The Significance
of Using Picture Dictation Technique in Teaching Listening
Author: Adek Novria Warman
Adeknovriawarman90@gmail.com
ABSTRACT: Picture dictation technique is one of techniques applied by teachers in
intructional process especially in teaching listening. The procedure is
describes pictures or sketches. In this paper I will show the significance of using picture dictation technique in teaching listening. And then
according to several writer picture dictation technique is success and
effective in teaching English language. Because of that I want to show this
technique can improve students listening and this technique is can use or not. The
purpose of this paper is to provide sollutions to some problems of students to
master listening skills in learning English language. Among these problems is
the interaction in the classroom,not attraction of students towards learning,
and lack of motivation, one of which is caused by the use of less appropriate
technique and less attractive to students that lead to failure in the learning
process of listening.
KEY WORDS: Picture Dictation Technique, Teaching Listening
INTRODUCTION
Nowadays, many indonesian people are aware of the
importance of English. They realize that they need English in this competitive
and development era. This can be seen from the growing of English courses for recent years, beside that
English is the major language of wider communication and the primary natural
language for an international language in the wolrd.
In learning English, the learners should master four skills. The
four skills are listening, speaking, reading, and writing. Esberger (2010)
describes that there are four skills consist of two inputs as listening and
reading, and two outputs as speaking and writing. In English program, these integrated skills
as the base of studying, could not be separated to each other. By listening or
reading, the listeners would likely be able to speak or write in English.
Therefore, the learners will be master in English if they are master on the
four skills.
Generally, listening is the way to recognize and
understand what people are saying not only to listen but how teh student able
to understand the meaning of the materials. Some experts said that listening is
quite difficult skill, because in this process people must be able to hear what
peple say and make an understanding about something together.
Picture dictation technique is one of the techniques in
teaching English. Krueger (2012) explains that Picture dictation can be use by
the teacher to student or student to student, teacher describes a picture to
students who draw what they hear. In addition, Miller (2008) say that “in a
typical picture dictation activity, a picture is describe to the listener, who,
unable to see it, draw what they hear”.
In my opinion, picture dictation is one of the techniques
applied by teachers in instructional process especially in teaching listening.
The procedure describes interisting texts to students, and the students listen
the texts and draw the pictures or sketches.
Picture dictation has been popular
with learners of english as a foreign language. Picture dictation technique is
success in teaching English language (Indriani,2009). This technique is also
effective because it trains in all four skills of listening,speaking, reading
and writing. Because of this kind of traditional teaching technique, in this
paper I focus to show the
significance of using picture dictation
technique in teaching listening.
DISCUSSION
A. Listening
What is listening?
Listening
is one of important skills in learning English. Listening becomes important
because listening is the basic skill that should be mastered by the students.
In language learning, students listen first, after that speak, then read and
write something. Listening skill means the ability to understand what the
speaker said.
Listening is the first element in language learning. According to
Cognet and Duzer (2010), listening is perhaps the most critical element in
language and language learning, for it is the key to speaking, and beyond that,
reading and writing. Particularly in the workplace, listening is used at least
three times as much as speaking, and four to five times as much as reading and
writing. In addition, According to Zancanaro (2010), listening is fundamental skill must
that the student has. When she/ he still young, she/ he cannot speak early
although reading and writing. In the first time, she/ he just hear someone when
he/ she speak English. And step by step we will try to say what she/ he hear. So, listening
is perceived as crucial for communication
Listening is ability on communication. Howatt and
Dakin
in Arif (1999) explain that listening include the ability to identify and
understand what others are saying. This process involves understanding a
speaker’s accent or pronunciation, the speaker’s grammar and vocabulary, and
comprehension of meaning. An able listener is capable of doing these four
things simultaneously.
According
to Rost in Holden (2010), listening is the principle source of foreign language
input for most language learners, development of listening as a skill and as a
channel for language input is of critical importance in foreign language
instruction. According to Gilman and Moody (1984: 331) in Holden (2010), adults
spend 40-50% of their communication time engaged in listening, 25-30% speaking,
10-15% reading and less than 10% writing. So, language learners will make more
extensive use of listening comprehension skills than of the other language
skills.
Listening is the ability to identify
and understand what others are saying. This involves understanding a speaker's
accent or pronunciation, his grammar and his vocabulary, and grasping his
meaning (Howatt and Dakin in Saricoban:1999).
An able listener is capable of doing these four things simultaneously. Willis in Saricoban (1999) lists a series of micro-skills of listening,
which she calls enabling skills. They are:
a.
Predicting what people are going to talk about
b.
Guessing at unknown words or phrases without panic
c.
Using one's own knowledge of the subject to help one
understand
d.
Identifying relevant points; rejecting irrelevant
information
e.
Retaining relevant points (note-taking, summarizing)
f.
Recognizing discourse markers, e. g. , Well; Oh,
another thing is; Now, finally; etc.
Listening
as a skill has some characteristics. According to Ur (1991: 106) describes some
characteristics of listening, they are informal spoken discourse, listener
expectation and purpose, looking as well as listening, on going purposeful listener response, and
speaker attention.
The
first is informal spoken discourse. Most of spoken language listens to informal
and spontaneous: the speaker is making it up as he/ she goes along rather than
aloud or reciting from memory. In this characteristic, the listener used spoken
discourse to participate in conversation what the speakers saying.
The
second is listener’s expectation and purpose. The listener usually know in
advance something about what is going to said: who is speaking, for example, or
the basic topic. This characteristic allows the listeners what is the topic
speakers saying and linked to his or her purpose.
The
third is looking as well as listening. The listener has something to look at
that is being said: usually the speaker him or her self but often her or his
visual stimuli as well as for example: a map, sense or object, or environment
in general.
The
fourth is ongoing purposeful listener response. The listener is usually
responding at intervals as the discourse is going on. It is relatively rare for
him or her to extended speech and responds only at the end. The responses,
moreover, are normally directly related to the listening purpose and are
responses around points of transition relevance.
The
last is speaker’s attention. The speaker usually directs his or her speech to
the listener’s character, intonation, and so on. Into account when speaking and
often responds directly to his/ her reactions, whether verbal or non verbal by
changing or adapting the discourse.
As
theory above, it can conclude that there are some characteristic that influence
listening, namely: informal spoken discourse, listener expectation and purpose,
looking as well as listening, on going
purposeful listener response, and speaker attention. Some of characteristics
have correlated with other because in listening, the listener focuses on those
aspects of understanding and non understanding that can inferred by listener
performance on tasks that have tangible outcomes.
Listening
has some principles that students must know. According to Harmer (2007: 135),
there are six principles on listening. Namely, encourage students to listen as
often and as much as possible, help students prepare to listen, once may not be
enough, encourage students to respond to the content of a listening, not just
to the language, different listening stages demand different listening tasks,
and good teachers exploit listening texts to the full.
The
first principle is encouraging students to listen as often and as much as
possible. The more students listen, the better they get at listening- and the
better they get at understanding pronunciation and at using it appropriately
themselves. One of teacher main tasks will be to use as much listening in class
as possible, and to encourage students to listen to as much English as they
can.
The
second principle is help students prepare to listen. Students need to be made
ready to listen. This means that they will need to look at pictures, discuss
the topic, or read the questions first, for example, in order to be in a
position to predict what is coming. This is not just so that they are in the
right frame of mind and thinking about the topic, but also so that they are
engaged with the topic and the task and really want to listen.
The
next principle is listening more than once. There are almost no occasions when
the teacher will play an audio track only once. Students will want to hear it
again to pick up the things they missed the first time. In the case of live
listening, students should be encouraged to ask for repetition and
clarification when they need it.
The
other principle is encouraging students to respond to the content of a
listening, not just to the language. An important part of a listening sequence
is for teachers to draw out the meaning of what is being said, discern what is
intended and find out what impression it makes on the students. However, any
listening material is also useful for studying language use and a range of
pronunciation issues.
The
next principle is different listening stages demand different listening task.
In listening, the teacher needs to set different tasks for different listening
stages. The task may need to be fairly straightforward and general. The
students’ general understanding and response can be successful- and the stress
associated with listening can be reduced. Then listening may focus in on
detailed information, language use or pronunciations, etc. it will be the
teacher’s job to help students to focus in on what they are listening for.
The
last principle is good teachers exploit listening texts to the full. The
teacher can play a track again for various kinds of study before using the
subject matter, situation or audio script for a new activity. The listening
then becomes an important event in a teaching sequence rather than just an
exercise by itself.
From
the theories above, it can be concluded that listening has six principles
namely, encourage students to listen as often and as much as possible, help
students prepare to listen, once may not be enough, encourage students to
respond to the content of a listening, not just to the language, different
listening stages demand different listening tasks, and good teachers exploit
listening texts to the full.
From
the theories above, it can be concluded that listening has six principles
namely, encourage students to listen as often and as much as possible, help
students prepare to listen, once may not be enough, encourage students to
respond to the content of a listening, not just to the language, different listening
stages demand different listening tasks, and good teachers exploit listening
texts to the full.
Finocehiro and Sidney (1983) in Finocehiro (1998:124) state level such as:
First, ability to discriminate sounds. Second, the ability to distinguish
tones, intonation and pauses. Third, the amount and variety of vocabulary
acquired and remembered. Fourth, knowledge of the grammatical and culture
features of the language. Fifth, the ability to recognize redundant elements,
and sixth is ability to retain the first’s part message on which understanding
of the second will depend. The indicator of listening are several ability that
student have to capable to do after learning listening comprehension.
According to Yin
(2012), there are seven tips for being a good listener, they are:
a.
Give your full attention on the person who is
speaking. Don’t look out the window or at what else is going on in the room.
b.
Make sure your mind is focused, too. It can be
easy to let your mind wander if you think you know what the person is going to
say next, but you might be wrong! If you feel your mind wandering, change the
position of your body and try to concentrate on the speaker’s words.
c.
Let the speaker finish before you begin to talk.
Speakers having the chance to say everything would like to say without being
interrupted. When you interrupt, it looks like you aren’t listening, even if
you really are.
d.
Let
yourself finish listening before you begin to speak! You can’t really listen if
you are busy thinking about what you want say next.
e.
Listen
for main ideas. The main ideas are the most important points the speaker wants
to get across. They may be mentioned at the start or end of a talk, and repeat
a number of times. Pay special attention to statements that begin with phrases
such as “my point is” or “the thing to remember is…”.
f.
Ask questions. If you are not sure you
understand what the speaker has said, just ask. It is a good idea to repeat in
your own words what the speaker said so that you can be sure your understanding
is correct. For example, you might say, “when you said that no two zebras are
alike, did you mean that the stripes are different on each one?”
g.
Give
feedback. Sit up straight and look directly at the speaker. Now and then, nod
to show that you understand. At appropriate points you may also smile, frown,
laugh, or be silent. These are all ways to let the speaker know that you are
really listening. Remember, you listen with your face as well as your ears.
Putting the
above into a net-shell, listening skill covers the listener’s basic knowledge
in English and his or her ability to understand. The level of student’s
listening skill is not only relevant to the student’s familiarity with
knowledge, but also depends on the student’s mind or attitude, ability to make
distinctions, ability to understand and other factors. There are multiple
aspects to improving a student’s listening skill; in daily teaching, if we focus
on the training of listening, speaking and reading, consistently develop
techniques that enrich their knowledge in the language, and help them to
develop positive listening habits and a proactive attitude, we will certainly
see improvements in their listening skills; they will eventually possess
cross-conversational ability, which is the goal of English education.
Teaching and Learning of Listening
With literally hundreds of possible technique available for
teaching listening skill, it will be helpful for the teacher to think in terms
of several kinds of listening performance, that is, what the student do in
listening technique. Sometimes these types of performance are embedded in a
broader technique or task, and sometimes they are themselves the sum total of
the activity of a technique.
Related to the previous explaination above, there are
some types of classroom listening performance, Brown (2001):
a.
Reactive
Sometimes the
teacher wants a learner simply to listen the surface structure of an utterance for
the sole purpose of repeating it back to teacher. While this kind of listening
performance require litle meaningful processing. It nevertheless may be
legitimate, even though a minor, aspect of interactive, communicative
classroom. This rule of listener as merely a “tape recorder” is very limited
because the listener is not generating meaning. About the only role that
reactive listening can play in an interactive classroom is in brief choral or
individual drills that focus on pronounciation.
b.
Intensive
It is a technique
that only focus on components (phonemes, words, intonation, discourse marker,
etc.) of discourse may be considered to be intensive as opposed to be extensive
in their requirement that students single out certain elements of spoken language.
Example of extensive listening performance include these: students listen for
cues in certain choral or individuals, the teacher repeat a word or sentence
several time to “imprint” it in teh students’ mind, and the teacher ask to student to listen to a sentence or a
longer stretch of discourse and to notice a specified element, such as
intonation, stress, a cooperation and grammatical structure, etc.
c.
Responsive
A significance
proportion of classroom listening activity consist of stretches of teacher language
designed to elicit to immediate responses. The students’ task in such listening
is to process the teacher talk immediately and to fashion an appropriate reply.
Examples include:
1) Asking questions (“how are you today? What did you do last night?”)
2) Giving commands (“take a sheet of paper and a pencil”)
3) Seeking clarification (“hat was that word you said?”)
4) Checking comprehension (so, how many people were in the elevator went the
power went out”)
d.
Selecting
In longer stretches
of discourse such as, monologues of a couple of minute or considerably longer,
the task of the student did not to process every thing that was said, but
rather to scan the material selectively for certain information. Examples of
such discourse include: Speeches, media broadcasts, stories and anocdotes and
conversation in which learners are “eavesdroppers”. Technique promoting
selective listening skill could ask students to listen for people name, dates,
certain facts or events, location, situation, contecxt and main ideas or
conclusion.
e.
Extensive
This sort of
performance, unlike the intensive processing described above, aims to develop a
top down, global understanding of spoken language. Extensive performance could
range from listening to lengthy teachers, to listening to a conversation and
deriving a comprehensive message or purpose. Extensive listening ay require the
student to invoke other interactive skills (e.g., note taking or conclusion)
for full comprehension.
f.
Interactive
Finally, there is
listening performance that can include all five of the above types as learners
actively participate in discussions, debates, conversations, role plays, and
other pair and group work. Their listening performance must be intricately with
speaking and perhaps other skills in authentic give and take of communicative
interchange.
The most importance
feature in listening English as a foreign language can be defined as: coping
with the sounds, understsnding intonation and stress, coping with redundancy
and noise, predicting, understanding colloquial vocabulary, fatigue,
understanding different accents, using visual and enviromental clues.
By mean of these, while planning exercises,
listening materials, task and visual materials should be taken into
consideration. The teacher should produce a suitable discourse while using
recordings. A present purpose, on going learner response, motivation, success,
simplicity, and feedback should be the things considered while preparing the
task.
One of the main reasons
for getting students to listen spoken English is to let them hear different
varieties and accents rather than just voice of their teacher with its own
idiosyncrasies. In today’s word the students need to be exposed not only to one
variety of English but also to varieties suach as American English, Australian
English, Indian English and Caribbean English (Hormer: 1998:97).
Classroom activities
In listening activities, the students listen for purpose. They make an immediate to what they
hear. There some visual or environmental clues as to the meaning of what is
heard. Stretches of heard discourse come in short chunks, and most heard discourse
is spontaneous, therefore differs from formal spoken prose in the amount of
redundancy noise and colloquialisms.
There are many different ways to present listening
materials. The following technique is useful mainly in teaching listening to
students who want to improve the listening skill. Pierce in Hormer (1998:99)
say that listening process had some activities they are:
1.
Pre-Listening Activities
The purpose of pre-listening is help the students to
focus their mind on the topic by narrowing down the meanings that students
expect to hear and active relevant prior knowledge that is already known. In
others words, in the pre-listening, students listen to the text. Pre-listening
consists of a whole range of activities including:
a. Set the learner expectation about what they are going to hear by using
visual aids sucs as picture, photos and drawings.
b. Set the theme/topic/setting by discussing the topic with regard to the
learner culture represented by the speaker.
c. Give a reason/ purpose for listening: assign a concrete task to be
completed by students.
2.
Whilst Listening Activities
Whilst Listening Activities help students to find their way through the
listening text and hope upon the expectation raised pre-listening activities.
The process of whilst listening activities are:
a. Listen to the text for the first time for general comprehension.
b. Liten for the text for the second time, pausing after meaningful “chunks”
of language to discuss what has been said and what it to follow, cheeking for
comprehension.
c. Listen for the text for several more time, stoping to answer students’
questions and to create pauses for language processing.
d. Listen for the text for the final time: all students should confirm by
responding in listening or orally to the teacher’s question that they have
gotten the gist of the listening passage.
3.
Post Listening Activities
Post listening activities is intended to review the material they have
gotten in whilst listening, they are some activities in post listening such as:
a. Discuss students’ reaction to the content of the listening selection.
b. Ask students’ thought-provoking question to encourage discussion about how
the speaker’s message relates to them.
c. Set students to work in pair to create dialogues or synopses based on the
listening selection.
d. Assign reading and listening activities based on the listening passage.
The activities should be done by students and need good preparation of
course not only for students but also for teacher who follow this actvity
because it’s difficult learning to understand what the native speaker said.
B. The Picture Dictation
What is Picture Dictation?
According to Krueger (in www.virginia.edu/french/resource/teachers/tips ) in his activly said that picture dictation
technique is an activity where the teacher, or a student, describes a
picture to students who draw what they hear. Picture dictation targets several
skills and learning styles. Listening is in the forefront.
In addition, Kari Miller (in http://suite101.com/a/esl-picture-dictation-activity-a60655
), explained that in a typical picture dictation activity, a picture is
described to the listeners, who, unable to see it, draw what they hear. In this
variation, however, there is a mole, who acts as a double agent by trying to
sabotage the exercise. The mole is responsible for interfering with the
successful outcome of the activity while trying to remain anonymous.
Davis and Rinvolucri (in
www2.gol.com/users/norris/articles/dict.html) claim that by changing the
dynamics of dictation--that is, by brainstorming a variety of answers to the
questions of who dictates to whom, who chooses the text, how long the text
should be, how the dictating voice should sound, how much the listener should
write down, and who corrects the dictation--new life can be breathed into an
old-fashioned technique.
Davis and Rinvolucri (in
www2.gol.com/users/norris/articles/dict.html ) also list 10 reasons for using
dictation in the foreign language classroom:
a. The
students are active during the exercise.
- The students are active after the exercise.
- Dictation can lead to oral communication activities.
- Dictation fosters unconscious thinking.
- Dictation copes with mixed-ability groups.
- Dictation deals with large groups.
- Dictation will often calm groups.
- Dictation is safe for the non-native speaker.
- For English, it is a technically useful exercise.
- Dictation gives access to interesting text.
Many author explain how to use
picture dictation technique in teaching English, such as:
Cheryl Krueger
The firsth bring several photos of kitchens, bedrooms, living rooms,etc.,
from magazines (Ikea catalogues are good for this). Second divide students into
groups of three or four. Have students form circles that do not allow them to
see each others' work.Third each group takes out a piece of paper and a
pen/pencil. Fourth the teacher describes a picture the students cannot see.
Fifth students compare pictures. Sixth the teacher shows the picture to
everyone. Seventh now each group selects the person who will describe. Eight
teacher distributes photos to those who will describe them. Ninth speakers describe
while their partners draw. No one looks at anyone else's photo or drawing. Teenth
change speakers and photos, and eleventh go through about three photos per
group, depending on how quickly the students work.
Kari Miller
a.
Put the class into groups of four or five. Secretly assign one of the
students in each group to be the mole. (This can be done by handing out small
slips of paper, with the word “mole” on one of them.) The mole should not
reveal his identity to the rest of the group.
b.
Next, randomly assign one of the students in each group to be the person
who will “dictate”, or describe, the picture to the others. This person may or
may not be the mole.
- Without showing the picture to the rest of the group, the student describes it. The other students listen and draw what they hear.
- The mole’s job is to sabotage the activity in some way. For instance, if the mole is the student describing the picture, he/she may skew the description slightly. If the mole is drawing, then he/she may draw some parts of the drawing incorrectly, feigning a misunderstanding. The key to being a good mole is to do so without being too obvious, since he/she doesn’t want the others to guess his/her true identity.
- Once the students have had enough time to draw their pictures, the picture is revealed. Now the group members must compare their drawings to the original, and from the discrepancies infer who the mole may be. At this point a successful mole will try to confuse the group further by accusing someone else of being the mole.
Lawtie
a.
First of all explain to the students that they are going to do a picture
dictation, that you are going to describe a picture to them and that all they
have to do is simply listen and draw what they hear you describe.
b.
You then describe a simple and easy-to-draw picture to them and they draw
it. To help you with your first picture dictation you can use the picture on
the accompanying worksheet and the description below it as a guide. It is a
very simple picture for a low-level beginner's class but this kind of activity
can be adapted to any level of student. Simply change the content of the
picture accordingly.
c.
When you are describing the picture it is best to describe one object at a
time slowly and to repeat each description two or three times.
d.
Make sure you give students enough time to finish drawing one object before
you move onto the next object and it is a good idea to walk around and look at
the students' drawings as they are drawing them so that you can see how well they
are understanding your descriptions and then you can adjust them accordingly
and give them any support they need.
C. The
Significance of Using Picture Dictation Technique in Teaching Listening
According to
Slieong (in http://iteslj.org/Techniques/Ieong-Dictation.html),
dictation has never been popular with learners of English as a foreign
language. However, the picture dictation designed here, which sufficiently
prepares learners for the activity, involves students in all four skills of
listening, speaking, reading and writing. It has been extremely popular with
pre-intermediate level learners and has proved very successful. Success is
always a good motivator for learners. According to Miller (in http://suite101.com/a/esl-picture-dictation-activity-a60655),
picture dictation activity helps students improved and practiced their
listening and critical thinking skills. It appeals to kinesthetic learners, as
drawing is involved.
In addition, Leong (in http://iteslj.org/Techniques/Ieong-Dictation.html) said that both pre-service student teachers and in-service
teachers have tried this method with beginners, pre-intermediate- and
intermediate-level learners. Their response is very encouraging. Learners like
picture dictation because it is positive and interesting. When they do the
actual dictation they are already well prepared and find the work pleasant and
rewarding. Some teachers report that there are no more failures in this kind of
dictation in teaching listening. However, these
teachers could not find enough appropriate texts or passages available for
picture dictation and they have difficulty in creating such texts suitable for
picture dictation.
Conclusion
There was Significant of used picture dictation technique in teaching and
learning process of listening. Through of picture dictation technique, the
students used their backround knowledge, make imagine, enjoyed and learning
happily. In addition, they motivated to hear, understand and recognizing new
picture in their mind, after that they try to draw to the paper.Because picture dictation technique is the teacher describes a picture or sequence
of pictures to students who draw what they hear.
BIBLIOGRAPHY
Esberger, J. (2010). Speaking versus writing. Retrieved December 10, 2013 from http://www.englishclub.com/esl-articles/200108.htm
Krueger, C. (2012, April 1). Picture Dictation. Retrieved December 8, 2013 from
Miller, K. (2008). ESL Picture Dictation Activity,
Communicative Exaercises to practice English Listening Skill. Retrieved on
December 8,2013 from http://suite101.com/a/esl-picture-dictation-activity-a60655
Indriani, R. (2009). The
effectiveness of using picture dictation in improving Students’ Speaking
Ability at First Year Students of Islamic Junior high School (MTsN) Asam
Kumbang. Padang: Institute for Islamic Studies IAIN IB. Unpublished Thesis.
Grognet, Allene and Carol
Van Duzer. Listening in the workplace.
Retrieved December 11, 2013
from http://www.springinstitute.org/Files/listeningwkplc.pdf
Zancanaro, Gerry. Effective Listening. Retrieved December 11, 2013
from http://ezinearticles.com/?The-Importance-Of-Listening-In-Communication&id=210731
Arif Saricoban.(1999).The Teaching of
Listening The Internet TESL Journal, Vol. V, No. 12.available. Retrieved December 10, 2013 from,
http://iteslj.org/Articles/Saricoban-Listening.html
Ur, penny. 1991. A Course in Language Teaching: Practice and Theory. USA: Cambridge
University Press
Harmer, Jeremy. 2007. How to Teach English. England and
Associated Companies throughout the world.
Finocehiro, M. (1998). The Foreign Language Learner; A
Guide For Teacher. New York: City Schools.
Yin, L.
(2012). On the Teaching of English
Listening. Theory and Practice in Language Studies, Vol. 2, No. 2, pp.
407-410. China: Hebei United University.
Brown, H. D.
(2001). Teaching By Principle: An
Interactive Approach to Language Pedagogy. New York. Longman.
Hormer, J.
(1998). The Practice of English language Teaching. New York. Pearson Education.
Lawtie, F.
(2002). Teaching English: Picture
dictation. Retrieved December 11, 2013 from file:///E:/kuliah/LTS/Picture%20dictation%20_%20TeachingEnglish%20_%20British%20Council%20_%20BBC.htm
Leong, Sylvia
Sao Leng.2003. Using Picture Dictation
Exercises for Practising All Four Skills. Retrieved December 11, 2013 from http://iteslj.org/Techniques/Ieong-Dictation.html
Classroom Activities by Using Picture
Dictation Technique;
Lesson plan
School : Junior
high school
Subject : English
Class/semester : VIII/I
Genre :
Monolugue/(descriptive)
Theme :
Describing Thing
Skill :
Listening
Time
Allocation : 2 x 45 minutes
|
Standar Kompetensi
|
Kompetensi Dasar
|
|
Memahami makna
dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar
|
Merespon makna
yang terdapat dalam monolog pendek sederhana secara akurat, lancar dan
berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
|
|
Indikator Pembelajaran
|
Tujuan Pembelajaran
|
|
1. Mengidentifikasi
informasi/ makna yang terdapat dalam teks berbentuk descriptive dan recount
2. Mengidentifikasi
fungsional dan langkah retorika teks descriptive
dan recount
|
Siswa mampu:
1. Mengidentifikasi
informasi/ makna yang terdapat dalam teks berbentuk descriptive dan recount
2. Mengidentifikasi
fungsional dan langkah retorika teks descriptive
dan recount
|
Materi Pembelajaran
Teks monolog
berbentuk descriptive
I am fourteen years old, rather tall and I have
black eyes and short black hair. I live in Malang city. I always wear
sport clothes at the leisure time. During my spare time, I like playing
volleyball which I play at least three times a week. I also love listening to
west music and I must admit that I spend a lot of money on buying new CDs! I dislike
chocolate because chocolate will make my toothache.
Answer these questions while listening to your teacher.
1. How old is the
writer?
2. What does the
writer like?
3. What kind of
clothes does the writer wear?
4. Where does the
writer live?
5. Why do you
dislike chocolate?
Metode Pembelajaran/Teknik
Picture Dictation Technique
Media/ sumber
·
Teacher Creation
·
Gambar yang berkaitan dengan materi
Classroom
Activities
|
No
|
Kegiatan Pembelajaran
|
Waktu
|
|
1.
|
Pre-Teaching
·
Greetings
·
Cheeking student attendance
·
Asking student about the last material
·
Give motivation
·
Berinteraksi dengan siswa untuk membekali
kosakata terkait dengan descriptive
|
15 menit
|
|
2.
|
Whilst-Teaching
Exploration
·
Siswa diminta untuk menyebutkan benda
kesayangan
·
Siswa diminta untuk menceritakan tentang benda
kesayangan
·
Guru memperlihatkan gambar kepada siswa
·
Siswa melafalkan beberapa kosakata yang
berkaitan demgan gambar
Elaboration
·
Siswa dibagi menjadi beberapa kelompok
·
Siswa mendengarkan teks monolog lisan
berbentuk descriptive
·
Siswa menggambarkan mengenai teks tersebut
·
Siswa membaca/ mendeskripsikan kembali gambar
yang telah dibuat
·
Siswa melengkapi teks lisan monolog berbentuk descriptive
Confirmation
·
Guru meminta melakukan evaluasi terhadap
materi
|
55 menit
|
|
3.
|
Post- Teaching
·
Guru menyimpulkan pelajaran
|
10 menit
|
Evaluation
·
Teknik: Performance Assessment (responding)
·
Bentuk: Pertanyaan tulisan
Mengetahui;
Guru Bidang Studi
( )
