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
11
Andrew Wright, David Betteridge, Michael Buckby, Games for Language Learning Third Edition, New York: Cambridge University Press, 2006, p. 2.
12
Melvin L. Siberman, Active Learning: 101 Strategi Pembelajaran Aktif, Yogyakarta: Pustaka Insan Madani, 2009, p. 1.
13
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.
14
Penny Ur, Teaching Listening Comprehension, Cambridge: Cambridge University Press, 2009, p. 87.
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.
15
Friederike Klippel, Keep Talking, Cambridge: Cambridge University Press, 1993, p. 31.
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
1
I. S. P. Nation and J. Newton, Teaching ESLEFL Listening and Speaking, New York: Routledge, 2009, p. 37.
2
Henry Guntur Tarigan, Menyimak Sebagai Suatu Keterampilan Berbahasa, Bandung: Angkasa Bandung, 2008, p. 31.
3
Miles Craven, Listening Extra, Cambridge: Cambridge University Press, 2004, p. 8.
4
Active Listening,
http:www.skillsyouneed.co.ukIPSactive_listening.htmlixzz2Hj8hKGJl, Accessed on February
9
th
, 2016.
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.
5
I. S. P. Nation and J. Newton, op. cit., p. 40.
