REINFORCING STUDENTS’ LISTENING SKILL

THROUGH GUESSING GAME

(A Classroom Action Research at the First Grade Students of MTs Annida Al Islamy

Jakarta)

By:

Irani Nurislam

109014000096

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

v

ABSTRACT

Irani Nurislam. 2016. Reinforcing Students’ Listening Skill through Guessing

Game (A Classroom Action Research at the First Grade

Students of MTs Annida Al Islamy Jakarta). Skripsi, English

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.

vi

ABSTRAK

Irani Nurislam. 2016. Reinforcing Students’ Listening Skill through Guessing

Game (A Classroom Action Research at the First Grade

Students of MTs Annida Al Islamy Jakarta). Skripsi, English

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%).

vii

ACKNOWLEDGEMENT

In the Name of Allah, the Beneficent and the Merciful

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.

viii

6. To any other person who cannot be mentioned one by one for always caring,

supporting, and contributing their ideas for the writer during finishing her

skripsi.

The last, the writer realizes that her skripsi is far for perfect. Thus, the

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

The writer

ix

TABLE OF CONTENTS

COVER ................................................................................................................... i

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

C. Guessing Game ................................................................... 13

x

1. Definition of Guessing Game ...................................... 13

2. Type of Guessing Game .............................................. 14

3. The Rule of Playing Guessing Game .......................... 14

4. Reinforcing Students’ Listening Skill through

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

2. Acting ............................................................ 32

xi

3. Observing ...................................................... 33

4. Reflecting ...................................................... 34

b. Cycle Two ............................................................ 35

1. Planning ......................................................... 35

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

APPENDICES ...................................................................................................... 63

xii

LIST OF FIGURES

Figure 3.1 Kurt Lewin’s Action Research Design ....................................................... 23

xiii

LIST OF TABLES

Table 4.1 Students’ Score of Pre-test ..................................................................... 37

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

xiv

LIST OF APPENDICES

Appendix 1 ANATEST result

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

Appendix 13 Surat Keterangan Penelitian

1

CHAPTER I

INTRODUCTION

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

1Caroline T. Linse and David Nunan, Practical English Language Teaching: Young

Learners, (New York: MCGraw-Hill, 2005), p. 32.

2Vicki 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.

2

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

3Trudy Wallace, Winifred E. Stariba, and Herbert J. Walberg, Teaching Speaking,

Listening, and Writing, (Brussels: International Academy Of Education, 2004), p. 13. 4Caroline Woods, Teaching and Assessing skills in Foreign Languages, (Cambridge:

Cambridge University Press, 2005), p. 29. 5Vicki 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). 7Penny Ur, A course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 2003), p. 43.

3

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

8Zhang Yi Jun, Warm-up Exercises in Listening Classes,

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

, 2015). 9Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning

New Edition, (New York: Cambridge University Press, 1994), p. 1. 10

Vicki L. Cohen and John Edwin Cowen, Op. Cit., p. 367.

4

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.

5

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.

6

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.

7

7

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

1I. S. P. Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:

Routledge, 2009), p. 37. 2Henry Guntur Tarigan, Menyimak Sebagai Suatu Keterampilan Berbahasa, (Bandung:

Angkasa Bandung, 2008), p. 31. 3Miles Craven, Listening Extra, (Cambridge: Cambridge University Press, 2004), p. 8.

4Active Listening,

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

9th

, 2016).

8

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.

5I. S. P. Nation and J. Newton, op. cit., p. 40.

9

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.

6Christine C. M. Goh, Teaching Listening in the Language Classroom, (Singapore:

SEAMEO Regional Language Centre, 2002), p. 2. 7Caroline T. Linse and David Nunan, Practical English Language Teaching: for Young

Learners, (New York: McGraw-Hill, 2005), p. 27.

10

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

8Miles 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). 9Andrew Wright, David Betteridge, and Michael Buckby, Games for Langugae

LearningThird Edition, (New York: Cambridge University Press, 2006), p. 1. 9Rita Susana Larcabal, The Role of Game in Language Acquisition, (Washington D.C:

English Teaching Forum, 1992), p. 28. 11

Jill Hadfield, Elementary Communication Games, (Essex: Longman, 1996), p. 4.

11

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. 12

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,

33:35, (Kuala Lumpur, January-March 1995), p. 35.

12

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

15

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

16Hajar Khonmohammad, Bahman Gorjian, and Zivar Eskandari, “Using Games to

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

Learning and Applied Linguistics World, 5:325, (Iran, March 2014), pp. 324--341.

13

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.

17

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

Press, 2004), p. 3. 18

Vicki Cohen and John Cowen, Literacy for Children in an Information Age: Teaching

Reading, Writing, and Thinking, (California: Wadsworth, 2007), p. 267. 19

Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning

New Edition, (New York: Cambridge University Press, 1994), p. 169. 20

Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press,

2003), p. 110.

14

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

21

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. 22

Ibid., p. 294.

15

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’t say 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.

23

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University

Press, 2009), p. 87. 24

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

31. 25

Djatmika, Agus Dwi Priyanto, and Ida Kusuma Dewi, Passport to the world 1, (Solo:

PT Tiga Serangkai Pustaka Mandiri, 2012), p. 41.

16

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

26

What’s the Animal Guessing Game,

http://wxxi.org/education/summeractivities/WK_Prtns_WhatsTheAnimal.pdf, (Accessed on

February 9th

, 2016). 27

Penny Ur, op. cit., p. 90. 28

Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language

Teaching, (Cambridge: Cambridge University Press, 2000), p. 102.

17

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 Learner’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.

18

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

33Heri 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).

19

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).

20

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.

21

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 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

teachers, to enhance their own or a colleague’s teaching, to test the assumptions of

22

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.

1David Hopkins, A Teacher’s Guide to Classroom Research, (New York: Bell and Bain

Ltd., 2008), p. 1. 2John W. Creswell, Planning, Conducting, and Evaluating Quantitative and Qualitative

Research, (Boston: Pearson, 2012), p. 577. 3David Kember, Action Learning and Action Research, (New York: Routledge,2010), p.

25. 4Ibid.

5John W. Creswell. loc. cit.

6Zainal Arifin, Penelitian Pendidikan, (Bandung: PT Remaja Rosdakarya, 2011), p, 101.

23

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

7Wina Sanjaya, Penelitian Tindakan Kelas, (Jakarta: Prenada Media Group, 2009), p. 49

REFLECTING

PLANNING ACTING

OBSERVING

PLANNING ACTING

OBSERVING REFLECTING

24

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.

25

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

26

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.

27

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

8Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

28

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

9Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT Raja Grafindo Persada,

2008), p. 43. 10

Ibid.

29

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.

11

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge

University Press, 1992), pp. 207--208.

30

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

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

31

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.

32

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

33

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

34

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.

35

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.

36

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.

37

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-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

14. 70*

38

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

∑

39

= 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*

6. 70*

40

Students’numb.

N

Students’ Post

test I Scores

(y1)

7. 85*

8. 70*

9. 60

10. 80*

11. 65

12. 75*

13. 75*

14. 70*

15. 70*

16. 75*

17. 70*

18. 70*

19. 55

20. 70*

21. 65

22. 70*

23. 75*

24. 60

25. 80*

26. 65

27. 65

28. 65

29. 70*

41

Students’numb.

N

Students’ Post

test I Scores

(y1)

30. 65

31. 55

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

Based on the table of post-test I above, the writer concluded that the lowest

score is 55 and the highest is 85.The mean of students’ score of post-test I:

∑ Post-test I (y1) = 2190

∑

It shows that there is an improvement in implementing guessing game. It

can be compared from the data between pre-test mean score (63.70) and post-test I

mean score (70.64). Therefore, the students’ score improvement is up to 6.94

(70.64 – 63.70).

2. To know the percentage of students’ improvement from pre-test to post-test I,

the writer used:

Based on the calculation above, it shows that the percentage of students’

improvement from pre-test to post-test 1 is 10,89%.

3. Calculating the percentage of students’ score who passed the KKM (70) by

using formula:

According to the calculation above, it can be seen that the students’ score

percentage in post-test I is 67.74%. There are 21 students passed the KKM and 10

42

students below the KKM. Due to the target of CAR, the writer did the second

cycle to reach 75%.

c. The Result of Post-test II

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

∑

Table 4.3 Students’ Score of Post-Test II

Students’numb.

(N)

Students’ Post-

test II Scores

(y2)

1. 90*

2. 80*

3. 75*

4. 90*

5. 90*

6. 75*

7. 95*

8. 70*

9. 75*

10. 85*

11. 70*

12. 80*

13. 75*

14. 80*

15. 75*

16. 85*

17. 70*

43

Students’numb.

(N)

Students’ Post-

test II Scores

(y2)

18. 75*

19. 60

20. 75*

21. 85*

22. 80*

23. 80*

24. 75*

25. 85*

26. 70*

27. 75*

28. 65

29. 70*

30. 70*

31. 65

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

Based on the table of post-test II above, the writer concluded that the

lowest score is 60 and the highest is 95. It means that post-test II score is higher

than pre-test.

The average of students’ score of post-test II:

∑ Post-test II (y2) = 2390

∑

44

From the result of the calculation above, the mean of students’ score in

post-test II is 77.09. It shows that there is an improvement. The mean of students’

listening score in pre-test is 63.70 and after implementing Classroom Action

Research using guessing game in post-test I is 70,64. Thus, the improvement of

the average of students’ listening scores in post-test I and post-test II is ∑y2 - ∑y1

= 77.09 – 70.64 = 6.45.

2. To know the percentage of students’ improvement from pre-test to post-test

II, the writer use:

Based on the calculation above, it shows that the percentage of students’

improvement from pre-test to post-test II is 21.02%.

3. Calculating the percentage of students’ score who passed the KKM (70) by

using formula:

According to the calculation above, it can be seen that the students’ score

percentage in post-test II is 90.32%, because 28 students passed the KKM and the

rest 3 students did not pass the KKM. To sum up, the improvement statistically is

22.58% (90.32% - 67.74%); the students’ percentage of post-test II score is

90.32% while the percentage of post-test I score is 67.74%. It can be concluded

that this Classroom Action Research is successful because the percentage

improvement from the students’ listening score reached the target of CAR (75%).

5. Students’ Responses on the Implementation of Teaching

Listening by Using Guessing Game

After implementing guessing game in listening class, the writer

interviewed eight students to know about their feeling during the class and their

45

responses toward using guessing game in learning listening. The interview was

done during the break lunch after taking post-test II.

Table 4.4

Students’ Opinions

Questions Students’ Responses

The process of teaching and

learning process of listening in

MTs Annida Al Islamy.

Student 1

Kurang menarik sehingga siswa menjadi

bosen. (It is not interesting; the students

get bored).

Student 2

Sulit dipahami karena guru

mengajarkannya kurang jelas. (English is

hard to understand; the teacher does not

teach clearly).

Student 3

Cara mengajarnya membosankan. (The

teacher’s way of teaching is boring).

The conclusion

Based on the data, most of the

students do not like the process of

learning English which is

conducted by their English teacher.

Only one student like the process.

Mostly, the students think that the

way of teaching and learning

English is not interesting and make

them bored.

Student 4

Mr. X cara ngajarnya ngebosenin kalau

lagi belajar pengen tidur. (The teacher’s

way of teaching is boring; the student

feels sleepy while learning).

Student 5

Kurang jelas dan bosen. (The teacher

does not teach clearly and the learning

process is boring).

Student 6

Mr.X mengajarkannya kurang jelas. (The

teacher does not teach that clear).

46

Questions Students’ Responses

Student 7

Agak membosankan. (The learning

process is quite boring).

Student 8

Seru. (Fun).

The method used by the English

teacher in teaching listening.

Student 1

Mendikte dimana guru membacakan teks

dan siswa menulis. (Do dictation; teacher

reads the text and the students write the

text being read).

Student 2

Guru berbicara siswa mendengarkan.

(The teacher explains and the students

listen).

Student 3

Guru membacakan teks dan siswa

menulis. (The teacher reads the text and

the students write the text being read).

The conclusion

The statements of the students

show that the teacher needs varied

technique in teaching. The teacher

should find alternative techniques

in order to increase the students’

interest and excitement in learning

listening and to reinforce their

listening skill. In this case, the

alternative technique given by the

writer is guessing game.

Student 4

Guru membacakan teks dan siswa

menulis mengerjakan soal. (The teacher

reads the text and the students do the

exercise).

Student 5

Metodenya seperti biasa. (Using common

method).

Student 6

Guru membacakan dan siswa menulis

dari apa yang didengarkan.

47

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

48

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

49

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).

50

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).

51

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).

52

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).

53

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).

54

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).

55

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. It 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

56

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

57

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 students’

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.

59

2. For the students

English is tested in national exam which there is listening section includes.

Hence, the students should practice listening individually, in pair, or in a group.

Remember, practice makes perfect. Keep on listening and never stop to learn. The

more you learn the more you know!

3. For the researcher

The result of this study gives the information about the use of guessing

game to reinforce students’ listening skill and can be used as an additional

reference especially in teaching and learning listening for the students in Junior

High School.

60

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63

APPENDICES

Appendix 1

SKOR DATA DIBOBOT

=================

Jumlah Subyek= 20

Butir soal= 20

Bobot utk jwban benar= 1

Bobot utk jwban salah= 0

Nama berkas: D:\ANATES 1 SUKSES.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 1 16 4 0 16 16

2 2 2 8 12 0 8 8

3 3 3 15 5 0 15 15

4 4 4 9 11 0 9 9

5 5 5 17 3 0 17 17

6 6 6 10 10 0 10 10

7 7 7 14 6 0 14 14

8 8 8 10 10 0 10 10

9 9 9 16 4 0 16 16

10 10 10 9 11 0 9 9

11 11 11 13 7 0 13 13

12 12 12 16 4 0 16 16

13 13 13 11 9 0 11 11

14 14 14 16 4 0 16 16

15 15 15 11 9 0 11 11

16 16 16 15 5 0 15 15

17 17 17 14 6 0 14 14

18 18 18 17 3 0 17 17

19 19 19 11 9 0 11 11

20 20 20 16 4 0 16 16

Appendix 1

RELIABILITAS TES

================

Rata2= 13,20

Simpang Baku= 3,02

KorelasiXY= 0,52

Reliabilitas Tes= 0,68

Nama berkas: D:\ANATES 1 SUKSES.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 1 7 9 16

2 2 2 4 4 8

3 3 3 8 7 15

4 4 4 5 4 9

5 5 5 9 8 17

6 6 6 5 5 10

7 7 7 7 7 14

8 8 8 6 4 10

9 9 9 8 8 16

10 10 10 4 5 9

11 11 11 7 6 13

12 12 12 7 9 16

13 13 13 8 3 11

14 14 14 7 9 16

15 15 15 7 4 11

16 16 16 7 8 15

17 17 17 7 7 14

18 18 18 9 8 17

19 19 19 6 5 11

20 20 20 7 9 16

Appendix 1

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: D:\ANATES 1 SUKSES.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 5 5 17 - 1 1 1 1 1 1

2 18 18 17 - 1 1 1 1 1 1

3 1 1 16 - 1 1 1 1 1 1

4 9 9 16 - 1 - - 1 1 1

5 12 12 16 - 1 1 1 1 1 -

Jml Jwb Benar 0 5 4 4 5 5 4

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 5 5 17 1 1 1 1 - 1 1

2 18 18 17 1 1 1 1 - 1 1

3 1 1 16 1 - 1 1 1 - 1

4 9 9 16 1 1 1 1 1 1 1

5 12 12 16 1 1 1 1 1 1 1

Jml Jwb Benar 5 4 5 5 3 4 5

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 5 5 17 1 1 1 1 1 -

2 18 18 17 1 1 1 1 1 -

Appendix 1

3 1 1 16 1 1 1 1 1 -

4 9 9 16 1 1 1 1 1 -

5 12 12 16 1 1 1 1 - -

Jml Jwb Benar 5 5 5 5 4 0

Kelompok Asor

Nama berkas: D:\ANATES 1 SUKSES.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 6 6 10 - - - 1 - 1 1

2 8 8 10 - - 1 1 1 1 1

3 4 4 9 - - - - 1 1 1

4 10 10 9 - 1 - 1 - 1 1

5 2 2 8 - - - 1 - 1 1

Jml Jwb Benar 0 1 1 4 2 5 5

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 6 6 10 - 1 1 1 - 1 1

2 8 8 10 - 1 1 1 - - -

3 4 4 9 - 1 1 1 - - 1

4 10 10 9 - - 1 1 - 1 1

5 2 2 8 1 1 - 1 - - -

Jml Jwb Benar 1 4 4 5 0 2 3

Appendix 1

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 6 6 10 1 1 - - - -

2 8 8 10 - 1 1 - - -

3 4 4 9 - 1 1 - - -

4 10 10 9 1 - - - - -

5 2 2 8 - 1 1 - - -

Jml Jwb Benar 2 4 3 0 0 0

DAYA PEMBEDA

============

Jumlah Subyek= 20

Klp atas/bawah(n)= 5

Butir Soal= 20

Nama berkas: D:\ANATES 1 SUKSES.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 0 0 0 0,00

2 2 5 1 4 80,00

3 3 4 1 3 60,00

4 4 4 4 0 0,00

5 5 5 2 3 60,00

6 6 5 5 0 0,00

7 7 4 5 -1 -20,00

8 8 5 1 4 80,00

9 9 4 4 0 0,00

10 10 5 4 1 20,00

Appendix 1

11 11 5 5 0 0,00

12 12 3 0 3 60,00

13 13 4 2 2 40,00

14 14 5 3 2 40,00

15 15 5 2 3 60,00

16 16 5 4 1 20,00

17 17 5 3 2 40,00

18 18 5 0 5 100,00

19 19 4 0 4 80,00

20 20 0 0 0 0,00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 1 SUKSES.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 0 0,00 Sangat Sukar

2 2 12 60,00 Sedang

3 3 12 60,00 Sedang

4 4 17 85,00 Mudah

5 5 16 80,00 Mudah

6 6 19 95,00 Sangat Mudah

7 7 18 90,00 Sangat Mudah

8 8 10 50,00 Sedang

9 9 14 70,00 Sedang

Appendix 1

10 10 16 80,00 Mudah

11 11 20 100,00 Sangat Mudah

12 12 6 30,00 Sukar

13 13 16 80,00 Mudah

14 14 17 85,00 Mudah

15 15 16 80,00 Mudah

16 16 19 95,00 Sangat Mudah

17 17 17 85,00 Mudah

18 18 10 50,00 Sedang

19 19 6 30,00 Sukar

20 20 3 15,00 Sangat Sukar

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 1 SUKSES.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 NAN NAN

2 2 0,610 Sangat Signifikan

3 3 0,610 Sangat Signifikan

4 4 0,171 -

5 5 0,629 Sangat Signifikan

6 6 0,172 -

7 7 -0,317 -

8 8 0,646 Sangat Signifikan

Appendix 1

9 9 -0,141 -

10 10 0,416 -

11 11 NAN NAN

12 12 0,586 Sangat Signifikan

13 13 0,416 -

14 14 0,314 -

15 15 0,459 Signifikan

16 16 0,327 -

17 17 0,457 Signifikan

18 18 0,782 Sangat Signifikan

19 19 0,475 Signifikan

20 20 0,257 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

Appendix 1

KUALITAS PENGECOH

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 1 SUKSES.ANA

No Butir Baru No Butir Asli a b c d *

1 1 3- 0-- 0** 17--- 0

2 2 12** 2+ 6--- 0-- 0

3 3 0-- 3++ 12** 5-- 0

4 4 1++ 17** 2-- 0-- 0

5 5 16** 4--- 0-- 0-- 0

6 6 1--- 19** 0-- 0-- 0

7 7 18** 0-- 0-- 2--- 0

8 8 5+ 3++ 2+ 10** 0

9 9 1- 1- 14** 4-- 0

10 10 2+ 2+ 16** 0-- 0

11 11 20** 0 0 0 0

12 12 0-- 6** 7+ 7+ 0

13 13 4--- 16** 0-- 0-- 0

14 14 3--- 0-- 17** 0-- 0

15 15 1+ 16** 0-- 3--- 0

16 16 1--- 0-- 19** 0-- 0

17 17 3--- 0-- 0-- 17** 0

18 18 7--- 1- 10** 2+ 0

19 19 11--- 3+ 0-- 6** 0

20 20 8+ 3+ 6++ 3** 0

Appendix 1

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

--- : Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 13,20

Simpang Baku= 3,02

KorelasiXY= 0,52

Reliabilitas Tes= 0,68

Butir Soal= 20

Jumlah Subyek= 20

Nama berkas: D:\ANATES 1 SUKSES.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0,00 Sangat Sukar NAN NAN

2 2 80,00 Sedang 0,610 Sangat Signifikan

3 3 60,00 Sedang 0,610 Sangat Signifikan

4 4 0,00 Mudah 0,171 -

5 5 60,00 Mudah 0,629 Sangat Signifikan

6 6 0,00 Sangat Mudah 0,172 -

7 7 -20,00 Sangat Mudah -0,317 -

8 8 80,00 Sedang 0,646 Sangat Signifikan

9 9 0,00 Sedang -0,141 -

10 10 20,00 Mudah 0,416 -

11 11 0,00 Sangat Mudah NAN NAN

12 12 60,00 Sukar 0,586 Sangat Signifikan

Appendix 1

13 13 40,00 Mudah 0,416 -

14 14 40,00 Mudah 0,314 -

15 15 60,00 Mudah 0,459 Signifikan

16 16 20,00 Sangat Mudah 0,327 -

17 17 40,00 Mudah 0,457 Signifikan

18 18 100,00 Sedang 0,782 Sangat Signifikan

19 19 80,00 Sukar 0,475 Signifikan

20 20 0,00 Sangat Sukar 0,257 -

SKOR DATA DIBOBOT (POST-TEST I)

=================

Jumlah Subyek = 20

Butir soal = 20

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: D:\POST TEST.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 1 17 3 0 17 17

2 2 2 9 11 0 9 9

3 3 3 14 6 0 14 14

4 4 4 8 12 0 8 8

5 5 5 18 2 0 18 18

6 6 6 11 9 0 11 11

7 7 7 13 7 0 13 13

8 8 8 10 10 0 10 10

9 9 9 14 6 0 14 14

Appendix 1

10 10 10 9 11 0 9 9

11 11 11 15 5 0 15 15

12 12 12 15 5 0 15 15

13 13 13 11 9 0 11 11

14 14 14 15 5 0 15 15

15 15 15 12 8 0 12 12

16 16 16 16 4 0 16 16

17 17 17 15 5 0 15 15

18 18 18 18 2 0 18 18

19 19 19 10 10 0 10 10

20 20 20 16 4 0 16 16

RELIABILITAS TES

================

Rata2= 13,30

Simpang Baku= 3,11

KorelasiXY= 0,51

Reliabilitas Tes= 0,67

Nama berkas: D:\POST TEST.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 1 8 9 17

2 2 2 5 4 9

3 3 3 7 7 14

4 4 4 4 4 8

5 5 5 9 9 18

6 6 6 5 6 11

Appendix 1

7 7 7 5 8 13

8 8 8 5 5 10

9 9 9 5 9 14

10 10 10 4 5 9

11 11 11 8 7 15

12 12 12 6 9 15

13 13 13 4 7 11

14 14 14 5 10 15

15 15 15 5 7 12

16 16 16 8 8 16

17 17 17 6 9 15

18 18 18 9 9 18

19 19 19 4 6 10

20 20 20 6 10 16

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: D:\POST TEST.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 5 5 18 1 1 1 - 1 1 -

2 18 18 18 1 1 1 1 1 1 -

3 1 1 17 1 1 1 - 1 1 -

4 16 16 16 1 1 1 - 1 1 -

Appendix 1

5 20 20 16 - 1 1 1 1 1 -

Jml Jwb Benar 4 5 5 2 5 5 0

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 5 5 18 1 1 1 1 1 1 1

2 18 18 18 - 1 1 1 1 1 1

3 1 1 17 1 1 1 1 1 - 1

4 16 16 16 - 1 1 1 1 - 1

5 20 20 16 1 1 1 1 1 - 1

Jml Jwb Benar 3 5 5 5 5 2 5

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 5 5 18 1 1 1 1 1 1

2 18 18 18 1 1 1 1 1 1

3 1 1 17 1 1 1 1 1 1

4 16 16 16 1 1 1 1 1 1

5 20 20 16 1 1 - 1 1 1

Jml Jwb Benar 5 5 4 5 5 5

Kelompok Asor

Nama berkas: D:\POST TEST.ANA

1 2 3 4 5 6 7

Appendix 1

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 8 8 10 1 1 1 - 1 - -

2 19 19 10 - 1 1 - 1 1 -

3 2 2 9 - - - - 1 - -

4 10 10 9 - - 1 - 1 - -

5 4 4 8 - - - - 1 - -

Jml Jwb Benar 1 2 3 0 5 1 0

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 8 8 10 - - 1 1 - - -

2 19 19 10 - 1 1 1 - - 1

3 2 2 9 - - 1 1 - - -

4 10 10 9 - - 1 1 - - 1

5 4 4 8 - - 1 1 - - -

Jml Jwb Benar 0 1 5 5 0 0 2

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 8 8 10 - 1 1 1 - 1

2 19 19 10 - 1 - 1 - -

3 2 2 9 1 1 1 1 1 1

4 10 10 9 1 1 - 1 - 1

5 4 4 8 1 1 - 1 1 1

Jml Jwb Benar 3 5 2 5 2 4

Appendix 1

DAYA PEMBEDA

============

Jumlah Subyek= 20

Klp atas/bawah(n)= 5

Butir Soal= 20

Nama berkas: D:\POST TEST.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 4 1 3 60,00

2 2 5 2 3 60,00

3 3 5 3 2 40,00

4 4 2 0 2 40,00

5 5 5 5 0 0,00

6 6 5 1 4 80,00

7 7 0 0 0 0,00

8 8 3 0 3 60,00

9 9 5 1 4 80,00

10 10 5 5 0 0,00

11 11 5 5 0 0,00

12 12 5 0 5 100,00

13 13 2 0 2 40,00

14 14 5 2 3 60,00

15 15 5 3 2 40,00

16 16 5 5 0 0,00

17 17 4 2 2 40,00

18 18 5 5 0 0,00

Appendix 1

19 19 5 2 3 60,00

20 20 5 4 1 20,00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\POST TEST.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 10 50,00 Sedang

2 2 15 75,00 Mudah

3 3 15 75,00 Mudah

4 4 6 30,00 Sukar

5 5 20 100,00 Sangat Mudah

6 6 15 75,00 Mudah

7 7 0 0,00 Sangat Sukar

8 8 9 45,00 Sedang

9 9 15 75,00 Mudah

10 10 20 100,00 Sangat Mudah

11 11 20 100,00 Sangat Mudah

12 12 9 45,00 Sedang

13 13 3 15,00 Sangat Sukar

14 14 16 80,00 Mudah

15 15 12 60,00 Sedang

16 16 20 100,00 Sangat Mudah

17 17 10 50,00 Sedang

Appendix 1

18 18 19 95,00 Sangat Mudah

19 19 13 65,00 Sedang

20 20 19 95,00 Sangat Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\POST TEST.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0,560 Sangat Signifikan

2 2 0,552 Sangat Signifikan

3 3 0,438 Signifikan

4 4 0,439 Signifikan

5 5 NAN NAN

6 6 0,742 Sangat Signifikan

7 7 NAN NAN

8 8 0,507 Signifikan

9 9 0,742 Sangat Signifikan

10 10 NAN NAN

11 11 NAN NAN

12 12 0,672 Sangat Signifikan

13 13 0,512 Signifikan

14 14 0,626 Sangat Signifikan

15 15 0,148 -

16 16 NAN NAN

Appendix 1

17 17 0,461 Signifikan

18 18 -0,053 -

19 19 0,245 -

20 20 0,249 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\POST TEST.ANA

No Butir Baru No Butir Asli a b c d *

1 1 10** 0-- 10--- 0-- 0

2 2 15** 5--- 0-- 0-- 0

Appendix 1

3 3 2++ 15** 3-- 0-- 0

4 4 1-- 0-- 13--- 6** 0

5 5 20** 0 0 0 0

6 6 1+ 15** 4--- 0-- 0

7 7 0** 7++ 13-- 0-- 0

8 8 3++ 9** 5+ 3++ 0

9 9 0-- 1+ 15** 4--- 0

10 10 0 0 20** 0 0

11 11 20** 0 0 0 0

12 12 2+ 8--- 9** 1- 0

13 13 9- 4+ 4+ 3** 0

14 14 3--- 16** 1+ 0-- 0

15 15 7--- 0-- 12** 1- 0

16 16 0 0 20** 0 0

17 17 10** 10--- 0-- 0-- 0

18 18 1--- 19** 0-- 0-- 0

19 19 1- 6--- 13** 0-- 0

20 20 1--- 19** 0-- 0-- 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

--- : Sangat Buruk

Appendix 1

REKAP ANALISIS BUTIR

=====================

Rata2= 13,30

Simpang Baku= 3,11

KorelasiXY= 0,51

Reliabilitas Tes= 0,67

Butir Soal= 20

Jumlah Subyek= 20

Nama berkas: D:\POST TEST.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 60,00 Sedang 0,560 Sangat Signifikan

2 2 60,00 Mudah 0,552 Sangat Signifikan

3 3 40,00 Mudah 0,438 Signifikan

4 4 40,00 Sukar 0,439 Signifikan

5 5 0,00 Sangat Mudah NAN NAN

6 6 80,00 Mudah 0,742 Sangat Signifikan

7 7 0,00 Sangat Sukar NAN NAN

8 8 60,00 Sedang 0,507 Signifikan

9 9 80,00 Mudah 0,742 Sangat Signifikan

10 10 0,00 Sangat Mudah NAN NAN

11 11 0,00 Sangat Mudah NAN NAN

12 12 100,00 Sedang 0,672 Sangat Signifikan

13 13 40,00 Sangat Sukar 0,512 Signifikan

14 14 60,00 Mudah 0,626 Sangat Signifikan

15 15 40,00 Sedang 0,148 -

16 16 0,00 Sangat Mudah NAN NAN

17 17 40,00 Sedang 0,461 Signifikan

18 18 0,00 Sangat Mudah -0,053 -

Appendix 1

19 19 60,00 Sedang 0,245 -

20 20 20,00 Sangat Mudah 0,249 -

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 20

Butir soal = 20

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: D:\ANATES 3.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 1 15 5 0 15 15

2 2 2 9 11 0 9 9

3 3 3 14 6 0 14 14

4 4 4 9 11 0 9 9

5 5 5 16 4 0 16 16

6 6 6 11 9 0 11 11

7 7 7 13 7 0 13 13

8 8 8 10 10 0 10 10

9 9 9 14 6 0 14 14

10 10 10 10 10 0 10 10

11 11 11 13 7 0 13 13

12 12 12 14 6 0 14 14

13 13 13 14 6 0 14 14

14 14 14 16 4 0 16 16

15 15 15 13 7 0 13 13

Appendix 1

16 16 16 14 6 0 14 14

17 17 17 14 6 0 14 14

18 18 18 18 2 0 18 18

19 19 19 13 7 0 13 13

20 20 20 16 4 0 16 16

RELIABILITAS TES

================

Rata2= 13,30

Simpang Baku= 2,45

KorelasiXY= 0,26

Reliabilitas Tes= 0,41

Nama berkas: D:\ANATES 3.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 1 7 8 15

2 2 2 4 5 9

3 3 3 6 8 14

4 4 4 4 5 9

5 5 5 9 7 16

6 6 6 4 7 11

7 7 7 5 8 13

8 8 8 5 5 10

9 9 9 6 8 14

10 10 10 4 6 10

11 11 11 5 8 13

12 12 12 7 7 14

Appendix 1

13 13 13 7 7 14

14 14 14 6 10 16

15 15 15 8 5 13

16 16 16 7 7 14

17 17 17 6 8 14

18 18 18 9 9 18

19 19 19 5 8 13

20 20 20 9 7 16

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: D:\ANATES 3.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 18 18 18 1 1 1 1 1 - -

2 5 5 16 1 1 1 1 1 - 1

3 14 14 16 1 1 1 1 1 1 -

4 20 20 16 1 1 1 1 1 - 1

5 1 1 15 1 1 1 1 1 - 1

Jml Jwb Benar 5 5 5 5 5 1 3

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 18 18 18 1 1 1 1 1 1 1

Appendix 1

2 5 5 16 - 1 1 - 1 1 1

3 14 14 16 1 - 1 - 1 - 1

4 20 20 16 1 1 - - - 1 1

5 1 1 15 - 1 1 - 1 - 1

Jml Jwb Benar 3 4 4 1 4 3 5

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 18 18 18 1 1 1 1 1 1

2 5 5 16 1 1 1 - 1 1

3 14 14 16 1 1 1 1 1 1

4 20 20 16 1 1 1 1 1 1

5 1 1 15 - 1 1 1 1 1

Jml Jwb Benar 4 5 5 4 5 5

Kelompok Asor

Nama berkas: D:\ANATES 3.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 6 6 11 1 - - 1 - - -

2 8 8 10 1 - - 1 - - -

3 10 10 10 1 - - 1 - - -

4 2 2 9 1 1 - - - - 1

5 4 4 9 1 - - 1 - - -

Appendix 1

Jml Jwb Benar 5 1 0 4 0 0 1

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 6 6 11 1 1 - - 1 - 1

2 8 8 10 - 1 1 - - 1 1

3 10 10 10 1 - 1 1 1 - -

4 2 2 9 1 1 1 - - - 1

5 4 4 9 - - 1 - - 1 1

Jml Jwb Benar 3 3 4 1 2 2 4

15 16 17 18 19 20

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20

1 6 6 11 - 1 1 1 1 1

2 8 8 10 1 1 1 1 - -

3 10 10 10 1 - 1 1 - 1

4 2 2 9 1 - - 1 - -

5 4 4 9 1 1 1 1 - -

Jml Jwb Benar 4 3 4 5 1 2

DAYA PEMBEDA

============

Jumlah Subyek= 20

Klp atas/bawah(n)= 5

Butir Soal= 20

Nama berkas: D:\ANATES 3.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

Appendix 1

1 1 5 5 0 0,00

2 2 5 1 4 80,00

3 3 5 0 5 100,00

4 4 5 4 1 20,00

5 5 5 0 5 100,00

6 6 1 0 1 20,00

7 7 3 1 2 40,00

8 8 3 3 0 0,00

9 9 4 3 1 20,00

10 10 4 4 0 0,00

11 11 1 1 0 0,00

12 12 4 2 2 40,00

13 13 3 2 1 20,00

14 14 5 4 1 20,00

15 15 4 4 0 0,00

16 16 5 3 2 40,00

17 17 5 4 1 20,00

18 18 4 5 -1 -20,00

19 19 5 1 4 80,00

20 20 5 2 3 60,00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 3.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 20 100,00 Sangat Mudah

Appendix 1

2 2 16 80,00 Mudah

3 3 14 70,00 Sedang

4 4 19 95,00 Sangat Mudah

5 5 9 45,00 Sedang

6 6 4 20,00 Sukar

7 7 9 45,00 Sedang

8 8 15 75,00 Mudah

9 9 11 55,00 Sedang

10 10 15 75,00 Mudah

11 11 4 20,00 Sukar

12 12 12 60,00 Sedang

13 13 7 35,00 Sedang

14 14 9 45,00 Sedang

15 15 14 70,00 Sedang

16 16 17 85,00 Mudah

17 17 19 95,00 Sangat Mudah

18 18 19 95,00 Sangat Mudah

19 19 16 80,00 Mudah

20 20 17 85,00 Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 3.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0,560 Sangat Signifikan

Appendix 1

2 2 0,552 Sangat Signifikan

3 3 0,438 Signifikan

4 4 0,439 Signifikan

5 5 NAN NAN

6 6 0,742 Sangat Signifikan

7 7 NAN NAN

8 8 0,507 Signifikan

9 9 0,742 Sangat Signifikan

10 10 NAN NAN

11 11 NAN NAN

12 12 0,672 Sangat Signifikan

13 13 0,512 Signifikan

14 14 0,626 Sangat Signifikan

15 15 0,148 -

16 16 NAN NAN

17 17 0,461 Signifikan

18 18 -0,053 -

19 19 0,245 -

20 20 0,249 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

Appendix 1

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 20

Butir Soal= 20

Nama berkas: D:\ANATES 3.ANA

No Butir Baru No Butir Asli a b c d *

1 1 0 0 20** 0 0

2 2 16** 4--- 0-- 0-- 0

3 3 1- 2++ 14** 3+ 0

4 4 0-- 19** 0-- 1--- 0

5 5 10--- 1- 0-- 9** 0

6 6 9- 3+ 4** 4+ 0

7 7 0-- 4++ 9** 7-- 0

8 8 5--- 15** 0-- 0-- 0

9 9 1- 11** 8--- 0-- 0

10 10 0-- 15** 5--- 0-- 0

11 11 4** 7+ 2- 7+ 0

12 12 12** 3++ 5-- 0-- 0

13 13 2- 8-- 3+ 7** 0

Appendix 1

14 14 1- 4++ 6- 9** 0

15 15 3+ 0-- 3+ 14** 0

16 16 1++ 1++ 17** 1++ 0

17 17 0-- 19** 1--- 0-- 0

18 18 1--- 19** 0-- 0-- 0

19 19 16** 4--- 0-- 0-- 0

20 20 1++ 0-- 2-- 17** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 13,30

Simpang Baku= 2,45

KorelasiXY= 0,26

Reliabilitas Tes= 0,41

Butir Soal= 20

Jumlah Subyek= 20

Nama berkas: D:\ANATES 3.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0,00 Sangat Mudah NAN NAN

2 2 80,00 Mudah 0,691 Sangat Signifikan

3 3 100,00 Sedang 0,767 Sangat Signifikan

4 4 20,00 Sangat Mudah 0,413 -

5 5 100,00 Sedang 0,686 Sangat Signifikan

Appendix 1

6 6 20,00 Sukar 0,199 -

7 7 40,00 Sedang 0,223 -

8 8 0,00 Mudah 0,121 -

9 9 20,00 Sedang 0,114 -

10 10 0,00 Mudah -0,024 -

11 11 0,00 Sukar 0,094 -

12 12 40,00 Sedang 0,316 -

13 13 20,00 Sedang 0,127 -

14 14 20,00 Sedang 0,013 -

15 15 0,00 Sedang 0,037 -

16 16 40,00 Mudah 0,463 Signifikan

17 17 20,00 Sangat Mudah 0,413 -

18 18 -20,00 Sangat Mudah -0,259 -

19 19 80,00 Mudah 0,795 Sangat Signifikan

20 20 60,00 Mudah 0,697 Sangat Signifikan

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : MTs Annida Al Islamy

Mata Pelajaran : Bahasa Inggris

Tema : Animal Guessing Game

Kelas/Semester : VII/ 2

Aspek/Skill : Listening

Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi

Mendengarkan

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat

sederhana yang berbentuk descriptive dan procedure untuk berinteraksi

dengan lingkungan terdekat.

B. Kompetensi Dasar

8.2. Merespon makna yang terdapat dalam monolog pendek sangat sederhana

secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan

sekitar dalam teks berbentuk descriptive dan procedure.

C. Indikator

Menentukan jawaban soal pilihan ganda teks yang berbentuk descriptive text

berdasarkan script yang diperdengarkan.

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat menentukan jawaban soal pilihan

ganda teks yang berbentuk descriptive text berdasarkan script yang

diperdengarkan dengan benar.

E. Materi Pembelajaran

1. Pengertian teks deskriptif

A descriptive text is a text that describes the characterictic of a specific

thing, for example a specific person, animal, or object. Which the

purpose is to describe a particular person, place, or thing.

2. Struktur umum teks deskriptif

A descriptive text consists of:

Identification

This part identifies the thing/person being described.

Description

This part describes parts, qualities and characterictic.

3. Pemberian contoh teks deskriptif

MY LOVELY “TELON”

Identification :

I have a pet. It is a cat. His name is Telon.

Description :

Telon has brown fur and a long tail. It has two cute ears and two bright

eyes. The eyes make Telon look funny. I feed Telon with some rice and

fish every day. I go to the market to buy the fish and my mother steams

if for me. I bring Telon to a veterinarian when he does not look well. I

love Telon very much.

F. Metode Pembelajaran

Guessing game technique

G. Media Pembelajaran

Power point, rekaman audio yang relevan dengan materi, pictures, dan video.

H. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan (5 menit)

Apersepsi:

- Guru memberi salam.

- Siswa menyiapkan kelas dan berdoa bersama-sama sebelum belajar.

- Guru menanyakan kabar siswa lalu melakukan permainan crossword

untuk menarik perhatian siswa dan mencairkan suasana agar lebih

rileks.

b. Kegiatan Inti (70 menit)

Eksplorasi:

- Sebelum menjelaskan materi, guru menghubungkan materi yang

akan dipelajari dengan memberikan gambar hewan tentang zoo

animals serta mengajukan beberapa pertanyaan terkait hewan

tersebut.

- Guru lalu menjelaskan materi tentang descriptive text menggunakan

power point serta memberikan pertanyaan kepada siswa berdasarkan

contoh descriptive text yang diberikan.

- Siswa diminta untuk menyebutkan ciri-ciri hewan berdasarkan

gambar hewan yang diberikan lalu menuliskannya di papan tulis.

- Kemudian guru mengajak siswa untuk bermain guessing game

dengan memberikan video guessing game yang berisi deskripsi

singkat tentang hewan.

- Guru menjelaskan tata cara bermain video guessing game lalu

meminta siswa untuk menebak nama hewan berdasarkan video

guessing game yang diberikan.

- Selanjutnya guru meminta siswa untuk bermain guessing game

secara berkelompok yang terdiri 4 orang. Masing-masing siswa

didalam kelompok menjawab soal sesuai nomor anggota kelompok

kemudian diperdengarkan audio animal guessing game. Contoh :

anggota pertama masing-masing kelompok menjawab pertanyaan

nomor satu, anggota kedua menjawab nomor dua, dst.

- Setelah itu guru meminta anggota kelompok yang mengetahui

jawaban untuk menuliskan jawaban di papan tulis.

- Guru memeriksa hasil jawaban siswa dan memberikan hadiah

kepada kelompok yang terbanyak menjawab soal dengan benar.

- Guru memberikan handout sebagai latihan soal.

Elaborasi:

- Siswa menjawab pertanyaan yang diberikan oleh guru

- Sesuai instruksi guru, siswa menjawab secara lisan pertanyaan

berdasarkan descriptive text yang diberikan.

- Satu persatu siswa menyebutkan dan maju kedepan kelas untuk

menuliskan ciri-ciri hewan berdasarkan gambar hewan yang

diberikan.

- Siswa menebak nama hewan sesuai deskripsi singkat hewan yang

disebutkan di video guessing game.

- Selanjutnya secara berkelompok siswa bermain guessing game,

masing-masing anggota kelompok mendengarkan clues atau

deskripsi singkat yang diperdengarkan dan harus menebak jawaban

dengan benar lalu menuliskannya di papan tulis.

- Kelompok yang paling banyak menjawab pertanyaan dengan benar

akan memenangkan game dan mendapat hadiah.

- Pada akhir kegiatan siswa mengerjakan handout yang telah diberikan

Konfirmasi:

- Bersama-sama membahas handout yang diberikan

- Guru dan siswa membahas kosakata yang sulit

c. Kegiatan Penutup (5 menit)

- Menanyakan kesulitan dalam proses belajar mengajar

- Menanyakan bagaimana kegiatan proses belajar mengajar hari ini

I. Sumber Belajar

1. Djunaedi. English 1 For the First Year Junior Secondary School. Jakarta:

Balai Pustaka, 1995.

2. Priyana, Joko., et al., Scaffolding Eglish for Junior High School Students

Grade VII. Jakarta: Departemen Pendidikan Nasional, 2008.

3. Zaida, Nur. Mandiri Pracitce Your English Competence SMP Kelas VII.

Jakarta: Erlangga, 2013.

4. Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta:

Erlangga, 2014.

5. http://slideplayer.com/slide/6168606/

6. http://www.123listening.com/freeaudio/animals1-5.mp3

J. Penilaian

Teknik : Tes tulis

Bentuk : Pilihan ganda

K. Instrumen

1. Indikator Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen

Instrument/ Soal

1. Menentukan jawaban

soal pilihan ganda

teks yang bentuk

descriptive

berdasarkan script

yang diperdengarkan.

Tes tertulis

Pilihan

ganda

Listen carefully to

the recording audio

about the description

text then choose the

best answer by

crossing a, b, c or d.

The player will be

repeat twice.“

Text 1 for

questions number

1 to 5

1. What is the

Yunita’s father?

a. A farmer

b. A milk seller

c. A policeman

d. A veterinarian

2. Rubrik Penilaian

Listening

Jumlah soal = 20 soal pilihan ganda

Untuk setiap jawaban benar = skor 5

Jumlah skor maksimal 5 x 20 = 100

Mengetahui,

Guru Bahasa Inggris

Jakarta, 21 April 2016

Peneliti

NIM : 109014000096

Listening Script

From video

May : Peter, guess which animal. I am talking about?

Peter : Right, I am ready.

May : This animal is small. It can jump and swim. What is it?

Peter : Is it . . . . . (the answer is a frog).

Peter : It is my turn now. Listen carefully May.

May : All right.

Peter : This animal is grey and likes eating bone. It can run.

May : Well, I think is . . . . . (the answer is a dog).

May : Okay, It is my turn again. This animal likes eating worm

and lives in the cage.

Peter : I know. It is . . . . . (the answer is a bird).

Peter : Well, listen carefully. This animal is brown. It eats meat

and lives in the cave.

May : It is . . . . . (the answer is a bear).

May : This animal is black and white. It eats grass. It can run

fast.

Peter : It is easy. It is . . . . . (the answer is a zebra).

Peter : Well, this is the last one. This animal big and grey. It lives

both in the land and in the water.

May : It is . . . . . (the answer is a crocodile).

From audio

1. This animal has black and white fur and eats bamboo.

(The answer is panda)

2. This animal green and likes to swim and hop.

(The answer is frog)

3. This animal very big and strong. It is name starts with the letter G.

(The answer is gorilla)

4. This animal lives in the water and loves to swim.

(The answer is fish)

5. This animal likes cold weather. It can swim and it eats fish.

(The answer is penguin)

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : MTs Annida Al Islamy

Mata Pelajaran : Bahasa Inggris

Tema : Animal Guessing Game

Kelas/Semester : VII/ 2

Aspek/Skill : Listening

Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi

Mendengarkan

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat

sederhana yang berbentuk descriptive dan procedure untuk berinteraksi

dengan lingkungan terdekat.

B. Kompetensi Dasar

8.2 Merespon makna yang terdapat dalam monolog pendek sangat sederhana

secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk descriptive dan procedure.

C. Indikator

Menentukan jawaban soal pilihan ganda teks yang berbentuk descriptive

berdasarkan script yang diperdengarkan.

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat menentukan jawaban soal pilihan

ganda teks yang berbentuk descriptive berdasarkan script yang

diperdengarkan dengan percaya diri dan tepat.

E. Materi Pembelajaran

The explanation of guessing game :

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.

How to play animal guessing game :

Penny Ur explains that in playing this game the teacher defines something

and they simply have to guess what it is by raising their hands to volunteer

then answer, or jotting it down on piece of paper.

Example of animal guessing game:

Guess who am I?

I can run fast. I love to eat meat or special pet food. I often barks when there

is a stranger.

The answer is dog.

F. Metode Pembelajaran

Guessing game technique.

G. Media Pembelajaran

Power point, rekaman audio yang relevan dengan materi, pictures, dan video.

H. Langkah-langkah Kegiatan

1. Kegiatan Pendahuluan (5 menit)

Apersepsi:

- Guru memberi salam.

- Siswa menyiapkan kelas dan berdoa bersama-sama sebelum belajar.

- Guru menanyakan kabar siswa lalu melakukan story telling dengan

memberikan cerita bergambar untuk menarik perhatian siswa dan

mencairkan suasana agar lebih rileks.

2. Kegiatan Inti (70 menit)

Eksplorasi:

- Sebelum menjelaskan materi, guru menanyakan kembali materi

sebelumnya dengan mengajukan beberapa pertanyaan.

- Lalu menjelaskan materi tentang animal guessing game

menggunakan powerpoint dan mengajukan pertanyaan yang terkait

dengan materi yang diberikan.

- Guru mengajak siswa untuk bermain guessing game dengan

memberikan video guessing game yang berisi deskripsi singkat

tentang hewan.

- Setelah itu guru menjelaskan tata cara bermain video guessing game

lalu meminta siswa untuk menebak nama hewan berdasarkan video

guessing game yang diberikan.

- Selanjutnya guru membagi siswa secara berpasangan untuk bermain

guessing game. Masing-masing siswa harus membuat deskripsi

singkat tentang hewan tanpa diketahui lawan mainnya.

- Guru memberikan handout sebagai latihan soal.

Elaborasi:

- Satu persatu siswa menjawab pertanyaan guru dengan percaya diri.

- Dengan cermat siswa mendengarkan penjelasan guru tentang materi

animal guessing game di powerpoint.

- Sesuai instruksi guru, siswa menjawab secara lisan pertanyaan

berdasarkan materi yang diberikan.

- Siswa bermain guessing game dengan menebak nama hewan sesuai

deskripsi singkat hewan yang diberikan di video guessing game.

- Setelah itu masing-masing siswa membuat deskripsi singkat tentang

hewan tanpa diketahui lawan mainnya lalu siswa secara perpasangan

dan bergiliran mempraktekan animal guessing game di depan kelas.

- Pada akhir kegiatan siswa mengerjakan handout yang telah diberikan

Konfirmasi:

- Bersama-sama membahas handout yang diberikan.

- Guru dan siswa membahas kosakata yang sulit

3. Kegiatan Penutup (5 Menit)

- Menanyakan kesulitan dalam proses belajar mengajar.

- Menanyakan bagaimana kegiatan proses belajar mengajar hari ini.

I. Sumber Belajar

1. Djunaedi. English 1 For the First Year Junior Secondary School. Jakarta:

Balai Pustaka, 1995.

2. Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge

University Press, 2003.

3. Ur, Penny. Teaching Listening Comprehension. Cambridge: Cambridge

University Press, 2009.

4. Wright, Andrew., et al., Games for Language Learning New Edition.

New York: Cambridge University Press, 1994.

5. http://www.elllo.org/english/Games/G039-Pets.html

J. Penilaian

Teknik : Tes tulis

Bentuk : Pilihan ganda

K. Instrumen

1. Indikator Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen

Instrument/ Soal

1. Menentukan

jawaban soal

pilihan ganda teks

yang

bentuk descriptive

berdasarkan script

yang di

perdengarkan.

Tes tertulis

Pilihan

ganda

Listen carefully to

the recording audio

about the

description text then

choose the best

answer by crossing

a, b, c or d. The

player will be repeat

twice.“

Text 1 for questions

number 1 to 5

1. What is Telon?

a. A cat.

b. A dog.

c. A fish.

d. A hamster.

2. Rubrik Penilaian

Listening

Jumlah soal = 20 soal pilihan ganda

Untuk setiap jawaban benar = skor 5

Jumlah skor maksimal 5 x 20 = 100

Mengetahui,

Guru Bahasa Inggris

Jakarta, 3 Mei 2016

Peneliti

NIM : 109014000096

Listening Script

From video

1.

Hi, I am Conrad and I am going to talk about pets today. Let us start

with the first pet. This pet is such a lovable pet. It will wag it's tail and lick you on

your face when you come home (the answer is dog).

2.

The next pet is not as big as a dog but it is bigger than a rat. In fact, it

likes to chase rats. It is very furry (the answer is cat).

3.

The next pet likes to swim. It swims around in a little bowl very fast

and it will eat, and eat, and eat if you keep feeding it (the answer is fish).

4.

This next pet is a very slow animal. It walks and moves very slowly. It

also has a very hard shell (the answer is turtle).

5.

And our last pet is a cute little critter. It is furry and feels nice and soft

to touch. Every day it exercises in it is cage (the answer is hamster).

6.

And this pet loves to fly. In fact it wants to fly out of its cage but it

cannot. It makes very cheerful noises like 'tweet-tweet', 'chirp-chirp' (the answer is

bird).

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : MTs Annida Al Islamy

Mata Pelajaran : Bahasa Inggris

Tema : People Guessing Game

Kelas/Semester : VII/ 2

Aspek/Skill : Listening

Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi

Mendengarkan

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat

sederhana yang berbentuk descriptive dan procedure untuk berinteraksi

dengan lingkungan terdekat.

B. Kompetensi Dasar

8.2 Merespon makna yang terdapat dalam monolog pendek sangat sederhana

secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk descriptive dan procedure.

C. Indikator

Menentukan jawaban soal pilihan ganda teks yang berbentuk descriptive

berdasarkan script yang di perdengarkan.

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat menentukan jawaban soal pilihan ganda

teks yang berbentuk descriptive berdasarkan script yang di perdengarkan

dengan percaya diri dan tepat.

E. Materi Pembelajaran

1. Memberikan penjelasan tentang people descriptive text

People descriptive text describes a person.The purpose of descriptive

text is to describe a particular person, place or thing.

2. Menjelaskan tentang struktur people descriptive text

The text has main parts:

a) The INTRODUCTION that gives general information about person

(name,job, and age).

b) The MAIN PART that describes the person in details (for example

how he/she looks like, how tall, how slim/fat, his/her face shape,

nose, eyes, forehead, arms, and leg).

3. Menjelaskan tentang physical appearance

F. Metode Pembelajaran

Guessing game technique.

G. Media Pembelajaran

Power point, rekaman audio yang relevan dengan materi, pictures, dan video.

H. Langkah-langkah Kegiatan

1. Kegiatan Pendahuluan (5 menit)

Apersepsi:

- Guru memberi salam.

- Siswa menyiapkan kelas dan berdoa bersama-sama sebelum belajar.

- Guru menanyakan kabar siswa lalu melakukan permainan katanya

pintar untuk menarik perhatian siswa dan mencairkan suasana agar

lebih rileks.

2. Kegiatan Inti (70 menit)

Eksplorasi:

- Sebelum menjelaskan materi, guru menghubungkan materi yang

akan dipelajari dengan memberikan dua foto orang yang berbeda lalu

meminta siswa menyebutkan perbedannya sesuai gambar.

- Guru lalu menjelaskan materi tentang people descriptive text

menggunakan power point.

- Setelah itu guru meminta siswa untuk menyebutkan human

characteristics.

- Kemudian guru meminta siswa membacakan contoh people

descriptive text lalu guru mengajukan beberapa pertanyaan yang

terkait dengan teks yang dibacakan.

- Guru mengajak siswa untuk bermain guessing game dengan

memberikan video dan audio guessing game yang berisi deskripsi

singkat tentang people.

- Selanjutnya guru menjelaskan tata cara bermain video dan audio

guessing game lalu meminta siswa untuk menebak gambar orang

berdasarkan video and audio guessing game yang diberikan.

- Setelah selesai guru memberikan handout sebagai latihan soal.

Elaborasi:

- Siswa menyebutkan perbedaan yang terdapat dalam dua gambar

orang.

- Ketika guru menjelaskan materi, siswa mendengarkan dengan

seksama.

- Setelah itu satu persatu siswa menyebutkan human characteristic.

- Sesuai instruksi guru, siswa membacakan contoh descriptive text lalu

menjawab secara lisan pertanyaan yang diajukan guru terkait teks

yang dibacakan.

- Selanjutnya siswa bermain people guessing game dengan menebak

gambar sesuai deskripsi singkat yang disebutkan di video dan audio

guessing game.

- Pada akhir kegiatan siswa mengerjakan handout yang telah

diberikan.

Konfirmasi:

- Bersama-sama membahas handout yang diberikan.

- Guru dan siswa membahas kosakata yang sulit

3. Kegiatan Penutup (5 menit)

- Menanyakan kesulitan dalam proses belajar mengajar.

- Menanyakan bagaimana kegiatan proses belajar mengajar hari ini.

I. Sumber Belajar

1. Djatmika., et al., Passport to the world 1: A fun and Easy English Book

for Grade VII of Junior High Schools. Solo: PT. Tiga Serangkai Pustaka

Mandiri, 2012.

2. Kumalarini, Th., et al., Contextual Teaching and Learning Bahasa

Inggris: Sekolah Menengah Kelas VII. Jakarta: Departemen Pendidikan

Nasional, 2008.

3. Mukarto., et al., English on Sky SMP for Junior High School Students

Year VII. Jakarta: Erlangga, 2007.

4. Priyana, Joko., et al., Scaffolding English for Junior High School Students

Grade VII. Jakarta: Departemen Pendidikan Nasional, 2008.

5. Wardiman, Artono., et al., English in Focus for Grade VII Junior High

School (SMP/MTS). Jakarta: Departemen pendidikan Nasional, 2008.

6. Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta:

Erlangga, 2014.

7. Zaida, Nur. Mandiri Practice Your English Competence SMP Kelas VII.

Jakarta: Erlangga, 2013.

8. http://www.elllo.org/english/Games/G005-Hairstyle.html

J. Penilaian

Teknik : Tes tulis

Bentuk : Pilihan ganda

K. Instrumen

1. Indikator Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen

Instrument/ Soal

1. Menentukan jawaban

soal pilihan ganda teks

yang bentuk descriptive

berdasarkan script yang

di perdengarkan.

Tes tertulis Pilihan

ganda

Listen carefully to

the recording audio

about the

description text then

choose the best

answer by

crossing a, b, c or

d. The player will

be repeat twice.“

Text 1 for

questions

number 1 to 5

1. The writer has a

.....

a. baby

b. little sister

c. little brother

d. little boy

2. Rubrik Penilaian

Listening

Jumlah soal = 20 soal pilihan ganda

Untuk setiap jawaban benar = skor 5

Jumlah skor maksimal 5 x 20 = 100

Mengetahui,

Guru Bahasa Inggris

Jakarta, 26 Mei 2016

Peneliti

NIM : 109014000096

Listening Script

From video

1.

OK, first meet Alice. Alice has long hair. She has long hair and it is

very straight. She has long straight hair and it is blond, very blond (the answer is

picture number three).

2.

OK, now let us meet Mary. Mary also has really long hair. It is really

pretty. It goes past her shoulders. Her hair is in a ponytail and it is very curly. She

has long, curly blond hair (the answer is picture number two).

3.

Next is Sue. Sue has red hair but I do not think it is really her red hair. I

think she died her hair and her hair is very short, so she has red-dyed hair and it is

very short (the answer is picture number one).

4.

Next is Elizabeth. Elizabeth has short hair. It almost goes to her

shoulders and her hair is a pretty red and it is very curly. She has curly, red, short

hair (the answer is picture number two).

5.

Next we have Melissa. Melissa has blond hair and it goes to her

shoulders so she has shoulder length hair and her hair is pretty straight but it is

curly at the end. She has blond hair. It is curly at the end and it is shoulder length

(the answer is picture number three).

6.

The last person is Jennifer. Jennifer has really beautiful hair. It is long

and straight and shiny and very red. She has red, long, shiny, straight hair (the

answer is picture number two).

From audio

1. A: Does your brother also have your thats pointed nose?

B: No, he has my mom flat nose.

2. A : Look at the singer, she has very beautiful eyes!

B : You are right, beautiful grey eyes.

3. A : Which one is your sister?

B : That one.

A : The one with curly hair?

B : No, the other one. She is the one with straight hair.

4. A : Look!

His your favorite film start, right?

B : No, no that both one.

A : Oh, so which one is your favorite star then?

B : That one over there. The one with wavy blonde hair.

A : Emm not bad.

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Nama Sekolah : MTs Annida Al Islamy

Mata Pelajaran : Bahasa Inggris

Tema : People Guessing Game

Kelas/Semester : VII/ 2

Aspek/Skill : Listening

Alokasi Waktu : 2 x 40 menit

1. Standar Kompetensi

Mendengarkan

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat

sederhana yang berbentuk descriptive dan procedure untuk berinteraksi

dengan lingkungan terdekat.

2. Kompetensi Dasar

8.2 Merespon makna yang terdapat dalam monolog pendek sangat sederhana

secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan

sekitar dalam teks berbentuk descriptive dan procedure.

3. Indikator

Menentukan jawaban soal pilihan ganda teks yang berbentuk descriptive

berdasarkan script yang diperdengarkan.

4. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat menentukan jawaban soal pilihan

ganda teks yang berbentuk descriptive berdasarkan script yang

diperdengarkan dengan percaya diri dan tepat.

5. Materi Pembelajaran

The explanation about guessing game

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.

The reason why using guessing game

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”.

While Patria A and Richard Amato state “Guessing games can be a

painless way to reinforce any number of concepts”.

How to make people guessing game :

Describes the person in details (for example how he/she looks like, how tall,

how slim/fat, his/her face shape, nose, eyes, forehead, arms, and leg).

Describes the hobby, human characteristics (lazy, nice, diligent), ability

(she is a good singer and has a golden voice).

6. Metode Pembelajaran

Guessing game technique.

7. Media Pembelajaran

Power point, rekaman audio yang relevan dengan materi, pictures dan video.

8. Langkah-langkah Kegiatan

1. Kegiatan Pendahuluan (5 menit)

Apersepsi:

- Guru memberi salam.

- Siswa menyiapkan kelas dan berdoa bersama-sama sebelum belajar.

- Guru menanyakan kabar siswa lalu melakukan permainan linking

words game untuk menarik perhatian siswa dan mencairkan suasana

agar lebih rileks.

2. Kegiatan Inti (70 menit)

Eksplorasi:

- Sebelum menjelaskan materi, guru menanyakan beberapa pertanyaan

yang berhubungan dengan materi yang sebelumnya agar siswa dapat

mengingat kembali materi sebelumnya.

- Guru lalu menjelaskan materi tentang people guessing game

menggunakan power point.

- Kemudian guru mengajak siswa untuk bermain people guessing

game dengan memberikan video guessing game yang berisi deskripsi

singkat tentang people.

- Setelah itu guru menjelaskan tata cara bermain video guessing game

lalu meminta siswa untuk menebak gambar berdasarkan video

guessing game yang diberikan.

- Setelah selesai, guru kembali meminta siswa bermain guessing

game. Dimana mereka harus mendengarkan audio yang berisi

deskripsi singkat tentang orang dan menebak gambar serta

menuliskan nama orang tersebut berdasarkan deskripsi yang

diberikan sebelumnya.

- Siswa diminta untuk menuliskan jawaban yang benar dipapan tulis.

- Diakhir kegiatan guru memberikan handout.

Elaborasi:

- Siswa menjawab pertanyaan guru dengan tepat dan percaya diri.

- Sesuai instruksi guru, siswa mendengarkan penjelasan materi yang

diberikan.

- Siswa bermain people guessing game dengan menebak gambar

sesuai deskripsi singkat yang diberikan di video guessing game.

- Kemudian setelah selesai, siswa bermain guessing game dengan

menebak gambar yang tepat dan menuliskan nama orang tersebut di

papan tulis berdasarkan deskripsi singkat yang diperdengarkan di

audio.

- Pada akhir kegiatan siswa mengerjakan handout yang telah diberikan

Konfirmasi:

- Bersama-sama membahas handout yang diberikan.

- Guru dan siswa membahas kosakata yang sulit.

3. Kegiatan Penutup (5 menit)

- Menanyakan kesulitan dalam proses belajar mengajar.

- Menanyakan bagaimana kegiatan proses belajar mengajar hari ini.

9. Sumber Belajar

1. A. Richard, Patricia., and Amanto. Making it Happen from Interactive to

Participatory Language Teaching: Envolving Theory and Practice. New

York: Pearson Longman, 2010.

2. Cohen, L Vicki., and Cowen, Edwin John. Literacy for Children in an

Information Age: Teaching Reading, Writing, and Thinking Second

Edition. California: Wadsworth, 2011.

3. Iragiliati, Emalia., et al., Interactive English 1. Bogor: Yudhistira, 2009.

4. Kumalarini, Th., et al., Contextual Teaching and Learning Bahasa

Inggris: Sekolah Menengah Kelas VII. Jakarta: Departemen Pendidikan

Nasional, 2008.

5. Lindsey, Jeanette., et al., Students’ Book Flying Start IA for Junior High

School Year VII. Jakarta: Esis, 2007.

6. Priyana, Joko., et al., Scaffolding English for Junior High School

Students

Grade VII. Jakarta: Departemen Pendidikan Nasional, 2008.

7. Ur, Penny. Teaching Listening Comprehension. Cambridge: Cambridge

University Press, 2009.

8. Wright, Andrew., et al., Games for Language Learning New Edition.

New York: Cambridge University Press, 1994.

9. http://www.elllo.org/english/Games/G033-Family.html

10. Penilaian

Teknik : Tes tulis

Bentuk : Pilihan ganda

11. Instrumen

1. Indikator Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen

Instrument/ Soal

1. Menentukan

jawaban soal

pilihan ganda teks

yang bentuk

descriptive

berdasarkan script

yang

diperdengarkan.

Tes

tertulis

Pilihan

ganda

Listen carefully to the

recording audio about

the description text then

choose the best answer

by crossing a, b, c or d.

The player will be repeat

twice.“

Text 1 for questions

number 1 to 5

1. Whose friend is

Chelsea Wells?

a. Scottish.

b. Jakarta

Internasional

School.

c. The Writer’s.

d. Our School’s.

2. Rubrik Penilaian

Listening

Jumlah soal = 20 soal pilihan ganda

Untuk setiap jawaban benar = skor 5

Jumlah skor maksimal 5 x 20 = 100

Mengetahui,

Guru Bahasa Inggris

Jakarta, 31 Mei 2016

Peneliti

NIM : 109014000096

Listening Script

From video

1.

First one, in this picture we have a mother and her children and it looks

like she is with her daughters. She has two children, two daughters and she is

helping them most likely do their homework (the answer is picture number one).

2.

In the next picture, we have a picture of a baby, a very young baby, and

the baby is with it is mother, and just it is mother. We cannot see the father, and it

looks like they are taking a nap (the answer is picture number two).

3.

In this next picture we have the whole family together, and we can see

the father and the mother and there are two children. It looks like there are two

boys. There are two boys in the family and they are eating dinner (the answer is

picture number three).

4.

In this next picture we have a father with his child and they are outside

and the father is with the son, and it looks like they are playing a little golf and the

father just gave the son a high five (the answer is picture number one).

5.

In this next picture we can see a family all together and they are taking

it easy and just relaxing. You can see the mother and the father and two daughters

and the daughters are sleeping and it looks like the parents are watching TV (the

answer is picture number two).

6.

In the last picture, we can see a big family, and we can see the mother

and the father and two sons and it looks like three daughters and from the looks of

it they are taking their family portrait (the answer is picture number three).

From audio

My name is Jessica. I have got a sister, her name is Sandra. We both

have long fair hair and big blue eyes. We look like our Dad, Ben.

I have a brother called Magnus and he has short dark hair and wear

glasses. He looks like my mother, he has long nose and small brown eyes.

My family are all tall and slim, except me, I am medium-height. I also

have my mother’s nose. Sandra is very pretty; she has lots of good friends.

I have only got one best friend. His name is Peter. He is good looking

and very nice.

I have two aunts and an uncle. Aunty Monica has got long, curly dark

hair.

Uncle Alex has medium-lenght, short straight hair. He is very handsome. They

got beautiful young children.

Aunty Josephine is only 21. She has not got any children yet, but she is

got a rabbit. She has lovely, long straight dark hair, big dark eyes, and a lovely

smile.

Appendix 3

Exercise I

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 for questions number 1 to 5

1. What is the Yunita’s father?

A. A farmer.

B. A milk seller.

C. A policeman.

D. A veterinarian.

2. What is the color of the cows?

A. Black.

B. White.

C. Brown.

D. Black and white.

3. How many cows does he have?

A. Three.

B. Four.

C. Two.

D. Five.

4. What do the cows eat?

A. Only fresh grass.

B. Grass and grain.

C. Peanuts.

D. Paddy.

5. How often does Yunita milk the cows?

A. Once a day.

B. Twice a day.

C. Four times a day.

D. Three times a day.

Text 2 for questions number 6 to 8

6. What does the text mainly tell us about?

A. Siamese cat in general.

B. Writer’s address.

C. A beautiful pet.

D. A lost cat.

7. From the text we know that the cat has . . . .

A. black and grey thick fur, black tail, white belly, and blue eyes

B. black and blue thick fur, black belly, black tail, and blue eyes

C. black and grey thick fur, white tail, black belly, and brown eyes

D. blue and black thin fur, white belly, black tail, and blue eyes

8. “. . . . I have prepared a reward: Rp 100.000 for you.”

The underlined word is similar in meaning to . . . .

A. payment

B. prize

C. price

D. gift

Text 3 for questions number 9 to 10

9. What does the animal eat?

A. Leaves.

B. Grass.

C. Seeds.

D. Ants.

10. How does the animal move?

A. Beautifully.

B. In a hurry.

C. In a funny way.

D. Slowly.

Text 4 for questions number 11 to 15

11. The paragraph is about . . . .

A. cats

B. cats and dogs

C. dogs

D. people

12. What do people love?

A. Cats.

B. Cats and dogs.

C. Dogs.

D. People.

13. What can be guards of our home?

A. Cats.

B. Cats and dogs.

C. Dogs.

D. People.

14. What can kill mice for us?

A. Cats.

B. Cats and dogs.

C. Dogs.

D. People.

15. What can go with us?

A. Cats.

B. Cats and dogs.

C. Dogs.

D. People.

Text 5 for questions number 16 to 20

16. The writer’s ..... is a cat

A. pet

B. food

C. friend

D. guard

17. How many gradation of colours does the cat have?

A. One.

B. Two.

C. Three.

D. Four.

18. What does Milo do if he catches the yarn?

A. He eats it.

B. He kicks it.

C. He throw it.

D. He gets on the yarns.

19. What is the text about?

A. Instruction to have a cat.

B. A description of general

cats.

C. A description of the writer’s

cat.

D. A story about a cat’s

adventure.

20. What does the word “pricey” mean?

A. Cheap.

B. Expensive.

C. Reasonable.

D. Economial.

. Exercise I Listening Script

Text 1

Hello everybody! my name is Yunita. My father is a farmer. He has five cows in

the barn, the cow’s color are brown. The cows are fat because we feed them

regularly. They eat grass and grain. They also get vaccination to keep them

healthy i help my father on the farm. I milk the cows twice a day. They make a lot

of milk.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga,

2014.

Text 2

Pet Lost

I lost my pet. It is a Siamese cat. It is 2 years old male cat. It has black

and grey thick fur. It has white belly. It has black head, legs, and tail. Its eyes are

blue. It dissappeared on Monday, 23rd May 2011 in Perum Pondok Indah Permai,

Bekasi.

If you find it, please contact me, Rangga. My phone number is

081316633591. I live in Perum Pondok Ungu Permai C 19/18, Bekasi. For save

return, I have prepared a reward of Rp. 100.000 for you. Thanks.

Prihati, Erni., et al., Pendalaman Materi Sukses Ujian Nasional Bahasa

Inggris. Jakarta: Akasia, 2012.

Text 3

My Cute Speedy

I have a hamster. The hamster is so cute. I named it Speedy because it

moves so fast. To me, Speedy always does everything in a hurry. It eats, runs, and

climbs in a rush.

Speedy has large front teeth to nibble seeds I put in its cage. The fur is

so soft. It consists of two colors, brown and black. The black color covers its chest

and stomach.

Zaida, Nur. English Activities for Junior High School Students Grade VII.

Jakarta: Erlangga, 2013.

Text 4

Some people love dogs and some other people love cats. Dogs and cats

are useful for us. Dogs can be guards of our house. They can protect our house

from thieves. Cats help us because they kill rats and mice. Moreover, cats and

dogs can be our friends. Dogs can go anywhere with us; cats sleep with us easily.

Usually, when a cat meets a dog, they fight. Therefore, if we have dogs and cats,

we should not put them together in one place.

HS, Soegeng. Effective English 1A for Grade VII of Junior High School First

Semester. Solo: PT Tiga Serangkai Pustaka Mandiri, 2014.

Text 5

Milo is my pet. He is my lovely pet. He is not an expensive cat. I found

him in front of my house. Though he is not a pricey cat. I love him so much.

Milo has long moustaches and green eyes. He is orange with two

gradations of colours. He is not fat though he eats a lot because he is very active.

He likes to play with balls, but his favorite toy is a yarn. He likes to roll a yarn

and then chase it. Once he catch it, he throws it from one of his legs to the other

one. At night, he always sleeps with me.

Zaida, Nur. Mandiri Practice Your English Competence SMP Kelas VII.

Jakarta: Erlangga, 2013.

Exercise I Answer key

1. A. A farmer.

2. C. Brown.

3. D. Five.

4. B. Grass and grain.

5. B. Twice a day.

6. D. A lost cat.

7. A. black and grey thick fur, black tail, white belly, and blue eyes

8. D. gift

9. C. Seeds.

10. B. In a hurry.

11. B. cats and dogs

12. B. cats and dogs

13. C. Dogs.

14. A. Cats.

15. C. Dogs.

16. A. Pet

17. B. Two.

18. C. He throws it.

19. C. A description of the writer’s cat.

20. B. Expensive.

Exercise II

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 for questions number 1 to 5

1. What is Telon?

A. A cat.

B. A dog.

C. A fish.

D. A hamster.

2. How do Telon’s eyes look like?

A. Bright.

B. Small.

C. Long.

D. Cute.

3. What does Telon’s eat?

A. Fish only.

B. Fish bone.

C. Rice and fish.

D. Steamed rice.

4. How does the writer get the fish?

A. Steams it.

B. Buys it at the market.

C. Finds it in the refrigerator.

D. Takes from the veterinarian.

5. What does the writer Telon to the veterinarian?

A. When she wants to do check up.

B. When her mother asks her to.

C. When she has some money.

D. When Telon is not healthy.

Text 2 for questions number 6 to 10

6. The text mainly discusses . . . .

A. the tiger.

B. the animal.

C. the Sumateran tiger.

D. the size of Sumateran tiger.

7. Where does the Sumateran tiger live?

A. Zoo.

B. Forest.

C. The forest in Sumatera.

D. Sumatera.

8. What does the Sumateran tiger eat?

A. Pig and deer.

B. Small animal.

C. Rabbit and fish.

D. Pig, deer, rabbit, and fish.

9. The Sumateran tiger is the . . . . animal.

A. tame

B. pet

C. wild

D. cute

10. How does the size of Sumateran tiger?

A. Small.

B. Big.

C. Heavy.

D. Medium.

Text 3 for questions number 11 to 15

11. What is the pet?

A. Cat.

B. Kitten.

C. Michelle.

D. Chicken.

12. How old is Michelle?

A. Three years old.

B. Three months old.

C. Four months old.

D. Four years old.

13. What is the purpose of the text?

A. To describe readers how to play with Michelle.

B. To tell the readers how to take care a cat.

C. To tell about Michelle favorite dishes.

D. To describe about the writer’s cat, named Michelle.

14. When does Michelle usually get a small bowl of milk?

A. In the morning.

B. In the morning and in the

afternoon.

C. In the afternoon.

D. In the evening.

15. Which of the following statements is TRUE about Michelle?

A. Michelle is a male cat.

B. Michelle gets rice, tofu, or chicken in the afternoon.

C. Michelle is not picky and eats almost everything.

D. Michelle hates to play with everything in the house.

Text 4 for questions number 16 to 20

16. Where does Budi often go?

A. Bird market.

B. Market.

C. His house.

D. Cage.

17. How many birds does Budi’s father have?

A. One.

B. Two.

C. Three.

D. Four

18. What does the word look after mean?

A. Memberi makan.

B. Sesudah melihat.

C. Merawat.

D. Menikmati.

19. What does Budi feed his cat?

A. Special bird food.

B. Meat and fish.

C. Meat, fish, rice, and special bird food.

D. Meat, fish, and rice.

20. What does Manis catch in the house?

A. Mice.

B. Mouse.

C. Bird.

D. Meat.

Exercise II Listening Script

Text 1

My lovely Telon

I have a pet. It is a cat. His named is Telon. Telon has brown fur and a

long tail. It has two cute ears and two bright eyes. They eyes make Telon look

funny.

I feed Telon with some rice and fish every day. I go to the market to but

the fish and my mother steams it for me. I bring Telon to a veterinarian when he

does not look well. I love Telon very much.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga,

2014.

Text 2

Okay. Good morning, students. I am now talking about one animal.

That is Sumatran tiger. The tiger from Sumatera. As shown from the name, they

live in the forests in Sumatera. They eat wild pigs, deer, and some other small

animals like rabbits and fish. Sumatran tigers are about 7.8 feet in length. They

usually weigh around 250 pounds. With this size, Sumatran tigers are the smallest

member of their family. Siberian tigers can weigh up to 1,025 pounds.

Djatmika., et al., Passport to the world 1: A fun and Easy English Book for

Grade VII of Junior High Schools. Solo: PT. Tiga Serangkai Pustaka

Mandiri, 2012.

Text 3

This is Michelle, my cat. It is only three months old. It is brown and

white. I put on a necklace on its neck. The necklace has its name, Michelle.

Michelle is a female cat. It is very playful. It runs here and there. It

plays with everything in the house. It plays with curtains, legs of the chairs and

even plants.

Michelle is not picky. It eats almost everything. Every morning, I give

Michelle a small bowl of milk. In the afternoon and in the evening, Michelle

usually has fish, rice, tofu or chicken.

Zaida, Nur. Bright an English Course for SMP/MTS Grade VII. Jakarta:

Erlangga, 2014.

Text 4

Budi loves animals. He often goes to the bird market not far from his

house. He likes watching different kinds of birds there.

At home his father keeps two birds. Every day Budi helps him look

after the birds. He cleans the cages and feeds the birds every afernoon. He gives

them special bird food. He enjoys doing all this.

Budi has a pet, too. It is a cat. His name is Manis. He is three years old.

He eats meat, fish, or rice. He is really nice. He catches every mouse which comes

into the house. Budi likes Manis very much.

Djunaedi. English 1 For the First Year Junior Secondary School. Jakarta:

Balai Pustaka, 1995.

Exercise II Answer key

1. A. A cat.

2. A. Bright.

3. C. Rice and fish.

4. B. buys it at the market

5. D. When Telon is not healthy.

6. C. the Sumateran tiger.

7. C. The forest in Sumatera.

8. D. Pig, deer, rabbit, and fish.

9. C. wild

10. A. Small.

11. A. Cat.

12. B. Three months old.

13. D. To describe about the writer’s cat, named Michelle.

14. A. In the morning.

15. C. Michelle is not picky and eats almost everything.

16. A. Bird market.

17. B. Two.

18. C. Merawat.

19. D. Meat, fish, and rice.

20. B. Mouse.

Exercise III

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 for questions number 1 to 5

1. The writer has a . . . .

A. baby

B. little sister

C. little brother

D. little boy

2. Salsa is . . . . year(s) old

A. 1

B. 2

C. 3

D. 4

3. How salsa’s hair?

A. Short.

B. Thick.

C. Long.

D. Black.

4. Salsa can not?

A. Walk.

B. Smile.

C. Speak.

D. Kick.

5. The writer likes . . . . very much.

A. walking around the house

B. to play the ball

C. Salsa’s smile

D. speaking

Text 2 for questions number 6 to 10

6. What does Kenny wear to school? He wears . . . . to school.

A. a uniform

B. slippers

C. a t-shirt

D. sandals

7. What does Kenny like to wear at home? He like to wear T-shirt, a pair of

shorts and . . . .

A. shoes

B. slippers

C. a hat

D. a tie

8. Kenny goes to . . . .

A. SMA Puring

B. SMP Puring

C. Puring University

D. Hospital

9. Why does Kenny wear a badge?

A. To look smart.

B. To be heat and tidy.

C. To show which school he is

studying in.

D. To seem cute.

10. Kenny goes to school . . . .

A. by bus

B. by bicycle

C. by motorcycle

D. on foot

Text 3 for questions number 11 to 15

11. The text mainly discusses . . . .

A. Jonathan’s activities in the

morning

B. Jonathan’s daily activities

C. the expensive bus fares

D. Cape Town

12. The following statements are true EXCEPT . . . .

A. Jonathan has two sisters.

B. Jonathan lives in South

Africa.

C. Jonathan always studies in

the evening.

D. Jonathan’s school is far from

his house.

13. What does Jonathan do after school?

A. He practices dancing with

her friends.

B. He plays with his friends.

C. He does his homework.

D. He helps his parents.

14. Why does Jonathan always come home late?

A. He practices dancing with

his friends.

B. He returns home on foot.

C. He babysits his sisters.

D. He walks very slowly.

15. The bus fare is too expensive for me. Expensive means?

A. Ongkos.

B. Terjangkau.

C. Murah.

D. Mahal.

Text 4 for questions number 16 to 20

16. What is the girl’s named?

A. Rudi.

B. Rani.

C. Tini.

D. Ani.

17. What is her hobby?

A. Watching TV.

B. Swimming.

C. Cooking.

D. Fishing.

18. Why does she likes cooking “Pindang Serani”?

A. She like watching family eat

it.

B. She likes eating it very

much.

C. She likes fish very much.

D. She hates fish.

19. What is her dream?

A. She wants to have a fish

farming.

B. She wants to have a

restaurant.

C. She wants to work abroad.

D. She wants to be chef.

20. What is Tini like?

A. Friendly.

B. Smart.

C. Tiny.

D. Fat

Exercise III Listening Script

Text 1

Salsa’s smile

I have a little sister. Her name is salsa. She is only a year old. She is

cute. Salsa looks like aa boy because her hair is very short. She can walk, but she

can’t speak. She likes walking around the house.

Salsa likes to play ball. Mother gave her a ball yesterday. The ball is

soft. Salsa lives to kick the ball. I love my sister very much. She has the best smile

on the world.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga,

2014.

Text 2

I am Kenny. I am in year 1 SMP Puring. I go to school on foot. I wear a

unifrom to school. I wear a white shirt and a pair of blue shorts. I wear a badge

too. I like to wear a T-shirt and a pair of shorts at home. I like to wear slippers,

too.

Wardiman, Artono., et al., English in Focus for Grade VII Junior High

School (SMP/MTS). Jakarta: Departemen pendidikan Nasional, 2008.

Text 3

My name is Jonathan. I live in Cape Town, South Africa. Let me tell

you about my daily activities.

I always go to school early in the morning, but I hardly ever go home

early because I always go to school and return home on foot. My school is about

seven kilometres from my house. The bus fare is too expensive for me.

After school, most of my friends practice African dances, but I cannot

jooin them because I have to help my parents. I must get water from a well and

babysit my sisters. I have two sisters. Sometimes, I do my homework in the

evening, but at other times I’m too tired to do it.

Zaida, Nur. Mandiri Practice Your English Competence SMP Kelas VII.

Jakarta: Erlangga, 2013.

Text 4

I have a little sister name Tini. She is a smart girl. Her hobby is

cooking. She likes helping my mother in the kitchen. She knows a lot of named of

dishes. She likes cooking many kinds of dishes. She likes cooking many kinds of

dishes, but she does not like cooking cakes. Her favorite dish a “Pindang Serani”,

not because she likes eating it, but because she likes watching us eat it up. She

wants to be a professional chef one day.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga,

2014.

Exercise III Answer key

1. B. little sister

2. A. 1

3. A. Short.

4. C. speak

5. C. Salsa’s smile

6. A. a uniform

7. B. slippers

8. B. SMP Puring.

9. C. To show which school he is studying in.

10. D. On foot.

11. B. Jonathan’s daily activities

12. D. Jonathan’s school is far from his house

13. D. He helps his parents.

14. B. He returns home on foot.

15. D. Mahal.

16. C. Tini.

17. C. Cooking.

18. A. She likes watching the family eat it.

19. D. She wants to be chef.

20. B. Smart.

Exercise IV

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 for questions number 1 to 5

1. Whose friend is Chelsea Wells?

A. Scottish.

B. Jakarta International School.

C. The Writer”s.

D. Our School’s.

2. Where does she live now?

A. Scottish.

B. Jakarta International School.

C. Scotland.

D. Jakarta.

3. Why does Chelsea enjoy studying in school? Because . . . .

A. she has a lot of friends

B. she studies at Jakarta

International School

C. she has a friend in school

D. she has a lot of friends in

Scotland

4. Where does she come from?

A. Jakarta.

B. Scotland.

C. Scottish.

D. Jakarta International

School.

5. Chelsea Wells is . . . . year(s) old.

A. 7

B. 12

C. 13

D. 30

Text 2 for questions number 6 to 10

6. What does the text talk about?

A. A band from Jakarta.

B. Nidji.

C. The players of Nidji.

D. Giring is the young talented

singer.

7. What is the meaning of Nidji?

A. Japanese word.

B. A band from Jakarta.

C. Rainbow.

D. Japanese rainbow.

8. How does Rama look like?

A. He wears glasses and has

short curly hair.

B. He wears glasses and short

straight hair.

C. He wears glasses.

D. He wears glasses and has

short hair.

9. Who is the guitarist of Nidji?

A. Giring.

B. Ariel.

C. Adri.

D. Andro.

10. “Run-D is a handsome talented keyboardist.” The underlined word means?

A. Good looking.

B. Nice.

C. Cute.

D. Attractive.

Text 3 for questions number 11 to 15

11. Who is Dina?

A. The writer’s classmate.

B. The writer’s teacher.

C. The writer’s sister.

D. The writer’s friend.

12. What is the text about?

A. Classmate.

B. Friends.

C. Teachers.

D. Dina.

13. Dina helps her friends to solve math problem. It means that Dina is . . . .

A. pretty

B. nice

C. helpful

D. fat

14. Which is true according to the text?

A. Dina is twelve years old.

B. Dina hate reading stories, cycling, and playing badminton.

C. Dina does not want to play with others.

D. Dina likes reading stories, cycling, and playing badminton.

15. How does the writer feel about Dina?

A. Hate.

B. Helpful.

C. Like.

D. She has long hair.

Text 4 for questions number 16 to 20

16. Who is Harry’s sister?

A. Teacher.

B. Sister.

C. Sonya.

D. Sania.

17. “She has curly and black hair.” The word she refers to .....

A. teacher.

B. sister.

C. Sonya.

D. Sania.

18. “She has curly and black hair.” The antonym of curly hair is .....

A. long hair

B. straight hair

C. wavy hair

D. bald

19. She has a mole on her chin. Mole means . . . .

A. tahi lalat

B. tanda lahir

C. kutil

D. jerawat

20. Why is Sonya not really slim? Because . . . .

A. she is nothing special

B. she is just like other girls

C. she is a bit plump

D. she has a round face.

Exercise IV Listening Script

Text 1

I have a new friend. Her name is Chelsea Wells. She is Scottish. She

just moved to Jakarta from Edinburgh, Scotland. She is 13 years old. Now she

studies at my school, Jakarta International School. She is in the seventh grade just

like me. She enjoys studying in our school because she has a lot of friends here.

Iragiliati, Emalia., et al., Interactive English 1. Bogor: Yudhistira, 2009.

Text 2

NIDJI

Nidji is a band from Jakarta. Formed in 2002. Nidji’s name originates

from the Japanese word niji, meaning rainbow. The band consists of Giring

Andro, Run-D, Rama, Ariel, and Adri. Giring is a young talented singer. He has

short curly hair and black eyes. Andro has a round face and short straight hair.

Run-D is a handsome talented keyboardist. Rama wears glasses and has short hair.

Ariel is cute guitarist and has black eyes.

Mukarto., et al., English on Sky SMP for Junior High School Students Year

VII. Jakarta: Erlangga, 2007.

Text 3

Dina is my classmate. She is thirteen years old. She is tall. Her hair is

long. She is not fat. She is very helpful to her friends. Her friends often ask for her

helps to solve math problems. All her friends and teachers like her. She likes

reading stories, cycling, and playing badminton.

Kumalarini, Th., et al., Contextual Teaching and Learning Bahasa Inggris:

Sekolah Menengah Kelas VII. Jakarta: Departemen Pendidikan

Nasional, 2008.

Text 4

Teacher : Can you describe your sister, Hary?

Hary : My sister?

Teacher : Yes.

Hary : Well, nothing special. My sister, Sonya is just like other girl. Just a bit

plump.

Teacher : Beautiful, isn’t she?

Hary : I think so, she has curly and black hair and a mole on her chin. She has

a round face.

Teacher : Is she slim?

Hary : Not really. She is plump, actually.

Teacher : Do you love her?

Hary : Of course. She is my sister!

Mukarto., et al., English on Sky SMP for Junior High School Students Year

VII. Jakarta: Erlangga, 2007.

Exercise IV Answer key

1. A. Scottish.

2. D. Jakarta.

3. A. she has a lot of friends

4. B. Scotland.

5. C. 13

6. B. Nidji.

7. C. Rainbow.

8. D. He wears glasses and has short hair.

9. B. Ariel.

10. A. Good looking.

11. A. The writer’s classmate.

12. D. Dina.

13. C. helpful

14. D. Dina likes reading stories, cycling, and playing badminton.

15. B. Helpful.

16. C. Sonya.

17. C. Sonya.

18. B. straight hair

19. A. tahi lalat

20. C. she is a bit plump

Appendix 4

Listening Pre-test

Name : Class :

Listen carefully to the recording audio about the description text then choose the

best answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 for questions number 1 to 5

1. Why does the father give the dictionary? Because .....

A. it is very thick.

B. it is a new edition.

C. it is my birthday.

D. the dictionary is special.

2. What is the color of the cover?

A. Red.

B. Black.

C. White.

D. Brown.

3. “It is very black thick.” What is the antonym of the underlined word?

A. Small.

B. Little.

C. Thin.

D. Few.

4. Why does the dictionary very thick? Because .....

A. it has six hundred pages.

B. it has six hundred and seventy pages.

C. it has seventy pages.

D. it is a new edition.

5. The pictures of the pages are .....

A. Black and white

B. Red and white

C. Colorful

D. Yellow

Text 2 for questions number 6 to 10

6. Where does Mr Jackson come from?

A. Denpasar.

B. America.

C. Indonesia.

D. Medan.

7. How many children does Mr Jackson have?

A. two children.

B. one daughter.

C. one son.

D. two daughter and one son.

8. “She comes from Medan.” The underlined word refers to Mr. Jackson’s ....

A. teacher

B. daughter

C. student

D. wife

9. Why do the students like Mr. Jackson? Because .....

A. he teaches English.

B. he is a teacher.

C. he is a very good teacher.

D. he is an American teacher.

10. Mr. Jackson’ House made from .....

A. wood and room.

B. woody.

C. wood.

D. a bedroom and a prayer

room

Text 3 for questions number 11 to 15

11. How many fish do Edward have?

A. one

B. two

C. three

D. four

12. Why is “Gali” alone?

A. it is very big

B. it attacks others

C. the aquarium is small

D. Edward only likes “Gali’

13. Who is Gali?

A. Edward

B. Gali

C. Fish

D. Pet

14. “It swims happily inside the aquarium”. The underline word refers to . . . .

A. Edward.

B. Gali.

C. Fish.

D. Pet.

15. How does Edward feel about his pet?

A. He hates it.

B. He loves it.

C. He ignores it.

D. He doesn’t like it.

Text 4 for questions number 16 to 20

16. How does the writer feel about her bedroom?

A. She hates it.

B. She doesnot like it.

C. She loves it.

D. Maybe she loves it. .

17. Why did the writer paint her room pink? Because . . . .

A. pink makes her comfortable

B. she likes natural scenery

C. her mother likes it

D. she likes pink

18. When does the writer use the encyclopedias?

A. In the morning.

B. In her spare time.

C. When she studies.

D. When she wakes up.

19. What is the purpose of the text?

A. To ask the readers to paint their room pink.

B. To tell the readers how to decorate a room.

C. To tell about the writer’s hobby.

D. To describe the writer’s room.

20. What is the thing near the window?

A. Bedroom.

B. Window.

C. Alarm clock.

D. Desk.

Pre-test Listening Script

Text 1

My English Dictionary

Today is my birthday. My father gave me a dictionary. It is very thick.

It has six hundred and sevennty pages. There are pictures on some pages of the

dictionary. They make the dictionary spesial. The color of the cover is bright red

and the color of the pages is white. The pictures are in black and white. It is a new

edition.

Text 2

The Jackson Family

Mr. Jackson is an American teacher, but he lives and works in

Denpasar. He teaches English at SMP 8. He is a very good teacher. His students

like him. His wife is an indonesian. She comes from Medan. They have one son

and one daughter, the children go to a primary school.

Mr. Jackson’s house is made of wood. It has five rooms: a kitchen, a

bathroom, a living room and two bedrooms. The jacksons have a house maid to

help Mrs. Jackson to do the house work. The maid comes from Bantul.

Text 3

Hello, I’m Edward. I have a pet. It is a fish. I call it “Gali”. I really love

Gali. Gali doesn’t like to be with other fish. It will attack them. I put Gali alone in

the aquarium. It swims happily inside the aquarium. I feed “Gali” with fish food

which I buy in a shop near my house.

Text 4

My Room

My favorite place in my house is my bedroom. I painted it pink because

it’s my favorite color. I put pictures of natural scenery on the wall.

Near the window is my desk. There is an alarm clock, a dictionary, and

some encyclopedias on the desk. The alarm clock wakes me up in the morning.

The dictionary and the encylopedias help me when I study.

My bed is very comfortable. The color of the sheet is pink. The pillows

and the bolsters are pink too.

Pre-test References List

HS, Soegeng. Effective English 1B for Grade VII of Junior High School Second

Semester. Solo: PT Tiga Serangkai Pustaka Mandiri, 2014.

Wardiman, Artono., Masduki B. Jahur, and M. Sukirman Djusma. English in

Focus for Grade VII Junior High School (SMP/MTS). Jakarta: Pusat

Perbukuan Departemen Pendidikan Nasional, 2008.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga, 2014.

Pre-test Answer key

1. C. it is my birthday.

2. A. Red.

3. C. Thin.

4. B. it has six hundred and seventy pages.

5. A. Black and white

6. B. America.

7. A. two children.

8. D. Wife

9. C. he is a very good teacher.

10. C. wood.

11. A. one

12. B. it attacks others

13. C. Fish

14. B. Gali.

15. B. He loves it.

16. C. She loves it.

17. D. she likes pink

18. C. When she studies.

19. D. To describe the writer’s room.

20. D. Desk.

Appendix 5

Post Test I

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1 : Questions fo number 1 to 5

1. Where do the bird live?

A. In the tree.

B. On the ground.

C. In the bird‟s house.

D. In the writer‟s house.

2. How are the birds?

A. Small.

B. Slow.

C. Lazy.

D. Big.

3. What is the color of the birds?

A. Black and white.

B. Black and brown.

C. Brown and white.

D. White and yellow.

4. What do the birds do in the morning?

A. Walking on the ground.

B. Making nests.

C. Flying down.

D. Chirping.

5. “Their feathers are black and brown.” The underlined word refers to . . . .

A. The birds.

B. The bird.

C. A big tree.

D. The nests.

Text 2 : Questions fo number 6 to 10

6. Why does the writer call his pet Unyil?

A. He likes the „Unyil‟ show.

B. The dog is very small.

C. The dog is wearing a secial

cap.

D. He makes special clothes for

his dog.

7. What is not true about Unyil?

A. He is so small.

B. He has a well-rounded head.

C. Unyil is picky about food.

D. Unyil has a long tail.

8. The writer says that unyil is not picky about food because he .....

A. share the food with other

dogs

B. eats almost any food given

to him

C. chooses special dog food

D. eats only special food

9. The text mainly talks about .....

A. unyil and its eating habit

B. the food choosen by unyil

C. the writer‟s pet, named unyil

D. the writer‟s experience with

unyil

10. How is heavy Unyil?

A. He is so small.

B. 2.2 kg.

C. 2 kg.

D. 3 kg.

Text 3 : Questions for number 11 to 15

11. How does the writer feel about Kittie?

A. She hates it.

B. She loves it.

C. Maybe she loves it.

D. She loves and hates it.

12. What animal that is not a pet?

A. Rabbit.

B. Cat.

C. Whale.

D. Dog.

13. Kittie is not . . . .

A. small

B. cute

C. spolied

D. wild

14. The communicative purpose is to . . . .

A. share experience

B. describe a specific animal

C. entertain the readers

D. retell past events

15. Why does Kittie very spoiled? Because . . . .

A. Kittie is Persian breed

B. Kittie is cute

C. Kittie always sleep on the

writer lap when the writer

cuddles her

D. Kitties is really sweet cat

Text 4 : Questions for number 16 to 20

16. Guess me, who am I?

A. Shark.

B. Lobster.

C. Dolphin.

D. Fish.

17. Guess me, who am I?

A. Snake.

B. Horse.

C. Lizard.

D. Buffalo.

18. Guess me, who am I?

A. Goat.

B. Sheep.

C. Butterfly.

D. Cow.

19. Guess me, who am I?

A. Horse.

B. Eagle.

C. Giraffe.

D. Snake.

20. Guess me, who am I?

A. Lobster.

B. Whale.

C. Fish.

D. Dolphin.

Post-test I Listening Script

Text 1

There is a big tree in front of my house. There are many birds in the tree.

The birds are small. Their feathers are black and brown. They make nests in the

tree. They fly here and there. They make by chirping in the morning. I like the

sounds. The birds sometimes fly down and walk on the ground. I do not catch

them. I let them live in the tree so I can enjoy their chirps every morning.

Text 2

Unyil

My pet is Chihuahua. I named him Unyil because he is so small, just 2

kg in weight. I bought him in a pet shop two years ago. Unyil has a well-rounded

head, a slightly arched neck, a level back, and a long tail. The ears are large and

often erect. Unyil is not picky about food. He eats almost everything I put in front

of him. Because of his size, I always remind people to be careful not to step on

Unyil.

Text 3

My pet

I have a pet. It is a cat, and I call it Kittie. Kittie is persian breed. It is

small, cute and fluffy. It has black and white fur. Kittie is very spoiled. It always

sleeps on my lap when I cuddle it. Kittie really likes fish, steamed rice, bread, and

milk. Kittie can also get along well with other animals around the house, like

Brownie-the dog and Sandy my beloved monkey. Kittie is really a sweet cat I

have ever had.

Text 4

16. This animal lives in the ocean and loves to jump and play.

17. This animal is long and thin. It doesnot have legs and it sounds like this

sssshhhh.

18. This animal has wide fluffy fur that we use to make wool.

19. This animal has a very very very long neck that uses to eat from the trees.

20. This animal is the largest mammal that lives in the ocean.

Post-test I References List

Zaida, Nur. English Activities for Junior High School Students Grade VII. Jakarta:

Erlangga, 2013.

Zaida, Nur. Bupena Bahasa Inggris SMP/MTS Kelas VII. Jakarta: Erlangga, 2014.

Zaida, Nur. Bright an English Course for SMP/MTS Grade VII. Jakarta: Erlangga,

2014.

http://www.123listening.com/freeaudio/animals2-5.mp3. Accessed on April 1st.

,

2016.

Post-test I Answer key

1. A. In the tree.

2. A. Small.

3. B. Black and brown.

4. D. Chirping.

5. A. The birds.

6. B. The dog is very small.

7. C. Unyil is picky about food.

8. B. eats almost any food given to him

9. C. the writer‟s pet, named unyil

10. C. 2 kg.

11. B. She loves it.

12. C. Whale

13. D. Wild

14. B. To describe the specific animal

15. C. Kittie always sleep on the writer lap when the writer cuddles her

16. C. Dolphin.

17. A Snake.

18. B. Sheep.

19. C. Giraffe.

20. B. Whale.

Appendix 6

Post Test II

Name : Class :

Listen carefully to the recording audio about the description text then choose the best

answer by crossing a, b, c or d. The player will be repeat twice.“

Text 1: Questions for number 1 to 5

1. “We live in Bali.” The underlined word refers to . . . .

A. Farhan.

B. His brother.

C. Farhan and his brother.

D. Farhan and his family.

2. What does Farhan usually do before work?

A. Surfing.

B. Swimming.

C. Fishing.

D. Skiing.

3. What is Farhan?

A. A driver.

B. An engineer.

C. A tourist guide.

D. A sailor.

4. The text mainly talks about .....

A. Farhan and his hobby.

B. The writer, Farhan.

C. Farhan and his family.

D. The writer experience when

surfing.

5. Farhan lives in a house together with his .....

A. friends

B. sisters

C. parents

D. brothers

Text 2 : Questions for number 6 to 10

6. Who is Randi?

A. He is an SMA Student.

B. He is a teacher.

C. He is doctor.

D. He is an SMP student.

7. How many people are there in Mr. Rahman’ familiy?

A. Five.

B. Four.

C. Three.

D. Two.

8. What is Randi’s mother?

A. She is a programmer.

B. She is teacher.

C. She is a student.

D. She is a doctor.

9. How many children does Mr. Rahman have?

A. Two.

B. Three.

C. Four.

D. Five.

10. What is the purpose of the text?

A. For describing Randi’s

familiy.

B. For describing Randi.

C. To tell you that Randi has

two sisters.

D. For describing my family.

Text 3 : Questions for number 11 to 15

11. What does Arkan look like?

A. He is fat and wears a pair of

glasses.

B. He is short with curly hair.

C. He is tall and thin.

D. He is fat and short.

12. When does the writer usually play Playstation?

A. In the afternoon from 2 to 4.

B. After reading books.

C. In his spare time.

D. After studying.

13. How old is Arkan?

A. 13 years old.

B. 14 years old.

C. 15 years old.

D. 30 years old.

14. Why does everybody like Arkan? Because . . . .

A. He is my bestfriend.

B. He is impolite.

C. He has curly hair.

D. He is a nice boy.

15. Which statement is TRUE according to the text?

A. Arkan is a polite boy.

B. He is tall and thin.

C. Arkan is thirty years old.

D. Arkan always plays

playstation in the evening.

Text 4 : Questions for number 16 to 20

16. Who Is Sari?

A. B. C. D.

17. Who is Mario?

A. B. C. D.

18. Who is Noviana?

A. B. C. D.

19. Who is Robbie?

A. B. C. D.

20. Who is Dino?

A. B. C. D.

Post-test II Listening Script

Text 1

Hello, my name is Farhan and I live in a house with my brothers. We

live in Bali and we all love surfing. We often go surfing in the morning before

work. I am a tourist guide. I work in the centre of Denpasar for big international

travel agent. I go to work by bus. My office is in Jalan Sudirman. I sometimes go

with friends from work.

Text 2

My name is Randi. I am an SMP student. I live on Jalan Suryakarta. My

father’s name is Mr. Rahman. He works in a hospital. He is a doctor. My mother

is a teacher. My parents have three children. Ely, the eldest, works as a

programmer in a private company. Wulan is my sister. We are students. She goes

to SMA 3.

Text 3

I have a best friend. His name is Arkan. Arkan is my classmate. He is

tall and a bit fat. He has curly hair. He wears a pair of glasses. His hobby is

reading and playing PlayStation. When we have spare time, we always ply PS

together. We usually play it in the afternoon from three to four. Arkan is the same

age as I am. He is thirteen years old. Most of my friends like Arkan because he is

a nice boy. He is polite and helpful.

Text 4

16. Sari is tall. She has curly black hair.

17. Mario is short but fat. He is bald.

18. Noviana is slim. Her hair is straight and blond.

19. Robbie is muscular. He has oval face and short blond hair.

20. Dino is tall but thin. He has wavy black hair.

Post-test II References List

Djatmika, Agus Dwi Priyanto, and Ida Kusuma Dewi. Passport to the World: A

Fun and Easy English Book for Grade VII of Junior High School. Solo:

PT Tiga Serangkai Pustaka Mandiri, 2012.

HS, Soegeng. Effective English 1A for Grade VII of Junior High School First

Semester. Solo: PT Tiga Serangkai Pustaka Mandiri, 2014.

Wardiman, Artono., et al., English in Focus for Grade VII Junior High School

(SMP/MTS). Jakarta: Departemen pendidikan Nasional, 2008.

Zaida, Nur. Mandiri Practice Your English Competence SMP Kelas VII. Jakarta:

Erlangga, 2013.

Post-test II Answer key

1. C. Farhan and his brother.

2. A. Surfing.

3. C. A tourist guide.

4. B. The writer, Farhan.

5. D. brothers

6. D. He is an SMP student.

7. A. Five.

8. B. She is a teacher.

9. B. Three.

10. A. For describing Randi’s familiy.

11. A. He is fat and wears a pair of glasses.

12. C. In his spare time.

13. A. 13 years old.

14. D. He is a nice boy.

15. A. Arkan is a polite boy.

16. C.

17. B

18. B

19. A

20. D

Appendix 7 LEMBAR OBSERVASI BAGI GURU

NAMA SEKOLAH : MTs Annida Al Islamy

GURU : Mr. X

PENELITI : IRANI NURISLAM

TEMA : GUESSING GAME

NO. ASPEK YANG DIAMATI YA TIDAK KETERANGAN

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Melakukan Pre Aktifitas

Memberikan pengetahuan tentang

sub tema

Memberikan keterampilan bermain

guessing

Memperagakan kegiatan bermain

guessing

Menggunakan media pembelajaran

Mengajukan pertanyaan kepada

siswa

Menjawab pertanyaan siswa

Membahas hasil kegiatan siswa

Memberikan penugasan di kelas

Memantau kegiatan siswa

Memberikan bantuan kepada siswa

Berlaku empati kepada siswa

√

√

√

√

√

√

√

√

√

√

√

√

LEMBAR OBSERVASI BAGI SISWA

NAMA SEKOLAH : MTs Annida Al Islamy

GURU : Mr. X

PENELITI : IRANI NURISLAM

NO. ASPEK YANG DIAMATI YA TIDAK KETERANGAN

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Mengajukan pertanyaan kepada

guru

Menjawab pertanyaan guru

Melakukan kegiatan bermain

guessing

Belajar dengan media

Saling bertanya jawab dengan

temannya

Kelas gaduh/ramai

Mengikuti kegiatan dengan baik

Mengalami tekanan dalam belajar

Merasakan kegembiraan dalam

belajar

Mengalami kepasifan

√

√

√

√

√

√

√

√

√

√

Appendix 8

Interview

Interview Guideline for English Teacher of First Grade of

MTs Annida Al Islamy

1. What is your educational background?

2. How long have you been teaching English at MTs Annida Al Islamy?

3. What is your opinion about English teaching and learning Process at MTs

Annida Al Islamy?

4. What are the obstacles when implementating teaching English for students in

the first grade?

5. For the specific skill, have you ever found some problem in teaching listening

at the first grade students?

6. How do you usually teach listening to the students?

7. How are students’ responses in listening class?

8. How about the students’ score in listening subject?

9. Do they have motivation in listening class?

10. Have you ever used the media in teaching listening to the first grade students?

11. How do students’ responses on that teaching-learning process?

12. Have you ever taught listening using game?

13. What is your opinion about teaching and learning listening by using game?

Does the game have positive impact for the students?

14. Have you ever heard about guessing game?

15. What is your opinion if teaching listening by using guessing game to

reinforce students’ listening?

The Answer of Interview with the English Teacher of First Grade of

MTs Annida Al Islamy

1. Uhamka University.

2. About ten years.

3. Nice because the school have the facility like language laboratory, audio

speaker, and infocus.

4. The students do not interesting to learn English.

5. Yes I found, I made English club but only few of the students who

participate.

6. I use English laboratory.

7. They are happy to do the activity.

8. Average 70.

9. Yes, they have.

10. Yes of cource, I use CD to play movie.

11. They watched the movie and listen to the dialogue then they filled the form

that I gave then made the resume from the story in the movie.

12. Sometimes.

13. The students are very attractive. Yes, It is has positive impact for the

students.

14. Yes I have.

15. It is very objective to understand listening and pronounciation and can

improve the students’ listening skill.

Interview

The Interview Guideline for First Grade Students of MTs Annida Al Islamy

1. Apakah anda senang belajar bahasa Inggris?

1. Iya senang belajar bahasa Inggris.

2. Senang.

3. Senang.

4. Iya senang.

5. Tidak senang.

6. Iya senang belajar bahasa Inggris.

7. Senang.

8. Iya.

2. Apa masalah anda dalam belajar bahasa Inggris?

1. Vocab dan listening.

2. Menterjemahkannya karena bahasa Inggris punya banyak arti.

3. Grammarnya

4. Tidak ada.

5. Iya, susah bahasanya.

6. Iya, enggak tau artinya.

7. Tidak ada.

8. Kurang mengerti artinya.

3. Apakah anda memiliki kesulitan dalam listening (menyimak)? jika ada,

kesulitan apa yang anda rasakan?

1. Aku tau tulisannya tapi gak tau kalau membacanya seperti itu.

2. Ada, tidak tau penulisannya kadang artinya.

3. Tidak ada.

4. Tidak ada.

5. Iya, cara pengucapannya.

6. Kesulitan mengartikan dari kata-kata tersebut.

7. Iya, mengartikan.

8. Iya, menerjemahkannya.

4. Bagaimana pendapat anda belajar bahasa inggris dengan guru bahasa Inggris

anda?

1. Membosankan terlalu banyak materi.

2. Biasa saja.

3. Kurang menarik.

4. Menyenangkan.

5. Pembelajarannya biasa saja.

6. Kurang menarik dan terlalu banyak materi.

7. Cara pengajarannya biasa saja.

8. Tidak seru.

5. Bagaimana pengajaran listening yang diajarkan oleh guru bahasa Inggris

anda?

1. Kurang jelas.

2. Pembelajarannya seperti biasa, jarang memakai media.

3. Memberikan pertanyaan.

4. Belajar seperti biasa.

5. Pembelajarannya biasa saja.

6. Kurang dapat dimengerti.

7. Kurang jelas.

8. Kurang menarik.

6. Apakah guru bahasa Inggris anda pernah mengajarkan listening

menggunakan permainan?

1. Tidak.

2. Tidak.

3. Tidak pernah.

4. Tidak pernah.

5. Tidak.

6. Tidak pernah.

7. Tidak.

8. Tidak.

7. Apakah guru anda pernah menggunakan media didalam pengajaran

menyimak? Jika iya tolong sebutkan!

1. Tidak, hanya soal memakai proyektor.

2. Pernah, soal pake proyektor.

3. Pernah, proyektor dan audio.

4. Tidak pernah.

5. Pernah, pake proyekor buat soal.

6. Pernah, cuma pake proyektor.

7. Pernah, memakai proyektor buat soal.

8. Pernah, memakai proyektor.

8. Apakah guru anda pernah mengajarkan listening dengan menggunakan teknik

sehingga anda lebih termotivasi untuk belajar?

1. Tidak.

2. Jarang.

3. Tidak pernah.

4. Tidak pernah memakai teknik.

5. Tidak pernah.

6. Tidak.

7. Tidak pernah pake teknik.

8. Tidak.

9. Menurut anda, bagaimana kemampuan listening anda setelah anda diajarkan

oleh guru bahasa Inggris anda?

1. Ada peningkatan.

2. Meningkat sedikit.

3. Meningkat.

4. Ada peningkatan sedikit.

5. Menurun.

6. Meningkat sedikit.

7. Meningkat sedikit.

8. Meningkat sedikit.

10. Pengajaran bahasa Inggris seperti apa yang anda harapkan untuk diajarkan di

kelas?

1. Materi tapi ada game biar tidak bosan.

2. Jangan terlalu focus, kalau ke materi banget jadi bosen. Pengen ada

game biar suasana di kelas happy

3. Ada permainan.

4. Ada game biar tidak bosen.

5. Jangan kebanyakan soal.

6. Yang menyenangkan seperti ada permainan.

7. Ada game.

8. Ada permainan dan juga materi.

Interview

Respon Siswa Terhadap Pembelajaran Listening

1. Bagaimana pendapat anda tentang proses belajar dan mengajar bahasa

inggris di MTs Annida Al Islamy?

1. Kurang menarik sehingga siswa menjadi bosen.

2. Sulit dipahami karena guru mengajarkannya kurang jelas.

3. Cara mengajarnya membosankan.

4. Mr X cara ngajarnya ngebosenin kalau lagi belajar pengen tidur.

5. Kurang jelas dan bosen.

6. Mr x mengajarkannya kurang jelas.

7. Agak membosankan.

8. Seru.

2. Bagaimana pendapat anda tentang metode yang diterapkan guru bahsa

inggris anda dalam mengajar listening?

1. Mendikte dimana guru membacakan teks dan siswa menulis.

2. Guru berbicara siswa mendengrkan.

3. Guru membacakan teks dan siswa menulis.

4. Guru membacakan teks dan siswa menulis mengerjakan soal.

5. Metodenya seperti biasa.

6. Guru membacakan dan siswa menulis dari apa yang didengarkan.

7. Guru meminta siswa menulis dipapan tulis dan mendikte.

8. Mengajarkannya seperti biasa.

3. Apa yang anda suka ketika belajar listening?

1. Menambah ilmu cara membaca vocabulary.

2. Melatih kemampuan untuk mendengarkan.

3. Melatih kemampuan untuk mendengarkan.

4. Jadi tau cara membacanya.

5. Tidak suka belajar listening karena susah dimengerti.

6. Tidak suka.

7. Tidak suka.

8. Suka belajar listening.

4. Apakah anda memiliki masalah dalam listening (menyimak)? Jika ada

tolong sebutkan!

1. Vocabulary karena agak kesulitan mendengarkan dari audio karena

butuh pengulangan.

2. Tidak ada .

3. Kalau mendengarkan terkadang suka salah denger kayak vocabularynya.

Kalau mendengarkan dari audio terkadang bacanya agak cepat jadi

butuh pengulangan.

4. Arti dari kata yang diperdengarkan.

5. Iya, sulit menterjemahkannya.

6. Butuh pengulangan.

7. Susah dimengerti.

8. Tidak ada.

5. Apakah anda senang belajar listening menggunakan game?

1. Iya senang.

2. Senang.

3. Senang.

4. Iya senang.

5. Suka.

6. Senang.

7. Senang.

8. Iya.

6. Bagaimana pendapat anda belajar listening menggunakan guessing

game?

1. Melatih pengetahuan, listening, dan vocabulary.

2. Melatih kemampuan listening, vocabulary, dan grammar.

3. Dapat meningkatkan kemampuan listening.

4. Melatih kemampuan listening, vocabulary. Seru sekali jadi aktif di kelas

dan tidak bosen.

5. Seru.

6. Lebih seru dan asik.

7. Melatih listening dan bikin semangat di kelas.

8. Menyenangkan.

7. Hal apa yang anda suka ketika belajar listening menggunakan guessing

game?

1. Pelajarannya menarik karena pake video, audio, dan gambar. Juga lebih

aktif di kelas.

2. Karena memakai gambar, audio, video jadi tambah aktif di kelas dan

semangat belajar.

3. Pelajarannya menarik dan lebih seru.

4. Pelajarannya menarik jadi semangat belajar.

5. Asik, tidak membosankan, tidak mengantuk di kelas.

6. membuat semangat dan menarik.

7. Pelajarannya asik, menarik, tidak membosankan dan seru.

8. Menarik karena pake media dan aktif di kelas.

8. Kesulitan apa yang anda temui ketika belajar menyimak menggunakan

guesssing game?

1. Menerjemahkan vocabulary.

2. Vocabulary.

3. Mengartikan kosakata.

4. Menerjemahkan vocabulary.

5. Ada, mengartikan.

6. Tidak ada.

7. Mengartikan.

8. Menerjemahkan vocabulary.

9. Menurut anda, bagaimana kemampuan menyimak anda setelah belajar

listening menggunakan guessing game?

1. Meningkat.

2. Lebih meningkat.

3. Meningkat.

4. Lebih meningkat.

5. Meningkat.

6. lebih meningkat.

7. Lebih meningkat.

8. Meningkat.

10. Bagaimana pendapat anda tentang belajar menyimak dengan

menggunakan permainan dan tanpa permainan? Mana yang lebih anda

suka?

1. Menggunakan permainan karena belajar dengan permainan lebih seru.

2. Lebih menarik menggunakan permainan karena tidak cepat bosan.

3. Permainan lebih seru kalau tanpa permainan bosen.

4. Kalau menggunakan permainan itu lebih seru, menambah semangat,

tidak membosankan. Kalau tanpa permainan membosankan dan

mengantuk.

5. Dengan permainan karena lebih seru.

6. Menggunakan permainan karena lebih seru, asik dan tidak

membosankan.

7. Menggunakan permainan karena lebih asik kalau tanpa permainan

membosankan.

8. Permainan lebih seru.

Appendix 9