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.
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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.
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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CHAPTER III RESEARCH METHODOLOGY
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 18
th
up June 2
nd
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 teachers, to enhance their own or a colleague’s teaching, to test the assumptions of
