THE IMPLEMENTATION OF BINGO GAME IN TEACHING
LISTENING AT TENTH GRADE OF SMA MUHAMMADIYAH 3
BATU
THESIS
By:
Astika
Nur’aeny
201110100311116
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE IMPLEMENTATION OF BINGO GAME IN TEACHING
LISTENING AT TENTH GRADE OF SMA MUHAMMADIYAH 3
BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Astika
Nur’aeny
201110100311116
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
MOTTO AND DEDICATION MOTTO
"11. ...Sesungguhnya Allah tidak akan mengubah keadaan
suatu kaum, sebelum mereka mengubah keadaan mereka
sendiri...". (Qur’an: Ar-Ra'd : 11)
“ 5. Karena sesungguhnya sesudah kesulitan itu ada kemudahan”
“ 6. Sesungguhnya sesudah kesulitan itu ada kemudahan.”
(Qur’an: Alam Nasyrah: 5-6)
“All of troubles and griefs are the beginning of successfulness. Struggle is needed to achieve the peak of successfulness.”
DEDICATION This thesis is dedicated to:
iv
ORIGINALITY DECLARATION
The undersigned:
Name : Astika Nur’aeny
Student ID number : 201110100311116 Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I declare the work presented in this thesis was carried out by my self and does not
incorporate without acknowledgement any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously published or written by another person where due reference is made in the text.
Malang, January 26th, 2016
Astika Nur’aeny Materai
vi
ACKNOWLEDGEMENT
First, the researcher would like to convey the endless of gratitude to Allah SWT for blessing and mercy have been given to her so that she could accomplish this thesis. Sholawat and Salam are always given to Rasulullah Muhammad SAW who teaches many life lessons for humanity.
However, the researcher would not have come to its final form without generous help of the following people. Therefore the researcher would like to express her deepest gratitude to her first advisor Drs. Jarum, M.Ed and Bayu H. Wicaksono, M.Ed., Ph.D as her second advisor who have given guidance and suggestions during the consultation period until the completion of this thesis.
The researcher also expresses her thankfulness to her family who always give big love, support and pray in accomplishing this thesis. Besides, the researcher would like to say thank so much for all of her best friends (Riski, Balqis, Rezza, Gandis, Halima, Maya, and Winda), soulmate, coworkers in Library of UMM (Ica, Elsa, Ais, and Ocha) and all of her friends that cannot be written their name here. Thank for support, encouragement, care, and prayer so that she could finish this thesis. For the last, the researcher would like to express her gratitude to the teacher SMA Muhammadiyah 3 Batu who has given a lot of suggestions and assistant during the research process.
Without big support, motivation, love, and prayers of persons mentioned above, this thesis would have never been in its presence. Hopefully, Allah SWT always blesses them all and writes their kindness as worship. Amin Ya Rabbal Alamin.
Malang, January 26th, 2016
vii
TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
MOTTO AND DEDICATION ... iii
ORIGINALITY DECLARATION ... iv
ABSTRACT ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ... vii-viii LIST OF APPENDICES ... ix
CHAPTER I INTRODUCTION 1.1Background of the Study ... 1-3 1.2Statement of Problems ... 3-4 1.3Purpose of Study ... 4
1.4Significance of Study ... 4-5 1.5Scope and Limitation ... 5
1.6Definition of Key Terms ... 5-6 CHAPTER II REVIEW OF RELATED LITERATURE 2.1Listening ... 7-8 2.1.1 Types of Spoken Language...8-9 2.1.2 Learner Problems in Listening...9-11 2.1.3 Models of Listening...11-12 2.1.4 Types of Classroom Listening Performance...12-14 2.2Game ... 15
2.2.1 Definition of Game...15
2.2.2 Types of Language Game...15-17 2.2.3 Positive Effects of Game...17-18 2.3Bingo………... 18
viii
2.4Response………...20-21
CHAPTER III RESEARCH METHOD
3.1Research Design ... 22
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1Research Findings... 27 4.1.1 The Implementation of “Bingo Game” in Teaching Listening at Tenth Grade of SMA Muhammadiyah 3 Batu ... 27-31 4.1.2 The Students’ Response toward “Bingo Game” in Listening Activity at Tenth Grade of SMA Muhammadiyah 3 Batu ... 31-37 4.2Discussion ... ..37-39
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1Conclusion ... 40-41 5.2Suggestions ... 41-42
REFERENCES ... 43-44
ix
LIST OF APPENDICES
Appendix I : Syllabus ... 45-47 Appendix II : Lesson Plan ... 48-53
Appendix III : Interview Transcript ... 54-56 Appendix IV : Observation Field Note ... 57-62 Appendix V : Questionnaire ... 63-64
Appendix VI : The Result Of Questionnaire………...65-66 Appendix VII : Photo Documentation………...67-68
43
References:
Ary,et.al. (2010). Introduction to Research in Education.United States of
America: Wadsworth,Cengage Learning.
Briody, P., Shang, H.-F., & Wang, Y.-J. (2011). Investigating the Impact of Using
Games in Teaching Children English International Journal of Learning and Development, 1(1), 127-141.
Brown, H. D. (2000). Teaching By Principles An Interactive Approach
ToLanguage Pedagogy. San Fransisco: Pearson Education.
Creswell, J.W. (2012). Educational ResearchPlanning, Conducting, and
Evaluating Quantitative and Qualitative Research. United States of
America: Pearson Education.
Huntley, G. (2007). Teaching with Bingo. from http://www.tefl.net/esl
articles/bingo.htm
Kavaliauskienë, G. (2000). A Learner-Centred Approach to Vocabulary Review
Using Bingo. The Internet TESL Journal, VI(10).
Lefrancois, G. R. (2000). Psychology for Teaching. Belmont: Wadsworth.
Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York:
Routledge.
Ormrod, J. E. (2000). Educational Psychology. New Jersey: Prentice Hall.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching.
44
Ur, P. (1991). A Course in Language Teaching. United Kingdom: Cambridge University Press.
Xu,F.(2011). Anxiety in EFL Listening Comprehension. Theory and Practice in
1
CHAPTER I INTRODUCTION
Following the needs to gear out information in this present study, chapter one presents some basic required information. In this chapter, the writer discusses background of the study, statement of the problem, purpose of the study,
significance of the study, scope and limitation of the study, and definition of key terms.
1.1 Background of Study
Listening is one of important skills in social live. Renandya and Richard, (2002) assume that listening is supposed to have more tremendous necessity for
foreign language classrooms. It is essential in language classroom because it gives input for the learners. When listening activity is given, the learners get
information that is used to construct the knowledge for using the language. When this knowledge is constructed, speaking can be begun. Therefore, listening is important to learn because it is the basis for the other language skill, especially
speaking skill.
Listening becomes the difficult skill for the most students who consider
English as a Foreign Language. Xu (2011) declares that the students feel anxious when they get difficult task or something unfamiliar to them. When the learners do not understand the correct pronunciation, some of vocabularies, or good
2
activities. By using an interesting activity, the students would not get bored in the
classroom and teaching and learning process can run well.
“Bingo” is one of activities in teaching and learning process helps the
learners easily to catch what they are learning. Newton (2009:29) states that Bingo is an activity that able to adapt in classroom because it serves the students with many listening and vocabularies practice. The game starts with the teacher
reading out simple descriptions of certain topic randomly and the learners guess what is being denoted to. The winner is the learner who covers the matching
words in a row in any direction. If the students cannot cross the matching words, they will lose from the game. Hence, the students have to focus listening to the
teacher’ description if they want to win the game.
Kavaliauskienë (2000) adds that Bingo could be used as a warmer at the beginning of the lesson, or between certain activities, for example between
writing and reading or listening. This activity should not last longer than 10-15 minutes. For instance, when the teacher wants to start listening section based on certain topic, the teacher can apply Bingo game to keep the students’ attention in
learning process. In the ends of the lesson, the students can feel easier to catch what they have learned. However, they can feel that teaching and learning process
become lively and competitive.
Based on previous study, the most students gave positive responses toward bingo game that was applied in class. Suryani (2008) conducted the research
3
“Bingo Game” is one of techniques in teaching vocabulary for fourth and fifth
grade students of SD AL-Munawarah Plus. In Bingo game, the teacher gave gestures while dictating the words must be guessed by the students. The students
were very interested, enthusiastic and happy when they played “Bingo Game”. The other researcher, Anti (2012) said that “Bingo Game” that was used by the teacher in teaching vocabulary at seven grade students in SMP Negeri 1
Bangsalsari, got positive responses from the students. They felt fun in learning process, especially in learning vocabulary. Moreover, the students became
understand and memorize the meaning of vocabulary easily.
In this research, the researcher wants to conduct the research about the
implementation of “Bingo Game” in teaching listening within higher level,
especially in senior high school. The way that is used by the teacher in teaching and learning process will determine how the students’ responses would be during
teaching and learning process. Therefore, the researcher wants to describe how the teacher implements “Bingo Game” in teaching listening and identify the students’ response toward “Bingo Game” at tenth grade of SMA Muhammadiyah 3 Batu.
The researcher wants to this research specifically in order to get maximum result
in teaching listening.
1.2 Statement of Problems
Based on the background of the study above, this study focuses on finding
the answer to the questions:
4
2. How is the students’ response toward “Bingo Game” in listening activity at
Tenth Grade of SMA Muhammadiyah 3 Batu?
1.3 Purpose of Study
This study is conducted to get the answer of the research questions.
Therefore, the purposes of this study are:
1. To describe how the teacher implements “Bingo Game” in teaching listening at Tenth Grade of SMA Muhammadiyah 3 Batu in order to get a
reference for those who want to conduct a research in teaching listening by using Bingo game.
2. To identify the students’ response toward “Bingo Game” in listening
activity at Tenth Grade of SMA Muhammadiyah 3 Batu in order to help the
teacher in recognizing students’ response toward game and make teaching
and learning process better than before.
1.4 Significance of Study
From the explanation above, the result of this study is expected to give benefits for the students, teacher, and next researcher described as follows:
1. For the students, this study is useful for them to make their listening comprehension easier and keep interested in listening activity by doing
5
2. For the teacher, this study is expected to help the teacher in recognizing
each student’s response toward “Bingo Game” in teaching listening and
make the game in teaching listening more efficient and better than before.
3. For the next researcher, the result of this study can be used as a reference for those who want to conduct a research in teaching listening by using “Bingo Game”.
1.5 Scope and Limitation
In this study, the researcher is analyzing the current game called “Bingo
Game” in English listening class. The writer focuses on the implementation of
“Bingo Game” in teaching listening and the students’ response toward “Bingo
Game” in listening activity. Meanwhile, for the limitation of this study, the writer tries to analyze the implementation of “Bingo Game” in teaching listening and the
students’ response toward Bingo Game in listening activity at tenth grade of SMA
Muhammadiyah 3 Batu.
1.6 Definition of Key Terms
The definition of key terms of this study is aimed to avoid misinterpretation of the terms that exist in this study. The terms are as follows:
1. Response : a specific behavior that an individual exhibits based on a particular stimulus (Ormrod: 2000).
2. Bingo : an activity that gives the learners many listening and
6
3. Listening : the psychomotor process of receiving sound waves
through the ear and transmitting nerve impulses to the brain (Brown: 2000).
To sum up, this chapter has already highlighted the introduction needed to carry out a research namely background of the study, statement of the problem, purpose of the study, significance of the study, scope and limitation of the study,
