THE EFFECTIVENESS OF USING DICTOGLOSS AS INTERACTIVE METHOD TO IMPROVE STUDENTS’ LISTENING COMPREHENSION AT MAN 1 TULUNGAGUNG

ABSTRACT Hira, Salma. Registered student. 2813123027. 2016. The effectiveness of using dictogloss as interactive method to improve students’ listening comprehension at man 1 Tulungagung. Thesis. English educational program department of Islamic education state Islamic Institute of Tulungagung. Advisor: Muhammad Basuni, M.Pd Keyword: effectiveness, dictogloss, students’ listening comprehension Listening is the ability to identify and understand what others are saying. Listening involves understanding a speaker’s accent or pronunciation, grammar, and vocabulary. Therefore, mastery of listening is important to create the speaker’s meaning while speaking. In addition, by this study the researcher will try to implement dictogloss to teach listening. This technique is considered to resolve the students’ difficulty in comprehending listening material. The purpose of this study is designed to know how effective the use of dictogloss as interactive method in teaching listening comprehension. The subject of this study is students in eleventh grade at MAN 1 Tulungagung, especially for XI IIK U. The research methodology: quantitative approach used in this study with pre-experimental research design. Because of the subject of study is single class that is XI IIK U, thus the researcher used one group pre-test and post-test research design. The population was the entire students of eleventh grade at MAN 1 Tulungagung which consist of eleven classes. Then, the sample of this study was XI IIK U (Excellent Religion) consisting of thirty students. The instrument in this study was listening test both pre-test and post-test. The researcher used KR-20 to analyze the reliability testing and used SPSS Statistics to analyze the t- test. According to the result of this study, the students’ mean before the treatment were 63.5. Besides, the students’ mean after the treatment was 76.8. Then, the significant level two tails was 0. 00, while the standard level of significant was 0.05. By balancing the significant level and the standard level significant, the researcher got calculation. The calculation showed that the result of tcount was 8.86 and to know whether it was significant or not, the researcher used ttable. It can be known that t with significant level 5% and degree of freedom 29 it was 1.69. In short, the output was 8.86 > 1.69. Thus, it can be categorized that tcount was greater than ttable (tcount > ttable) or the significant level two tails was < the standard level significant (0, 00< 0, 005). Because the significant level two tails was < the standard level significant, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. On the basis of explanation above, it means that there was significant different between students’ listening comprehension before being taught using dictogloss and after being taught using dictogloss. The conclusion was dictogloss as interactive method was improving students’ listening comprehension. In line that that dictogloss can be applied by English teacher in teaching and learning process especially for listening comprehension