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THE EFFECTIVENESS OF COMMUNICATIVE GAME “LISTEN AND
DRAW” ON STUDENTS’ LISTENING SKILL
(A Quasi-experimental Study at Seventh Grade Students of MTs YASPINA
Rempoa in Academic Year 2017/2018)
A Skripsi
Written By
Annisa Refina Puteri
11140140000031
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
ABSTRACK
Annisa Refina Puteri (NIM 11140140000031). The Effectiveness of
Communicative Game “Listen and Draw” On Students’ Listening Skill: A
Quasi-experimental Study at the Seventh Grade of MTs YASPINA Rempoa.
Skripsi of English Education at Faculty of Educational Sciences of State Syarif
Hidayatullah State Islamic University Jakarta, 2018.
Advisors:
1. Devi Yusnita, M.Pd.
2. Yenny Rahmawati, M.Ed.
The purpose of this study was to know the effectiveness of Listen and
Draw on students’ listening skill at the seventh grade of MTs YASPINA Rempoa.
The method is quantitative method and the design is quasi-experimental.
Population of the research is seventh grade of MTs YASPINA that consists of 50
students. The writer use convenience sampling because there are only two classes
at seventh grade. VII-1 as the controlled class and VII-2 as the experimental class.
The instrument of this study is listening test and it was conducted before and after
using the treatment. The result of the data was analysed using Microsoft Excel.
The mean score of controlled class posttest is 56.08 and the mean score of
experimental class posttest is 63.04. Therefore, the end result is 2.305>2.011. The
meaning is that to > ta (t-observation is higher than ta t-table). That means Ho is rejected
(Null Hypothesis) and Ha is accepted (Alternative Hypothesis). To sum it up, the
results shows that Listen and Draw was effective on students’ listening skill.
Keyword: Listening Skill, Listen and Draw
ABSTRAK
Annisa Refina Puteri (NIM 11140140000031). The Effectiveness of
Communicative Game “Listen and Draw” On Students’ Listening Skill: A
Quasi-experimental Study at the Seventh Grade of MTs YASPINA Rempoa.
Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarih Hidayatullah Jakarta.
Dosen Pembimbing:
1. Devi Yusnita, M.Pd.
2. Yenny Rahmawati, M.Ed.
Tujuan dari penelitian ini adalah untuk mengetahui keefektifan dalam
menggunakan metode Listen and Draw terhadap kemampuan siswa kelas tujuh
dalam mendengar dalam Bahasa inggris (Listening Skill) di MTs YASPINA
Rempoa. Metode penelitian ini adalah kuantitatif dan desain penelitian ini adalah
kuasi-eksperimen. Populasi penelitian ini adalah siswa-siswi kelas 7 MTs
YASPINA yang berjumlah 50 orang. Penulis menggunakan Convenience
Sampling karena kelas 7 hanya terdapat dua kelas yaitu VII – 1 dan VII – 2. Kelas
VII – 1 sebagai kelas kontrol dan kelas VII – 2 sebagai kelas experimental.
Penulis menggunakan Listening Test sebagai instrumen penelitian dan test ini
dilaksanakan sebelum dan sesudah menggunakan Listen and Draw. Data
penelitian ini diolah dengan memakai Microsoft Excel. Hasil rata-rata posttest
dari kelas kontrol adalah 56.08 dan hasi rata-rata posttest dari kelas experimental
adalah 63.04. Hasil akhir nya 2.305>2.011 dan to > ta (t-observation lebih besar
daripada ta t-table), Ho ditolak dan Ha diterima. Berdasarkan data diatas bisa
diketatuhi bahwa adanya keefektifan dalam kemampuan siswa-siswi dalam
Listening Skill dengan memakai metode Listen and Draw.
Kata Kunci : Listening Skill, Listen and Draw.
vi
ACKNOWLEDGEMENT
In the Name of Allah, the Beneficent and the Merciful.
In the name of Allah, the Almighty and the Merciful. Praise be to the Lord
for the blessing, mercy, health, power, and inspiration that allows the writer to
finished her “Skripsi” and Salutation be upon our Prophet Muhammad, his family,
his companion, and his followers.
In this occasion, the writer would like to express her deepest gratitude to
her beloved parents (Bpk. Firdaus Husaini and Ibu Renny Yusnita) who always
showers the writer with unconditional love and never-ending supports and prayer
to finished this “Skripsi” and also to Nabil Almirza Firdaus, the only brother who
always supports her. The writer also wants to convey her gratitude to Mrs. Devi
Yusnita. M.Pd. and Mrs. Yenny Rahmawati, M.Ed. for their guidance to help
finishing this “sksipsi”.
Furthermore, the writer would also want to express her appreciation and
thankfulness to:
1. Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Educational
Sciences
2. Dr. Alek, M.Pd. as the Chairman of the Department of English Education
and Zaharil Anasy, M.Hum. as the Secretary of the Department of English
Education
3. The entire lecturers of English Education Department who have taught and
gave us unlimited knowledge, motivation, and inspiration
4. The headmaster, the English teacher and all staff in MTs YASPINA who
helped the writer to conduct the study there.
5. The classmates of 8B whom the writer loved dearly and inspired the writer
to finished this skripsi.
6. For all the people whose names cannot be mentioned one by one for the
utmost support in finishing this skripsi.
vii
Lastly, the writer acknowledge that her writing is far from perfect because
perfection only belonged to Allah SWT. Therefore, the writer gladly receives a
constructive criticism and suggestions from the readers for valuable
improvements.
Jakarta, 01 October 2018
The Writer,
Annisa Refina Puteri
NIM: 11140140000031
viii
TABLE OF CONTENTS
ENDORSEMENT SHEET .................................................................................... i
APPROVAL SHEET ii
ABSTRACT .......................................................................................................... iii
ABSTRAK ............................................................................................................ iv
SURAT PERNYATAAN KARYA SENDIRI .......................................................... v
ACKNOLEDGEMENT ....................................................................................... vi
TABLE OF CONTENTS vii
LIST OF TABLES ................................................................................................. x
LIST OF APPENDICES xi
CHAPTER I. INTRODUCTION 1
A. The Background of Study 1
B. Identification of the Problem 3
C. The Limitation of the Problem 3
D. The Formulation of the Study 3
E. The Purpose of the Study 4
F. Significance of the Study 4
CHAPTER II. LITERATURE REVIEW 5
A. Listening 5
1. The Nature of Listening Skill 5
2. Types of Listening 7
3. Three Phases of Listening Task 8
4. Factors Affecting Listening 10
5. Listening for Communicative Task 11
B. Game 13
1. Definition of Game 13
2. Definition of Communicative Game 14
3. Types of Communicative Language Games 15
ix
4. Types of Communicative Games for Listening Skill 16
5. Teaching Listening by Using Listen and Draw Game 17
6. Advantages and Disadvantages Using Listen and Draw 19
7. Previous Study 21
CHAPTER III. RESEARCH METHODOLOGY ` 22
A. Place and Time of the Study 22
B. Research and Design 22
C. Population and Sample of the Study 23
D. Research Instrument 23
E. Procedure of Intervention 23
F. Data Collection Technique 24
G. Data Analysis Technique 24
H. Statistical Hypothesis 27
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 29
A. Research Findings 29
1. Data Description 29
2. Data Analysis 32
a. Normality Test 32
b. Homogenous Test 33
c. Hypothesis Test 33
d. The Effect of Size 35
3. Interpretation of the Results 36
CHAPTER V. CONCLUSION AND SUGGESTIONS 37
A. Conclusion 37
B. Suggestion 37
REFERENCES 39
APPENDICES 41
xi
LIST OF APPENDICES
Appendix 1 Pretest Validity 40
Appendix 2 Soal Pretest 41
Appendix 3 Posttest Validity 39
Appendix 4 Soal Posttest 43
Appendix 5 Lesson Plan for Experimental Class 46
Appendix 6 Lesson Plan for Controlled Class 60
Appendix 6 Examples of Student’s L&D 69
Appendix 7 Pretest Homogeneity Test 70
Appendix 8 Posttest Homogeneity Test 71
Appendix 9 Frequency Distribution of Prettest Normality Testing 72
Appendix 10 Frequency Distribution of Posttest Normality Testing 73
Appendix 11 References Examination 74
Appendix 12 Surat Permohonan Izin Penelitian 78
X
LIST OF TABLES
Table 4.1 The Pretest and Posttest result of Experimental Class 29
Table 4.2 The Pretest and Posttest result of Controlled Class 30
Table 4.3 The Result of Normality Test 32
Table 4.4 The Result of Homogenous Test 33
1
CHAPTER I
INTRODUCTION
A. Background of the Study
` In Indonesia, English language is one of the foreign languages to be taught
in school. English language became the primary foreign language to be learned
rather that other foreign languages because it is included in the curriculum as a
compulsory subject for primary level to university level. English language is
consisted of four language skills; which are listening, reading, speaking and
writing.
As one of the language skills, listening holds an essential role in learning
and acquiring a language. As stated by Carter and Nunan, ―In order to acquire a
language, learners must come to understand the language in these situations. This
accessibility is made possible in part through accommodations made by native
speakers to make language comprehension possible and in part of through
strategies the learners enacts to make the speech comprehensible.1‖
Therefore, listening skill is crucial in language acquisitions because it
helps students to discover and practice new language by receiving input from
native speakers or from English teachers. Moreover, in the K.13 curriculum stated
implicitly that students should be able to comprehend the meaning of English
language and be able to compose oral and written texts using speaking, listening,
reading and writing. Hence, listening skill is needed for junior high school
students to comprehend English text orally or written.
The writer chooses listening skill in her study not only because of the
importance of teaching listening skill but also based on the writer‘s experience
learning listening in high school and inspired to add another variety in teaching
listening skill. Based on the writer‘s experience in seeing the methods used by the
English teacher in teaching listening in her school, the teaching way only limited
1
Ronald Carter and David Nunan, The Cambridge Guide to Teaching English to
Speakers of Other Languages, (Cambridge: Cambridge University Press, 2001) p.8
2
in dictation and listening to the tapes. Moreover, the teacher just stresses more on
the English grammar, reading, and vocabulary.
This sentence is also confirmed by Nunan ―Listening is the Cinderella skill
in second language learning‖.2 Thus, listening skill is often overlooked by the
other language skill such as speaking and writing and listening skill are
considered to be the secondary skills. Even though the learning media in listening
has been improved and becoming more advanced, teaching listening still lacks
attention from the teachers. Hanna examines listening skill in MTSN Mojokerto
stated that students faced many problems in learning listening, mainly about
boring activities and students‘ lack of motivations. There are two factors for that
reason; (1) The absence of teachers‘ creativity to make use of appropriate
listening resources (2) The lack of varieties in teaching listening skill.3 According
to Harmer; Students show an increased level of interest when they have a chance
to see and hear the language and combine it with interesting task and activities.4
To arouse students‘ level of interest, teachers can use Communicative Games as
media to teach listening.
Games is an activity which is entertaining and engaging, often
challenging, and activity in which the learners play and usually interact with
others. Wright, Betteridge, & Buckby mentions four reasons why teachers should
use games in language learning: (1) Learning a language is hard work, that is why
Games are needed to help and encourage learners to sustain their interest, work,
adapting language, and to use it; (2) Games provides one way of improving the
learners to experience the language, rather than merely study it; (3) Many games
caused as much use of particular language items as more conventional drill
exercises; some games do not. What matters, is the quality of practice. Many
games similarly provide repeated occurrence and use a particular language form;
2 David Nunan, ―Teaching Listening in Language Learning‖. In J. Richards, & W.
Renandya, Methodology in Language Teaching (An Anthology of Current Practice) (pp. 238-241).
(Edinburgh: Cambridge University Press, 2002) p.238
3Hanna Andyani (2012). ―Using Fun Activities to Improve Listening Skill‖. Journal on
English as a Foreign Language, 2(2), 29-35 4 Jeremy Harmer, The Practice of English Language Teaching. (United Kingdom:
Longman, 2001), p.282
3
(4) Games can provide intense and meaningful practice of language, thus can be
regarded as a central to learning.5
Above are the few explanations for the reasons why teachers can use
Games in the classroom. The writer chooses one of the communicative games
called ―Listen and Draw‖ for her research. As stated by Bryne and Rixon, this
Listen and Draw games were expected to give mainly the language needed for
giving instructions. The language of this kind would no doubt occur, and it is
possible through the choice of pictures content to ensure that some language
aspects are brought into naturally in the course of the game, as they are obliged to
make the fullest use of their language skill, mainly in Listening and Speaking. It is
this potential that makes this game communicative. Students can experience it see
how it used rather than being practiced.6 It can be pointed out from this statement
that listen and draw belongs to the communicative game because of the nature of a
picture elements and it can bring students‘ language ability while doing games.
Based on the explanations above, the writer conducted a research entitled;
The Effectiveness of using Communicative Game: ―Listen and Draw!‖ On
Students‘ Listening Skill‖ (A Quasi-experimental Study at the Seventh Grade
Students of MTs Yaspina Rempoa in Academic year 2017/2018.)
B. The Identification of the Problem
Based on the explanation of the background above, there are some
problems that can be identified in this study:
1. Students lack of vocabularies hindrance them to understand spoken
English.
2. Students do not understand on what the teachers said.
3. The teacher uses inappropriate technique in teaching listening.
5 Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning. (United Kingdom: Cambridge University Press, 2006), p.2
6 Donn Byrne and Shelagh Rixon, ELT Guide 1: Communicative Games. (United
Kingdom: NFER Publishing Company, 1979) p.7
4
C. The Limitation of the Problem
Based on the identification of the problems above, the problem of the
study is focused on the use of communicative game: ―listen and draw‖ to teach
listening descriptive to the seventh-grade students of MTs Yaspina in academic
year 2017/2018.
D. The Formulation of the Study
After determining the limitation of the problem above, the writer
formulates the problem as follow ―Was Communicative Game: Listen and Draw
effective on students‘ listening skill at the seventh grade of MTs Yaspina in the
academic year 2017/2018?‖
E. The Purpose of the Study
In accordance to the formulation of the study, the purpose of the study is
to investigate the effectiveness of communicative game: ―listen and draw‖ on
students‘ listening skill at seventh-grade of MTs Yaspina in the academic year
2017/2018
F. Significance of the Study
The result of this study is expected to give some theoretical and practical
benefits:
1. Students: To let students experience fun learning during listening lesson;
2. Teachers: To give English teachers a beneficial and contribution to add
varieties in teaching listening;
3. Further Researchers: This study can also be a reference for the next
researchers who want to conduct a further research that related to teaching
listening especially Communicative Game: Listen and Draw.
5
CHAPTER II
LITERATURE REVIEW
1. Listening
A. The Nature of Listening Skill
Listening skill is the first communication skill to be automatically obtain
since we were born. According to Maria, Eliwarti, and Ristanti ‗Listening skill
is the first language skill to be learned, and it develops before a child speaks.
Many children develop the ability to listen carefully to the speech of others
during infancy and early childhood; others do not. Because language growth
has described as a receiving process followed by a sending process, a child‘s
listening ability is important to speaking and future reading and writing
success.‘7
Saricoban stated Listening is the ability to identify and understand what
others are saying and listening skill is essential for learning since they allow
students to obtain comprehensible input and information8. According to
Renukadavi, Listening is vital in the language classroom because it provides
input for the learner. Such as; pronunciation, word stress, vocabularies, syntax,
and the tone of the language9 Without understanding the input at the right level,
any learning cannot begin. Gilakjani and Sabouri suggest doing listening
comprehension to obtain the input.10
Listening Comprehension define by
Hamouda is an interactive process in which listeners are involved in
constructing meaning. Listeners comprehend the oral input through sound
7 Septia Ristanti, Eliwarti and Desri Maria, A Study on the Ability in Listening
Comprehension od Descriptive Text by the 2nd
Semester Students of English Study Program FKIP-
UR, (Jurnal Online Mahasiswa, Vol.6 No.2, 2012), pp.1-11.
8Arif Saricoban, The Teaching of Listening, ITESLJ (The Internet TESL Journal), Vol. 5
No. 12, 2011), pp.1-5.
9 D. Renukadavi, The Role of Listening in Language Acquisition; The Challenges and
Strategies in Teaching Listening, (International Journal of Education and Information Studies,
Vol.4 No.1, 2014), pp.59-63. 10
Abbas Pourhosein Gilakjani and Narjes Banou Sabouri, Learners‘ Listening
Comprehension Difficulties in English Language, (English Language Teaching), Vol. 9 No.6,
2016), pp.123-133.
6
discrimination, previous knowledge, grammatical structures, stress and
intonation, and the other linguistic or non-linguistic clues.11
From the
explanations above, we can synthesize that listening skill is crucial. Not only
for the importance of learning process but also as a language skill that are the
basis for all language skills that will develop later on. Listening skill had vital
roles in our life because it interlaces with the other language skills and helps to
improve it.
As stated by Nunan, listening has two views since the early 1980s, these
are the Bottom-up processing view and the Top-down interpretation view.12
The bottom-up processing model assumes that listening is a process of
decoding the sounds that one hears in a linear fashion, from the smallest
meaningful units (phonemes) to complete texts. Phonemic units are decoded
and linked together to form words, words are linked together to form phrases,
phrases are linked together to form utterances, and utterances are linked
together to form complete, meaningful texts. Therefore, we can conclude that
Bottom-up processing is the way learners listen and absorbs the message with
one sound, one word, one phrase and one utterance at the same time.
While bottom-up view is a process of decoding sounds, Alternatively,
Top-down view suggest learners to be active in reconstructing the message.
Nunan defines Top-down view as a listening process that allows learners to
construct the original meaning of the speaker using incoming sounds as clues.
In this reconstruction process, the listener uses prior knowledge of the context
and situation within which the listening takes place to make sense of what he or
she hears.13
It can be seen from the explanation above that Listening has two views of
processing – which is Bottom up and Top down. Bottom up view is when the
11 Hamouda A, An Investigation of Listening Comprehension Problems Encountered by
Saudi Students in the EL Classroom, (International Journal of Academic Research in Progressive
Education and Development. Vol.2 No.2, 2013), pp.113-115.
12 David Nunan, ―Teaching Listening in Language Learning‖. In J. Richards, & W.
Renandya, Methodology in Language Teaching (An Anthology of Current Practice) (pp. 238-241).
(Edinburgh: Cambridge University Press, 2002), pp.239.
13
Ibid, pp.239.
7
listener is expected to listen for details; because they have to decode the
combinations of words, sound, phrase and expressions at the same time. Whilst
Top down view is when the listener is expected to make responses toward the
speaker. Mainly, the listener used their background knowledge to know the
general idea of what the speaker is talking about.
B. Types of Listening
As stated by Michael Rost, listening practice have 6 different types, those
are: 14
a) Intensive Listening: refers to listening a text closely, with the intention to
decode the input for purposes analysis. The learners pay attention to what is
actually said. Teacher feedback on accuracy.
b) Selective Listening: refers to listening with a planned purpose in mind, often
to gather specific information to inform a task. In other words, listening to
only what you want to hear and tuned out the rest.
c) Interactive Listening: refers to a type of conversational interaction in which
the listener takes a leading role in understanding, through providing feed-
back, asking questions and supporting the speaker. Learner can interact
verbally with others, in collaborative task, to discover information or
negotiate solutions.
d) Extensive Listening: refers to listening for a several minutes at a time,
staying in the target language, usually with the long-term goal of
appreciating and learning the context. Academic listening and ‗listening for
pleasure‘ are included in this.
e) Responsive Listening: Responsive listening refers to a type of listening
practice in which the listener‘s response is the goal of the activity. The
listener‘s response in this type of activity is expressing an opinion or point
of view – rather than giving back facts based on what was heard.
14 Michael Rost, Teaching and Researching Listening. (Edinburgh: Pearson Education,
2011), pp.183-200.
8
f) Autonomous Listening: Autonomous Listening refers to independent
listening, without the direct guidance of an instructor. Autonomous listening
can include all of the types of listening discussed – intensive, selective,
extensive, interactive, responsive. The key is that the learner is in control of
input selection, task completion, and assessment.
To be brief, listening has 6 different types, which is: Intensive, Selective,
Interactive, Extensive, Responsive and Autonomous. Based on the
explanations of each types, Listen and Draw can be included in Intensive
Listening; Because the students are listening for details of a person, animal or
thing description in order to be able to draw them – and the accuracy is the aim
rather than the visual.
C. Three Phases of Listening Task
Listening task can be divided into three aspects, which are; ―pre-listening,‖
―while-listening,‖ and ―post-listening‖ phases. Rost defines these three phases
as: 15
1) Pre-Listening: Doing an accurate ―pre-listening‖ phase can result into an
effective listening task. Because the learner is doing an activity to increase
their readiness before listening lesson is starting. This step is designed to
activate what the learner already knows.
2) While-Listening: When the learner actually begins listening to the task,
there needs to be some expectation for it. ―While-listening‖ tasks can
include guided note taking, completion of a picture or schematic diagram
or table, composing questions or any various activity that the learner does
while listening to demonstrate meaning.
3) Post-Listening: The ―post-listening‖ stage of listening occurs in the few
minutes following the actual attending to the text. This is probably the
most important part of listening instruction because it allows the learner to
build mental representations and develop short-term L2 memory and
15 Michael Rost, Listening Task and Language Acquisition, (JALT International
Conference, Teaching and Research Listening, Shizuoka, 2002), pp.18-28.
9
increase motivation for listening a second time. Sahr also mentions about
three phases for Listening phases and the activities that English teacher
can do in that phases:16
1) Pre-Listening: According to Sahr, the purpose of pre-listening is to prepare
students for listening, to make sure students are understand and to make
them ready for listening.17
Sahr mentions three activities that teachers
should do while doing Pre-Listening; (1) Think About : this activity allow
us to activate students‘ background knowledge about related topics; (2)
Vocabulary : this activity let teachers to discussed a new words with
students, the activity can be reviewing vocabularies and match words with
pictures or definitions; (3) Prediction :Teachers can do many prediction
activities, such as discussing with students to predict from the title of a
paragraph what will be describe or others.
2) While-Listening: In this phase, teacher should give a purpose or a task to
perform based on the listening so that students can concentrate to listen
carefully for the purpose or a task that is been given to them. Sahr
recommends using one from three activities, which are; (1) Listen to Main
Idea; (2) Listen for Specific Events; (3) Listen for Details.
3) Post-Listening: Teacher should do a follow up after listening activities, not
only for checking students‘ comprehension but to give them a satisfaction
of knowing that they can apply what they just heard. Sahr stated that Post-
listening should not be seen as a test, but only checking if the students
understood the passage.
From all the explanations above, listening has three phases. Pre-listening
allows student to test their background knowledge about related topics that will
be applied in listening task, to ensure their readiness for the task. While-
listening is a purposeful activity which students are given a task with
16 Sahr, S. 2011, August 22). Planning a Listening Activity. TESOL Connections, 1-4.
https://www.tesol.org/connect/tesol-resource-center/search-details/teaching-tips/2013/08/22/-
planning-a-listening-activity. Accessed on 23 June 2018
17
Sahr, S. Loc.Cit.
10
expectation in it; a task that can be completed by listening carefully – listen and
draw can be considered as a while-listening activity, due to the fact that
students are asked to listen for a description and draw it. Post-listening is a
follow up from the previous activities, to test the students‘ comprehension
about the passage and how they can apply it; for example, like reviewing or
making a quiz for their seatmate.
D. Factors Affecting Listening
Students often encounter problems during listening, it could be from many
factors that influence students‘ ability to listen. As stated by Goh, the occurring
problems faced by students in listening are quick to forget what is being heard,
facing unknown vocabularies, not understanding the message or the meaning
implied, and unable to form a mental representation from the text.18
Whereas Boyle classifies listening problems as two factors; The first factor
is the speakers. Speakers has different ways to convey his or her message to the
listeners because of their linguistic ability, their quality of speech signal, their
personality and etc. The second factor is the listener. The same case as the
speakers, students as listeners also has a different capability to receive the
information; because of their difference intelligent, their memory storage,
motivations in receiving the listening task, and background knowledge19
.
Underwood also classified major problems in learning listening into seven
categories, which are: 20
1) Lack of control over the speed at which the speakers speak: The
listeners cannot adjust to the fast delivery of the speakers
18 Christine Goh, A cognitive perspective on language learners' listening comprehension
problems, (An International Journal of Educational Technology and Applied Linguistics, Vol. 28
No.1, 2000) pp.55-75.
19 Joseph Boyle, Factors Affecting Listening Comprehension, (Research Gate, Vol.38
No. 1, 1984) pp.34-38.
20
Abbas Pourhossein Gilakjani and Mohammad Reza Ahmadi, A Study of Factors
Affecting EFL Learners‘ English Listening Comprehension and the Strategies for Improvement,
(Journal of Language Teaching and Research, Vol.2 No.5, 2011) pp.977-988.
11
2) Not being able to get things repeated: Listeners cannot always ask for
repetition. But in class situation, teacher can decide what and when to
repeat the English passage.
3) Limited Vocabularies: While listening to the speakers, listeners
sometimes bump into unrecognizable words. Not only it will confuse
the listeners, but also it will stop them to listen because they are trying
to find out the meaning.
4) Failure to recognize the speaker‘s signals or cue words: Speaker‘s
signals or cue words imply that the speakers is moving to other
information. Usually with gestures, pauses, or using connective adverbs
(First, Second, Third, and many more.)
5) Problems of interpretation: Listeners sometimes misinterpret the
information provided by the speakers because they are not familiar with
the topics. Therefore, it is important to have mutual knowledge between
listeners and speakers to make listening process easier.
6) Inability to concentrate: Calm environment is really important for
listening process. Because if there is a little interference while students
are listening in English, then their concentration would be easily lost
and scatter.
7) Establish learning habit: Students may have established a learning
habit. They tend to worried about the teacher assessment for listening
and afraid of making mistakes.
E. Listening for Communicative Task
Tsinghong groups listening activities into the following kinds according to
the kind of response that the learner must produce: performing physical task,
transferring information, and reformulating and evaluating information.21
1) Performing Physical Task: The activities that are includes under this type
allow learners to listen and look for specific meanings, this activity can
21 Tsinghong Ma, Communicative Listening Training in English ˗ Features, Strategies,
and Methods, (Journal of Language Teaching and Researching, Vol.1 No.4, 2010), pp.464-472.
12
motivate learner to listen selectively and obtain information which is
related to the task. The leaners‘ successful attempt is measure in a practical
way, whether the non-linguistic task is performed correctly or not. This
type of listening communicative task has 5 activities under it, which are:
a) Identification and Selection: One of famous example for this
activity is ―bingo.‖
b) Sequencing
c) Locating
d) Drawing and Constructing
e) Performing other action.
2) Reformulating and Evaluating Information: After gradually decreasing the
specific preparation which he gives the learners as to what meanings they
should expect or seek in the spoken text, the teacher may decide to give
learners a more global task, oriented towards the text as a whole. For
example, learners should be asked to reformulate the important content in
their own words, in the form of notes or a summary.
3) Transferring Information: Transferring information activities still required
learners to search for specific meanings in the short text and long text.
However, the result of this activities is not in the form of physical response
of the language. Learners must extract information that is relevant from
the text and turn it into other forms, such as table, chart or diagram.22
It can be synthesized that Listening for communicative task has 3 activities
based on the listeners responses. The first activity is Performing Physical Task;
where the students are asked to listen carefully and selectively to acquire an
information related to the task, usually the results is in the form of a student‘s
worksheet – hence the physical task, and not stressing over the non-linguistic
task. Reformulating and evaluating information is a task that students are
expected to predict in the spoken text and students are expected to writes what
they know using their own language about related topics to ensure their
22 Ibid., pp.464-472.
13
comprehension about it. Transferring information task is an activity to search
an information from a spoken text and turn it into other forms.
Listen and Draw itself can be included in the communicative task number
one, which is Performing Physical Task, and the activity is Drawing and
Constructing. Listen and Draw is a task where students are constructing the
information that they have listened earlier, whether it is about people or an animal
description, then the students try to draw it based on the information they
received.
2. Communicative Game
A. Definition of Game
Some people love playing games, from kids to adult. Playing game gives
you a feeling of excitement and stress-relieving. According to Wright,
Betteridge, and Buckby ―Game is an activity which is entertaining and
engaging, often challenging, and an activity in which the learners play and
usually interact with others.‖ 23
Thus, the writer can assume that Game is not
only an engaging and fun activity, but it can also be a challenging activity
where the learners can collaborate and interact with each other. The game itself
is leaning towards challenging aspect rather than competitive aspect.
Tuan and Doan also defined ―game as an activity including rules, a goal
and an element of fun, Games should be regarded as an integral part of the
language syllabus, not as an amusing activity for Friday afternoon or for the
end of the term.‖ 24
Thus, the writer conclude Game is not only an entertaining
activity but it also contains rules and goals to make it discipline yet
comfortable and exciting, Furthermore, game should be included in teacher‘s
syllabus and it should not be considered to just a fun activity to pass the time in
classroom.
23 Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning. (United Kingdom: Cambridge University Press, 2006), pp.1.
24 Luu Trong Tuan and Nguyen Thi Minh Doan, Teaching English Grammar Through
Games, (Studies in Literature and Language, Vol.1 No.7, 2010), pp. 61-75.
14
According to Ersoz, learning a foreign language is a difficult task and
sometimes students felt bored and frustrated. Because it needs a lot of efforts to
understand and to produce a language. Therefore, a language game can be a
stress-relief for the students as well as practicing their language skills in a fun
and refreshing way.25
In addition, Ersoz define games as a ―highly motivating
because they are amusing and interesting. They can be used to give practice in
all language skills and can be used to practice many types of
communication.‖26
B. Definition of Communicative Game
Communicative game is a group of activities that can stimulate students‘
interaction.27
Not only can stimulate their interaction, but also an activity with
a non-linguistic aim28
. According to Hadfield, the completion of
communicative task is on the successful communication rather than the
correctness of the structure, correct language usage though is still important,
but it takes place to secondary place to achieve communicative goals29
. In line
with Negin‘s explanations, Communicative activities have an important role in
creating chances to bridge interaction between students and students or
between students and teacher; in which it can link information or opinion gaps,
asking information, giving information, finding out other‘s opinions and
others30
. Lee also added that communicative games does not have to be drawn-
out or intricate. It is enough if there is something to be communicated about to
25 Aydan Ersoz, Six Games for the EFL/ESL Classroom, (ITESLJ The Internet TESL
Journal, Vol.4 No.6, 2000), pp.1-5.
26
Aydan Ersoz Loc.Cit, pp. 6.
27Ratna Sari Dewi, Ummi Kultsum, and Ari Armadi, Using Communicative Games in
Improving Students Speaking Skills, (English Language Teaching, Vol.10 No.1, 2017), pp.63-71.
28Jill hadfield, Intermediate Communication Games. (Edinburgh: Pearson Education,
2005), pp.v.
29
Ibid, pp.v.
30
Negin Aalei, The Effect of Using Communicative Language Teaching on Developing
English Speaking and Listening Skills of Iranian Secondary School, (Journal of Applied Lingusitic
and Language Research, Vol.4 No.8, 2017) pp.256-266.
15
the others or to be found out from the others, as long as the students want to
keep continuing the game because they are absorbed in it31
.
It can be synthesized that communicative games are a combination of
activities that has several functions, which are; 1) Chance to interact, 2) As a
bridge to create an interaction between students with students or students with
teacher, 3) The main importance is the communication rather than
grammatically correct, and 4) As long as the students are having an interest
doing communicative task, the task does not have to be long and complex.
C. Types of Communicative Language Games
Ibrahim classify language games into two types: Linguistic games and
communicative games.32
Linguistic games emphasize more on accuracy, on the
contrary, communicative games focus on the successful exchange information
and ideas. Ibrahim classified games into more detailed forms which are
composed of both linguistic and communicative games, the following are;33
1) Sorting, ordering or arranging games: For example, students have a set of
cards with months, and they have to arrange those cards in order.
2) Information gap games: In such games, one or more people have
information that other people do not, and they have to exchange their
information to complete a task.
3) Guessing games: These are a variation on information gap games. For
instance, one student who has a flash card cannot show it to others but
must instead mime it to others, and then other students have to guess the
word from his or her performance.
4) Searching games: These games are another version of two-way
information game, with everyone seeking and giving information.
31William Rowland Lee, Language Teaching Games and Contest, (New York: Oxford
University Press, 1979), pp.2.
32 Nelvia Ibrahim, Games for Teaching Grammar to Young Learners, (Indonesian
Journal of Integrated English Language Teaching, 2016), pp.49-63.
33
Ibid., pp.54-55.
16
5) Matching games: As the name implies, participants need to find a match
for a word, picture, or card.
6) Labelling games: These are a form of matching game. The only difference
is that the participants match labels and pictures.
7) Exchanging games: Many card games fall into this category. In these
games, students barter cards, objectives, or ideas.
8) Board games. ―Scrabble‖ is one of the most popular games in this category
9) Role playing games: Such games involve students in playing roles that
they might not play in real life. They might also be employed to get
students to practice set dialogue.
As stated from the explanations above, language games are classified into
9 types, which is Sorting, ordering or arranging games; Information gap games;
Guessing games; Searching games; Matching games; Labelling Games;
Exchanging games; Board games; and Finally, Role playing games. Listen and
Game itself falls into Information-Gap games. The reason is because the
speaker has information about the description of a person or an animal. The
listeners do not have any idea what the speaker is going to say, therefore they
have to listen to the speaker in order for them to draw. There is an exchange of
information going on in the process of doing Listen and Draw, that is why
Listen and Draw belongs to the Information-Gap game. Wright et al., stated
that Listen and Draw is a communicative game because there is an
Information-gap. The speaker has the information and the learner do not, and
they must listen to understand it34
.
D. Types of Communicative Games for Listening Skill
There are many examples of different games for listening skill, Wright are
proposing three types of communicative games for listening35
:
1. Which Picture Is It game; This activity is considered to be
communicative because it has an informative gap element. The reason
34 Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning. (United Kingdom: Cambridge University Press, 2006), pp.46.
35Ibid., pp. 50.
17
is because the students are listening to a description with the aim to
identify what is being describe, while the teacher or the students has the
information and the others are not and it can be played with teacher and
students or in paired. Teacher can display a number or pictures of
people, animals, and objects and describe one of them. After describing
it let the students identify it by the descriptions, students can take turns
to take over.
2. Listen and Draw game; This activity also considered having
communicative element, because the teacher has the information while
others are not. Teacher can start by telling the students to listen
carefully to the descriptions and after that read the descriptions again
with the students are drawing alongside of it.
Ur also proposed two communicative games for listening skill, those are36
;
1. Guessing Game; Guessing game is one of the communicative activities.
In which one person knows the information and intentionally withholds
it until someone are able to get the answer based on the clues that has
been given. It can be teacher and students or students with students.
2. Sequencing Pictures and Stories Game; Sequencing is one of the
communicative language games. The teacher displays a series of
pictures and scenarios and students are asked to listen carefully for a
story and they have to label it and sequence it to make it orderly.
From the explanations above, it can be seen that communicative games for
listening skill has many activities to choose and discover. But, because the
focused of this study is limited to only one game, Hence, the writer decided to
use Listen and Draw to be the main point of this study.
E. Teaching Listening by Using Listen and Draw Game
Communicative games are activities which display communication
characteristics. Students somehow involved in activities that give them a
36Penny Ur, Teaching Listening Comprehension. (New York: Cambridge University
Press, 1992), pp. 73.
18
reason and a purpose to communicate which allows them to use various
language skills. Such activities are important to let the students do their best
using the language.37
Likewise, Hadfield stated Communicate games are ―Activities with a non-
linguistics goal or aim. The games will involve the carrying out task such as
drawing in a route on a map, describe and draw, or finding matching pictures,
rather than a production of a structure‖.38
Therefore, it can be concluded that
Communicative games is activities that stresses more on the communicative
aspects. Wherein students are involved in an activity that allow them to use
their language skills in communicative aspects and not focusing on the
structure.
Listen and draw game falls into the category of Communicative games and
has an information gap in it. In which, the speaker has the information and the
learner does not. According to Wright, Betteridge, and Buckby; This game is
flexible and can be applied to teach other language skills, it can be for
speaking, listening, prepositions, and many others.39
Wright, Betteridge, and
Buckby also stated that Listen and Draw game is a listening game where the
learners required to listen for details in the description of a person, object,
animal, or place, and drawing according to the details described.40
The writer
concludes that using Listen and Draw game will provide learners a different
learning, improving their creativity by describing things and able to do
Listening for meanings in the target language. Wright, Betteridge and Buckby
provides an example of listen and draw procedures: 41
a) Read a description of a person, animal or place
b) Read the description slowly and repeatedly so that students get the
meaning. Teachers should encourage the learners to ask for clarity.
37 Jeremy Harmer, The Practice of English Language Teaching. (Edinburgh: Longman
Publishing, 2001), pp.50-51.
38
Jill Hadfield, Intermediate Communication Games. (Edinburgh: Longman, 1996), pp.
v.
39
Ibid., pp. 46.
40 Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning. (United Kingdom: Cambridge University Press, 2006), pp.44.
41 Id., pp. 44.
19
c) Display all the pictures drawn by the learners. Let students participated
in checking the details of the drawing
d) Let the class vote for top five drawing
e) Consider doing the same activities with pairs or groups
Listen and Draw also mentioned by Scott and Ytreberg as a listening
activity. In listen and draw activities, the teacher tells the students what to
draw. Teachers can make up a picture or describe it from a passage. This
activity can be used to test students‘ vocabulary, prepositions, colours, and
characteristics. But keep in mind that teachers should only describe a simple
picture, in order to make the drawing simple.42
As stated by Nation and Newton, Listen and Draw games is an activity to
practice learners‘ listening comprehension, to test learners‘ whether they are
understood or not.43
Listen and draw games also has many variations and can
be changed based on the language skill to be taught. Nation and Newton
suggest three variations to do Listen and draw game, the following are:44
a) The learners listen and colour the picture with colours suited to the
description;
b) The listeners listen and fill in details on the picture. This can include
activities like having an outline of several heads and having to fill in the
details of eyes, nose, moustache, scars, mouth and hair while listening to a
description of several people;
c) The learners listen and label parts of a picture or diagram. The amount of
writing required can be reduced by providing a list of the words needed for
labelling.
F. Advantages and Disadvantages Using Listen and Draw
42 Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children. (New York:
Longman, 1995), pp. 24.
43 I.S.P Nation and Jonathan Newton, Teaching ESL/EFL Listening and Speaking. (New
York: Routledge, 2009), pp.45.
44
Ibid., pp.45.
20
Listen and Draw is a task that is related to making a picture or picture
dictation. According to Grover a task that is related to picture is a great
activity; the fun nature of it can motivates students45
. Jun also stated pictures
are useful in developing students‘ listening comprehension, especially it can
contribute to students‘ interest and motivation. In doing this kind of activity,
the students are only asked to listen carefully and do not have to write English
sentences. They only had to draw it based on their hearings.46
Listen and Draw
are also easy in preparations, students just need to prepare paper and pencil and
it suitable for young learners and teens47
. Moreover, According to Wright,
Betteridge, and Buckby; This game is flexible and can be applied to teach other
language skills, it can be for speaking, listening, prepositions, and many
others.48
Based on the explanations above, there are several benefits those are; 1)
Students constantly paying attention to the teacher in order for them to draw it
accurately, 2) The preparations of listen and draw is really simple, students
only need paper and pencil, 3) The aspect of drawings attracting the students to
do the task, 4) The visual can aid the students to remember about vocabularies
that are related to descriptions, 5) Students can colour and add decorations to
their drawings after finishing their task, 6) Listen and Draw is a flexible
activity because it can be applied to teach other language skill, for instance,
speaking. If the students do the talking it can be a speaking activity.
There is no perfect technique when It comes to teaching English.
Everything depends on the classroom circumstances, if the classroom
conditions are great then the technique can gather more advantages than
disadvantages. Students‘ knowledge and ability also can be one of things that
45 Brian Grover, Dictation Drawing, (The Internet TESL Journal, Vol.2 No.1, 1996),
pp.7-10.
46Zhang Yi Jun, Warm-up Exercises in Listening Classes, (The Internet TESL Journal,
Vol.6 No.10, 2000), pp. 8.12.
47 Dwinalida, K., Naning, Z. A., & Jaya, H. P. ―Teaching Listening Comprehension
through Picture Dictation to the Tenth Grade Students of SMA Islam Az Zahra Palembang‖.
(Journal of English Education/JELE, 1(1), 2014), pp.76-8.
48
Ibid., pp. 46.
21
can make the technique suitable or not. According to Kasmi et. al the
disadvantages of this technique are;49
1) Takes a lot of time to use picture dictation.
2) There can be a lack of individual study time.
3) There is a potential for the students to be exhausted because of the
unnatural interaction with the teacher.
4) It can be difficult to measures each students‘ comprehension.
5) The learning can be monotonous if the teacher lacks confidence to
experiment with the activities.
G. Previous Study
The study that related to this subject was conducted by Agung Ahmad
which is, Teaching Listening Skill Through “Listen and Draw.50
Ahmad use
Listen and Draw as a technique for teaching listening and it took place at the
seventh grade of SMPN 01 Cikalongkulon, Cianjur. The objective of this study
is to improve students‘ listening skill in descriptive by using Listen and Draw.
Ahmad use Case Study as the design of the study, and the result of this study
are proved to be successful. Another study related to this subject was
conducted by Ferli Angga et.al which is, Implementing Listen and Draw
Technique to Improve Students Listening Comprehension.51
The writer also
uses Listen and Draw as the technique for increasing students‘ listening skill, it
was conducted at the seventh grade of SMPN 03 Terbanggi Besar, Lampung
Tengah. Ferli Angga et.al using Quasi-experimental as the design of the study,
the result of the study is also successful by conducting pretest and posttest. The
last study is by Rina Khalifah which is The Effect of Using Listen and Draw
49 Kasmi, and Fadilah, R. I. ―Implementing Picture Dictation to Improve Speaking Ability
of the Second Year Students at MA Pesantren Guppi Samata‖. ETERNAL English, Teaching,
Learning, and Research Journal, 3(2), 2017), pp.195-210.
50
Agung Ahmad Syahida, Teaching Listening Skill Through “Listen and Draw (Skripsi,
Faculty of English Education, STKIP Siliwangi Bandung, 2012), pp. 1-65.
51
Ferli Angga Partama, Muhammad Sukirlan, and Ramlan Ginting, ―Implementing
Listen and Draw Technique to Improve Students Listening Comprehension‖. (U-JET, Vol.5 No.1,
2016), pp.1-14.
22
Towards Students Listening Comprehension.52
Same as Anggara‘s skripsi,
Khalifah also uses Listen and Draw to increase eight-grade students‘ listening
skill. The design is Quasi-experimental and the result is also successful by
using test.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
The study conducted in MTs Yaspina Rempoa at Jalan Pahlawan No.18,
RT. 1/RW. 7, Rempoa, Ciputat Timur, Tangerang Selatan. The study started on
March to April by making it into 5 meetings included Pretest at the first meeting,
then the treatment started at the second until fifth meetings and the Posttest are
held after conducted the last treatment.
B. Research Design and Method
The writer used Quantitative research as the method. According to Muijs,
Quantitative research is a research that are explaining phenomena by collecting
numerical data that are analysed using mathematically based methods53
. The
reason is because the result of Quantitative data is in the form of statistical data;
and from that the comparison between the controlled class and experimental class
can be seen. The design of this research is Quasi-experimental. As a result, the
writer took the sample from the available classrooms and chose the suitable class
to be the controlled group and experiment group without giving random
assignments to each student.
52 Rina Khalifah, The Effect of Using Listen and Draw Towards Students Listening
Comprehension, (Skripsi, Faculty of Education and Teacher Training, State Islamic University of
Sultan Syarif Kasim, Riau, 2013), pp.1-70.
53
Daniel Muijs, Doing Quantitative Research, (London: Sage Publication, 2004), pp.15.
23
Therefore, the writer conducted the same tasks but with a different
treatment for controlled and experimental group. In experiment class, the writer
use Listen and Draw game in teaching listening to descriptive text. While the
controlled class learn the same material but the writer use lecturing to teach it.
Below is the graphic sequence of Quasi-experimental study as stated by Muijs:54
Pre-Test Treatment Post-Test
Experimental Group X X X
Controlled Group X - X
C. Population and Sample of the Study
In this study, the seventh-grade students with 50 students of MTs Yaspina
was the population of this research. The seventh-grade consist of two classes and
each class has 25 students. The writer used convenience sampling for taking the
sample. Convenience sampling is a group of subjects who conveniently are
available for the study.55
Because MTs Yaspina only have two class for the
seventh grade, which is VII.1 as the controlled class and VII.2 as the experimental
class.
D. Research Instruments
The writer used listening test as the instrument of the study for the pre-
and post-test. The content of the test is Fill in the blank and Multiple questions,
the test has 25 numbers (21 fill in the blanks and 4 multiple choice) and it applied
to pretest and posttest with different content, the source of audio files was
obtained from English listening website. The students are given forty minutes to
finish the prettest and posttest. Both pretest and posttest had a different audio.
E. Procedure of Intervention
54 Ibid, pp.18.
55
Jack R. Fraenkel, Norman E. Wallen, and Helen Hyun, How to Design and Evaluate
Research in Education, (New York: McGraw Hill, 2009), pp.98.
24
The intervention of the treatment (listen and draw) was done for four time;
below are the brief explanations:
1. First meeting (15th
March 2018) First, the writer carries out the first pre-
test (listening test) to both class
2. Second meeting (16th
March 2018) The writer informs the students about
Listen and Draw game. Students are form into groups, each group has 4
students. Students are asked to listen carefully to the descriptions of a girl
and draw it based on what they have heard. The writer emphasizing that
visual are not the aim for the task but the accuracy.
3. Third Meeting (17th
March 2018) The writer informs the students about
Listen and Draw game. Students are form into groups, each group has 4
students. Students are asked to listen carefully to the descriptions of a boy
and draw it based on what they have heard. The writer asked each group
to mention the answers and put their pictures to the wall.
4. Fourth Meeting (29th
April 2018) Now, students are asked to do Listen
and Draw individually. This time the theme is about guessing animals.
The writer read 3 passages about animals that ends with a question,
students are asked to guess what animal this is and draw it.
5. Fifth Meeting (19th
April 2018) The last Listen and Draw activity. The
writer informed the students to fill the worksheet about descriptions of
things. After that, the writer carries out Listen and Draw activity with the
theme of Favourite Things. After finishing the task, the students are asked
to do Post-test (listening test)
F. The Data Collection Technique
The listening test is used to gather the data and to examine the differences
of students‘ score results from Pre-test and Post-test. Both of these tests were
used to detect the effectiveness of the treatment given to the participants. Pre-
test function was to see and to measure the students‘ basic knowledge about
listening to descriptive before using Listen and Draw game. Subsequently,
after given the treatments to the experimental class then the writer prepares a
26
( )
Symbols Explanation:
X2
= Chi Square test
fh = Expected Value
fi = Observed Value
Normality test has two criteria, which are;
1. If Ltable > Lobserve, then the data distribution is normal
2. If Ltable < Lobserve, then the data distribution is not normal.
The aim of Homogeneity test is to determine whether the groups of data is
homogenous or not. Riduwan proposes a Barlet test with significance level α =
0,01, with db1 = (N1-1) and db2 = (N2-1)59
.
F =
Ftest > Ftable = Ho is Accepted (homogeneous) and Ha is Rejected
Ftest < Ftable = Ha is Accepted (not homogenous) and Ho is Rejected.
Below are the following sequences of t-test formula as stated by Sudjono: 60
T0 =
With the explanations of the symbols:
M1 = Mean of the Differences of Experiment Class
M2 = Mean of the Differences of Controlled Class
= Standard Error of Experimental Class
= Standard Error of Controlled Class
X = Teaching listening by using listen and draw game in
Experimental
Y = Teaching listening without using listen and draw in Controlled
N1 = Number of Students of Experimental Class
59 Riduwan, Dasar-Dasar Statistika, (Bandung: PT. Alfabeta, 2010), p.184-186
60
Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.284
27
N2 = Number of Students of Controlled Class
Before coming to the formula above, there are few steps we need to follow;
1. Determining the Mean of Variable X:
M1 =
2. Determining the Mean of Variable Y:
M2 =
3. Determining Standard of Deviation Score of Variable X:
SD1 = √
4. Determining Standard of Deviation Score of Variable Y:
SD2 = √
5. Determining Standard Error Mean of Variable X:
=
√
6. Determining Standard Error Mean of Variable Y:
=
√
7. Determining Standard Error or Different Mean of Variable X and Variable
Y:
= √
8. Determining t0 with formula:
t0 =
9. Determining Degrees of Freedom (df):
df = (N1 + N2) – 2
H. Statistical Hypothesises
28
This research is designed to find out whether there is any
significant effect on the listening skill of seventh-grade students of MTs
Yaspina by using one of the communicative game; Listen and Draw in
teaching listening. In order to get the answer of that hypothesis, the writer
offered Alternative Hypothesis (Ha) and Null Hypothesis which is
described to the following statistical hypothesis:
a) If ttest (t0) > t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected.
b) If ttest (to) > t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted.
1) H0 = There was no effectiveness using listen and draw.
2) Ha = There was an effectiveness of using listen and draw.
29
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
1. Research Finding
A. Data Description
In this heading, the writer described the results of Pre-test and Post-test
data. Pre-test was given to the students before the treatment was begun and Post-
test was given after the treatment is finished. In order to know the results of the
Pre and Post-test, the results were used to get empirical evidence about the
effectiveness of using Listen and Draw on students‘ speaking ability at the
seventh-grade of MTs Yaspina Rempoa in academic year 2017/2018. The writer
makes the table of students‘ score in the Experimental class below;
Table 4.1
The Students’ Pre-test and Post-test Score in Class VII-2
Experimental Class
Number Students Pre-test Post-test Gained X2
X1 X2 X
1 s1 16 24 8 64
2 s2 28 68 40 1600
3 s3 48 72 24 576
4 s4 32 60 28 784
6 s5 52 64 12 144
7 s6 48 80 32 1024
8 s7 36 52 16 256
9 s8 16 28 12 144
10 s9 24 68 44 1936
11 s10 28 60 32 1024
30
∑X1= The Total Pre-test score of students in the Experimental Class
∑X2= The Total Post-test score of students in the Experimental Class
∑X= The Total gained score of students in the Experimental Class
∑X2= The Total square gained score of students in the Experimental Class
As stated by the table above, it can be seen that the results of Pretest and
Post test is different. The result for the mean of pretest is 30.24 with 16 as the
lowest score and 48 as the highest score and there are no students who got above
50. While, the result for the mean of posttest is 63.04; this posttest is given after
they received the treatment; with 24 as the lowest score and 80 as the highest
score, there are 2 students who got the highest score in the experimental class. The
total score of the pretest of Experimental Class is 768 and for the posttest is 1576.
Below are another table to describe the pretest and posttest of Controlled class;
Table 4.2
The Students’ Pre-Test and Post-Test Score in Class VII-1
Controlled Class
12 s11 16 32 16 256
13 s12 32 76 44 1936
14 s13 20 68 48 2304
15 s14 44 76 32 1024
16 s15 40 80 40 1600
17 s16 20 64 44 1936
18 s17 36 68 32 1024
19 s18 20 60 40 1600
20 s19 32 64 32 1024
21 s20 24 72 48 2304
22 s21 40 68 28 784
Number Students Pretest Posttest Gained X2
23 s22 28 76 48 2304
24 s23 20 64 44 1936
25 s24 20 60 40 1600
26 s25 48 72 24 576
Amount 25 Students ΣX1 = 768 ΣX2 =1576 ΣX = 808 ΣX2 =29760
Mean
30.72 63.04 32.32 1190.4
Number Students Pre test Post test Gained Y2
Y1 Y2 Y
31
∑X1= The Total Pre-test score of students in the Experimental Class
∑X2= The Total Post-test score of students in the Experimental Class
∑X= The Total gained score of students in the Experimental Class
∑X2= The Total square gained score of students in the Experimental Class
As described by the table above, it can be seen that the results of Pretest
and Posttest is different. The result for the mean of pretest is 35.84 with 20 as the
lowest score and 52 as the highest score and there are no students who got above
52. Whilst, the result for the mean of posttest is 56.8 with 36 as the lowest score
and 76 as the highest score, there are 4 students who got the highest score in the
1 s1 44 52 8 64
2 s2 24 36 12 144
3 s3 40 68 28 784
4 s4 44 76 32 1024
6 s5 32 76 44 1936
7 s6 40 52 12 144
8 s7 32 60 28 784
9 s8 44 68 24 576
10 s9 48 56 8 64
11 s10 28 52 24 576
12 s11 28 48 20 400
Number Students Pretest Posttest Gained X2
13 s12 48 56 8 64
14 s13 20 56 36 1296
15 s14 28 60 32 1024
16 s15 20 40 20 400
17 s16 32 44 12 144
18 s17 48 56 8 64
19 s18 48 68 20 400
20 s19 52 76 24 576
21 s20 32 60 28 784
22 s21 20 40 20 400
23 s22 32 52 20 400
24 s23 40 60 20 400
25 s24 28 40 12 144
26 s25 44 68 24 576
Amount 25 Students ΣY1 = 896 ΣY2 =1420 ΣY = 524 ΣY2 =13168
Mean
35.84 56.8 20.96 526.72
32
30.72
63.04
35.84
56.8
0
10
20
30
40
50
60
70
Pretest Posttest
Experimental Class Controlled Class
controlled class. The total score of the pretest of controlled class is 896 and for the
posttest is 1420. Even though the controlled class were not taught by using listen
and draw but they still shown slight improvements.
It can be seen from those two tables above; both of the classes are showing
an improvement based on the combined score of posttests. Nevertheless, the
experimental class‘ (VII-2) score is slightly increasing rather than the controlled
class (VII-1) because there is an intervention of a treatment. The writer makes a
chart in order to make it easier to see the difference between the final score of
experimental and controlled class;
Figure 4.1
The Difference of Score Between Experimental and Controlled Classes.
B. Data Analysis
After gaining the data description (table 4.1 and table 4.2) then the next
step would be calculating it using t-test. Before applying t-test, it is important to
do normality and homogenous test to see whether the data is fairly distributed and
homogenous.
a) Normality Test
Table 4.3
The Result of Normality Test
Statistic
Pre-test Post-test
Experimental
Class
Controlled
Class
Experimental
Class
Controlled
Class
Sample (N) 25 25 25 25
33
Mean 30.72 35.84 63.04 56.8
Ltabel 0.173
Lhitung 0.147 0.13 0.127 0.112
Conclusion Normal Normal
The writer uses Lilliefors table to do the normality test. The data is
normally distributed if the Ltable higher than Lobserve. The result shown that the data
is normally contributed because the Ltabel is higher than the Lhitung, the Lhitung for
the pretest of experimental is 0.147, and the pretest of controlled class is 0.130;
the Lhitung for the posttest of experimental is 0.127, and the posttest of controlled is
0.112. As the Ltabel is higher than all of Lhitung which is 0.173. Therefore, the data
is normally distributed.
b) Homogenous Test
After doing the normality test, the further action would be calculating the
homogenous test. The aim of doing this test is to ensure the similarity
(homogenous) of the sample. The requirement for homogenous data is Ftable higher
than Fobserve. Below are the results:
Table 4.4
The
Res
ult
of
Ho
mog
eno
us
Test
Based on the data in the table above, it can be seen that the data is
homogenous because Ftable is higher than Fobserve. The Fobserve for the pretest of
experimental and controlled is 1.298; and the Fobserve for the posttest of
Statistic
Pre-test Post-test
Experimental
Class
Controlled
Class
Experimental
Class
Controlled
Class
Sample (N) 25 25 25 25
Varians 128.96 99.3067 221.707 136
Ftable 1.955 1.955
FObserve 1.298 1.630
Conclusion Homogeneous Homogeneous
34
experimental and controlled is 1.630. Then, the Ftable value is 1.955. As a result,
the data is homogenous because Ftable is higher than Fobserve.
c) Hypothesis Test
The results of the normality and homogenous data are acceptable because
the data is normal and similar. Furthermore, the writer use t-test to calculate the
data in order to see the difference between the experimental (teaching listening
using Listen and Draw) and controlled class (Without using Listen and Draw).
The hypothesis test is done by using t-test with sig level of 5%. Below are the
steps;
1) Determine the mean of variable X
M1 = ∑
=
= 63.04
2) Determine the mean of variable Y
M2 =
=
=56.8
3) Determine Standard Deviation of Variable X with formula:
SD1 = √
= √
= √ = 0.878
4) Determine Standard Deviation of Variable Y with formula:
SD2 = √
= √
= √ = 0.826
5) Determine Standard Error Mean Variable X with formula:
=
√ =
√ = 0.179
6) Determine Standard Error Mean Variable Y with formula:
=
√ =
√ = 0.169
7) Determine standard error of difference of mean of variable X and Y:
=√
=√( ) ( ) √ = √ = 0.244
8) Determining to:
t0 =
=
= 2.032
9) Determining ttable in significant level 5%, with degree of freedom:
35
df = (N1 + N2) – 2 = (25+25)-2 = 48
Based on the hypothesis in Chapter III, which was:
3) Ho = There was an effectiveness of using listen and draw on
students‘ listening skill
4) Ha = There was no effectiveness of using listen and draw on
students‘ listening skill.
After obtaining the data from the experimental and controlled class, the
writer calculated it using t-test. But, to prove if the hypothesis is rejected or
accepted, it is necessary to consider this:
If to > ta then the Ho is rejected. Which means that there was an
effectiveness of using listen and draw on students listening skill. However, if to <
ta then the Ho is accepted. Which means that there was no effectiveness of using
listen and draw on students listening skill. According to the statement above, the
writer is proving the hypothesis by searching for the t-table as follow;
1) The value of ttable in the significance 5% was 2.011
2) The value of t0 is 2.032
3) Therefore, the result is 2.032>2.011. The meaning is that to > ta (t-
observation is higher than ta t-table)
d) The Effect of Size
In order to ensure the effectiveness of the treatment, the writer decide to
use Cohen‘s formula:
Pooled Standard Deviation = ( )
=
= 7.32
= –
36
= 0.85
Based on the results, it can be seen that Listen and Draw has a
moderate effect on students‘ listening skill at the seventh-grade of MTs Yaspina
Rempoa in the academic year 2017/2018 because the results is 0.85 which is
between the interval 0.51-1.00.
C. The Interpretation of The Result
After collecting the data, the writer then analysed it using Microsoft Excel.
From the previous heading on the data description, the writer describes the data
that was taken from both of experimental and controlled class and consisted of 50
students. The mean (average) score of pretest in the experimental class was 30.72
and in the controlled class was 35.84. By comparing it to the posttest results, the
mean (average) score of posttest in the experimental class was 63.04 and in the
controlled class was 56.08. It can be seen that the posttest in the experimental
class is higher than the controlled class.
Furthermore, based on the calculation of the t-test that Ho was rejected
and Ha was accepted as formulated if to > tt. As stated on the calculation, the result
of to was higher than tt, which was 2.032 > 2.011. Therefore, Ha was accepted and
Ho was rejected. This speculation also supported by the formula of Effect Size
which resulted 0.85 means that the effect is categorized as moderate because it
was in the interval of 0.51-1.00. Therefore, there is a significant difference
between the students‘ score in students‘ listening that learned by using Listen and
Draw at the seventh-grade of MTs Yaspina Rempoa. It means, Listen and Draw
had a significant effect on seventh grade students rather than to those who did not
learn with it.
For the final result, it is proved that there was a significant effect of using
Listen and Draw on students‘ listening skill. Hence, the final result answers the
question ―Is Communicative Game: Listen and Draw effective on students‘
listening skill?‖. This is related the title of the research, ―The Effectiveness of
Communicative Game: Listen and Draw on Students‘ Listening Skill (A Quasi-
37
experimental Study at the Seventh Grade of MTs YASPINA Rempoa in the
Academic Year of 2017/2018‖.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
The aim of this study to get empirical evidence about the effectiveness of
listen and draw on students‘ listening skill at seventh-grade of MTs Yaspina in
academic year 2017/2018. The importance of doing this study is to prove
whether the combination of the theories in Chapter II is relevant to the topic.
As shown by the results of data description, the overall result of the pretest
of Experimental class is 30.72 and the posttest is 63.04, the overall gained
score of the experimental class is 32.32. The pretest of Controlled class is
35.27 and the posttest is 56.08, the overall gained score of controlled class is
20.9. It means that there is an effectiveness in seventh-grade students‘ listening
skill after applying the Listen and Draw activity.
Not only that there is an increasing score between experimental and
controlled class. But also, the value of ttable is 2.011 and the to was 2.032
Therefore, 2.032 >2.011 which meant that the H0 (Null Hypothesis) is rejected
and Ha (Alternative Hypothesis) is accepted; Therefore, Communicative Game
38
―Listen and Draw‖ is effective on seventh-grade students of MTs YASPINA
Rempoa Academic Year 2017/2018.
B. Suggestions
There are some suggestions from the writer for the teacher, and further
researcher as follow;
1. For Teachers: Listen and Draw can be one of the alternative technique that
teachers can use to add other varieties in their teaching and learning.
2. For Further Researchers: For the further researchers who want to search
more thorough about Listen and Draw, the writer would like to share the
drawbacks using L&D in the seventh-grade of MTs Yaspina in the
Academic Year 2017/2018 that can be taken into consideration for the next
researchers;
a) Some students find it difficult to draw. Listen and Draw is an activity
where teacher read a description of someone or other things and
students have to draw it based on what they heard. While some
students find it entertaining, some of them are not because they
cannot draw certain parts of the body. For example, the description is
about a person. Some students cannot draw the hand, hair, hair and
asked their friends to draw it instead.
b) The time efficiency. Listen and Draw is an activity that takes a long
time to do it the classroom. The reason is because students keep
requesting for the description to be repeated many times at a slow
speed or for waiting the students to settle down after they frequently
asked questions about certain parts of description. The average time
of one subject in each classroom is approximately 45 minutes and
half of it are taken because of those reasons.
c) Students‘ level of vocabularies. All students have a different level in
vocabulary mastery and it is advised for the next researcher to adjust
or to balance the difficulties of L&D activity with the students‘ level
of vocabulary mastery. In this study, some seventh-grade students of
39
MTs YASPINA in academic year 2017/2018 has a low level in
vocabularies; Hence, few of them often encountered unknown
vocabularies and while searching for the definitions in the book or
dictionary, the students are left behind doing listen and draw task
d) It is advisable for the next researchers who want to use Listen and
Draw should apply in other lessons. Such as prepositions, maps,
directions and so on.
3. For Students: L&D is expected to be used for the students to make
improvement to their listening. Hopefully, students be able to experience
another way to learn listening.
4. For School: The school can give a suggestion to the English teacher to use
Listen and Draw as an alternative way to teach listening.
REFERENCES
Andyani, Hanna. Using Fun Activities to Improve Listening Skill. Journal on
English as a Foreign Language, 2012.
Brynne, Donn and Shelagh Rixon. ELT Guide 1: Communicative Games. United
Kingdom: NFER Publishing Company, 1979.
Carter, Ronald and David Nunan. The Cambridge Guide to Teaching English to
Speakers of Other Languages . Cambridge: Cambridge University Press,
2001.
Dwinalida, K., Naning, Z. A., & Jaya, H. P. Teaching Listening Comprehension
through Picture Dictation to the Tenth Grade Students of SMA Islam Az
Zahra Palembang. Journal of English Education/JELE, 2014.
Ersoz, Aydan. ―Six Games for the EFL/ESL Classroom.‖ ITESLJ, 2000.
Fraenkel, Jack, Norman Wallen and Helen Hyun. How to Design and Evaluate
Research in Education. New York: Mcgraw Hill, 2009.
Goh, Christine. A Cognitive Perspective on Language Learners' Listening
Comprehension Problems. Journal of Educational Technology and
Applied Linguistics, 2000.
Grover, Brian. Dictation Drawing. ITESLJ (The Internet TESL Journal), 1996.
40
Hadfield, Jill. Intermediate Communication Games. Edinburgh: Longman, 1996.
Hamouda, A. An Investigation of Listenin Comprehension Problems Encountered
by Saudi Students in the EFL Classroom. International Journal of
Academic Research in Progressive Education and Development, (2013).
Harmer, Jeremy. The Practice of English Teaching (Third Edition). United
Kingdom: Longman, 2001.
Ibrahim, Nelvia. Games for Teaching Grammar to Young Learners. Indonesian
Journal of Integrated English Language (2016).
Jun, Zhang Yi. Warm-up Exercises in Listening Classes. ITESLJ The Internet
TESL Journal (2000).
Ma, Tsinghong. ―Communicative Listening Training in English- Features,
Strategies, and Methods.‖ Journal of Language Teaching and Researching
(2010): 464-472.
Muijs, Daniel. Doing Quantitative Research. London: Sage Publication, 2004.
Nation, I.S.P and Jonathan Newton. Teaching ESL/EFL Listening and Speaking.
New York: Routledge, 2009.
Nunan, David. ―Teaching Listening in Language Learning.‖ Richards, Jack and
Willy Renandya. Methodology in Language Teaching (An Anthology of
Current Practice). Edinburgh: Cambridge University Press, 2002. 238.
Pourhusein, Abbas and Narjes Banou Sabouri. ―Learner' Listening
Comprehension Difficulties in English Language.‖ English Language
Teaching (2016): 123-133.
Renukadavi. ―The Role of Listening in Language Acquisition; The Challenges
and Strategies in Teaching Listening.‖ International Journal of Education
and Information Studies (2014): 59-63.
Riduwan. Dasar-Dasar Statistika. Bandung: PT. Alfabeta , 2010.
Ristanti, Septia, Eliwarti and Desri Maria. ―A Study on the Ability in Listening
Comprehension on Descriptive Text by the 2nd Semester Students of
English Study Program.‖ Jurnal Online Mahasaiswa FKIP UNRI (2016):
1-11.
Rost, Michael. ―Listening Task and Language Acquisition.‖ JALT International
Conference; Teaching and Research Listening. Shizuoka: JALT, 2002. 18-
28.
—. Teaching and Researching Listening. Edinburgh: Pearson Education, 2011.
41
Sahr, Sarah. ―Planning a Listening Activity.‖ Tuesday August 2013. Tesol
Connection. <https://www.tesol.org/connect/tesol-resource-center/search-
details/teaching-tips/2013/08/22/-planning-a-listening-activity>.
Scott, Wendy and Lisbeth Ytreberg. Teaching English to Children. New York:
Longman, 1995.
Sudjono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo
Persada, 2008.
Sujarweni and Endrayanto. Statitika untuk Penelitian. Yogyakarta: PT.Graha
Ilmu, 2012.
Tuan, Luu Trong and Nguyen Thi Mihn Doan. ―Teaching English Grammar
Through Games.‖ Studies in Literature and Language (2010): 61-75.
Wright, Andrew, David Betteridge and Michael Buckby. Games for Language
Learning. United Kingdom: Cambridge University Press, 2006.
APPENDICES
42
Appendix 2
Soal Pre-Test
Pre-Test
Make this a Complete Paragraph by filling the blanks with suitable answer
based on what you have heard!
My Father (1)……………….. me a cat on my birthday, It is a
(2)…………………. breed. I call her Fluffy. I named her Fluffy because of her
white and soft fur. Fluffy has soft and long tail, (3)………………, pink small
nose and small (4)……………. With mouth. She also has long
(5)………………….and I always cut it twice a week so she cannot
(6)………………….me. My cat Fluffy is very active. She loves to jump and run.
(7)……………………., she rubs and (8)……………into my leg because she was
(9)………………………. Fluffy is very clean because I
(10)……………………her twice a week to keep her healthy.
Answer and Cross the correct answer based on what you have heard on the
tape!
11. Kiko is from__________
A. Japan C. North Korea
B. China D. South Korea
12. Kiko said that you can travel from Japan to China in 3 hours by______
A. Plane C. Car
B. Train D. Bus
13. How many hours from Japan to South Korea?
A. 1 Hour C. 3 Hour
B. 2 Hour D. 4 Hour
14. Kiko thinks Hana’s mistake in saying Japan near to China is_______
A. Very Serious C. Uncomfortable
B. Not Serious D. Funny
43
Make this a Complete Paragraph by filling the blanks with suitable answer
based on what you have heard!
My favourite toy is a doll. I named my doll Becky. I got it in my 12th birthday.
My dad (15)……………….. it for me when he was in England. Becky is 16 cm
tall doll with (16)……………… head, arms, and legs and a white body. She has
long hair, green eyes and (17)……………… on her cheeks. There are also two
(18)………………near her mouth on the left and on the right. They make her
more (19)……………. I Put her at my side when I sleep at night.
(20)…………………I ask my friends to come into my house and play with
Becky too.
Bandung is a very (21)…………... place. If you like shopping, you can visit
Dago and Cihampelas. In those areas, there are so many shops and it is
(22)………………..because of cheap price. If you go to upper part of Dago, you
will see lots of cafes too. These cafes are (23)……………because you can enjoy
(24)……………… food and nice view at the same time. The air is cold and fresh,
because there is no factory nearby and (25)………………number of cars, just
like in the old days.
45
Appendix 4
Posttest
Make this a Complete Paragraph by filling the blanks with suitable answer
based on what you have heard!
I have a (1)……………….teacher in my school. He is Mr. Bambang. He is my
English teacher; his age is 27 years old. However, he is a
(2)………………..person. He has short hair, round face and round eyes. He is
always wearing (3)………………. He is also has long (4)…………….. He is a
cool man with a (5)…………………… nose and white skin
Raditya Dika was born on 28th December 1984. He is a (6)……………,
comedian, and an (7)……….. He also write books that some of it are best seller.
Raditya Dika is a (8)………..man. He has short black hair,
(9)………….eyebrows, and pointy nose. Raditya Dika has three sisters and one
little brother named Edgar. He always (10)………… Edgar and get a funny story
from that.
Answer and Cross the correct answer based on what you have heard on the
tape!
11. Salsa is____________
A. Very Late C. On time
B. A Bit Late D. Early
12. Who is Sick?
A. Salsa C. Maya
B. Ajeng D. Clara
13. Why is Salsa not going to the mall with her friend?
A. Because her friend is sick
B. Because her friend already made plans
46
C. Because her friend is busy
D. Because her friend does not like her
14. Ajeng says that you can go to the mall in 5 minutes by______
A. Bicycling C. Car
B. Walking D. Pedicab
Make this a Complete Paragraph by filling the blanks with suitable answer
based on what you have heard!
A Rabbit is a small (15)…………… We Can find rabbit anywhere in the world.
A rabbit has a small body, large ears, small eyes, and small nose. A rabbit is a
(16)………… and a shy animal and it always surrounded by many
(17)……………. Rabbit has a large ear to help them hear the enemies in time and
run to (18)……………….zones. Rabbit is a (19)…………. Because they eat
(20)………… and other vegetables.
I want to introduce my idol. Her full name is Chelsea Elizabeth Islan. She is an
Indonesian actress and (21)………… She was born in Washington D.C. America,
on 2nd
June 1995. Chelsea Islan is really beautiful and (22)…………… She has
long black hair, white skin, pointed nose, slim, and tall body. Chelsea is a
(23)……………..actress, her movies are; Refrain, Dibalik 98, Street
(24)………… and many more. By her (25)………………she has won several
awards.
47
Appendix 5
Lesson Plan for Experimental Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MTs YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2
Materi Pokok : Descriptive Text about People, Animals, and Things
Alokasi Waktu : 5 pertemuan (8 JP)
A. Kompetensi Inti
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1
Mensyukuri karunia Tuhan yang
diwujudkan dalam semangat
belajar.
1.1.1 Menghargai dan menghayati
ajaran agama yang dianut
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori
48
2.
2.2 Menunjukkan perilaku jujur,
disiplin, dan bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.2.1 Bertanggung jawab atas
tindakan anggotanya saat menjadi
pemimpin kelompok
2.2.2 Mengakui ketika
membuat kesalahan
2.2.3 Tidak menyalahkan orang
lain atas tindakannya sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.7 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait dengan deskripsi
orang, binatang, dan benda sangat
pendek dan sederhana, sesuai
dengan konteks penggunaannya
3.7.1. Membedakankan fungsi
sosial dengan materi
pembelajaran memberi dan
meminta informasi terkait
dengan deskripsi orang,
binatang, dan benda
3.7.2. Membedakankan struktur
teks dengan materi
pembelajaran memberi dan
meminta informasi terkait
dengan deskripsi orang,
binatang, dan benda sangat
pendek dan sederhana
3.7.3. Membedakankan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis
dengan materi pembelajaran
memberi dan meminta
informasi terkait dengan
deskripsi orang, binatang,
dan benda
4. 3.7 Menyusun teks interaksi transaksional
lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang,
binatang, benda, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
4.7.1 Teks deskriptif
membandingkan konteks
penggunaan dengan lisan dan
tulis
4.7.2 Memahami fungsi sosial
makna secara kontekstual
terkait materi perbedaan
fungsideskriptif lisan dan tulis
terkait orang, binatang, dan
49
dan sesuai konteks benda
4.7.3 Memahami struktur teks
makna secara kontekstual
terkait materi perbedaan
deskriptif lisan dan tulis
terkait orang, binatang, dan
benda
4.7.4 Memahami unsur kebahasaan
makna secara kontekstual
terkait materi perbedaan
deskriptif lisan dan tulis
terkait orang, binatang, dan
benda.
4.7.5 Mempelajari teks deskriptif
lisan dan tulis dengan
memperhatikan pembelajaran
fungsi social terkait orang,
binatang, dan benda.
C. Metode Pembelajaran Communicative Game: Listen and Draw
D. Sumber Belajar
a. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata Pelajaran
Bahasa Inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan.
b. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata
Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
c. Modul/bahan ajar.
d. Internet.
e. Sumber lain yang relevan.
E. Langkah-Langkah Kegiatan
1. (Pertemuan Pertama)
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Guru memberitahu bahwa hari ini akan
Descriptive Text about people and Animal, (Kegiatan
50
siswa menyimak.
b. Guru bertanya kepada para peserta didik
tentang beberapa kata adjective yang berkaitan
tentang people atau animal characteristics dan
appearance yang mereka ketahui
c. Guru mengajarkan atau mengenalkan secara
dasar tentang descriptive text
d. Guru memberi kesempatan untuk para murid
agar bertanya seputar descriptive text
e. Guru menyuruh anak-anak untuk berkelompok
f. Guru membagikan karton ke setiap kelompok
g. Guru menginstruksikan agar setiap kelompok
mencari tahu secara dasar tentang Descriptive
text dan menuliskannya di karton
h. Setelah selesai menuliskannya, tugas
kelompok dikumpulkan
i. Dikarenakan materi hari ini tentang
pendeskripsian orang, maka guru
melaksanakan game listen and draw. 3
Gambar yang sesuai dengan deskripsi akan
diberi hadiah.
j. Sebelum mengaplikasikan game nya, guru
menjelaskan aturan main.
k. Dalam kerja kelompok peserta didik
berdiskusi dengan teman kelompok untuk
memainkan game nya.
l. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
m. Peserta didik mengumpulkan hasil kerjanya
n. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari.
Inti)
55 Menit
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
(Penutup)
5 Menit
51
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
Total Waktu 80 Menit
LAMPIRAN PERTAMA
Paragraf yang dibaca : I have a sister, her name is Ajeng. She is 10 years old
now. She is short and chubby. She has a round face and round nose. She has two
round eyes with glasses. She has a long and wavy hair. She wears t-shirt and skirt
and she wears shoes. She likes lollipop candy, that is why she has a lollipop candy
in her right hand. And In her left hand she held a princess doll. She is funny and
smart. Her hobbies are reading and singing.
Paragraf yang dibaca no. 2 : I have a best friend, her name is budi. He is 12-
year-old. He is tall and thin boy. He has an oval face, small eyes, and pointy nose.
He also has short hair and He is always smiling because she is friendly to
everyone.
Name:
Class:
Date:
Please draw Ajeng and Budi according to the description the teacher talks about!
(Gambarkan orang sesuai dengan deskripsi yang dibicarakan oleh Guru!)
List the Description! (Tuliskan Karakter dan Penampilan dari
Deskripsi tersebut)
2. Pertemuan Kedua
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik diminta untuk mengamati
penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat
pada buku siswa
b. Peserta didik diminta mengamati gambar /foto
(Kegiatan
Inti)
55 Menit
53
What about this girl? Mentions Arafah’s character and appearance!
Paragraf yang dibaca oleh guru.
Hello there! My name is Lulu, I am seventeen years old. I have three
favourite animals. My first favorite animal is an animal with four feet, soft
fur, pointy ears and long tail. This animal lives around us, usually as a pet.
this animal likes to eat fish and drinks milk. This animal has sharp teeth
and pointy claws. But don’t worry she will not bite you, she likes to sleep
around day and play around at night, what is this animal?
My second favorite animal is a wild animal. He often called king of the
jungle. He has a big body, pointy claws, sharp teeth, and has a hair around
his head. This animal lives in an African desert. This is animal is carnivore
which means it’s eating meat. This animal likes to go hunt for other
animals at night. What is this animal?
My third Favorite animal is a cute animal. This animal has a round and
small body, small nose, round eyes, long ears, and soft fur. This animal
can be as a pet. This animal likes to eat spinach and carrot. What is this
animal
Name:
Class:
Date:
Please draw Lulu’s 3 Favorite animals according to the description the teacher
talks about!
(Gambarkan 3 binatang favorit lulu sesuai
dengan deskripsi yang dibicarakan oleh Guru!)
Mentions the first animal’s characters and
appearance!
54
Mentions
the second animal’s characters and appearance!
Mentions the third animal’s characters and
appearance!
3. Pertemuan Ketiga
NO Langkah-Langkah Kegiatan Waktu
55
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik dibagi menjadi berpasangan.
untuk saling mendeskrispsikan satu sama lain.
b. Dalam membuat paragraph para peserta didik
bisa berdiskusi dengan teman sebangkunya
atau melihat kamus
c. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
d. Peserta didik mengumpulkan hasil kerjanya
terkait pembuatan deskripsi teman sebangku
sebanyak 5 kalimat.
e. Guru menunjuk tiga anak untuk membaca
paragraph nya.
f. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari.
(Kegiatan
Inti)
55 Menit
3. e. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
f. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
g. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
h. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
(Penutup)
5 Menit
Total Waktu 80 Menit
LAMPIRAN KETIGA
Describe your friend beside you! Maximum 5 sentences
1. What is her or his full name?
2. What is her or his nickname?
56
3. How old is your friend?
4. What is her or his hobbies?
5. What does she or he looks like?
4. Pertemuan Keempat
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik diminta untuk mengamati
penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat
pada buku siswa
b. Peserta didik diminta mengamati gambar /foto
yang yang terdapat pada buku maupun melalui
penayangan video yang disajikan oleh guru
seperti yang terlampir
c. Peserta didik diminta mendengarkan
pemberian materi oleh guru yang berkaitan
dengan Descriptive Text
d. Guru memberikan kesempatan pada peserta
didik untuk mengidentifikasi sebanyak
mungkin pertanyaan yang berkaitan dengan
gambar yang disajikan dan akan dijawab
melalui kegiatan belajar
e. Saat menampilkan Gambar orang, binatang
maupun tempat dan benda anak-anak diminta
untuk menyebutkan adjecktive atau
characteristics yang berkaitan dengan gambar
tersebut.
f. Guru melakukan Game Listen and Draw
tentang My favorite things
g. Anak-anak berdiskusi dengan teman kelompok
atau bisa membuka kamus
(Kegiatan
Inti)
55 Menit
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
(Penutup)
5 Menit
57
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
Total Waktu 80 Menit
5. Pertemuan Kelima
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Guru memberitahu bahwa hari ini akan
Descriptive Text about people and Animal,
siswa menyimak.
b. Guru bertanya kepada para peserta didik
tentang beberapa kata adjective yang berkaitan
tentang people atau animal characteristics dan
appearance yang mereka ketahui
c. Guru mengajarkan atau mengenalkan secara
dasar tentang descriptive text
d. Guru memberi kesempatan untuk para murid
agar bertanya seputar descriptive text
e. Peserta didik dibagi menjadi berkelompok
untuk mengerjakan lembar kegiatan tentang
Descriptive Text tentang people and animal
yang rumpang
f. Dalam kerja kelompok peserta didik
berdiskusi dengan teman kelompoknya untuk
mengerjakan lembar kegiatan siswa
g. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
h. Peserta didik mengumpulkan hasil kerjanya
terkait dengan descriptive text tentang people
(Kegiatan
Inti)
55 Menit
58
dan animal
i. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
(Penutup)
5 Menit
Total Waktu 80 Menit
LAMPIRAN KELIMA
I have a pet. It is a dog and I call it Snowy. Snowy is a Chinese breed. It is
small, fluffy and cute. It has (1) …thick white…. fur. When I cuddle it, the
fur feels (2) …soft…. Snowy does not like bones. Every day it eats soft
food like (3)…… Steamed rice…., fish or bread. Every morning I give her
milk and bread. When I am at school, Snowy plays with my cat. They get
along well and never (4) .…fight…, may be because Snowy does not bark a
lot. It treats the other animals in our house (5) …gently.. and it never bites
shoes.
Michael Douglas is a very (1)…famous… and (2)…popular.. American
actor. He is about sixty years old. He is a (3)…slim… person and he is
(4)…average… height. He has got light brown eyes and short fair hair. His
wife is a (5)…very beautiful…. British actress who is named Catherine
Zeta-Johns, she has got green eyes and long straight black hair. They have
got a daughter who is two years old. They all live in the United States Of
America.
59
My most (1)..valuable… possession is an old, slightly, warped blond
guitar, It is the (2)…instrument… I taught myself how to play. It’s nothing
fancy, just an (3)…ordinary.. folk guitar, all scuffed and scratched and
finger-printed. The strings are (4)...strecthed… down a long and slim neck.
It’s not a (5) ….Beautiful…. instrument, but it still lets me make music.
LAMPIRAN KEEMPAT
Paragraf yang dibaca:
Hello my name is Ayu. I am eighteen years old. I am a high school
student. I. My favorite things is an electronic device that I can hold and I
like to bring this thing everywhere I go, except to school. The shape is
rectangle and it has touch screen. I use this thing to call someone, to chat
someone and to play games, what is my favorite thing?
Hi! My name is Farhan! I am thirteen years old. I am a seventh grade of
junior high school student. I have a favorite thing. My mother buys this for
me last year. It is a music instrument and it made from woods and string. I
can play acoustics song with this, what is my favorite thing?
Name:
Class:
Date:
Please draw Ayu and Farhan’s favorite things according to the description
the teacher talks about!
(Gambarkan benda favorit Ayu dan Farhan sesuai dengan deskripsi yang
dibicarakan oleh Guru!)
60
Mention the Ayu’s favorite things characters
and appearance!
Mentions
the appearance and characteristics of Farhan’s
favorite thing
Appendix 6
Lesson Plan of Controlled Class
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MTs YASPINA
61
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/1
Materi Pokok : Descriptive Text about People, Animals, and Things
Alokasi Waktu : 4 pertemuan (8 JP)
A. Kompetensi Inti
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1
Mensyukuri karunia Tuhan yang
diwujudkan dalam semangat
belajar.
1.1.1 Menghargai dan menghayati
ajaran agama yang dianut
2.
2.2 Menunjukkan perilaku jujur,
disiplin, dan bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.2.1 Bertanggung jawab atas
tindakan anggotanya saat
menjadi pemimpin kelompok
2.2.2 Mengakui ketika
membuat kesalahan
2.2.3 Tidak menyalahkan orang
lain atas tindakannya sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori
62
3. 3.7 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan
tulis dengan memberi dan meminta
informasi terkait dengan deskripsi
orang, binatang, dan benda sangat
pendek dan sederhana, sesuai
dengan konteks penggunaannya
3.7.4. Membedakankan fungsi
sosial dengan materi
pembelajaran memberi dan
meminta informasi terkait
dengan deskripsi orang,
binatang, dan benda
3.7.5. Membedakankan struktur
teks dengan materi
pembelajaran memberi dan
meminta informasi terkait
dengan deskripsi orang,
binatang, dan benda sangat
pendek dan sederhana
3.7.6. Membedakankan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis
dengan materi pembelajaran
memberi dan meminta
informasi terkait dengan
deskripsi orang, binatang,
dan benda
4. 3.7 Menyusun teks interaksi transaksional
lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang,
binatang, benda, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks
4.7.6 Teks deskriptif
membandingkan konteks
penggunaan dengan lisan dan
tulis
4.7.7 Memahami fungsi sosial
makna secara kontekstual
terkait materi perbedaan
fungsideskriptif lisan dan tulis
terkait orang, binatang, dan
benda
4.7.8 Memahami struktur teks
makna secara kontekstual
terkait materi perbedaan
deskriptif lisan dan tulis
terkait orang, binatang, dan
benda
4.7.9 Memahami unsur kebahasaan
makna secara kontekstual
terkait materi perbedaan
deskriptif lisan dan tulis
terkait orang, binatang, dan
benda.
4.7.10 Mempelajari teks deskriptif
63
lisan dan tulis dengan
memperhatikan pembelajaran
fungsi social terkait orang,
binatang, dan benda.
C. Metode Pembelajaran
Scientific Learning, Group Discussion
D. Sumber Belajar
a. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata
Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
b. Kementerian Pendidikan dan Kebudayaan. 2016. Buku Siswa Mata
Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
c. Modul/bahan ajar.
d. Internet.
e. Sumber lain yang relevan.
C. Langkah-Langkah Kegiatan
1. (Pertemuan Pertama)
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Guru memberitahu bahwa hari ini akan
Descriptive Text about people and Animal,
siswa menyimak.
b. Guru bertanya kepada para peserta didik
tentang beberapa kata adjective yang berkaitan
tentang people atau animal characteristics dan
appearance yang mereka ketahui
c. Guru mengajarkan atau mengenalkan secara
dasar tentang descriptive text
d. Guru memberi kesempatan untuk para murid
agar bertanya seputar descriptive text
(Kegiatan
Inti)
55 Menit
64
e. Peserta didik dibagi menjadi berkelompok
untuk mengerjakan lembar kegiatan tentang
Descriptive Text tentang people and animal
yang rumpang
f. Dalam kerja kelompok peserta didik
berdiskusi dengan teman kelompoknya untuk
mengerjakan lembar kegiatan siswa
g. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
h. Peserta didik mengumpulkan hasil kerjanya
terkait dengan descriptive text tentang people
dan animal
i. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari.
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
(Penutup)
5 Menit
Total Waktu 80 Menit
Lampiran Lembar Kerja Siswa
I have a pet. It is a dog and I call it Snowy. Snowy is a Chinese breed. It is small,
fluffy and cute. It has (1) …thick white…. fur. When I cuddle it, the fur feels (2)
…soft…. Snowy does not like bones. Every day it eats soft food like (3)……
Steamed rice…., fish or bread. Every morning I give her milk and bread. When I
am at school, Snowy plays with my cat. They get along well and never (4)
.…fight…, may be because Snowy does not bark a lot. It treats the other animals
in our house (5) …gently.. and it never bites shoes.
65
Michael Douglas is a very (1)…famous… and (2)…popular.. American actor. He
is about sixty years old. He is a (3)…slim… person and he is (4)…average…
height. He has got light brown eyes and short fair hair. His wife is a (5)…very
beautiful…. British actress who is named Catherine Zeta-Johns, she has got green
eyes and long straight black hair. They have got a daughter who is two years old.
They all live in the United States Of America.
My most (1)..valuable… possession is an old, slightly, warped blond guitar, It is
the (2)…instrument… I taught myself how to play. It’s nothing fancy, just an
(3)…ordinary.. folk guitar, all scuffed and scratched and finger-printed. The
strings are (4)...strecthed… down a long and slim neck. It’s not a (5)
….Beautiful…. instrument, but it still lets me make music.
2. (Pertemuan Kedua)
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik diminta untuk mengamati
penayangan gambar yang disajikan oleh guru
maupun mengamati gambar yang terdapat
pada buku siswa
b. Peserta didik diminta mengamati gambar /foto
yang yang terdapat pada buku maupun melalui
penayangan video yang disajikan oleh guru
seperti yang terlampir
c. Peserta didik diminta mendengarkan
pemberian materi oleh guru yang berkaitan
dengan Descriptive Text
d. Guru memberikan kesempatan pada peserta
didik untuk mengidentifikasi sebanyak
mungkin pertanyaan yang berkaitan dengan
gambar yang disajikan dan akan dijawab
melalui kegiatan belajar
(Kegiatan
Inti)
55 Menit
66
e. Saat menampilkan Gambar orang, binatang
maupun tempat, anak-anak diminta untuk
menyebutkan adjecktive atau characteristics
yang berkaitan dengan gambar tersebut.
f. Murid-murid secara individu membuat
paragraph deskriptif singkat.
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
(Penutup)
5 Menit
Total Waktu 80 Menit
LAMPIRAN KEDUA
Write the Paragraph descriptive according to the pictures! You can make it into 5
sentences.
Example:
This is taylor swift. She is a singer from America. She is
beautiful, kind and talented. She has curly blonde hair, blue
eyes and white skin.
Write the paragraph about tiger! Maximum 5
sentences
67
3. (Pertemuan Ketiga)
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik dibagi menjadi berpasangan.
untuk saling mendeskrispsikan satu sama lain.
b. Dalam membuat paragraph para peserta didik
bisa berdiskusi dengan teman sebangkunya
atau melihat kamus
c. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
d. Peserta didik mengumpulkan hasil kerjanya
terkait pembuatan deskripsi teman sebangku
sebanyak 5 kalimat.
e. Guru menunjuk tiga anak untuk membaca
paragraph nya.
f. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari.
(Kegiatan
Inti)
55 Menit
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
d. Peserta didik dan guru mengucapkan salam
perpisahan dan mengucapkan Hamdallah
(Penutup)
5 Menit
Total Waktu 80 Menit
LAMPIRAN KETIGA
68
Describe your friend beside you! Maximum 5 sentences
1. What is her or his full name?
2. What is her or his nickname?
3. How old is your friend?
4. What is her or his hobbies?
5. What does she or he looks like?
4. (Pertemuan Keempat)
NO Langkah-Langkah Kegiatan Waktu
1. a. Guru memberi apersepsi dan mengucapkan
salam.
b. Guru menyampaikan tujuan pembelajaran;
c. Guru menyampaikan cakupan materi dan
uraian kegiatan;
(Apersepsi)
20 Menit
2. a. Peserta didik dibagi menjadi berpasangan.
untuk saling mengerjakan lembar kerja
b. Guru akan membacakan paragraph nya. Siswa
harus mencoba untuk mengisi pertanyaannya.
c. Dalam mengerjakannya para peserta didik bisa
berdiskusi dengan teman sebangkunya atau
melihat kamus
d. Peserta didik menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang dia
sampaikan dalam kerja kelompok
e. Guru membahas lembar kerja
f. Peserta didik mengumpulkan hasil kerjanya
terkait lembar kerja siswa
g. Guru memberikan umpan balik terhadap
pemahaman konsep peserta didik tentang
materi yang dipelajari.
(Kegiatan
Inti)
55 Menit
3. a. Peserta didik dan guru melakukan refleksi
terhadap proses dan hasil pembelajaran dan
menyimpulkan hal-hal yang telah dipelajari.
b. Guru memberikan penugasan berupa tugas
mandiri untuk menuliskan berbagai hal terkait
dengan Descriptive Text di LKS masing-
masing
c. Peserta didik memperhatikan informasi
tentang rencana kegiatan pembelajaran untuk
pertemuan berikutnya.
(Penutup)
5 Menit
71
15 40 20
16 20 32
17 36 48
18 20 48
19 32 52
20 24 32
21 40 20
22 28 32
23 20 40
24 20 28
25 48 44
Varian 128.96 99.30666667
F tabel 1.955447207
F hitung 1.298603652
Appendix 8
Homogeneity Testing of Posttest
Keterangan
Data =
HOMOGEN Karena F hitung < F
table
72
APPENDIX 9
Frequency Distribution of Prettest Normality Testing
No. Post test
eksperimen
Post test
kontrol
1 24 52
2 68 36
3 72 68
4 60 76
5 64 76
6 80 52
7 52 60
8 28 68
9 68 56
10 60 52
11 32 48
12 76 56
13 68 56
14 76 60
15 80 40
16 64 44
17 68 56
18 60 68
19 64 76
20 72 60
21 68 40
22 76 52
23 64 60
24 60 40
25 72 68
varians 221.7066667 136
F tabel 1.955447207
F hitung 1.630196078
Keterangan
Data =
HOMOGEN Karena F hitung < F
tabel
73
A. Controlled Class
No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-
S(Zi)
1 20 3 3 -1.58952 0.055972 0.12 0.064
2 28 4 7 -0.78673 0.215719 0.28 0.064
3 32 5 12 -0.38534 0.349993 0.48 0.130
4 40 3 15 0.41745 0.661825 0.6 0.062
5 44 4 19 0.818844 0.793562 0.76 0.034
6 48 4 23 1.220238 0.888813 0.92 0.031
7 52 1 24 1.621631 0.947559 0.96 0.012
NORMALITAS
L hitung L tabel
0.130 0.173
Keterangan Data
NORMAL
L Hitung < L Tabel, Data berdistribusi Normal.
B. Experimental Class
No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-
S(Zi)
1 16 3 3 -1.29622 0.097449 0.12 0.023
2 20 5 8 -0.94399 0.172587 0.32 0.147
3 28 3 11 -0.23952 0.405351 0.44 0.035
4 32 3 14 0.112715 0.544872 0.56 0.015
5 36 2 16 0.46495 0.679016 0.64 0.039
6 40 2 18 0.817185 0.793089 0.72 0.073
7 48 3 21 1.521655 0.935952 0.84 0.096
NORMALITAS
L hitung L tabel
0.147 0.173
keterangan Data
NORMAL
L Hitung < L Tabel, Data Berdistribusi Normal.
APPENDIX 10
Frequency Distribution of Posttest Normality Testing
74
A. Controlled Class
No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-
S(Zi)
1 36 1 1 -1.78359 0.037246 0.04 0.003
2 40 3 4 -1.44059 0.074851 0.16 0.085
3 44 1 5 -1.09759 0.136192 0.2 0.064
4 48 1 6 -0.75459 0.225246 0.24 0.015
5 52 4 10 -0.4116 0.340318 0.4 0.060
6 56 4 14 -0.0686 0.472654 0.56 0.087
7 60 4 18 0.274398 0.608111 0.72 0.112
8 68 4 22 0.960392 0.831571 0.88 0.048
9 76 3 25 1.646386 0.950158 1 0.050
NORMALITAS
L hitung L tabel
0.112 0.173
Keterangan Data
NORMAL
L Hitung < L Tabel, Data Berdistribusi Normal.
B. Experimental Class
No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-
S(Zi)
1 24 1 1 -2.62193 0.004372 0.04 0.036
2 28 1 2 -2.35329 0.009304 0.08 0.071
3 32 1 3 -2.08465 0.018551 0.12 0.101
4 40 0 3 -1.54737 0.060887 0.12 0.059
5 52 1 4 -0.74145 0.229211 0.16 0.069
6 60 4 8 -0.20417 0.419112 0.32 0.099
7 64 4 12 0.064474 0.525703 0.48 0.046
8 68 5 17 0.333114 0.630476 0.68 0.050
9 72 3 20 0.601754 0.726331 0.8 0.074
10 76 3 23 0.870393 0.807957 0.92 0.112
11 80 2 25 1.139033 0.872655 1 0.127
NORMALITAS
L hitung L Tabel
0.127 0.173
Keterangan Data
NORMAL
