Tri Widi Kurniawan , 2201414072 (2019) THE EFFECTIVENESS OF USING “SPLIT DICTATION” AS LANGUAGE-TEACHING TECHNIQUE TO IMPROVE STUDENTS LISTENING SKILLS (An Experimental Study of Tenth-Grade Students of SMA Negeri 1 Sukorejo in the Academic Year of 2017/2018). Under Graduates thesis, UNNES.

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Abstract

The objectives of this study were to find out whether or not split dictation improve students’ listening skill, and whether there was any significant difference between the achievement of students who were taught by using split dictation and those who were taught by using a conventional method or not. This study was a quasy experimental research using quantitative data as the primary instrument for collecting the data. One of the quasy experimental research types, the pre-test post-test nonequivalent group design was used as the research design. The subject of this study was the tenth grade students of SMA Negeri 1 Sukorejo in the academic year of 2017/2018. In obtaining the data, the researcher conducted pre-test, treatments, and the post-test. In the treatment activity, the students in experimental group were taught by using split dictation, and the students in control group were taught by using conventional method. Split dictation was an activity where teacher dictated a particular passage by splitting the students into two groups in the classroom, then the task of each pair was to combine the two half-texts. Meanwhile, the conventional method was using filling gap listening test. The result of this research showed that the mean score of experimental group pre-test was 67.361, and the control group was 66.527. After both groups received the treatments, the mean score of both groups increased. The mean score of experimental group post-test was 82.7, and the control group was 77.638. After doing the research, the researcher found that there were differences of the score between the students who were taught by using split dictation, and the students who were taught by using a conventional method. Finally, based on the result of the test score, the researcher concluded that split dictation is effective enough to improve students’ listening test achievement. In addition, split dictation gives good proficiency in listening skill, not only in perceiving the contents of the passage and recognizing all the words and phrases being read but also understanding written English.

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