CHAPTER IV RESEARCH FINDING AND DISCUSSIONS
C. Discussions
The findings that the researcher obtained while researching the running dictation game in teaching listening for EFL students: reflection from SMP Plus Miftahul Ulum Kalisat are as follows:
Table 4.1
The recapitulation result of the research
No Research Question Result
1. Running dictation game can attract students interest in listening class
a. Teaching procedure of running dictation game
b. Learning outside the classroom c. Cooperative and compactness 2. EFL Students reflect
their experiences using running dictation game in the listening class
The reflection of experiences using running dictation game in the listening class, namely using the reflective cycle by Graham Gibbs are as follows:
a. Description
In this research, the running dictation game was carried out by groups. At the first meeting, the running dictation game was applied together by all groups.
However, it turns out that the application together was less practical because it was difficulty to assessing and paying attention to students‟ listening skills so the running dictation game is carried out one by one group.
b. Feelings
Happy, enjoyed, sad, confused, tired and upset
c. Evaluation
- The students could have a positive influence on their group
- The students were upset and even yelled and blamed their groupmates
- The students stumbled, slipped, and almost hit their friends and pole when running
d. Analysis
- The students could have a positive influence on their group because some students could read English
- The students were upset, even yelled at and blamed their groupmates because some
No Research Question Result
students were confused and unsure in writing English text.
Hence, there were misunderstandings in
delivering and writing English text that did not match the original text. There were mistakes, such as pronouncing English words that are
pronounced like Indonesian spelling, and some incorrect from students‟ worksheets, such as spelling errors only, grammatical errors, skipped the words, permutation of words, and additional words not in original.
- The students stumbled, slipped, and almost hit their friends and pole when running because they were not careful e. Conclusion
The students would carry out carefully and cooperate better to understand how to read, write, and hear English.
f. Action
The students would re-implement and give it a new style to make it more exciting and enjoyable. It can be done by combine audio in it so that the pronunciation is correct and there is no misunderstanding when the runner conveys to the delivery/writer
The findings of the discussion communicate the results of this research and are based on the theory. The details of the discussion of the findings in this study are as follows:
1. A running dictation game can attract students interest in listening class
This research was conducted to find out about students‟ interest in listening classes. This research proves that a running dictation game can attract students‟ interest in listening skill. It could be seen from students‟
enthusiasm for learning listening skill using running dictation game. Based on the interview and observation, the students and teacher that running dictation game can attract students‟ interest in listening class through the teaching procedure of running dictation games, outside the classroom, cooperation, and compactness.
Fun teaching procedures using running dictation game strategy can attract students‟ interest in listening class. It could be seen from students who were excited when doing activities in the running dictation game, such as running, remembering words, and then delivering them to their groupmates.
The above findings are in line with the theory which states that “a short dictation text typed in a large font is posted on the wall outside the classroom. Students work in pairs or small groups. One learner is the writer, and the other is the runner who goes to the dictation text, memories a short sentence, returns to the writer, and retells it”.55
The above findings are also reinforced by the theory of multiple intellegences regarding bodily-kinesthetic intelligence by Howard
55 I.S.P Nation and Jonathan Newton, Teaching ESL/EFL Listening and Speaking, (Newyork and London: Roundtledge Taylor and Francis Group, 2009), 62.
Gardner, that people who have an advantage in kinesthetic intelligence tend to have strong feelings and a deep awareness of physical movements.
They can communicate well through body language and other physical gestures.56 It means that students who have bodily-kinesthetic intelligence tend not to feel calm when sitting for a relatively long time and even feel bored if everything is learned without action. This proves that there is indeed a connection in attracting students‟ interest with the activities or steps in the running dictation game.
Learning in a new atmosphere, such as outside the classroom is also one of the things that can attract students‟ interest in learning listening skills.
The findings above are in line with the theory by Waite that there are several values that emerge from the analysis of outside the classroom, such as freedom and fun, ownership and autonomy, authenticity, love of rich sensory environment, and physicality.57 It means that the learning outside the classroom can provide freedom and fun for students so that students are interested in the new atmosphere that is implemented.
The implementating of running dictation games conducted in groups can attract students‟ interest in listening skills. Learning by grouping students not only gets material knowledge but can also train cooperation and compactness.
56 Howard Gardner, Frames of Mind, (Newyork: Basic Books, 2011), 217.
57 Sue Waite, Outdoor Learning Research: Insight into forms and Functions, (Newyork and London: Roundtledge Taylor and Francis Group, 2019).
The findings above are in line with the theory by Dewey that if humans are to learn to live cooperatively, they must experience the living process of cooperation in school. Dewey argued that classroom life should embody democracy, not only in how students learn to make choices and carried out academic projects together but also in how they learn to relate the one another.58 It means that cooperative learning is important because with cooperative learning students not only acquired materials but also acuquire how to relate and cooperate with friends.
Based on some theories and findings that have been present in this study, a running dictation game can attract students‟ interest in listening skill through the teaching procedure of running dictation game, outside the classroom, cooperative and compactness.
2. EFL Students reflect their experiences using runnning dictation game This research was conducted to find out the students‟ reflections on their experiences using a running dictation game by the following Graham Gibbs reflective cycle, which has six stages such as description, feelings, evaluation, analysis, conclusion, and action.
Based on the previous explanation about the research that has been done, this proves that this research has differences and similarities with previous research. The thing that distinguishes this study from previous research is that previous research focused on a running dictation game used the quantitative experimental method and quasi-experimental,
58 Robert Slavin et al., Learning to Cooperate, Cooperating to Learn, (Newyork: Plenum Press, 1985), 2.
classroom action research, and qualitative (descriptive method) while this research focus on students‟ reflection on the running dictation in teaching listening skills used qualitative reflective practice to know the students‟
experiences. However, the similarity in this research with the previous research is that researchers both used running dictation game as a strategy in learning.
This research in line the results previous research that running dictation game technique can avoid boredom and it is not monotonous.
This game emerge joyful, interesting atmosphere because the students feel like playing a game while they are learning.
The above findings are also reinforced by the theory which states that “running dictation game offers enjoyable and interactive ways of learning listening, speaking, reading, and writing skill”.59 It means that learning using the enjoyable running dictation game strategy can make students feel happy. Beside that, the students a little tightned and tired when they ran. The research in line the previous research stated that “the diadvantages of running dictation game namely; it can make the students get injury and feel tired because of running”.60 However, there were unexpected result such as students not only felt happy, enjoyed, and tired but also annoyed with their groupmates because there were
59 Hariswan Putra Jaya, Nova Lingga Pitaloka, Alhendri Wijaya, “Running Dictation to Develop Students” Listening Comprehension Ability”, Indonesian Research Journal in Education 4, no.2 (December, 2020), 545.
60 Opik Dwi Indah, “Students Perception on Running Dictation Method in ESP Classroom”, Jurnal of Language Teaching and Learning, Linguistic and Literature 7, no.1 (June, 2019, 9)
misunderstandings in pronunciation, hearing, and writing that did not match the text.
In this research, the implement of running dictation game is carried out in groups and together. It is reinforced with the theory by Johnson &
Johnson which states that “The method that is closest to pure cooperation is called learning together”. Students work in small groups to complete a single worksheet, for which the group receives praise and recognition.
This method emphasizes (1) training students to be good group members and (2) continous evaluation of group functioning by the group members.61 However, researcher also found that running dictation game less practical if implemented together because it makes it difficult for teacher to pay attention to each student‟s listening ability. Therefore, the implementation of running dictation game at the next meeting is carried out one by one for each group which become two shifts where the first shift is carried out by all groups and the second shift is carried out by the fifth group until eighth group.
61 Dwayne Johnson and Robert Johnson. “Intructional Goal Structure: Cooperative, Competitive, or Individualistic”. Review of Educational Research 44 (1974), 213-240
78 CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter of research was shown the two points which are conclusion and suggestion. The both points of conclusion as follow.
A. CONCLUSION
Anchored in the findings, the researcher found that using running dictation game could attract students‟ interest in listening class. It could be seen from the first meeting when implementing the running dictation game, students look enthusiastic, excited, active, focused and paid attention to learning. As well as in the second and third meetings, the students remained interested, enthusiastic, excited, focused and paid attention to learninig.
Students also enjoy in learning because of the procedures in the running dictation game such as running, delivering, and writing sentences. In addition it was also because learning using running dictation game is carried out outside the classroom which made students more fun and comfortable in learning and in cooperative that can train compactness.
Morever, in the context of EFL students reflection their experiences using running dictation game, the learning process using the running dictation game was done in three meetings. At the first meeting the running dictation game was carried out together but at the second meeting and third meetings it was carried out alternately one by one group to make it easier for the teacher to conduct an assessment. Based on the fieldnote reflection by the students and teacher, students felt happy and enjoyed in the running dictation game,
got tired when running, and even got upset and blamed their group mates when there was a misunderstanding in delivering and writing text that does not match the original text.
B. SUGGESTION
The research findings were expected to be useful for English teachers and other researchers.
1. For English teachers
The suggestion for English teachers is to use varied and interesting learning strategies in the process of learning listening class. One of the strategies used in learning listening class is running dictation game.
2. For the other researcher
Further research on using running dictation games as a strategy for students‟ listening skills still needs to be done, especially in listening class use of running dictation game combined with audio that the further researcher can explore the strategies.
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JUDUL CONSTRUCT SUBCONSTRUCT METHOD FOCUS The Reflection
of the Running Dictation Game in Teaching Listening for EFL Students Reflection at 8th Grade of SMP Plus Miftahul Ulum Kalisat
a. Listening skill
b. Running
Dictation Game
According to Brown, there are four commonly identified types of listening
1. Intensive listening 2. Responsive listening 3. Selective listening 4. Extensive listening
Steps :
1. The teacher divides the student into small groups
2. The teacher sticks the material sheet on the classroom wall at a certain distance from the student 3. In each group, some are runners,
and there are writers
4. The runner reads the material on the wall, then runs and dictates to the writer about the material being read
5. Then the student takes turns being runners and writers
6. After all the groups are finished, the results of the dictation are corrected together
7. The winner is determined by the results of the assessmements.
Research Approach:
Qualitative
Type of Research:
Qualitative Reflective Practice Sources of Data:
1. Primay data
a. English Teacher b. Students
2. Secondary data a. Observation b. Documentation c. Notes
Technique of Data Collection:
1. Observation 2. Reflection and
Interview
3. Document review Data Analysis based on: Miles, Huberman:
1. Display 2. Conclusion
3. Drawing/ Verification
Students reflection on the strategy used in teaching listening.
c. Reflection
1. Description 2. Feelings 3. Evaluation 4. Analysis
5. Conclusion/Synthesis 6. Action Plans
a. Interview b. Observation c. Reflection
APPENDIX 6
Research Instrument Instrument
A. Interview and Reflection 1. Interview Teacher
How is a running dictation game attract students interest in teaching listening class?
Is there any difficulties in implementing running dictation game in teaching listening class?
Does teaching listening by applying running dictation game make learning more easier ?
Does teaching listening by applying running dictation game make learning more fun?
2. Interview Students
How is a running dictation game attract students interest in listening class?
Is there any difficulties in implementing running dictation game in teaching listening class?
Does learning listening by applying running dictation game make learning more easier ?
Does learning listening by applying running dictation game make learning more fun?
3. Reflection
a. Description : What happened, who was there, and what did they do.
b. Feelings : How did you feel at the time?
c. Evaluation : What was good and what was bad about the experience?
d. Analysis : Why did things go well? Badly ? e. Conclusion : What have you learnt?
f. Action : How/where can I use my new knowledge and experience? If the same thing happened again, what would you do differently?
B. Observation
1. The students during learning using running dictation game in listening class 2. The teacher’s teaching using running dictation game in listening class 3. The environment of the school
4. The condition in the outclass during teaching and learning activity
A. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
Memahami penggunaan simple present tense
Mampu menggunakan rumus simple present tense dan mampu membuat contoh kalimat simple present tense
Mampu memahami penggunaan simple present dalam teks deskripsi B. Metode Pembelajaran
Scientific approach dan Running Dictation Game C. Media Pembelajaran dan Sumber Belajar
Media: Papan, worksheet, LKS, Buku Paket
Sumber Belajar : Wijayanti, Septiarti. Pegangan Guru Bahasa Inggris untuk SMP/MTs dan yang sederajat kelas VIII.
Kementerian Pendidikan dan Kebudayaan. 2017. Bahasa Inggris, “When English Rings a Bell”. Pusat Kurikulum dan Perbukuan, Balitbang,Kemendikbud.
D. Langkah-Langkah Pembelajaran
Pertemuan Pertama Pre Activities (10 menit)
1. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memeriksa kehadiran peserta didik sebagai sikap disiplin.
2. Mengaitkan materi/tema kegiatan pembelajaran yang akan di lakukan dengan pengalaman peserta didik.
3. Memberikan motivasi tentang apa yang dapat diperoleh dari pembelajaran.
Main Activities (60 Menit)
LITERACY ACTIVITIES
Peserta didik diberi motivasi dan panduan untuk melihat, mengamati, membaca, dan menuliskannya kembali. Mereka diberi tayangan dan bahan bacaan terkait materi simple present tense
CRITICAL THINKING
Guru memberikan kesempatan untuk mengidentifikasi sebanyak mungkin hal yang belum dipahami, dimulai dari pertanyaan faktual sampai pertanyaan yang bersifat hipotetik. Pertanyaan ini harus tetap berkaitan dengan materi simple present tense
COLLABORATION
Guru menempelkan salinan kalimat atau dialog terkait kalimat simple present tense
Peserta didik terbagi menjadi delapan kelompok yang terdiri dari 3 orang
Setiap kelompok memilih anggota yang berperan sebagai pelari untuk membaca teks yang tertempel di dinding dan mengingat kalimat tersebut
Peserta didik menentukan anggota kelompok yang berperan sebagai penulis untuk menuliskan kalimat yang didektekan oleh pelari
Peserta didik bergantian menjadi pelari dan penulis.
COMMUNICATION
Peserta didik membacakan teks yang sudah mereka selesaikan kepada kelompok lain
Peserta didik mengumpulkan teks tersebut kepada guru.
CREATIVITY
Guru dan peserta didik membuat kesimpulan tentang hal hal yang telah dipelajari terkait simple present tense
Post Activities (10 menit)
1. Peserta didik membuat rangkuman/simpulan pelajaran tentang point-point penting dalam kegiatan pembelajaran.
2. Guru membuat rangkuman/simpulan pelajaran tentang point-point penting dalam kegiatan pembelajaran.
E. PENIAIAN
Sikap : Pengamatan selama pembelajaran
Pengetahuan : Worksheet
Keterampilan : Diskusi dan kerjasama
Jember, 7 Januari 2023 Mengetahui,
Kepala Sekolah Guru
Dr. Isomuddin, M.Pd. Afi Nuris Aggraeni S.Pd.
Mata Pelajaran : Bahasa Inggris Alokasi waktu : 2x40 minutes
Tema : My uncle is a zookeeper Sub Materi : Simple Present Tense