voice
- Preposisiby
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Benda, binatang,
tumbuh-
tumbuhan, yang
terkait dengan
mata pelajaran
lain yang
menumbuhkan
perilaku yang
termuat di KI
- Membaca dan mencermati
beberapa deskripsi tentang
produk seni budaya dari
beeberapa negara dengan
banyak menggunakan kalimat
pasif
- Membacakan deskripsi setiap
produk budaya secara lisan di
depan kelas secara bermakna
dengan ucapan dan tekanan
yang benar
- Melengkapi teks tentang suatu
produk yang kata kerjanya
banyak yang dihilangkan
dengan kata kerja yang makna
tepat berbentuk pasif, dengan
grammar dan ejaan yang benar
- Membacakan deskripsi setiap
produk budaya yang sudah
lengkap di depan kelas secara
bermakna dengan ucapan dan
tekanan yang benar
- Melakukan refleksi tentang
proses dan hasil belajarnya
4.5. Menyusun teks interaksi
transaksional lisan dan tulis yang
melibatkan tindakan memberi dan
meminta informasi terkait
keadaan/tindakan/kegiatan/ kejadian
tanpa perlu menyebutkan pelakunya
dalam teks ilmiah, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
122
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
3.6 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk surat
pribadi dengan memberi dan
menerima informasi terkait kegiatan
diri sendiri dan orang sekitarnya,
sesuai dengan konteks
penggunaannya
Fungsi Sosial Menjalin
kedekatan
hubungan antar
pribadi
Struktur Teks Dapat mencakup
- Tempat dan
tanggal
- Penerima
- Sapaan
- Isi surat
- Penutup
Unsur
Kebahasaan - Ungkapan
keakraban
yang lazim
digunakan
dalam surat
pribadi
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Pengalaman,
informasi, hallain
yang terkait
dengan sekolah,
rumah, dan
masyarakat yang
dapat
menumbuhkan
perilaku yang
termuat di KI
- Menyimak dan menirukan
guru membacakan beberapa
contoh surat pribadi dengan
ucapan, dan tekanan kata yang
benar.
- Membaca dengan suara
lantang dan bermakna, dengan
ucapan dan tekanan kata yang
benar
- Mencermati satu tabel yang
menganalisis unsur-unsur
eksposisi, bertanya jawab, dan
kemudian menerapkannya
untuk menganalisis dua surat
pribadi lainnya
- Mencermati rangkaian kalimat
yang masing-masing
merupakan bagian dari tiga
surat pribadi yang dicampur
aduk secara acak, untuk
kemudian bekerja sama
mengelompokkan dan
menyusun kembali menjadi
tiga surat pribadi yang
koheren, seperti aslinya
- Membuat surat pribadi untuk
satu orang teman di kelas
tentang suatu hal yang
relevan, dan kemudian
membalasnya
- Melakukan refleksi tentang
proses dan hasil belajar
4.6 Teks surat pribadi
4.6.1 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks khusus dalam bentuk surat
pribadi terkait kegiatan diri sendiri
dan orang sekitarnya
4.6.2 Menyusun teks khusus dalam bentuk
surat pribadi terkait kegiatan diri
sendiri dan orang sekitarnya, lisan
dan tulis, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai
konteks
3.7 Menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi
Fungsi Sosial Menjelaskan,
memberikan
- Menyaksikan/menyimak
beberapa interaksi dalam
media visual (gambar atau
123
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
dan meminta informasi terkait
hubungan sebab akibat, sesuai
dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan
because of ..., due to ..., thanks to ...)
alasan,
mensyukuri, dsb.
Struktur Teks - Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan - Kata yang
menyatakan
hubungan
sebab akibat:
because of ...,
due to ...,
thanks to ...
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Keadaan,
perbuatan,
tindakan di
sekolah, rumah,
dan sekitarnya
yang layak
dibahas melalui
sebab akibat yang
dapat
menumbuhkan
perilaku yang
termuat di KI.
video) yang melibatkan
pernyataansebab akibat
- Mengidentifikasi dan
menyebutkan situasi yang
memunculkan pernyataan
sebab akibat dan menyebutkan
pernyataan yang dimaksud
- Bertanya dan
mempertanyakan tentang hal-
hal yang tidak diketahui atau
berbeda
- Diberikan beberapa situasi
peserta didik menulis teks
pendek yang melibatkan
pernuataan sebab akibatdan
kemudian dibacakan ke kelas
- Melakukan pengamatan di
lingkungan daerahnya dan
sekitarnyadan kemudian
membuat beberapa pandangan
yang melibatkansebab akibat
terkait dalam upaya menjaga,
memelihara dan
memperbaikinya
- Melakukan refleksi tentang
proses dan hasil belajar
4.7 Menyusun teks interaksi
transaksional lisan dan tulis yang
melibatkan tindakan memberi dan
meminta informasi terkait hubungan
sebab akibat, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
3.8 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks explanation lisan dan tulis
dengan memberi dan meminta
informasi terkait gejala alam atau
sosial yang tercakup dalam mata
pelajaran lain di kelas XI, sesuai
dengan konteks penggunaannya
Fungsi Sosial Menjelaskan,
memberi
gambaran alasan
terjadinya suatu
fenomena
Struktur Teks
- Membaca beberapa teks
information report terkait mata
pelajaran lain di Kelas IX
- Menggunakan alat analisis,
mengidentifikasi bagian-
bagian struktur teks report dan
mengamati cara
124
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks explanation lisan dan tulis,
terkait gejala alam atau sosial yang
tercakup dalam mata pelajaran lain
di kelas XI
Dapat mencakup:
- fenomena
- identitas gejala
- rangkaian
penjelasan
Unsur
Kebahasaan - Adverbia first,
then, following,
finally
- Hubungan
sebab-akibat (if
–then, so, as a
consequence,
since, due to,
because of,
thanks to
- Kalimat pasif,
dalamtenses
yang present
- Ucapan,
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik Benda-benda non
manusia, seperti
air, penguapan,
hujan dengan
paparan yang
menumbuhkan
perilaku yang
termuat dalam KI
penggunaanya, seperti yang
dicontohkan
- Bertanya jawab tentang
beberapa teks lain lagi dengan
topik yang berbeda
- Mengumpulkan informasi dari
berbagai sumber untuk
membuat teks-teks tentang
fenomena alam pendek dan
sederhana.
- Menempelkan teks masing-
masing di dinding kelas untuk
dibaca temannya
- Mempresentasikan teksnya
kepada teman-teman yang
datang membaca
- Melakukan langkah yang
sama dengan topik fenomena
sosial
- Melakukan refleksi tentang
proses dan hasil belajarnya
3.9 Menafsirkan fungsi sosial dan unsur
kebahasaan lirik lagu terkait
kehidupan remaja
SMA/MA/SMK/MAK
Fungsi sosial Mengembangkan
nilai-nilai
kehidupan dan
karakter yang
positif
Unsur
kebahasaan - Kosa kata dan
tata bahasa
dalam lirik
lagu
- Ucapan,
- Membahas hal-hal yang
terkait dengan tema lagu yang
liriknya akan segera dibaca
- Membaca dan mencermati isi
lirik lagu terkait dengan
pembahasan sebelumnya
- Menyimak, dan menirukan
guru membaca lirik lagu
secara bermakna
- Menyebutkan bagian-bagian
yang terkait dengan pesan-
pesantertentu
- Membahas pemilihan kata
tertentu terkait dengan tema
4.9 Menangkap makna secara
kontekstual terkait fungsi sosial dan
unsur kebahasaan lirik lagu terkait
kehidupan remaja
SMA/MA/SMK/MAK
125
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
tekanan kata,
intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik
Hal-hal yang
dapat
memberikan
keteladanan dan
menumbuhkan
perilaku yang
termuat di KI
lagu
- Melakukan refleksi tentang
proses dan hasil belajarnya
126
Appendix 12 documentation
a. Class experiment
127
128
b. Class control
129
130
CONSULTATION CARD
Name : Endang Afriani
Student ID : TE.161719
Advisior I : Dr. Tuti Indriyani, M.Pd
Title : The Effect of Dictogloss Technique on Students‟ Listening
Comprehension at Eleventh Grade MAS Al-Ihsaniyah Muaro
Jambi
Faculty : Faculty of Education and Teacher Training
Advisor I
Dr. Tuti Indriyani, M.Pd
NO DAY/DATE MATERIAL
CONSULTATION
SIGNATURE
1 January/15/2020 Chapter I,II & III
2 January/20/2020 Chapter I,II & IV
3 May/04/2020 Chapter
I,II,III,IV&V
4
5
6
7
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI
SULTHAN THAHA SAIFUDDIN JAMBI
126
CONSULTATION CARD
Name : Endang Afriani
Student ID : TE.161719
Advisior I : Ayuliamita Abadi, M.Pd
Title : The Effect of Dictogloss Technique on Students‟ Listening
Comprehension at Eleventh Grade MAS Al-Ihsaniyah Muaro
Jambi
Faculty : Faculty of Education and Teacher Training
NO DAY/DATE MATERIAL
CONSULTATION
SIGNATURE
1 January/21/2020 Chapter I & II
2 January/29/2020 Chapter I & II
3 February/04/2020 Chapter II & III
4 February/06/2020 Chapter III
5 April/25/2020 Chapter
I,II,III,IV& V
6 April/27/2020 Chapter I,II,III,IV
& IV
7 May/01/2020 Chapter IV & V
8 May/04/2020 Acc Munaqasyah
Advisor II
Ayuliamita Abadi, S.Pd.I, M.Pd
CURRICULUM VITAE
Name : Endang Afriani
Date of Birth : Rambutan Masam, 09 April 1998
Gender : Female
Address : Jl. Jambi-MA. Bungo, Kab.Batanghari, Kec.Muara Tembesi,
Kel. Kampung Baru
Email : [email protected]
Contact Person : 0856-6944-5911
Educational Background
No Level of Education Address Graduate
Year
1. SDN 58/1Rambutan Masam Ds.Rambutan Masam,
Kab.Batanghari
2010
2. SMP Negeri 11 Batanghari Simp.Terusan, Kab.Batanghari 2013
3. MAN 3 Batanghari Simp.Terusan, Kab.Batanghari 2016
4. UIN STS JAMBI Sei.Duren, Kec.Jaluko,
Kab.Muaro Jambi
2020
Jambi 15 May 2020
Researcher
Endang Afriani
TE 161719