IMPROVING STUDENTS’ LISTENING COMPREHENSION ON FAIRY TALE

THROUGH DICTOGLOSS TECHNIQUE

Kartika Ardhia Saputri, Rahayu Apriliaswati, Eusabinus Bunau

English Education Study Program of Teacher Training and Education Faculty
Tanjungpura University, Pontianak
Email : lolipopa22@gmail.com

Abstract
This research aimed to investigate how Dictogloss improved students’ listening
comprehension on fairy tale at tenth grade students of SMA Islamiyah Pontianak in
academic year 2017/2018. The research was Classroom Action Research. The
research subject was tenth grade students in class XA. The writer used field note,
observation checklist, and listening test as tools of collecting data. The data analysis
showed the students’ listening comprehension in discriminating sound of past tense
action verbs improved through preparation stage of Dictogloss. The students’ listening
comprehension in finding specific information of fairy tale improved through dictation
stage of Dictogloss. In addition, the students’ listening comprehension in finding main
idea improved through reconstruction stage of Dictogloss. The students’ concentration
in listening comprehension of fairy tale were improved through reconstruction stage of
Dictogloss. Dictogloss could improve students’ listening comprehension and
concentration in discriminating sound of past tense action verbs, finding specific
information and main idea of fairy tale.

Keywords: Fairy Tale, Dictogloss, Listening Comprehension.

INTRODUCTION comprehension, especially on fairy tale. The

Improving listening comprehension is
crucial for students. It is because listening is
one of language skills that students need to
learn if they want to master English subject.
Listening belongs to an activity that aims to
identify and understand information. Besides,
listening can be the input to learn speaking
because it is a key of communication.
Furthermore, listening has an important role
for students. Students can identify and
comprehend messages, information, and idea
through listening.
From writer’s interview with the teacher
and classroom observation at tenth grade
teacher and students of class XA while
conducting teaching practice in SMA
Islamiyah Pontianak, the writer found that
many students in class XA had some
problems in understanding listening
teacher found that the students had
difficulties in listening for main idea and
specific information of a fairy tale. Besides,
the students had difficulties in discriminating
the sound of past tense action verbs of a fairy
tale. From the classroom observation, the
writer noted that the students lacked of
vocabularies and they were not concentrated
in the listening lesson. When the teacher
played the video of listening, the students
were not focused and they missed some parts
of the listening video that teacher played.
Based on the observation and discussion
between the teacher and the writer, it was
found that the teacher already applied a
technique to improve students’ listening
comprehension on fairy tale by using
narrative video. Nevertheless, there were
only some students who focused on the video

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and the rest of them were talking each other.
The teacher asked the students to listen to the
narrative video and answer the questions that
were given by the teacher without activating
the students’ prior knowledge. However, the
students were unable to identify the main
idea, specific information, and discriminate
the sound of past tense action verbs of the
fairy tale. Based on the explanation above,
the technique that was applied by the teacher
was relevant to teaching materials but the
students were still difficult to discriminate
sound of past tense action verbs and find the
main idea and also specific information of
the fairy tale. Therefore, it is indicated that
the teacher needs to apply other appropriate
technique to overcome those problems.
In order to solve the problems, the writer
offered the teacher to use Dictogloss
technique since this technique is a fun and
attractive technique for teaching listening
comprehension on fairy tale. According to
Prince (2013), Dictogloss is a technique
whereas the teacher reads a text while
students listen to the text, note down the
keywords of the text and reconstruct the text
together. Iwanaka (2010) claimed that
Dictogloss contributed to the enhancement of
learners’ listening abilities and their
motivation in learning English.
Dictogloss firstly introduced by Ruth
Wajnryb in 1990 as a classroom dictation
activity. In this technique, the students listen
carefully to a text, note down the key words,
and work together with their friends to write
the text by their own language. The activities
in the Dictogloss technique such as
Preparation, Dictation, and Reconstruction
are expected to improve the students’
listening comprehension especially in
identifying main idea, specific information,
and discriminating sound of past tense action
verbs of a fairy tale. The reconstruction stage
is expected to improve the students’
concentration in listening comprehension of
the fairy tale. Vasiljevic (2010) stated that
Dictogloss technique provides some tasks for
the students which are able to make students
active in the learning process. Based on the
advantages, Dictogloss technique is highly
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recommended for teacher and students in
listening class.
METHOD
This research aimed to improve
students’ listening comprehension on fairy
tale. The form of this research is classroom
action research. A classroom action research
is carried out in the classroom. It is
emphasized on solving certain problem in
classroom, improving teaching learning
activity, and selecting the suitable material.
Burns (2010) states that action research is a
form of study in which teacher applies the
procedures in the classroom to solve the
problem or improve teaching learning
process. In the classroom action research, the
writer acted as collaborator and observer.
The writer collaborated with the teacher and
observed the treatment of the technique.
There are four stages in classroom
action research. According to Costello
(2003), action research is divided into four
phases in a cycle. There are planning stage,
acting stage, observing stage, and reflecting
stage.
Figure 1. The cycle of classroom action
research
The first stage is planning stage. In this
stage, the writer and the teacher planned a
teaching learning strategy to solve the
problem in the class. The writer provided the
lesson plan, teaching material, technique, and
instrument to collect the data including
observation checklist, table of scoring and
field note.
 The second stage is acting stage. In this
stage, the teacher presented the material that
has already been prepared to the students.
The teacher implemented the Dictogloss
technique in the classroom. The teacher
taught students by following the activities in
the lesson plan. In this research, the teacher
applied Dictogloss technique to improve the
students’ listening comprehension on fairy
tale. The writer acted as a collaborator and as
an observer in the classroom.
The third stage is observing stage. In
this stage, the writer observed the students’
activities in each group. The writer used field
note and observation sheet to collect data. In
this stage, the writer filled the field note
down to record activities that occurs in the
class, including the obstacles that were found
as well as the probable solution to overcome.
The fourth stage is reflecting stage whereas
the teacher and the writer discussed the result
of the observation. By reflection, the teacher
and the writer knew how to improve
students’ activities for the next cycle. The
result of the reflection stage is used to
determine what to be done in the next cycle.
Each cycle evaluated to find out whether the
activity in the classroom ran well based on
the planning.
This study conducted to the tenth grade
students of SMA Islamiyah Pontianak in
academic year 2017/2018. The subject of this
research was the students in class XA which
consisted of 30 students. They were 15 male
and 15 female students. The data is gained by
using observation and measurement
technique. The writer observed the classroom
situation before and during the treatment of
the research. It aimed to know whether the
teaching learning process in the classroom
has progression. Thus, the observation has
done by using field note and observation
checklist sheet. The writer observed students’
activity and the progress of their listening
comprehension on fairy tale. Kawulich
(2005) says that observation enables
researcher to describe the situation in the
class.
The writer used some tools such as, field
note, test, observation checklist sheet, and
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interview to collect the data. Field note is a
note that records important activities and
extraordinary behavior in the classroom
during the implementation of the technique.
The writer used test to examine the
improvement of students in listening
comprehension on fairy tale. The writer used
listening test. Besides, observation checklist
sheet is utilized for observation result in
which the writer use to observe the students’
activities. Meanwhile, the interview held
after the writer conduct the study. The writer
interviewed the English teacher and students
of SMA Islamiyah Pontianak to get
information about the teaching learning
activities using Dictogloss technique. The
interview aimed to strengthen the findings of
the research.
Furthermore, the writer used qualitative
and quantitative data. The qualitative data
obtained from the field note, observation
checklist sheet, and interview sheet. The
writer analyzed the data by using qualitative
explanation. Best and Kahn (2006) states that
there are some steps of analyzing qualitative
data as follows; (1) organizing the data (2)
description and (3) interpretation.
FINDINGS AND DISCUSSION
The writer decided to explain the
teaching learning process while the teacher
was implementing Dictogloss technique and
showed the finding on following explanation:
Findings
The writer applied classroom action
research in order to solve the students’
problems and to improve students’ listening
comprehension on fairy tale at tenth grade
students in Class A of SMA Islamiyah
Pontianak. This research was conducted in
three cycles. Based on the result of
observation and the analysis of students’
listening comprehension score, Dictogloss
technique improved the students’ listening
comprehension in finding main idea, specific
information and discriminating sound of past
tense action verbs of fairy tale.
Dictogloss technique improved students’
listening comprehension in discriminating
sound of past tense action verbs on the fairy
tale through preparation stage of Dictogloss
technique. Besides, Dictogloss technique
improved students’ listening comprehension
in finding specific information of fairy tale
through dictation stage of Dictogloss
technique. Moreover, Dictogloss technique
enhanced the students’ listening
comprehension in finding main idea through
reconstruction stage of Dictogloss technique.
Below explanations were the findings based
on the specific problem formulations:
1. Preparation stage of Dictogloss for
improving students’ listening
comprehension in discriminating sound
of past tense action verbs
The students’ listening comprehension
in discriminating sound of past tense action
verbs of fairy tale improved by applying
Preparation stage of Dictogloss. Preparation
stage had some strategies such as: a) showing
list of past tense action verbs of the fairy tale
by the teacher, b) giving example of
pronouncing the sound of past tense action
verbs by the teacher, c) pronunciation drill by
the students through repetition.
In the preparation stage of Dictogloss
technique, the teacher showed a list of past
tense action verbs in which related with the
listening text to the students. The teacher
showed the list of past tense action verbs to
make the students know the vocabularies in
the fairy tale that they had to listen. Based on
the teacher’s interview, by showing the list of
past tense action verbs he could easily gave
example of pronouncing the sound of past
tense action verbs of fairy tale to the
students.
From the students’ interview, the
students said that by giving the example of
pronouncing the sound of the past tense
action verbs list, the students could be
familiar with the sound of past tense action
verbs of the fairy tale. Thus, the teacher
consistently showed the list of past tense
action verbs of the listening text to the
students in every cycle. The improvement of
students’ listening comprehension in
discriminating sound of past tense action
verbs was occured since in the second cycle.
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Here was the example of the list of past tense
action verbs:
chased ate found
approached chopped imitated
covered showed cooked
thought pulled
The teacher acted as the model for the
students in pronouncing the sound of past
tense action verbs of the fairy tale. The
teacher pronounced the past tense action
verbs and the students listened to the
teacher’s pronunciation. To help students to
discriminate the sound of past tense action
verbs, the teacher pronounce the verbs loudly
and clearly.
The students paid attention and listened
when the teacher pronounced the past tense
action verbs. The teacher pronounced the
sound of the past tense action verbs for many
times. The students learnt to discriminate the
sound of past tense action verbs by listening
to the pronunciation of the teacher. After
pronouncing the sound of past tense action
verbs, the teacher asked the students to repeat
the sound after him.
Based on the teacher’s and students’
interview, the students’ had improvement
since in the second cycle in listening to
discriminate sound of past tense action verbs
when the teacher gave them example to
pronounce the sound of the verbs in
preparation stage of Dictogloss. The teacher
stated that by giving example to pronounce
the sound of past tense action verbs clearly
and loudly, the students could know the
correct sound of past tense action verbs of
fairy tale. The students said that they could
disciminate the sound of past tense action
verbs by listening to the teacher’s
pronunciation.
In Preparation stage of Dictogloss
technique, the students learnt how to
discriminate sound of past tense action verbs
of fairy tale by using repetition drill while
learning the materials of vocabulary in the
fairy tale to improve their listening
comprehension in discriminating sound of
past tense action verbs. This activity was
applied in the second and third cycle.
 In the first cycle, the repetition drill was
not applied. The students learnt in first cycle
only by listening to the pronunciation of the
sound of past tense action verbs by the
teacher, but they did not have the opportunity
to repeat the vocabulary of past tense action
verbs words by words after the teacher.
While in the second and third cycle, the
teacher applied repetition drill to teach the
students to discriminate the sound of past
tense action verbs of fairy tale. In the second
cycle, he asked the students to pronounce the
past tense action verbs after him. The teacher
pronounced the past tense action verbs and
repeated by the students in order to make
students familiar with the sound of past tense
action verbs. Besides, in the third cycle the
teacher applied repetition drill by providing
some sentences which contained of past tense
action verbs of fairy tale. Then, the teacher
gave the model of pronouncing the past tense
action verbs by reading the sentences and
asked the students to repeat after him. The
students were accustomed themselves to
pronouncing the past tense action verbs.
As the result of repetition drill, when
students did the listening assessment they
could discriminate the sound of past tense
action verbs of the fairy tale that they
listened. When the writer and the teacher
applied repetition drill in preparation stage of
Dictogloss technique, the students listening
comprehension in discriminating sound of
past tense action verbs improved from cycle
one to the last cycle. Based on the teacher’s
and students’ interview, by applying the
activities the students understood the correct
pronunciation of past tense action verbs, thus
they automatically could discriminate the
sound of past tense action verbs of fairy tale
correctly.
2. Dictation stage of Dictogloss for
improving students’ listening
comprehension in finding specific
information of fairy tale
Students’ listening comprehension in
finding specific information of fairy tale
improved by applying Dictation stage of
Dictogloss technique through strategies such
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as: a) dictating the fairy tale by the teacher,
b) using checklist table for listening
comprehension by the students, c) applying
gap-fill listening text by the teacher and the
students.
The students learnt to find specific
information when listening to the fairy tale in
Dictation stage of Dictogloss technique. In
the first cycle, the teacher applied the
Dictation stage of Dictogloss technique by
dictating the fairy tale text to the students
twice. The teacher dictated the fairy tale text
in each cycle. He dictated the text loudly and
clearly to make the students easy to find the
specific information of the fairy tale. The
students focused and listened carefully to the
teacher’s dictation.
On the first dictation, the students
focused in listening to the general idea of the
text. They were not allowed to take notes. On
the second dictation, the students noted down
some information that they got from the
listening text. The students had to find the
specific information from the text by
listening to the teacher’s dictation and they
wrote the information in which they found
specific on their notes.
Based on the interview with the student,
the students were still difficult in listening to
find the specific information of fairy tale. It
because they were lack of concentration
when listened to the teacher’s dictation.
Besides, they also noted some random
information on the second dictation. To
overcome the problem, the teacher applied an
additional media like checklist table for
listening comprehension in the second and
third cycle to make students more focus in
finding the specific information when
listened to the teacher’s dictation.
The teacher applied an additional media
in the second and third cycle to help the
students in listening to find specific
information of fairy tale. The additional
media was checklist table for listening
comprehension. The teacher gave students
the checklist table for listening
comprehension before he started to dictate
the fairy tale.
 As the previous cycle, the students
listened carefully to the teacher’s dictation
and paid attention on general idea of listening
text in the first dictation. To help students to
find the specific information, the students
were allowed to write specific information
they got from listening to the teacher’s
dictation on the checklist table for listening
comprehension on the second dictation.
By using the checklist table for listening
comprehension, the students could note down
the important aspects (what? where? when?
why? who? how?) of the listening text.
Furthermore, in the third cycle the teacher
still used the checklist table for listening
comprehension in helping students to find the
specific information of fairy tale listening
text. From the interview with the teacher, he
stated that the students’ looked more focus in
listening to the teacher’s dictation when the
teacher already gave them the checklist table
for listening comprehension. Moreover, the
students’ listening comprehension in finding
specific information were improved in the
second cycle.
The teacher applied gap fill listening
text as additional technique to improve
students’ listening comprehension in finding
specific information of fairy tale in the third
cycle. The teacher applied the gap fill
listening text in Dictation stage of Dictogloss
on the first dictation. He gave the student
listening text with some keywords missing.
Then, he dictated the text while the students
listened to him and filled the missing words.
On the second dictaion, the teacher
dictated the text and the students wrote down
the specific information on the checklist table
for listening comprehension as the previous
cycle. After that, the teacher and the students
discussed the missing words from the gap fill
listening text activity. Finally, the teacher
asked the students to submitted the gap fill
worksheet to him.
As the result of the application of
checklist table and gap fill listening text in
Dictation stage of Dictogloss technique, the
students could find the specific information
of fairy tale they listened. Based on the
interview with the teacher and the students,
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those activities helped students in finding the
specific information because they facilitated
the students in finding the specific
information of fairy tale. It was also made
them more focus and concentrate when
listened to the teacher’s dictation. Moreover,
the students’ listening comprehension in
finding specific information of fairy tale
improved from the first cycle to the third
cycle.
3. Reconstruction stage of Dictogloss for
improving students’ listening
comprehension in finding main idea of
fairy tale
Students’ listening comprehension in
finding main idea of fairy tale improved by
applying Reconstruction stage of Dictogloss
technique through strategies such as: a)
applying word chains by the teacher, b)
summarizing the fairy tale by the students in
group.
The teacher applied an additional
technique, like Word Chains in the second
and third cycle. It was because the students
still difficult to find the main idea of fairy
tale in the first cycle. In the second cycle, the
teacher applied Word Chains in
Reconstruction stage of Dictogloss
technique. The teacher dictated the fairy tale
again to the students by using Word Chains.
It was applied by stressing the main point of
the listening text when the teacher dictated
the fairy tale. The students listened to the
teacher and concentrated on the main point in
which teacher stressed. After that, the
students worked in group to summarize the
fairy tale which contained of the main point.
The students shared the main point that they
got to write the summary of the text.
Furthermore in the third cycle, the
teacher still applied Word Chains to help
students in finding the main idea of fairy tale.
As the previous cycle, the teacher dictated
the text using Word Chains. The students
listened carefully to the teacher’s dictation.
The implementation of Word Chains in
Reconstruction stage of Dictogloss could
improve the students’ listening
comprehension in finding main idea of fairy
tale since in the second cycle. Based on the
students’ interview, they stated that when the
teacher dictated the text by stressing the main
point, the students got the main point easily.
They used the main point to summarize the
listening text in which the summary
contained of main idea of the listening text.
Thus, the students could find the main idea of
the listening text.
In the first cycle, the teacher divided the
students in group of three to summarize the
fairy tale they listened from the dictation
stage with their own words. To help the
students to find the main idea of the fairy
tale, the students shared their ideas in group
and summarized the fairy tale which
contained of main point of the story. They
summarized the story by using some specific
information that they wrote on the second
dictation.
In the second cycle, the students wrote
the summary of listening text by using some
specific information that they noted on the
checklist table for listening comprehension.
The students worked with the same group to
write the summary. While in the third cycle,
the teacher asked the students to take turns in
writing the summary of the listening text in
group. It aimed to make all of the students in
group actively produced the summary of the
listening text.
Based on the teacher’s interview, all of
the students worked enthusiastically in
summarizing the listening text. Those
activities were applied in each cycle and
improved the students’ listening
comprehension in finding main idea of fairy
tale from the first cycle to the last cycle. By
applying the activities, the students could
find the main idea of the listening text
because they used the main idea to
summarize the listening text.
4. Reconstruction stage of Dictogloss for
improving students’ concentration in
listening comprehension of fairy tale
In the second and third cycle, the teacher
applied Word Chains in Reconstruction stage
of Dictogloss technique in order to make
students more concentrated in listening
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comprehension. The teacher dictated the fairy
tale again to the students by stressing the
main point of the listening text. The students
listened carefully to the teacher and
concentrated on the main point that teacher
stressed. Then, they focused in summarizing
the fairy tale in group. The students shared
the main point that they got to write the
summary of the text.
The application of Word Chains in
Reconstruction stage of Dictogloss could
improve the students’ concentration since in
the second cycle. Word Chains helped the
students to be more concentrated because
they had to listen and pay attention when the
teacher started to dictate the fairy tale again
by stressing the main point of the fairy tale.
Based on the teacher’s interview, the students
looked more concentrated in listening to the
teacher’s dictation by using Word Chains.
In reconstruction stage, the students
focused in summarizing the fairy tale that
teacher dictated. The summary contained of
main idea of the fairy tale. To summarize the
listening text, the students discussed the main
idea of the text. In the first cycle, not all the
students in group participated actively in the
discussion. Some of them were not
concentrated to their task and they talked
each other.
In the second cycle, the students were
more concentrated to their task. It was
because the teacher monitored their activities.
The teacher also helped the students who had
difficulties in writing the summary of the
listening text. All of the students discussed
the main point of the listening text actively.
Meanwhile, in the third cycle the teacher still
monitored the students’ discussion. Besides,
the teacher asked them to take turns in
summarizing the fairy tale. It was because
when the students take turns in writing the
summary, all of the students in group could
concentrated and focused in doing their task.
Based on the students’ interview, they felt
more concentrated and enjoyed to discuss
and write the summary of the listening text
from the first cycle to the last cycle.
Discussion
The teaching and learning process in this
research was organized well. All activities in
Dictogloss technique had been applied by the
teacher and the students. Students became
more active and enthusiastic because they are
interested during the lesson. It made students
able to comprehend the narrative text easier.
The students’ were more concentrated in
summarizing the listening text because all of
the students in group had to write and share
their ideas of the main idea of the listening
text. All of the students participated actively
in writing the summary. The students
enjoyed sharing the main point of the
listening text to help them to write the
summary. Moreover, the students were
engaged well in learning the materials and in
applying Dictogloss technique. As the result,
their score improved significantly.
The finding of this research was in line
with Susanti’s (2014) findings. After
conducting research about students’ attitude
toward the implementation of teaching
listening using dictoglos technique, she said
that students could concentrated well in
Dictogloss activity. Mackenzie (2015)
claimed that Dictogloss technique could
improve students’ positive attitude towards
listening and their motivation in learning
English. Furthermore, Vasiljevic (2010)
found that Dictogloss approach made
students more active in listening class and
enhanced their listening and communication
abilities. He claimed that by using Dictogloss
technique, the students are able to discuss
and share their ideas with other students. This
technique is very interesting and able to
make students feel enjoy in the listening
class. When the students are interested, they
will be motivated and will not regard
listening as a boring activity.
The students’ listening comprehension
improved satisfyingly. The research finding
showed that the students’ listening
comprehension in discriminating sound of
past tense action verbs of fairy tale
achievement in the first cycle was 52.87%,
improved to 78.88% in the second cycle, and
improved to 84.45% in the third cycle. It was
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supported by Iwanaka (2010) in his research
he said that by applying Dictogloss, there
was enhancement of learners’ listening
abilities.
Meanwhile, the students’ listening
comprehension in finding specific
information of fairy tale achievement in the
first cycle was 57.47%, increased to 60.07%
in the second cycle, and increased to 79.44%
in the third cycle. It was supported by
Dzulfikar (2015) in her research she said that
the students could find any detail information
while listening by using Dictogloss.
Moreover, the students’ listening
comprehension in finding main idea of fairy
tale achievement in the first cycle was
51.72%, enhanced to 73.33% in the second
cycle, and enhanced to 83.33% in the third
cycle. It was supported by Alawiyah (2016)
in her research she claimed that Dictogloss
made the students focused to the text and
made them easier to get the main idea of the
text. In conclusion, Dictogloss technique
improved students’ listening comprehension
in finding main idea, specific information,
and discriminating sound of past tense action
verbs of fairy tale. Dictogloss also improved
students’ concentration in listening
comprehension of fairy tale.
CONCLUSION AND SUGGESTION
Conclusion
Based on the research finding, it was
found that the students’ listening
comprehension on fairy tale especially in
listening to disriminate sound of past tense
action verbs of fairy tale, listening to find
specific information of fairy tale, listening to
find main idea of fairy tale, and concentration
in listening comprehension at the tenth grade
students in Class XA of SMA Islamiyah
Pontianak were improved from cycle to
cycle. The students’ listening comprehension
in discriminating sound of past tense action
verbs of fairy tale; in finding specific
information of fairy tale; in finding main idea
of fairy tale; and concentration in listening
comprehension were enhanced through some
stages of Dictogloss technique, namely
Preparation stage, Dictation stage, and
Reconstruction stage. The students’ listening
comprehension in discriminating sound of
past tense action verbs of fairy tale were
improved through Preparation stage of
Dictogloss technique. There were some
strategies in Preparation stage of Dictogloss
technique which improved the students’
listening comprehension in discriminating
sound of past tense action verbs of fairy tale,
such as showing list of past tense action
verbs of the fairy tale by the teacher, giving
example of pronouncing the sound of past
tense action verbs by the teacher, and
pronunciation drill by the students through
repetition. The students’ listening
comprehension in finding specific
information of fairy tale was enhanced
through Dictation stage of Dictogloss
technique. There were some strategies in
Dictation stage of Dictogloss technique
which enhanced the students’ listening
comprehension in finding specific
information of fairy tale, such as dictating the
fairy tale by the teacher, using checklist table
for listening comprehension by the students,
and applying gap-fill listening text by the
teacher and the students. Furthermore, the
students’ listening comprehension in finding
main idea of fairy tale and their concentration
in listening comprehension of fairy tale were
improved through Reconstruction stage of
Dictogloss technique. There were some
strategies in Reconstruction stage of
Dictogloss technique which improved the
students’ listening comprehension in finding
main idea of fairy tale, such as applying word
chains by the teacher and summarizing the
fairy tale by the students in group.
Suggestion
Dictogloss technique is recommended
for English teacher to improve students’
listening comprehension. The teacher should
monitor students’ activities in discussing and
writing a summary of listening text in
reconstruction stage of Dictogloss technique
in order to assure all of the students in group
participate actively and concentrate in
writing the summary.
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The teacher can use some additional
media or strategies, for example Checklist
table for listening comprehension, Word
Chains, and the others which can help
students in improving their listening
comprehension. Further researchers can
apply Dictogloss technique to solve students’
listening problems in others types of text, like
descriptive, recount, or procedure. They
should apply Dictogloss technique with
interesting materials, media and activities.
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