Reinforcing Students’ Listening Skill Through Guessing Game (A Classroom Action Research At The First Grade Students Of Mts Annida Al Islamy Jakarta)

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Jakarta)

By:

Irani Nurislam

109014000096

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH

AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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Education Department, The Faculty of Tarbiyah and Teacher’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor : 1. Drs. Syauki, M.Pd.

2. Desi Nahartini, M.Ed. Key words : Reinforcing Listening, Guessing Game.

The aims of this research were to know and describe about the improvement of students’ listening skill through guessing game and responses toward using guessing game at the First Grade of MTs Annida Al Islamy Jakarta.

A Classroom Action Research (CAR) is used as the research method to overcome the students’ problem of learning English especially in listening. Kurt Lewin’s design is used in this Classroom Action Research which the design consists of four phase in each cycle: planning, acting, observing, and reflecting. In sustaining the result, there are two types of data collection: the qualitative data (observation and interview) and the quantitative data (pre-test and post-test). In analyzing the data, descriptive analysis and statistic analysis are used to find out the result of the guessing game implementation.

The result shows that the use of guessing game improved the students’ score and their responses were good. For the students’ responses, it can be seen through the observation and interview taken. The observation proves that the students were interested in following the guessing game activities. Moreover, the interview states their interests in learning listening through guessing game. In addition, the improvement of the students’ achievement are proved after the tests in each cycle (pre-test, post-test I, and post-test II) taken: the students’ mean score in pre-test is 63.70 and the students’ mean score in post-test II is 77.09 which the improvement of the students’ mean score in pre-test and post-test II is 13.39. Then, the percentage of the students who reached the KKM in pre-test is 29.03%, post-test I is 67.74% and post-test II is 90.32%. In summary, the result shows that implementation of the Classroom Action Research passed the target CAR (75%) means that the action is successful.

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Education Department, The Faculty of Tarbiyah and Teacher’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor : 1. Drs. Syauki, M.Pd.

2. Desi Nahartini, M.Ed.

Key words : Reinforcing Listening, Guessing Game.

Penelitian ini bertujuan untuk mengetahui dan mengambarkan peningkatan kemampuan menyimak siswa melalui permainan menebak (guessing game) dan tanggapan mereka terhadap penggunaan permainan menebak (guessing game) pada tingkat pertama di MTs Annida Al Islamy Jakarta.

Penelitian Tindakan Kelas (PTK) dipilih sebagai metode di dalam penelitian ini untuk mengatasi permasalahan siswa dalam pembelajaran Bahasa Inggris khususnya listening. Model penelitian milik Kurt Lewin digunakan di dalam Penelitian Tindakan Kelas ini dimana terdiri dari empat tahapan disetiap siklusnya: perencanaan, pelaksanaan, pengamatan, dan refleksi. Untuk mendukung hasil penelitian ini, penulis mengumpulkan dua macam data yaitu data kualitatif (observasi dan interview) dan data kuantitatif (pre-test dan post-test). Dalam menganalisa data, analisa deskripsi dan analisa statistik digunakan untuk mengetahui hasil penerapan permainan menebak (guessing game).

Hasil penelitian menunjukan bahwa penggunaan permainan menebak (guessing game) meningkatkan nilai siswa dan tanggapan mereka baik terhadap penggunaan permainan ini. Untuk tanggapan siswa, hal tersebut dapat terlihat dari data observation dan interview yang diperoleh. Hasil observasi membuktikan bahwa siswa tertarik dalam mengikuti kegiatan permainan menebak (guessing game). Ditambah hasil interview menguatkan ketertarikan mereka terhadap pembelajaran listening menggunakan permainan menebak (guessing game). Disamping itu, peningkatan hasil pencapaian siswa dibuktikan setelah test di setiap siklus (pre-test, post-test I, post-test II): nilai rata-rata siswa pada pre-test

adalah 63.70 dan nilai rata-rata siswa pada post-test II adalah 77.09 dimana peningkatan nilai rata-rata siswa diantara pre-test dan post-test II adalah 13.39. Sementara itu presentase siswa ya ng mencapai KKM pada pre-test adalah 29.3%,

post-test I adalah 67.74% dan post-test II adalah 90.32%. Berdasarkan hasil persentase siswa yang mencapai KKM menunjukan bahwa penerapan Penelitian Tindakan Kelas berhasil karena melampaui target PTK (75%).

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Praised be to Allah, Lord of the world, who has given the writer His love and blessing in finishing her skripsi. The salutation to prophet Muhammad, peace be upon him, his family, his companion, and his adherence.

First of all, the writer would like to express her happiness and greatest honor for her beloved parents (Drs. M Samuah and Dra. Sumiati) and her lovely brother (Muhammad Islamiawan) for their love, care, support, patient, and all of the prayers for the writer to finish her skripsi.

The writer also would like to express her greatest honor and deepest gratitude to her advisors, Drs. Syauki, M.Pd. and Desi Nahartini, M.Ed. for the advice, support, patience, and guidance for this skripsi.

Futhermore, the writer would like to express her gratitude and appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Tarbiyah and Teachers’ Training.

2. Dr. Alek, M.Pd. as the chairman of the Department of English Education, Zaharil Anasy, M.Hum. as the secretary of the Department of English Education, and Drs. Nasifuddin Djalil, M.Ag. as her academic advisor. 3. All of the lecturers in English Education Department who have taught and

given knowledge to the writer during her study at UIN Syarif Hidayatullah Jakarta.

4. The principal, the English teacher, the teachers, and the administration staffs who have given the writer opportunity to do the research at the MTs Annida Al Islamy. For the first grade students at Umar Bin Khatab class, thank you so much for the support, the help, and the participation as the subject of the research.

5. All of her lovely friends in Department of English Education Academic Year 2009/2010, especially for C class for care, support, and time.

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critics and suggestions for her better writing mean a lot. Finally, the writer hopes that her skripsi can be a helpful reference for the readers.

Bekasi, Juli 2016

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APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURES ... xii

LIST OF TABLES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of the Problem ... 5

C. Limitation of the Study ... 5

D. Problems Formulation ... 6

E. Objective of the Study ... 6

F. Significance of the Study ... 6

CHAPTER II. THEORETICAL FRAMEWORK ... 7

A. Listening ... 7

1. Definition of Listening ... 7

2. Type of Listening... 8

3. Teaching Listening Skill ... 9

B. Game ... 10

1. Definition of Game ... 10

2. Benefits of Using Game ... 11

3. Principles of Using Game ... 12

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cing Students’ Listening

Guessing Game ... 16

D. Previous Related Study ... 18

E. Thinking Framework ... 19

F. Action Hypotheses ... 20

CHAPTER III. RESEARCH METHODOLOGY ... 21

A. Research Setting ... 21

B. Research Method ... 21

C. Research Instrument ... 25

D. Data Collection Procedure ... 25

E. The Writer’s Role in the Study ... 26

F. Data Analysis Procedure... 27

G. The Criteria of the Research Success ... 29

CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ... 30

A. Research Finding ... 30

1. Data of Observation ... 30

2. Data of Interview ... 30

a. The Description of Data from Interview with English Teacher of MTs Annida Al Islamy ... 30

b. The Description of Data from Interview with the First Grade Students of MTs Annida Al Islamy ... 31

3. The Implementation of Guessing Game in Teaching Listening ... 31

a. Cycle One ... 32

1. Planning ... 32

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2. Acting ... 35

3. Observing ... 36

4. Reflecting ... 36

4. The Improvement of Students’ Listening Achievement ... 37

a. The Result of Pre-Test ... 37

b. The Result of Post-Test I ... 39

c. The Result of Post-Test II ... 42

5. Students’ Responses on the Implementation of Teaching Listening by Using Guessing Game ... 44

B. Interpretation... 55

1. Data of Observation ... 55

2. Data of Interview ... 56

3. Data of Test ... 56

CHAPTER V. CONCLUSION AND SUGGESTION ... 58

A. Conclusion ... 58

B. Suggestion ... 58

BIBLIOGRAPHY ... 60

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Table 4.2 Students’ Score of Post-Test I ... 39 Table 4.3 Students’ Score of Post-Test II ... 42 Table 4.4 Students’ Opinions ... 45

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Appendix 2 Lesson Planning Appendix 3 Exercises Appendix 4 Soal Pre-Test

Appendix 5 Soal Post-Test I

Appendix 6 Soal Post-Test II

Appendix 7 Lembar observasi Appendix 8 Lembar wawancara Appendix 9 Foto penelitian

Appendix 10 Pengesahan Proposal Skripsi

Appendix 11 Surat Bimbingan Skripsi

Appendix 12 Surat Permohonan Izin Penelitian

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A. Background of Study

Learning English as a foreign language requires the mastery of language skills. Language skills are listening, reading, speaking, and writing. These four aspects of language skills are divided into two categories: productive skills and receptive skills. The productive skills are speaking and writing, while listening and reading are receptive skills. Nunan states that “listening and reading are receptive skills, because they are focused on receiving the information from an outside source, while speaking and writing are productive skills because the focus is on producing information.”1 Then, Vicki L. Cohen and John Edwin Cowen add that “ELLs (English Language Learners) need to develop both receptive and expressive oral language skills in English. Receptive skills are needed to understand what has been said, and expressive skills are needed to speak and communicate thoughts and ideas to other.”2 It can be concluded that receptive skills focus on receiving the information to understand the message. On the other hand, productive skills focus on producing information for transferring and communicating the ideas to others. Hence, the students need to develop these four skills, no matter productive and receptive skill in order to mastery the language.

As one of the language skills, listening holds a crucial role in language acquisition. The students have to learn this skill because listening has a relation to productive skill which is helping them understand the message from the speaker in order to give the response. Therefore, the process of communication can run well. According to Trudy Wallace,it is essential to learn listening since it enables

Caroline T. Linse and David Nunan, Practical English Language Teaching: Young Learners, (New York: MCGraw-Hill, 2005), p. 32.

Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking Second Edition, (California: Wadsworth, 2011), p. 365.

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the students to obtain information and to achieve the communication success.3 In line with that Caroline Woods states that “listening is a vital primary stage of language acquisition. If students do not listen or learn to listen well, then the latter stages of the complex pattern of language acquisition within a productive framework (speaking and writing) in the communicative classroom will simply not happen.”4

Listening seems like a passive skill, but it is not true. Decoding the message and the variety of sounds, stresses, voices, rhymes, and intonations are the aspects that usually be awared in listening. Vicki L. Cohen and John Edwin Cowen point out that listening assists children in developing phonological awareness to learn and distinguish sounds. Moreover they also learn how language is used to deliver a message.5 In addition, Tomatis says that “listening is the desire to listen as well as the capability to listen (comprehension) must be presented by the listener for the successful recognition and analysis of the sound.”6 The desire and the capability to listen well have to introduce in building a good listener. It helps the listener be able to analysis and distinguish sound.

Generally, many problems are faced by the students in teaching and learning process of listening. Penny Ur states “six students’ difficulties in listening. First, the students are trouble with sounds. Second, have to understand every word. Third, cannot understand fast the natural native speech. Fourth, need to hear things more than once. Fifth, find it difficult to keep up and the last is get tired.”7 In line with Penny’s statement, Zhang YI Jun mentions that “many students complained that they became tired of listening to the tape from the

Trudy Wallace, Winifred E. Stariba, and Herbert J. Walberg, Teaching Speaking, Listening, and Writing, (Brussels: International Academy Of Education, 2004), p. 13.

Caroline Woods, Teaching and Assessing skills in Foreign Languages, (Cambridge: Cambridge University Press, 2005), p. 29.

Vicki L. Cohen and John Edwin Cowen. loc. cit.

6_“Teaching _listening _as _an _English _Language _Skill.” http://www.articlesbase.com/languages-articles/teaching-listening-as-an-english-language-skill-367095.html (Accesed on January 13th, 2016).

Penny Ur, A course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2003), p. 43.

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beginning to the end with some mechanical exercise. Without interest, motivation, and variation in teaching and learning, students felt bored in listening classes.”8

According to the writer’s observation of the first grade at MTs An Nida Al Islamy, there is problem faced by the students. The problem is the conventional teaching technique. As usual, the students only sit down and listen carefully to the teacher then answering questions. The students want something enjoyable and attractive in learning. Later, they will like the learning process of listening then their listening skill can improve.

Based on the students’ listening problem mention above, there are many ways can be used to solve the problem. One of the ways is by using game. The writer chooses listening game because game provides the opportunity for students to practice and to learn language skill in a fun way. As Andrew Wright, David Betteridge and Michael Buckby state that “games can be used in all stages of language teaching and learning to give practice in all language skills (reading, writing, listening and speaking).”9 Furthermore Vicki L. Cohen and John Edwin Cowen add that “listening games can provide a fun way for students to focus on their listening skills and learn a number of strategies.”10

Game at school sometimes only used as ice breaking or to kill time and viewed as an activity which make the students' joy without getting the education inside it. Whereas, the game not only can be a good way for practicing the language, but also offers the experience because each game has lesson (e.g: problem solving, self-confidence, etc.). Moreover, it is undeniable that all levels of the students like to play game due to the fun.

As Andrew Wright, David Betteridge, Michael Buckby mention the four reasons why using games in language learning. The first is language learning is hard work. Game help and encourage many learners to substain their interest and work. Second is games provide one way of helping the learners to experience language rather than merely study it. The next is, repeated use of language items. By making language convey information and opinion, games provide the key

Zhang Yi Jun, Warm-up Exercises in Listening Classes,

http://iteslj.org/Techniques/Zhang-ListeningWarm-up.html, (Accessed December 18th, 2015).

Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning New Edition, (New York: Cambridge University Press, 1994), p. 1.

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features of drill with added opportunity to sense the working of language as living communication. The last is central to learning, games give meaning practice of language not only as killing time.11

In the human’s brain, there are the short term and the long term memory which used to process the information. The way of learning which is serious and passive just make the students not enjoy learning, hence the information only goes to short term memory; they will remember then forget it easily. For making the information goes to long term memory, game assists the students to actively participate in the learning process to make them understand. In line with the statement above, Mel Silberman cited Confucius’s states that “what I hear, I forget; what I see, I remember; what I do I understand.”12 While learning, the brain not only receives the information, but also processes the information. The process of information actively happens if learning by doing.

Moreover, using games in teaching and learning can make the students feel relaxed while studying. In line with the statement, Patricia A. and Richard Amato state that “games can lower anxiety, and thus they can make acquisition more likely. In addition, they can be highly motivating, relevant, interesting, and comprehensible.”13 It is important to make the students enjoy themselves in the classroom. Thus, the students will interest and curious to learn. They are learning by doing so they will feel like playing and indirectly learning about language.

This research, focus on the use of guessing game in teaching listening. Guessing game is a simple communicative game which the student mentions clues and the other student should answer it directly. Penny Ur states that “the teacher defines or describes something (having told students in advance what nature of a thing it is), and they simply have to guess what it is by raising their hands to volunteer the answer, or jotting it down on a piece of paper.”14 While using this

Andrew Wright, David Betteridge, Michael Buckby, Games for Language Learning Third Edition, (New York: Cambridge University Press, 2006), p. 2.

Melvin L. Siberman, Active Learning: 101 Strategi Pembelajaran Aktif, (Yogyakarta: Pustaka Insan Madani, 2009), p. 1.

Patricia A. and Richard Amato, Making it Happen From Interactive to Participatory Language Teaching: Evolving Theory and Practice, (New York: Pearson Education, 2010), p. 294.

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 2009), p. 87.

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game, the students not only sit down on their chair, but also can interact with others, thus there is a communication process while study listening. Friederike Klippel states “guessing games are true communicative situations and such are very important for foreign language learning. They are generally liked by students of all ages because they combine language practice with fun and excitement.”15 Guessing game gives the students real practice in study with so much joy inside it. With this game the students indirectly not only play, but also practice their listening skill. Throughout of the theory mentioned above the writer is interested

to take a research under the title: “Reinforcing Students' Listening Skill

through Guessing Game (A Classroom Action Research at the First Grade Students of MTs Annida Al Islamy Jakarta).”

B. Identification of the Problem

According to background of the study as mentioned above, the problem identification:

1. The conventional teaching technique in listening class. 2. The teacher has to try another technique in teaching listening. 3. The students are not interested in learning listening.

4. The students want something enjoyable and attractive in learning listening.

C. Limitation of the Study

The writer limits this research on the use of guessing game as a strategy to improve students listening skill. The subject of the research is the first grade students of MTs Annida Al Islamy from VII.2 class.

Friederike Klippel, Keep Talking, (Cambridge: Cambridge University Press, 1993), p. 31.

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D. Problems Formulation

According to the research background above, to make the study easier to understand. The writer formulates the problem that is going to be discussed as follows:

1. How were the students’ listening skill improved through guessing game? 2. What were the students’ responses toward using guessing game in the

classroom?

E. Objective of the Study

The purposes of the study were to improve the students’ listening skill through guessing game and to know the students’ responses toward the use of guessing game in the classroom.

F. Significance of the Study

The result of this study is hoped to give the information for English teacher about the use of guessing game as a technique in teaching listening for

reinforcing students’ listening skill. It also hopes that the result gives positive

effects especially for helping the students to increase their listening skill and as a reference for to do the research in the same field.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter covers some theories related to the study. The discussion focuses on listening, game, and guessing game.

A. Listening

1. Definition of Listening

Listening as one of the four language skill is an important element in communication time. The process of communication will not happen well without having good listening skill, therefore learners have to learn and practice listening skill.

In language learning and teaching listening, it is crucial to know the definition of listening is. Here, some explanations about definition of listening from linguists.

S. P. Nation and J. Newton define that “listening is the natural precursor to

speaking; the early stages of language development in a person’s first language

(and in naturalistic acquisition of other languages) are dependent on listening.”1 While Hendry Guntur Tarigan explains listening is the process of an activity to listen deeply and interpretation only for getting the information and to understand the context of the communication from the speaker.2

And Miles Craven on listening extra book states “listening is an active process and students need to think and interpret what they hear as they listen.”3 The writer also adds that “Listening is an active process in which a conscious decision is made to listen and understand the messages of the speaker.”4

I. S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York: Routledge, 2009), p. 37.

Henry Guntur Tarigan, Menyimak Sebagai Suatu Keterampilan Berbahasa, (Bandung: Angkasa Bandung, 2008), p. 31.

Miles Craven, Listening Extra, (Cambridge: Cambridge University Press, 2004), p. 8.

Active Listening,

http://www.skillsyouneed.co.uk/IPS/active_listening.html#ixzz2Hj8hKGJl, (Accessed on February 9th, 2016).

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Based on the definitions above, listening is a crucial stage in language acquisition which an active process to listen deeply and to understand the message from the speaker directly.

2. Type of Listening

Listening not only has a definition, but also has a type. Every linguist has a different opinion to classifying it, yet they have the same aim from the type of listening in which for transferring and understanding a message.

According to I. S. P. Nation and J. Newton, there are two types of listening are:

a. One-way listening (transactional listening)

One way listening happens when listen to convey the information. The examples are monologues conversation, listen to the speech, listen to the radio and so forth.

b. Two-way listening (interactional listening)

Two-way listening happens in daily conversation with others which there is speaker and listener. The example is discussion activity.5 The listener in one way listening cannot interact with the speaker. In other side, two way listening both speaker and listener can interact to each other not only to convey the message but also to give feedback.

While Goh cited from Wolvin and Coakel that there are five types of listening according to purpose of listening are:

a. Discriminative listening means listening to discriminate stimuli both auditory and visual stimuli.

b. Comprehensive listening means listening focus on understanding the message.

c. Therapeutic listening means listening that allows someone to talk about the their problem. This is good to strengthen the interpersonal bonding.

d. Critical listening means that the listeners have to evaluate the information then give the response by giving their opinion as a response.

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e. Appreciative listening means listening to get the pleasure of something. For example, listening to the music.6

The summary of Wolvin and Coakel’ s five types of listening means listening not only try to listen, but also to understand the message by giving the response of what we have listened before.

3. Teaching Listening Skill

In teaching language must balance within teaching the four language skills in order to be able for use the language and develop the language acquisition. Because between one skill to other skills has a relation that cannot be separated which listening as a foundation for developing other skills. As Carooline T. Linse mentions you have to listen a word before you able to speak it. You have to speak a word before you able to read it. You have to read a word before you able to write it.7

A good teaching listening surely has a good technique too. A good technique in teaching helps to reach the purpose of study itself. Here is the technique of teaching listening according to Miles Craven consists of three stages: a. Pre-listening

Teacher informs learners what they are going to listen before stating listening and asks them to only focus on the information they need.

b. While listening

The teacher tries to play the audio once for whole comprehension, then replay it for specific detail and do not hesitate to repeat the audio in the hard part of listening.

Christine C. M. Goh, Teaching Listening in the Language Classroom, (Singapore: SEAMEO Regional Language Centre, 2002), p. 2.

Caroline T. Linse and David Nunan, Practical English Language Teaching: for Young

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c. Post-listening

The teacher tells learners to write a resume of the main points, then compare it with their friend and check if they have all the main points.8

Moreover, Miles Craven also adding the importance of the variety in different listening sources of listening material offers the more joy in teaching and learning listening. Game can be used as a way in teaching and learning listening in a fun way to reinforce listening skill.

B. Game

1. Definition of Game

People play and enjoy the game most of the time, but they do not know the meaning of the game itself. They think that the game is only the game which does not have meaning inside it. It is not true, linguists have defined the meaning of the game is. Here, some of the definitions from linguists are:

According to Andrew Wright, David Betteridge and Michael Buckby,

“game means an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others.”9

In line with that, Rita Susana Larcabal states “games provide an enjoyable atmosphere, a situation in which communication is essential and a distraction from the study of language itself.”10 Jill Hadfield also defines “a game is an activity with rules, a goal, and an element of fun.”11

And Byrne points out that “game as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course

Miles Craven, How to Teach Listening Skill,

http://www.onestopenglish.com/skills/listening/teaching-tips/how-to-teach-listening/listening-skills-top-tips/146219.article, (Accessed on February 3th, 2016).

Andrew Wright, David Betteridge, and Michael Buckby, Games for Langugae LearningThird Edition, (New York: Cambridge University Press, 2006), p. 1.

Rita Susana Larcabal, The Role of Game in Language Acquisition, (Washington D.C: English Teaching Forum, 1992), p. 28.

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of the game.”12 From the explanation given above, it can be seen that game is an interesting activity contains rules and a goal that can be used as an educational tool to use the language which full of joy and as a way to interact with others in learning.

2. Benefits of Using Game

People think that game only uses as an ice breaking to warm up the students’ condition before learning whereas game contains the benefits inside it to make the students learning by doing more meaningful. The benefits of using game in language-learning according to Chen can be summed up in nine points are: a. Learner centered.

b. Promote communicative competence.

c. Create a meaningful context for language use. d. Increase learning motivation.

e. Reduce learning anxiety.

f. Integrate various linguistic skills.

g. Encourage creative and spontaneous use of language. h. Construct a cooperative learning environment. i. Foster participatory attitudes of the students.13

Then Lee Su Kim mentions six advantages of using game in language teaching are:

a. Game is a welcome break from the usual routine of the language class. b. They are motivating and challenging.

c. Learning a language requires a great deal of effort. Games help students to make and sustain effort of learning.

d. Games provide language practice in the various skills- speaking, writing, listening and reading.

e. They encourage students to interact and communicate. f. They create a meaningful context for language use.14

Jill Hadfield adding that “games as an integral part of any language syllabus provides an opportunity for intensive language practice, offers a context

12_{Valeh Valipour and Nader Assadi Aidinlou, “The Effect of Language Games on}

Learning English Listening-Speaking Skills of Iranian Pre-school Students”, Indian Journal of Fundamental and Applied Life Sciences, 4:647, (Iran, April-June 2014), pp. 647--650.

Chen, Using Games to Promote Communicative Skills in Language Learning, http://iteslj.org/Techniques/Chen-Games.htm l, (Accessed on February 3th, 2016).

14_{Lee Su Kim, “Creative Games For}

The Language Class”, English Teaching Forum,

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in which language is used meaningfully and as a means to an end, and acts as a diagnostic tool for the teacher, highlighting areas of difficulty.”15

The writer summed up four points from the statements above those benefits of using game are:

a. Game makes students become subject not object means that in learning the center of study is the students itself actively involves in learning as subject. The students as object will make the students passive in learning.

b. They help the students to more relaxed and to motivate in learning. c. They give the students opportunity to practice their communicative

competence and socialize with others by using the language. d. Indirectly, game makes the students practice other language skills.

3. Principles of Using Game

Learning is much effective if learners actively involved in teaching and learning process. In teaching and learning process by using game, teacher must selective in choosing the game that the benefit of it delivered properly. The good game has principle of using it thus the use of game as a tool of education also can be reached.

Tyson points out that educational games must have the following features, they are:

a. A game must be more than just fun.

b. A game should involve “friendly” competition.

c. A game should keep all of the students involved and interested.

d. A game should encourage students to focus on the use of language rather than on language itself.

e. A game should give students a chance to learn, practice, or review specific language material.16

While Andrew Wright mentions “five essential criteria of language games are easy to prepare, easy to organize, interesting, meaningful and authentic, and

Jill Hadfield, op. cit., p. 5.

Hajar Khonmohammad, Bahman Gorjian, and Zivar Eskandari, “Using Games to

Affect Learners’ Motivation in Learning English Grammar”, International Journal of Language

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sufficient amount of language.”17 The game has criteria to use as language teaching which the criteria offers a way for deciding whether to use it or not. The conclusion of explanation above that a game should easy to prepare, easy to play, enjoyable, attractive, boost the learner motivation to practice and to use the language, and the last encourage the students to compete each other.

C. Guessing Game

1. Definition of Guessing Game

Guessing game is a game which means permainan tebak-tebakan in bahasa. Almost every person knows and has tried this attractive game which one person knows the information and deliberately withholds it then others should find the answer based on the clues. These are explanations about the definition of guessing game from the linguists.

Based on Vicki L. Cohen and John Edwin Cowen define that a guessing game is “a game in which the object is to use guessing discover some kind of information, such as a word, a phrase, a title, or the identity or location of an object.”18

In line with that Andrew Wright, David Betteridge and Michael Buckby state that “essentially, in guessing and speculating games, someone knows something and the others must find out what it is.”19

While Penny Ur adds that “the teacher provides brief oral definitions of a person, place, thing, action or whatever: learners write down what they think it is.”20 The writer concludes that guessing game is a simple communicative game which the aim is to seek the information by describing something orally and others should guess it to find the right answer.

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 3.

Vicki Cohen and John Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking, (California: Wadsworth, 2007), p. 267.

Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning New Edition, (New York: Cambridge University Press, 1994), p. 169.

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 2003), p. 110.

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2. Type of Guessing Game

There are three types of guessing game as mention by Patricia and Richard Amanto as follow:

a. “Guess What I Am”or”Guess Who Am I” able to teach about animals, professions, or people at all levels of age.

b. “Guess what I am doing” teaches the concepts relating to activity such as going fishing.

c. “Guess What I have” which the students give oral clues for the object is being explained, or others able to ask questions about the object..21

In “Guess What I Am”or”Guess Who Am I” can be used to teach

descriptive text about animals, profession, or people. Then “Guess what I am

doing” can be used to teach the concepts with the activity which describing activities by doing something or using body language, and “Guess What I have” can be used to describe text about things. In “Guess What I Am”or”Guess Who

Am I” and “Guess What I have” when the guessers try to guess, they also able to ask questions. In this research, the writer chooses “Guess What I Am”or”Guess

Who Am I” because it is related with the material from students’ handbook. The material is descriptive text.

3. The Rule of Playing Guessing Game

Every game has a rule to keep the game in line so does guessing game. Before playing the game, the teacher should explain the rule of the game clearly and simply for making the students easily understand and enjoy it. As states by Patricia A. Richard and Amanto,” the rules of games should be very few and clearly explained.”22

The rule of guessing game is simple which easy to understand and easy to play by all levels. According to Penny Ur that “the teacher defines or describes

Patricia A. Richard and Amanto, Making it Happen from Interactive to Participatory Language Teaching: Envolving Theory and Practice, (New York: Pearson Longman, 2010), p. 300.

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something (having told students in advance what nature of a thing it is), and they simply have to guess what it is by raising their hands to volunteer the answer, or jotting it down on a piece of paper.”23 In line with Penny Ur’s statement, Klippel states that “the basic role of guessing game is very simple. One person knows something that the other one wants to find out.”24 Based on the explanation from linguists above, this game has simple role. The teacher gives clues by describing something then the other students should guess it to find the answer.

Guessing game has variety in playing the game to make the game more live. Here are the variety rule of the game from the students’ book and educational website. These are some of the variety rules to play guessing game, as below: a. Based on Passport to the Word 1 English book

Guess who Direction:

1. The teacher gives a worksheet about describing a person. 2. After that students have to listen well to the audio recording.

3. Then they have to choose the picture which match with the description on the audio recording.25

b. According to pbskids.org

What is the animal guessing game Direction (for 2 or more players) 1. One player thinks of an animal.

2. The player has to give word clues that describe the animal thus the other player able to guess it. Remember, don’tsay the animal’s name!

3. The player who guesses the right answer goes next. Take turns! Example: Guess who am I?

 This animal lives in Africa and Asia.

 It is very big, but cannot run.

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 2009), p. 87.

Friederike Klippel, Keep Talking, (Cambridge: Cambridge University Press, 1993), p. 31.

Djatmika, Agus Dwi Priyanto, and Ida Kusuma Dewi, Passport to the world 1, (Solo: PT Tiga Serangkai Pustaka Mandiri, 2012), p. 41.

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 This strong animal loves to eat leaves.

 It also has a trunk. Answer: it is an elephant.26

The writer points out that guessing game can be played individually or pair and the subject of guessing game is related to the material of the student’s handbook. Guessing game can be used to teach description about people, animal, profession, and so forth. As Penny Ur explains “guessing game can be used to teach about objects, people, profession, animals, places, events, more abstract noun, adjectives and verbs can be used as the subject of this exercise.”27

Guessing game indirectly training students to remember the information before finding out the answer and training students become active learners by practicing two ways listening directly in communication process. This game not only practicing listening but also practicing memorizing, pronunciation, speaking, and vocabulary too.

4. Reinforcing Students’ Listening Skill through Guessing Game

Listening as one of four language skills holds an important role in teaching and learning English which most of the communication success depends on a good listening skill. In class students are spending their time by chatting and discussion with other students also listening to the teacher’s explanation and instruction. In this process, listening takes up most communication time. As Morley states that “we can expect to listen twice as much we speak, four times more than we read, and five times more than we write.”28 In line with Morley’s

statement, I.S.P. Nation and J. Newton cites David Nunan’s statement which “it

has been claimed that over 50 percent of the time that students spend functioning

What’s the Animal Guessing Game,

http://wxxi.org/education/summeractivities/WK_Prtns_WhatsTheAnimal.pdf, (Accessed on February 9th, 2016).

Penny Ur, op. cit., p. 90.

Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 102.

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in a foreign language will be devoted to listening.”29 It shows that listening is a crucial skill which cannot be underestimated and reinforcing listening is a must.

In class, the way to reinforce students listening skill has problems not only the technique but also students itself. The meaning of reinforce itself is “to make something stronger.”30 It means reinforcing makes students strengthen their skill, especially in listening skill. The problem of teaching listening has founded, the technique in listening class is conventional teaching technique. The students only listen carefully to the teacher, then answer the questions. This activity does repeatedly and makes the learning process become boring and not interesting. For overcoming the problem, the teacher should be creative in developing the varied techniques to catch students' attention and to make them desire to learn.

Guessing game can be one of attractive ways for reinforcing students' listening skill. Vicki L. Cohen and John Edwin Cowen mention that “listening games can provide a fun way for students to focus on their listening skills and learn a number of strategies.”31 While Patria A and Richard Amato state

“Guessing games can be a painless way to reinforce any number of concepts.”32 Guessing game can be used to reinforce listening because offers much of fun in the attractive way. This game not only helps students to learn the subject of material happily but also to boost their motivation thus they can learn more.

In this study, the writer teaches the subject material, vocabularies, and structure which relating to the game to make the game runs well. For making the game lively, the writer uses media such as audio recording, video, picture, and power point to support the game. The technique of playing guessing game is effective because guessing game has a magnet for young learner to make them directly active to use their target language and helps sharpen the memory with

identifying something. The result based on the students’ performances in the classroom and their much motivate to learn English.

I. S. P. Nation and J. Newton, loc. cit..

Cambridge Advance Learner’s Dictionary Third Edition, (Singapore: Cambridge University Press, 2008),p. 1198.

Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking Second Edition, (California: Wadsworth, 2011), p. 367.

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D. Previous Related Study

The first study is Using Games to Increase Students’ Participation in

Listening Activity at SDN Pisangan Timur II written by Heri Yeni.33 The objective

of the study are to investigate the games that can be used to increase students’

participation in listening activity at elementary school, to explain how the games implemented in the classroom are, to investigate whether the use of the games

improve students’ participation in listening activity, and to investigate students’

responses toward the use of the games. The classroom action research was the design of this study, which used Kemmis and Mc. Taggart as the model of CAR. Afterwards, in technique of data collection used observation and questionnaire. Than in technique of data analysis was measured from data observation and questionnaire.

The result of the study shows that the games used to increase students’ participation in listening activity are: what’s the number, song puzzle, missing lyric, Symons says, and word race. All of the games are implemented by using teaching aids such as cassette, tape, flash card, and cutting paper in the classroom. Before playing the game, the activity started by explaining the lesson that will used as the material of the game and explaining the rule of game. The writer also uses teaching aids in the classroom. The use of the games can increase students’ participation in listening class because there are 89% of students participate actively in listening activities which the students’ responses toward the use of the games are they were very enthusiastic and interested also the games make the learning process more interesting and enjoyable.

From the research above, it has similarities and differences with the

writer’s research. The similarities are the criteria of the research success, the strategy in implementation of games in listening class and the students’ responses

toward the use of games. While the differences are the model of CAR, the subject

33_{Heri Yeni,}Using Games to Increase Students’ Participation in Listening Activity at

SDN Pisangan Timur II. (Skripsi, Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Jakarta, 2009).

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and the place of the study, the games that use in the study, data collection techniques, and data analysis techniques.

The next that related research is The Use of Missing Lyric Game to

Improve Students’ Listening Skill (A Classroom Action Research at Second Grade Of SMA Bakti Mulya 400) which written by Abdul Muhit.34 The objective of the

research are to know whether the students’ listening skill could be improved by

using missing lyric and to know how the implementation of the game is. The

design of the study used Kurt Lewin’s as the model of CAR. The writer obtained the data from observation, interview, test and questionnaire. Then analyzed the data from the result of observation and interview using descriptive analysis. While the data from test and questionnaire using statisic analysis. The result of the study

shows that the implementation of missing lyric game to improve students’

listening skill is effective because the students are motivated to learn and there are improvement of the students mean score between post-test I and post-test II result. According to the research above, the writer discovers some similarities and

differences with the writer’s research. The similarities are on the model of CAR,

the technique in collecting data (observation, interview, and test), the technique of data analysis, and the criteria of the research success. Whether the differences are the game that uses, previous study, the hypotheses, place and subject of the study, and the technique of data collection and analysis using questionnaires as an addition.

E. Thinking Framework

Listening as one of four language skills should be mastered by the students. The fact shows that teaching and learning activity in class depends on

listening such as listening to the teacher’s explanation, following to the teacher

instruction, and discussing with others. Thus the students have to learn this skill in order to get the communication success. In teaching listening in MTs Annida Al

Abdul Muhit, The Use of Missing Lyric Game to Improve Students’ Listening Skill,

(Skripsi, Faculty of Tarbiyah and Teachers’ Training , Syarif Hidayatullah State Islamic

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Islamy, the technique that used as usual where the students listen carefully to the text and answer the questions correctly. The teacher as facilitator needs the variation teaching techniques especially in listening in order to make listening activity not monotonous or boring thus the teaching process being more effective. Teaching listening by using guessing game as a technique will help the students to learn listening in the attractive way because the students not only learn but also practice their listening in a fun way. The game gives the students opportunity to experience listening activity which they do not only sit down and listen carefully, but also gives a chance for the students to actively participate in guessing game activity. As we know that young learners love to play the game, this activity will attract the students’ attention to learn. If the students are interested to learn thus they will learn more and enjoy the learning time, which teaching and learning process being more effective. Therefore, the writer wants to teach listening by using guessing game as a technique.

F. Action Hypotheses

Based on the problem formulation, the writer formulates two hypotheses below:

1. Using guessing game can improve students’ listening skill.

2. Using guessing game gets the positive responses from the students in the classroom.

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This chapter deals with the subject of study, place and time of the study,

research instrument, technique of data collection, the writer’s role in the study,

techniques of data analysis, the Classroom Action Research (CAR) procedures, research design, and the criteria of the action success.

A. Research Setting

1. Setting of Place

The writer did the research at MTs Annida Al Islamy. The school is located on Jl. Raya Duri Kosambi, Jakarta Barat.

2. Setting of Time

This research was carried out for two cycles in four meetings. Both the first cycle and the second cycle have two meetings in each. Time allocation for every meeting is about 2 x 40 minutes. The research started on April 18th up June 2nd 2016.

3. Participant

The subject of this study was the students of the first grade at MTs Annida Al Islamy. The writer took VII. 2 as her subject of the study, it consists of 31 students.

B. Research Method

The Classroom Action Research used as the method of this study also known as teacher research which is conducted directly in the classroom to repair and to improve quality of teaching and learning. Here are the definitions of classroom action research (CAR):

According to David Hopkins, “action research is an act undertaken by

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educational theory in practice, or as a means of evaluating and implementing

whole school priorities.”1

In line with Hopkins, John W. Creswell cites from Mills that “action research are systematic procedures done by teacher (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, their teaching and their student learning.”2

Meanwhile, David Kember defines “action research is portrayed as a

cyclical or spiral process involving steps of planning, acting, observing, and

reflecting.”3

From brief description above, it can be concluded that action research is a research that is done by the teacher or individual which have an educational background contains with cyclical procedures which emphasizes practice and improves the quality in teaching and learning

Classroom action research offers a positive effect for student and teacher. The effect gives improvement in the quality of teaching and learning itself to

make student learning outcomes better. David Kember states “action researchers

set out with the avowed intention of improving their practice.”4 In line with that, the goal of action research according to John Creswell is “to improve the practice of education by studying issues or problem they face.”5 Moreover, The function of classroom action research itself is “as a tool to repair the quality and efficiency in learning process at the classroom.”6 Based on the explanation above, the main goal of action research are to improve the quality of teaching and learning and to solve the specific educational problem by focusing in the practice and raising the

students’ learning outcomes.

David Hopkins, A Teacher’s Guide to Classroom Research, (New York: Bell and Bain Ltd., 2008), p. 1.

John W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Boston: Pearson, 2012), p. 577.

David Kember, Action Learning and Action Research, (New York: Routledge,2010), p. 25.

4 Ibid. 5

John W. Creswell. loc. cit. 6

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In the classroom action research, there are four different designs. The first

design is Kurt Lewin, the second is Mc el Kemmis and Mc Taggart’ design, the third is John Elliott’s design and the last is Dave Ebbutt’s design. The writer in this research used Kurt Lewin’s design in which the cycle divided into four steps are planning, acting, observing and reflecting.7 The second cycle will be conducted if the first cycle is unsuccessful. (See Figure 3.1)

CYCLE 1

CYCLE 2

Figure 3.1

Kurt Lewin’s Action Research Design

Here, the explanation of action research procedure steps based on Kurt

Lewin’s design as follows:

1. Planning Phase

After identifying the students’ listening problem occurred in the class, the

writer tries to solve the problem by making lesson plan. The teacher has to make a lesson plan before acting phase in order all the plans in line and runs well. This phase contains all the steps of action completely and prepares everything which

Wina Sanjaya, Penelitian Tindakan Kelas, (Jakarta: Prenada Media Group, 2009), p. 49 REFLECTING

PLANNING ACTING

OBSERVING

PLANNING ACTING

OBSERVING REFLECTING

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related to the research. The activities that have to do: 1) designing the lesson plan (RPP) before teaching to make the plan in line, 2) preparing the teaching aid which uses in the classroom, such as picture, students’ worksheet, PowerPoint presentation, and audio recording, 3) preparing the instrument of research such as test, observation sheet, guideline questions for interview, and documentation as a data resource. The learning activity is focused on the use of guessing game to reinforce students’ listening. The materials are taken from the student handbook and educational website.

2. Acting Phase

Acting phase is a phase for implementing all planning plan which has been designed before in lesson plan. Based on the proposed plan, the writer begins to teach following each step which consists of the whole process of lesson plan from the beginning, the middle until the end of the study in the class. In implementing all of the theories and teaching technique, they must appropriate with the latest curriculum. The aims of acting phase itself are to repair and to improve the quality

of teaching and learning specially improving the students’ learning outcome,

improving the performance for teacher and students in teaching and learning process, improving the use of media in teaching, improving good interaction within teacher and student, solving the trouble in learning, and so forth.

3. Observing Phase

The observation does by the writer as long as the teaching learning process held. It is to observe the activity which occurs during the implementation of guessing game in the classroom. In this phase, the writer is a participant observation which an active observer for taking part in acting by the students in the class. She also gives the direction to make sure the game runs well. Observation is intended not only to know whether the action in line with the

lesson plan, but also to observe the teacher’s performance, the students’

performance, the students’ response, the students’ activity, and the class situation toward the use of guessing game in teaching and learning process. In this phase, the writer using structured observation sheet to strengthen the result of research.

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4. Reflecting Phase

This reflecting phase focus on the result of action phase, the activities that have to do: 1) writing down the result of observation, 2) evaluating the result of observation, 3) analyzing the result of teaching learning process, 4) writing down the weakness to repair in the next cycle until the goal of CAR is achieved. If the cycle is unsuccessful, the writer will do the next cycle to solve students’ problem.

C. Research Instrument

One of the research instruments of this research is a test. The test is used to know the students’ progress from this action research method. The writer gave listening test which divided into pre-test and post-test. The first was pre-test (the

test which is done before treatment to know the students’ score”) and the second was post-test (the evaluation test after teaching through guessing game to know

the students’ progress). Overall, the function of these tests is to know whether there is any significant progress after teaching listening by using guessing game. Before implementing the test, the writer did a trial test to the first grade students at SMP Dharma Pondok Cabe. After that the writer did items analysis for validity and realibiliy test for every question by using ANATEST. This analysis is used to choose the good question which achieves the criteria to get the data. To support the data in this research, the writer also did the observation and interview to dig deeply about the students’ response toward the use of guessing game in teaching listening. In observation and interview for ensuring that the data are valid and reliable, the writer used a triangulation technique which compares and checks the data from the same source yet used different techniques (observation and interview). The purpose is to know whether the data from the same source with the different techniques able to obtain the same result or not.

D. Data Collection Procedure

Technique of data collection is the essential step in the research for the purpose is to more complete data. In this research, the writer used both qualitative

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data (observation and interview) and quantitative data (test) in collecting the data, the explanation as follows:

1. Observation

Classroom observation is aimed to know the students’ response and to see the effectiveness toward the use of guessing game in teaching listening. The observation is done during the acting phase in every meeting. In this step, the writer got involved in the classroom as the active observer to make sure the game ran well. The instrument used for observation can be seen in the appendix.

2. Interview

The purpose of interviewing is to get accurate data directly from the subject of the research. The writer interviewed the teacher before implementing CAR to know the problem faced in teaching listening and interviewed the students

to know the students’ opinion before and after the implementation of guessing

game in study listening. The writer took 8 samples of 31 students to conduct structured interview by using the guideline questions.

3. Test

The test is used to collect the data and to compare students’ listening

achievement before and after conducting the research. Pre-test and post-test are kind of the test that used to measure the progress of students in the research. The form of the test is the listening test which consists of 20 questions multiple choice.

The material of the test is taken from the students’ handbook and resources that

related to the material.

E. The Writer’s Role in the Study

In this research, the writer had two roles; the teacher and the researcher. As the teacher, she was not only prepared and developed the lesson plan in the planning phase, but also taught the materials and techniques that has been planned before. She made sure that the plan ran well to reach the criteria of the action success. While as the researcher, she also collected and analyzed the data by doing observation, interview, and test to report the result of the study at the end.

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F. Data Analysis Procedure

Technique of data analysis is a technique that holds the crucial role to obtain the result of the research. The writer collected the data from observation, interview, and test then analyze them for getting the valid result of the research. In analyzing the data, the writer uses techniques as follow:

1. Qualitative Data

Qualitative data are taken from the result of observation and interview. The writer uses descriptive analysis to analyze the qualitative data. The data that have been collected then describing into written text from the early to the end of the research which consists the observation of students’ activities, students’ motivation, the problem that occurs, the implementation of lesson plan in CAR and the interview before and after Classroom Action Research to seek the information directly and deeply from the subject of study.

2. Quantitative Data

Quantitative data is data which taken from the result of the test from the

students’ score of learning outcome in numeral form. The data that have been collected then used to analyze for getting the score within pre-test and post-test of every cycle. Later on, the writer concludes the result based on the analysis of

students’ progress on learning outcome to seek improvement. The research called success when students exceed the criteria of the research success on classroom action research.

The writer uses quantitative data to measure and to compare the average of

students’ listening score within pre-test and post-test of every cycle by using the formula:8

∑

∑ : Sum X : Mean

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x : Individual score N : Number of students

Next, after the writer gets the average of students’ listening score within

pre-test and post-test of every cycle. Then, the writer seeks the class percentage which passes the minimun mastery criteria-Kriteria Ketuntasan Minimun (KKM) by using the formula:9

P : The class percentage

F : Total percentage score N : Number of students

Furthermore, the writer attempts to get the improvement score of the students from pre-test up to post-test score in cycle 1 and cycle 2. The formula as follows:10

P : Percentage of students’ improvement y : Pre-test result

y1 : Post-test Cycle 1

P : Percentage of students’ improvement y : Pre-test result

y2 : Post-test Cycle 2

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 43.

10 Ibid.

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G. The Criteria of the Research Success

To make a research successed, it has to have criteria of the research as a guideline when implementing the research. According to David Nunan, there are six criteria of successful research:

1. The result exceeds the determined target score.

2. The innovation had overall positive response from participating teachers. 3. The innovation had beneficial impact on students’ listening. A comparative

analysis students’ test score indicated, in term of evaluation criteria by the researcher.

4. Teachers’ classroom practice changes as a result of participation innovation. 5. The objectives of the innovation largely met.

6. The innovation has a number of distinctive features which contributed to its effectiveness.11

Hence, this research used the guideline as above. If there is 75% number of students have improvement from pre-test students’ score to the second post-test in the cycle two and the innovation of the research gives the positive change for the student learning outcome, then the research will be stopped. Yet, if the students have not passed the criteria, the research will be implemented on the next cycle.

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press, 1992), pp. 207--208.

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This chapter presents the data description and interpretation of data. They are consist of observation data, interview data, the implementation of teaching listening using guessing game, and the result itself.

A. Research Finding

1. Data of Observation

Based on the observation, the core of teaching and learning process of listening at the first grade of MTs Annida Al Islamy was taken by the teacher. Mostly, the teacher asked the students to listen then answer the questions given based on the text that has been read before. Next, the teacher asked the students to

do exercise on the students’ handbook. In doing the exercise, the class was quite noisy, yet the students did the exercise. The students’ responses were less interest, because they wanted the process is enjoyable. Thus, the class needs variation of teaching techniques to make the students excited and interested in learning listening. In this case, guessing game is the alternative technique. The writer chose guessing game because young learner loves to play game while learning.

Hence, the students’ interest can be attracted.

2. Data of Interview

a.

The Description of Data from Interview with English Teacher

of MTs Annida Al Islamy

According to data of interview with English teacher at the first grade of MTs Annida Al Islamy, the teacher was graduated from English Education Department at one of the University in Jakarta and he has been teaching at MTs Annida Al Islamy about ten years. He said that the implementation of teaching and learning English at school is quite nice, because the school facilitates language laboratory, audio speaker, and projector. In teaching listening, sometimes he used media like CD to watch movie, then the students have to make

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the summary from the movie. In his point of view, the students followed the activity. Interesting fact is the students were less interested in listening class. Thus, the teacher made English club, but only few students joined.

b.

The Description of Data from Interview with The First Grade

Students of MTs Annida Al Islamy

Based on the result of interview from eight students at the first grade at MTs Annida Al Islamy that conducted by the writer, it is observably that most of the students like to learn English, but they thought that it is difficult.

The students at the first grade of MTs Annida Al Islamy have problem in listening class; that is their English teacher taught them conventionally. In the last of interview, the students hope that the teaching and learning process is not only taught through delivering the textbook materials, but also using game to make them enjoying the teaching and learning process. Therefore, they can improve their interest and achievement in listening skill.

3. The Implementation of Guessing Game Activities in Teaching

Listening

Based on the data that has been collected, the variation of teaching techniques was needed by the students. It is used not only to make them interested in learning listening, but also enjoy the class. In this case, guessing game is the alternative technique that the writer chose. It is aimed to create the pleasant situation in class for practicing listening in fun way. Thus, the students’ achievement can be improved.

In implementation, the pre-test and post-test are arranged to measure the students’ achievement in listening. The pre-test is used to find out the students’ achievement before implementing the action in cycle one, while the post-test is

used to know the improvement of students’ achievement; it is taken at the end of cycle one and cycle two.

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In this research, the writer used two cycles which consist of two meetings for each cycle. Each cycle consists of four phases: planning, acting, observing, and reflecting. The improvement of the students’ achievement in listening can be seen from comparing the students’ score of pre-test, post-test I, and post-test II. This research was held in MTs Annida Al Islamy April 18th up June 2nd 2016.

a.

Cycle One

1. Planning

Planning phase aims to prepare and to design all of the things before going to conduct the research well. In this phase, the writer designs lesson plan for implementing the acting phase. First, making two lesson plans for two meetings in cycle one. Choosing the material from the students’ textbook and educational website is the second step. Preparing the media such as power point, speaker, work sheets, video, and audio is the third step. Creating structured observation sheet to find out the implementation process is the last step of planning phase. 2. Acting

Acting is the process to do all the plans that has been designed in planning phase. In this phase, the writer roles as an English teacher who does the action by teaching listening to the students using guessing game while the English teacher observes the writer during the teaching and learning process.

First meeting

In the first meeting, the teacher explained the descriptive text about animal by using power point. To warm up, the students were asked about the text given. After that, the teacher conducted guessing game by giving video about animal which the students have to watch video carefully; the title is which animal is it. They were intended to guess correctly the animal showed on the video by identifying and choosing the right picture based on the description given. To answer, the student raised hand and stated the guess.

Next, the teacher asked the students to play guessing game in group. Every group has to listen the short description of animal from audio and answer the

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name of animal based on the description that given. The group who knows the answer should write the answer on the white board.

As an exercise, the students listened a description audio about animal and had to answer the questions given. After finished the task, they discussed the answers and the difficulties faced including the vocabularies.

Second meeting

Overall, the second meeting has same procedure with the first meeting. The different are the topic (the title is pets) and the way guessing game conducted (they played in pair).

In conducting the guessing game, the teacher asked the students to play in pair. Every student had to make short descriptive text about animal without stating the name of the animal that they were going to write. Then, a pair of students came in front of the class to play. The first student mentioned the clues (short description) while the second student had to listen and tried to guess correctly the name of animal based on the clues given then take a turn.

For example:

Student 1: I am a domestic animal. I can run fast. My fur is really soft. I love to catch a mouse. Guess, who am I?

Student 2: It is a cat.

After guessing game, the exercise and problems faced discussions were ran as the first meeting.

3. Observing

Observation is an essential phase. It is not only used to make sure that the lesson plan run well, but also to observe the teaching and learning process. The detail you get, the more information you have for reflection phase. In cycle one, the writer has been designed the structured observation form to be used by the collaborator to observe the writer and the students’ performance during the research.

Based on the result of observation, the students’ performances were good which they were curious and interested in learning listening. In addition, the students were involved actively during the class. Obviously, the class was alive

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because everyone was excited to play. To sum up, it is clearly seen that the students were enjoyed and were not bored in teaching and learning process.

For the teacher’s performance was good enough. Before starting the lesson, the writer tried to attract the students’ attention by using ice breaking. In the lesson time, the writer used power point, pictures, audio, and video in teaching and learning process for making them excited and interested in learning listening. Thus, the learning process was happened conducively –fun and friendly, the class was alive, and both the students and the writer enjoyed the class.

4. Reflecting

Reflecting is the last step of the cycle after implementing planning, acting, and observing which focused on the result of acting and observation phase by reflecting all of the activities; whether the implementation of guessing game improved the students’ listening skill or not. In the first meeting, the students’ responses were quite good. All of them focused on material given and got enthusiastic about playing guessing game. They paid attention to the lesson and participated during the learning process which made the class alive, although there were some vocabularies that they did not know. To overcome this, the writer asked the students to discuss and to repeat the words after the writer. It is for making the students more understand and increase their vocabularies. For the last meeting, the students’ responses were good. Moreover, when the students played in pair the guessing game in front of the class, they were excited and racing with the other students to play it. In facing the difficult vocabularies, the writer still did discussion with the students.

In line with those facts above, the result from pre-test and post-test 1 show that there was an improvement of students’ scores, but it had not reach the target yet (75% of students). Indeed, more improvement needs to be done on the second cycle. Therefore, the writer decided to do second cycle with contains two meetings.

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b.

Cycle Two

1. Planning

Based on the result in the first cycle, the writer planned second cycle to reach the target, that is 75% students’ achievement have to get the KKM. In addition, the writer found that the lack of vocabularies still be the problem faced. The students found some vocabularies that the students did know while listening the audio. The writer assumes those vocabularies were new for them, so discussion with the students was conducted to solve the problems faced. In this cycle, the writer designed two lesson plans for two meetings and prepared the media to make teaching learning process playful and attract the students’ attention.

2. Acting

In this phase, like in the cycle one the writer roles as the teacher who did the action by teaching listening through guessing game for the first grade students of MTs Annida Al Islamy.

First meeting

The teacher explained the descriptive text about people by using power point and asked the question to the students related to the topic. After that, the teacher conducted guessing game by giving video about people which the students have to watch video carefully; the title is hairstyles. They were intended to guess correctly the pictures showed on the video by identifying and choosing the right picture based on the description given. To answer, the student raised hand and stated the guess.

Still playing guessing game, the students had to listen carefully to the four conversations and chose the right picture based on the description of people on the conversations. The student who knows the answer should raise hand and mention it.

As an exercise, the students listened a description audio about people and had to answer the questions given. After finished the task, they discussed the answers and the difficulties faced including the vocabularies.

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Second meeting

Generally, the second meeting has same procedure with the first meeting. The only different is the topic about family. In this meeting, the students had to watch video and guessed pictures on video by identifying three family pictures and choosing the right picture based on description given on video. The students answered orally by raising their hand first.

An audio about describing people was listened by the students to do the exercise given. After finished the task, they discussed the answers and the difficulties faced including the vocabularies.

3. Observing

In this second cycle, the implementation did not get significant obstacles. While the writer giving explanation of the material, the students focused on the lesson and listened the audio carefully. The students were easier to control than on the first cycle; they were following the writer’s instruction while playing guessing game. The games ran well and the students played actively and happily. They asked more time to play, because the students not only playing the guessing game, but also practicing their listening in fun way that made them enjoy the listening class. It cannot be denied that there were some vocabularies which the students did not know sometimes, then discussion be the way to enforce the students in finding the meaning and drilling technique followed after.

4. Reflecting

The writer analyzed and did reflection all of the activities happened in this

phase. The result is as the writer’s expectation. The game ran well and students were excited to play guessing game. They understood the rules and enjoyed the game, although there were some vocabularies that they did not know. As usual, the writer discussed the vocabularies with the students. Therefore, the students can enlarge their vocabulary and know how to pronounce by doing drilling after discussion. All in all, the implementation of learning in second cycle is better than the first cycle. Hence, the writer decided to stop the cycle because the target of CAR (75%) has been reached. Finally, the research was done through two cycles.

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4. The

Improvement of Students’ Listening Achievement

The writer used quantitative data to know the improvement of students’ listening achievement which taken from analyzing students’ scores on pre-test and post-test. It can be seen on the table below (the students’ scores of pre-test, post-test 1 and post-post-test 2).

a.

The Result of Pre-test

1. Calculating the students mean score of test. It is calculated by using formula:

∑

Table 4.1 Students’ Score of Pre-test

Students’numb.

(N)

Students’ Pre-test Scores (X)

1. 70*

2. 75*

3.

60

4. 80*

5. 90*

6.

65

7. 80*

8.

60

9.

55

10. 70*

11.

65

12.

65

13.

60

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Students’numb. (N)

Students’ Pre

-test Scores (X)

15.

65

16. 70*

17.

60

18.

60

19.

50

20.

55

21.

60

22.

65

23.

60

24.

55

25. 80*

26.

50

27.

65

28.

55

29.

65

30.

55

31.

40

Note: (*) for the student who passed the KKM (70)

Based on the pre-test table above, the lowest score is 40 and the highest is 90. Then, the average of students’ score of pre-test is 63.70 as calculated below.

∑ Pre-test (X) = 1975

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= 63.70

2. Calculating the percentage of students’ score who passed the KKM (70) by using formula:

According on the calculation above, it can be seen that percentage of students’ score who passed the KKM in pre-test only 29.03%. In detail, the students who passed the KKM are 9 students while 22 students’ scores below the

KKM. It can be concluded that the students’ score in pre-test still low and need improvement to reach the KKM.

b.

The Result of Post-test I

1. Calculating the students’ mean score of the test. It is calculated by using formula:

∑

Table 4.2 Students’ Score of Post-Test I

Students’numb.

(N)

Students’

Post-test I Scores (y1)

1. 80*

2. 80*

3. 70*

4. 80*

5. 85*

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