Dictogloss tasks foster students’ interest for lis- 123docz.net

CHAPTER 3: RESULTS OF DATA ANALYSIS AND DISCUSSION

3.1. The students’ attitudes towards Dictogloss – applied listening lessons

3.1.1. Dictogloss tasks foster students’ interest for listening comprehension

With regarding to listening comprehension, the majority of students showed excitement to the dictogloss lessons, and expressed their strong support for these lessons in the interviews. These students suggested that dictogloss was an interesting technique. One student noted ―I really love the reconstruction stage. It is very interesting and I have chance to work with my friends. I can learn a lot of things‖. Another commented that ―I like speaking about the

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topic before listening very much. I really want to show my understanding about the topic.‖This finding can be also supported by the results gained from the students‘ reflection and class observation. One student shared the similar point of view in commenting in their reflection that she loved working with her friends, and she could do finish the exercises more quickly. Obviously, dictogloss procedures make students feel more motivated in their learning listening comprehension through addressing their various needs in learning listening.

The topic of listening lessons also attracts students‘ concerns. From the observation, the researcher found that students seemed to show lots of interest in the first and third listening topic namely ―advantages and disadvantages of playing sports‖ and ―activities after school‖. However when it comes to a bit more challenging topic in the second and fourth lessons called ―smoking in public‖ and ―recycling‖, the students sounded to be not excited. Similarly, one student said in her reflection form that ―I don‘t like the topic about smoking.

It‘s very boring and hard for me to say about it. I want my teacher to choose other topics like teenager‘s life or advantages of Facebook. It would be much more interesting for us‖. Another student also mentioned that ―I somehow feel easy when the topic is easy like the previous lesson talking about favorite sports; it‘s quite familiar with teenagers. I can talk more and therefore I can listen better‖. This raised a question for the teacher to choose the suitable topic to suit students‘ interest. From the class observation, the researchers found that the teacher of the class had changes in choosing various topics addressing students‘ learning preference from the second teaching to the fifth one.

However, there are some students who did not seem to favor this technique.

Some of them indeed did not care how the lessons were run; therefore they did not show their involvement in the lesson. Some students seemed to be struggled to adapt the new technique as they had to change their learning habits when getting involvement in dictogloss lessons. The observation also revealed that some students even did not really participate in the class activities; they found it hard to deal with different tasks in dictogloss process.