CHAPTER 3: RESULTS OF DATA ANALYSIS AND DISCUSSION
3.2. The roles of Dictogloss tasks in improving the effectiveness of students’
3.2.1. Dictogloss tasks increase students’ comprehension of the information heard
The data collection instruments evidenced the opportunities that dictogloss tasks offered to participants in order to improve their overall understanding of the listening text. In this study, dictogloss tasks were included so the participants had other alternatives to comprehend the aural information; this particular finding evidences the role that Dictogloss tasks have in the development of listening comprehension skills. The data taken from students‘
reflection sheets also support this category. For instance, one of the students commented that ―I feel more confident in listening when my teacher provides me key words from the beginning of the lesson. It makes me understand more about the topic, and I feel listening easier to get the information‖. Holding the same views, another student responded that ―I think it‘s necessary to supplement the vocabulary and some grammatical structures before listening, I therefore would understand the listening text better later on‖. Feytein (1991) states that the process performed by the listener in order to understand becomes even more important when it comes to developing listening skills. In the study, dictogloss tasks provide students with alternatives to comprehend the aural information. It can be seen that students were provided with key vocabulary at the beginning of the task as input to follow, understand and reconstruct the text in the preparation stage. According to Wanjnryb (1990) it prepares learners for the subject matter and makes them more receptive to the
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listening in the next stage. Moreover, reconstruction stage encouraged participants‘ listening comprehension, and analysis and corrections allowed students recognize the mistakes when they are retelling the text. One of the students confirmed that ―in reconstruction stage, I can use what I listen from the listening text well to rewrite the story, so it makes me understand the information heard more deeply‖. In other words, dictolgoss tasks allowed participants to have a great deal of comprehension of the information heard.
According to Feyten (1991) who states that the process performed by listener in order to understand becomes even more important for teachers to understand when it comes to developing listening skills.. Obviously, this particular finding evidences the role of Dictogloss tasks have in the development of listening comprehension skills.
3.2.2. Dictogloss tasks offer students different strategies to develop listening comprehension skills
It can be drawn from the listening class observation with the implementation of dictogloss that strategies students use in listening stage prove to be a great help to facilitate their comprehension of main events of the listening text.
Wanjryb (1990) proposes that students must listen at least twice; the first time they must not write; they just have to listen in order to indentify the main events from the text. In other words, students in the first listening are instructed to grasp the gist of the text but not allowed to take any notes (Kondo et al., 2012). In the second time of listening, students must take notes to identify and write key words related to the text. This finding revealed that the strategies which students used to comprehend the text seemed to be a key for the understanding of the text, which latter facilitated them to reconstruct the text.
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