An Analysis of Students' Listening Skills Through Dictation Activities in XI Grade Students of MAS Al-Falah Padang

Rahmawati, Indi (2025) An Analysis of Students' Listening Skills Through Dictation Activities in XI Grade Students of MAS Al-Falah Padang. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This research aimed to analyze the students’ listening skills through sentence dictation activities in the eleventh grade of MAS Al-Falah Padang. The research specifically investigates students’ performance in phonology, vocabulary, and grammar aspects, as well as the difficulties they encounter in listening comprehension during dictation. The purpose of this study is to provide a clearer picture of students’ listening proficiency and identify the dominant errors that occur in the process. This research employed a descriptive qualitative design. The data were collected from 20 students who took a sentence dictation test, with additional in-depth interviews conducted with 5 selected students from different achievement categories. The instruments used included dictation tests, interviews, and documentation. The data were analyzed by categorizing students’ errors based on a listening rubric score covering phonology, vocabulary, and grammar, supported by Brown’s (2004) grading scale. The findings revealed that the majority of students demonstrated good listening skills, with 13 students categorized as “excellent,” 6 as “good,” and only 1 as “poor.” The dominant errors appeared in phonology (confusion with sounds such as /f/ vs. /v/, /s/ vs. /ʃ/, and -ed ending), vocabulary (misspelling due to phonetic spelling strategies), and grammar (omission of to be, pluralization errors, and subject-verb agreement issues). The main difficulties identified through interviews included speech rate, phonological similarity, limited vocabulary knowledge, sentence length, and unclear pronunciation or voice quality. Based on these results, it is recommended that English teachers provide more varied listening exercises using dictation, audiovisual media, and phonological awareness activities. Students are encouraged to increase their exposure to authentic English input and practice vocabulary retention strategies. Future researchers are suggested to explore the role of affective factors, such as listening anxiety, and to integrate technology-based listening assessments or intervention strategies like dictogloss to reduce phonological, lexical, and grammatical errors.

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