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.
29
I. S. P. Nation and J. Newton, loc. cit..
30
Cambridge Advance Lea rner’s Dictionary Third Edition, Singapore: Cambridge
University Press, 2008, p. 1198.
31
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.
32
Patricia A and Richard Amato, op. cit., p. 299.
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 activ ity 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.
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
34
Abdul Muhit, The Use of Missing Lyric Game to Improve Students’ Listening Skill,
Skripsi, Faculty of Tarbiyah and Teachers’ Training , Syarif Hidayatullah State Islamic University, Jakarta, 2012.
