Abstract
The current study reports on an investigation into the effects of using dictogloss to teach the English hypothetical conditional construction. Twenty four Indonesian EFL learners (initially fifty) studying English as a compulsory subject at a local secondary school in Jakarta participated in an instructional treatment that is called dictogloss. An interpretation task and a production task were used in the pretest and posttest in this study to measure the learners’ performance after the treatment. The findings revealed positive effects on both learners’ interpretation and production abilities. The participants improved significantly in their abilities to comprehend and use the target construction. One reasonable pedagogical implication is that dictogloss is an effective language teaching method, and should be used if teachers want to vary their teaching techniques. Keywords: dictogloss, Indonesian EFL learners, the English hypothetical conditional construction, pedagogical implications
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