Students ’ Responses on the Implementation of Teaching

Questions Students’ Responses The teacher reads the text and the students write what they listen. Student 7 Guru meminta siswa menulis dipapan tulis dan mendikte. The teacher asks the students to write on the white board while doing dictation. Student 8 Mengajarkannya seperti biasa. Teaching commonly. The thing that students like when learning listening. Student 1 Menambah ilmu cara membaca vocabulary. Getting more knowledge about pronunciation. Student 2 Melatih kemampuan untuk mendengarkan. Having practice of listening skill. Student 3 Melatih kemampuan untuk mendengarkan. Having practice of listening skill. Student 4 Jadi tau cara membacanya. Knowing the way to pronounce the words. Student 5 Tidak suka belajar listening karena susah dimengerti. Having no interest in learning listening, because it is hard to Questions Students’ Responses The conclusion The students’ statements show the thing that they like the most in learning listening is having chance to practice their listening skill and knowing the pronunciation. On the other hand, the other students state that they do not like or have no interest in learning listening. Thus, this problem must be solved because the students will face listening section in national exam on English subject. Due to this fact, the students have to learn and practice listening. understand. Student 6 Tidak suka. Having no interest. Student 7 Tidak suka. Having no interest. Student 8 Suka belajar listening. Having interest in learning listening. The students’ problems in learning listening. Student 1 Vocabulary, karena agak kesulitan mendengarkan dari audio karena butuh pengulangan.Vocabulary, because it is quite hard to listen the audio and it needs repetition. Student 2 Tidak ada. Having no problem. Student 3 Kalau mendengarkan terkadang suka salah denger kayak vocabularynya. Kalau mendengarkan dari audio terkadang bacanya agak cepat jadi butuh pengulangan. Getting wrong idea while Questions Students’ Responses The conclusion The problem faced by the students in listening class is the lack of vocabulary. That is why, the students need to practice more. To overcome this problem, the writer has discussion time with the students to find out the meaning of some difficult vocabularies. listening. The audio is too fast sometime, so the repetition is needed. Student 4 Arti dari kata yang diperdengarkan. The meaning of the words given. Student 5 Iya, sulit menterjemahkannya. Yes, it is hard to translate. Student 6 Butuh pengulangan. Needs repetition; playing it twice or more. Student 7 Susah dimengerti. It is hard to understand. Student 8 Tidak ada. Do not have problem. The students’ responses when using guessing game in listening class. Student 1 Iya, senang. Yes, I like it. Student 2 Senang. Yes, I like it. Student 3 Senang. Yes, I like it. Student 4 Iya, senang. Yes, I like it. Student 5 Suka. Yes, I like it. Student 6 Senang. Yes, I like it. Questions Students ’ Responses The conclusion It can be concluded that the students were pleasure to use guessing game in listening class, because it is an interesting activity which makes them enjoy while learning. Student 7 Senang. Yes, I like it. Student 8 Iya. Yes. Students’ opinion about learning listening by using guessing game activities. Student 1 Melatih pengetahuan, listening, dan vocabulary. Adding knowledge and improving listening skill and vocabulary. Student 2 Melatih kemampuan listening, vocabulary, dan grammar. Having exercise for listening skill, vocabulary, and grammar. Student 3 Dapat meningkatkan kemampuan listening. Improving listening skill. The conclusion The students’ statements show that most of the students like and excited while used guessing game activities in listening class which they also can practice their listening in fun way. Student 4 Seru sekali jadi aktif di kelas dan tidak bosen. It is so much fun which makes the class active and full of joy. Student 5 Seru. It is fun. Student 6 Lebih seru dan asik. It is much more fun. Questions Students’ Responses Student 7 Melatih listening dan bikin semangat di kelas. Having exercise for listening skill and interested in learning process. Student 8 Menyenangkan. It is pleasant. The things in listening skill that students like when using guessing game activities. Student 1 Pelajarannya menarik karena pake video, audio, dan gambar. Juga lebih aktif di kelas. The learning process is interesting because of video, audio, and pictures use. Moreover, the situation is alive. Student 2 Karena memakai gambar, audio, video jadi tambah aktif di kelas dan semangat belajar. Having interest in learning and forcing self to be more active because of pictures, audio, and video use. Student 3 Pelajarannya menarik dan lebih seru. The learning process is interesting and so much fun. Student 4 Pelajarannya menarik jadi semangat belajar. Having interest in learning because of the interesting process. Questions Students’ Responses The conclusion The students admit that they love teaching and learning using guessing game in listening class because it is interesting, not boring, fun, and not make them sleepy in the class. It is really good to maintain the students’ mood and excitement to learn, so the improvement of their skill can be achieved. Student 6 Membuat semangat dan menarik. It makes more interest and eager to learn. Student 7 Pelajarannya asik, menarik, tidak membosankan dan seru. The learning process is fun, interesting, and not boring. Student 8 Menarik karena pake media dan aktif di kelas. It is interesting because of the media that brought the class situation actively. Problem in listening lesson when students are taught by using guessing game activities. Student 1 Menerjemahkan vocabulary. Translating the vocabulary. Student 2 Vocabulary. Student 3 Mengartikan kosakata. Translating the vocabulary. Student 4 Menerjemahkan vocabulary. Translating the vocabulary. Student 5 Ada, mengartikan. Yes, translating the vocabulary. Questions Students’ Responses The conclusion The students’ answers show that the students have problem in the meaning of vocabulary. For overcome the problems, the writer did discussion with the students about the difficult vocabulary to make them more understand. Student 6 Tidak ada. No, I don’t have. Student 7 Mengartikan. Translating the vocabulary. Student 8 Menerjemahkan vocabulary. Translating the vocabulary. The Students’ ability in listening after they are taught using guessing game. Student 1 Meningkat. Improved. Student 2 Lebih meningkat. More improved Student 3 Meningkat. Improved. The conclusion Most the students said that their ability in listening after taught using guessing game has improvement. It is proved by their achievement. Hence, guessing game can be an alternative technique in teaching listening. Student 4 Lebih meningkat. More improved. Student 5 Meningkat. Improved. Student 6 Lebih meningkat. More improved. Student 7 Lebih meningkat. More improved. Student 8 Meningkat. Improved. Student 1 Menggunakan permainan karena belajar dengan permainan lebih seru. Using game makes the learning process more fun. Questions Students’ Responses The students’ opinions in teaching and learning listening by using game and without using game. Student 2 Lebih menarik menggunakan permainan karena tidak cepat bosan. Using game makes the learning process more fun. Student 3 Permainan lebih seru kalau tanpa permainan bosen. Using game makes the learning process more fun. Student 4 Kalau menggunakan permainan itu lebih seru, menambah semangat, tidak membosankan. Kalau tanpa permainan membosankan dan mengantuk. Using game makes the learning process more fun. It is boring without using game. Student 5 Dengan Permainan karena lebih seru. Using game because more fun. The conclusion Based on the students’ statements, the students chose learning listening by using game, because it is more interesting and enjoyable than without using game. It shows that learning listening using game able to attract the students to learn than learning without using game because made them bored. Student 6 Menggunakan permainan karena lebih seru, asik dan tidak membosankan. Using game makes the learning process more fun. Student 7 Menggunakan permainan karena lebih asik kalau tanpa permainan membosankan. Using game makes the learning process more fun. Questions Students’ Responses . Student 8 Permainan lebih seru. The game is more fun. Based on the data above, the writer concludes that the students enjoy the listening class so much by using guessing game, because using guessing game in listening class could make them practice listening in fun way and improved their listening skill. They also prefer to choose learning listening by using game that the conventional one, because it brought so much fun in learning. Hence, guessing game can be an alternative technique in teaching listening. In fact, no research runs without problems. Problems were faced by the students in this research, especially understanding some vocabularies. Hence, doing discussion with students is the way to solve the problems. In detail, the writer asked the students about the words meaning before explaining, then giving the meaning when no student knows. To practice their pronunciation, the writer did drilling.

B. Interpretation

The data is interpreted from observation, interview, and test. In validating the data, the triangulation is used by the writer. Here are the detail explanations for data interpretation:

1. Data of Observation

The result through pre-observation shows the alternative technique for teaching and learning process of listening is needed. The writer found that most of the students were bored, because all they have to do just sat down and did the exercise in the text book or write down the answer from the question given orally by the teacher without having any activity that brought them took a part actively in the class. Of course, some students tried to pay attention to the teacher’s explanation. I t is proven by students’ statements on interview see table 4.4.. In addition, the lack of vocabulary be the next problem that the students faced either the meaning or the written form. Hence, guessing game is offered by the writer to be the alternative technique in teaching and learning process of listening. The observation for teaching listening by using guessing game finds out that the students were excited and enjoyed to learn. Moreover, they were able to follow the instruction of guessing game. In detail, the students were enthusiastic and confident to answer the teacher’s questions during the lesson. In playing the game, they understood the rule and they raced in turns to participate the game. They admit to use guessing game in learning listening, because it brought so much fun. To sum up, the situation in the classroom was alive because of students’ participation.

2. Data of Interview

The result from pre-interview found that both teacher and students have their own problems in listening class. For teacher, he found that the students were less interesting in listening class, while the students thought that the conventional teaching technique made them less interesting in listening class. The result above shows they have the same problem in listening class; that is teaching technique. The writer underlines that an alternative technique is needed in this listening class to overcome the problem. Therefore, the writer offered guessing game. It is aimed to be the alternative technique in teaching listening that would be make the students have more interest in learning. In the end, the interview after using guessing game digs out that it brought so much fun in listening class and the students’ achievement were improved.

3. Data of test

There are pre-test, post-test I, and post-test II used in this research to know the improvement of students’ achievement. In pre-test, the students’ mean score is 63.70 and the students who passed the KKM are 9 students or 29.03 while the other 22 students could not pass the KKM. After implementing the Classroom Action Research in the first cycle, the students ’ mean score is 70.64. It shows that there is 6.94 of improvement from the test before 70.64 – 63.70. Then, the students who passed the KKM are 21 students or 67.74. It can be concluded that the CAR target 75 is not reached yet. Thus, the second cycle is needed to improve the achievement. The data from post-test II shows that the target is reached. In detail, the students mean ’ score is 77.09 with 6.45 77.09 – 70.64 of improvement from post-test I. In addition, the students who passed the KKM are 28 students or 90.32 which means that only 3 students could not pass the KKM. Thus, it can be concluded that the result of post-test II is reached the CAR target 75. In other words, the next cycle is not needed. In summary, the writer concludes that the research is successful based on the data taken. Obviously, there is an improvement for both students’ achievement and learning process. Hence, the Classroom Action Research at the first grade of MTs Annida Al Islamy for listening class is stopped at the cycle two. 58

CHAPTER V CONCLUSION AND SUGGESTION

After finishing the whole steps of the Classroom Action Research, then the writer gives conclusion and suggestion based on the result of the research.

A. Conclusion

The result of Classroom Action Research shows that the students’ learning result improved from the first cycle and the second cycle. It is proved by the result of the students’ pre-test and post-test. In the pre-test, the students’ mean score is 63.70. Then in the post- test II, the students’ mean score is 77.09 which the improvement result of implementation is 13.39. Next, 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. The percentage shows that the implementation of the Classroom Action Research passed the target CAR 75. Simply stated, the research is successful. In other words, it can be concluded that guessing game activities can improve the students’ listening skill at the first grade students of MTs Annida Al Islamy. When implementing the action, the students responses were good. They were exicited and enjoyed the teaching and learning process by using guessing game in listening class because they can practice the listening in fun way and their listening is better than before it can be seen from the s tudents’ score.

B. Suggestion

The writer would like to give suggestion for the teacher and the students in teaching and learning listening, as follows: 1. For the teacher The teacher should create the variation teaching techniques in English especially in listening to raise the students’ interest. In this case, guessing game can be the alternative.