CHAPTER IV RESEARCH FINDING AND DISCUSSIONS
B. Research Finding
1. A running dictation game can attract students interest in listening class
a. Planning
In planning, the researcher and the teacher will arrange the research plan and discuss the implementing running dictation game to teach listening skill. This plan is prepared with the aim of preparing everything that is carried out during the research. The planning stages of the research carried out are as follows;
1) With the teacher‟s direction and guidance, the researcher discussed the lesson plan carried out during the research.
2) The researcher will reflect on Graham Gibbs Cycle to the student, which aims to find out the critical learning process from the students in teaching listening using running dictation game.
3) The researcher and the teacher will determine the right time for the research to be carried out
4) The researcher prepares reflection papers, field notes, and documentation tools that will be used to document during the research activity
b. Implementation
Figure 4.2
The explanation about the material
Figure 4.3
The implementation of running dictation game
This research was conducted for three meetings, each in 2 x 40 minutes.
1) First Meeting (Tuesday, January 10th, 2023)
The first meeting was conducted on Tuesday, January 10th, 2023, from 09.00 – 09.40 and the break continued at 10.20 – 11.00. The implementation of running dictation game as a strategy for teaching listening skill as follows. The teacher explained the material about simple present tense (descriptive text) to the students. The teacher provided opportunities for the students to identify possible questions related to the material given by the teacher and answer through activities learning about simple present tense (descriptive text). After that, the teacher sticked the material sheet on the wall. Then the teacher divided the student into eight groups of three to four students. Each group chose a member who acted as a runner to read the text on the wall, memorizing the sentence and the students also determined group members who
acted as writers to write the sentences dictated by the runner. Then the students took turns being runners and writers. After that, the students communicated the results of their group that had been completed.
In the first meeting, the students focused on explaining the material from the teacher and how to apply the running dictation game in learning listening skill. In this section, the students played the running dictation game together.
2) Second Meeting (Wednesday, January 11th, 2023)
The second meeting was conducted on Wednesday, January 11th, 2023, from 08.20 – 09.40. The activity was the same as the first meeting. The teacher reviewed the material in the previous meeting and explained to the students how to carry out the running dictation game better. Then the teacher explained the activity at their meeting which was to re-implement the running dictation game like the previous meeting. However, the implementation of the running dictation game in this section was carried out alternately for each group. This aims to make it easier for teachers to know students‟ listening skills. In this meeting, not all groups performed the running dictation game but only group one until group four because in the previous meeting when it was carried out together it made difficult for the teacher‟s assesment. The implementation of the running dictation game was the same as the
previous meeting; the teacher reviewed material about simple present tense. After that, the teacher sticked the material sheets on the wall. Each group chose a member who acted as a runner to read the text on the wall, memorizing the sentence and the students also determined group members who acted as writers to write the sentences dictated by the runner. Then the students took turns being runners and writers. After that, the students communicated the results of their group that had been completed and corrected together.
3) Third Meeting (Wednesday, January 18th, 2023)
The third meeting was conducted on Wednesday, January 18th, 2023, from 08.20 – 09.40. The teacher reviewed the material in the previous meeting and explained to the students. The teacher reviewed the material in the previous meeting and explained to the students how to carry out the running dictation game better. Then the teacher explained the activity at their meeting which was to re- implement the running dictation game like the previous meeting.
However, the implementation of the running dictation game in this section was carried out alternately for each group. This aims to make it easier for teachers to know students‟ listening skills. In this meeting, not all groups performed the running dictation game but only group five until group eight because in the previous meeting when it was carried out together it made difficult for the teacher‟s
assesment. The implementation of the running dictation game was the same as the previous meeting; the teacher reviewed material about simple present tense. After that, the teacher sticked the material sheets on the wall. Each group chose a member who acted as a runner to read the text on the wall, memorizing the sentence and the students also determined group members who acted as writers to write the sentences dictated by the runner. Then the students took turns being runners and writers. After that, the students communicated the results of their group that had been completed and corrected together.
c. Observation
During the process of implementing the running dictation game in teaching listening skill, the researcher observed three meetings. The results of observation at three meetings can be described as follows.
1) Process observation
In the process observation, the researcher observed students‟ interest, enthusiasm, difficulties, and conditions during teaching and learning activities using running dictation game.
Figure 4.4
Observation of explanation about the material
Figure 4.5
Observation of Listening Process
At the first meeting, implementing a running dictation game could attract students‟ interest in the listening class. It can be seen from the students‟ enthusiasm for learning listening skill. Based on the field notes at the first meeting, several notes indicated that students were very enthusiastic, including those who were very excited, active, focused, and paid attention to learning. The students also carry out learning with feelings of happiness and laughter. There were also students who as writers, jumped their feet a little and were excited to encourage their friends who acted
as runners. There are some difficulties for students when carrying out running dictation game, such as the students are still confused when taking turns to be runners or writers, so the class is a little less conducive. Sometimes the students as runners forget the text to be delivered to the writer so they have to run again to the place of the text. Some students felt tired from running. As for the researcher and the teacher, they had difficulty listening to everything that the students heard and said because at this stage, the running dictation game was carried out together by all groups.
However, students‟ interest and enthusiasm can be categorized as good because the students have shown their activeness and interest when learning to listen using running dictation game in progress.
At the second meeting, the implementation of the running dictation game was better than the previous meeting. Based on the field notes at the second meeting, the students remained interested, enthusiastic, excited, focused, and paid attention to learning. In this stage, the students understand better how to apply running dictation game in listening learning. The students are not confused about take turns with their group mates when they become runners to the writer. In this stage the researcher and the teacher easily listened to everything the students heard and said because the running dictation game was carried out one by one from group one until four.
At the third meeting, the implementation of the running dictation game also can be categorized as very good because the students always showed their activeness and interest when learning to listen using the running dictation game in progress. The students are not confused to take turns with their group mates when they become runners to the writer. In this stage, the researcher and the teacher easily listened to everything the students heard and said because the running dictation game was carried out one by one from group five until eight.
2) Product Observation
Figure 4.6
Product Observation at First Meeting
Figure 4.7
Product Observation at second Meeting
Figure 4.8
Product Observation at Third Meeting
Initial information about students‟ interest, enthusiasm, difficulties, and condition during teaching and learning using running dictation game was obtained from observation and interviews with the English Teacher and students.
3) Interview results
The researcher interviewed the english teacher and the students to obatain the data.
a) Teaching Procedure of Running Dictation Game
Based on the interview with English Teacher, Mrs. Afi said:
Guru “ Iya tentu, pengajaran listening menggunakan running dictation game ini menarik untuk diterapkan karena ini merupakan pembelajaran yang enjoy dan menyenangkan sehingga siswa tidak bosan dengan kegiatan yang ada didalamnya seperti berlari dan mengingat kata kemudian menyampaikan pada teman kelompoknya. Selama pembelajaran saya juga melihat siswa sangat bersemangat mengikuti kegiatan pembelajaran.” (Teacher “Yes, of course, teaching listening using a running dictation game is interesting to apply because this is enjoyable and fun learning so that students are not bored with the activities such as running and remembering words then conveying to their group friends. During learning, I also saw the students very excited in participating in learning activities”).
(Teacher/Interview) The answer from English Teacher who answered that the running dictation game could attract students‟ interest in listening class was also strengthened by the results of interviews with the students. The students in the interview section said:
Siswa “Iya Miss, pembelajaran listening dengan menggunakan running dictation game menarik karena ada hebohnya berlari-lari dan bikin greget jadinya membuat lebih semangat”. (Students “Yes Miss,
learning listening using running dictation game is interesting because there is exitement when running and it makes it more exciting so that it makes more enthusiasthic”).
(M.M/Interview) This statement is also supported by the opinion of other students as follows:
Siswa “Iya Miss, pembelajaran listening dengan menggunakan running dictation game menyenangkan dan menarik. Seperti ketika menyampaikan teks bahasa inggrisnya ke teman yang menjadi penulis dan kadang penulisnya itu tidak tahu apa yang akan ditulisnya sehingga kita sekelompok menjadi heboh bersama.”
(Students “Yes Miss, learning listening using running dictation game is fun and interesting. Like when delivering the english text to friend who as the writer and sometimes the writer doesn‟t know what to write so we as a group get excited together”).
(A.H/ Interview) This statement is also supported by the opinion of other student as follows:
Siswa “Iya Miss, pembelajaran listening dengan menggunakan running dictation game sangat seru dalam belajar seperti berlari dan tidak membuat ngantuk.”(Students “Yes Miss, learning listening by using running dictation game is very exciting in learning like runniing and not making sleppy”).
(F.H/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “... sangat menyenangkan dalam mengikuti running dictation game karena mendapatkan pembelajaran baru dari tekniknya seperti bisa dalam cara membaca, menulis, bahkan juga mendengarkan
bahasa inggris” (Students “... It was fun to participate in the running dictation game because I leaned new techniques such as how to read, write, and even listen to English”).
(M.N/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “Iya Miss, saya menyukai pembelajaran dengan menggunakan running dictation game karena kita semua di hebohkan dan berlari lari. (Students “Yes Miss, I liked learning by using the running dictation game because we were all excited and running”).
(N.H.K/ Interview)
This statement was also supported or strengthened or supported by the researcher entering the class to observe the process of the implementation of running dictation game in teaching listening. There were the students very enthusiastic in learning, including those who were very excited, active, focused, and paid attention to learning. The students also carry out learning with feelings of happiness and laughter.
From the results of interviews and observation, the researcher knew that the teaching procedure of the running dictation game could attract students‟ interest in listening class.
b) Learning Outside the Classroom
Based on the interview with English Teacher, Mrs. Afi said:
Guru “...Pembelajaran dengan suasana baru seperti diluar kelas ini juga mampu menarik minat siswa karena biasanya sebelum saya mengajar dengan running dictation game ini, saya mengajar listening diruang kelas dengan menggunakan audio saya sendiri yaitu murni dari suara saya. Jadi tetap dikelas, saya dikte dengan suara sendiri lalu siswa menulis apa yang mereka dengar. Pernah juga saya menggunakan lagu video, siswa mendengarkan lagu dari video”. (Teacher
“...Learning in a new atmosphere, like outside the classroom, can also attract student. Before I teach using a running dictation game, I usually teach listening in the classroom using my own audio, which is purely from my voice. So stay in class, I dictate in my own voice, and then students write what they hear. I have also used video songs. Students listen to songs from the video”).
(Teacher/Interview)
This opinion is also strengthened by the researcher interviewing students in the class. The students said:
Siswa “Iya Miss saya suka pembelajaran listening dengan menggunakan running dictation game dan pembelajarannya diluar kelas. Running dictation game itu beda dengan listening yang dikelas, kalau dikelas itu kan biasa saja seperti membaca teks dan mendengarkan dikte di kelas.” (Student “Yes Miss I like learning to listen using a running dictation game and learning outside the classroom. Runing dictation game is different from listening learning in class. In class, it‟s usually like reading text and listening to dictation in class”).
(M.M/Interview) This is also supported by the opinion of other students as follows:
Siswa “Iya Miss, saya juga menyukai pembelajaran dengan menggunakan running dictation game karena
diluar kelas sehingga bisa belajar sambil bermain, tidak membuat bosan dan mengantuk.” (Student “Yes Miss, I also like learning by using running dictation game because it is outside the classroom so that I can learn while playing, not making me bored and sleepy”).
(F.H/Interview) This statement is also supported by the opinion of other student as follows:
Siswa “...Pembelajaran dengan menggunakan running dictation game tidak membosankan miss karena santri lebih menyukai pembelajaran di luar kelas” (Students
“...learning by using running dictation game is not boring Miss because santri prefer learning outside the classroom)
(A.H/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “saya menyukai pembelaran diluar kelas seperti running dictation game ini miss tidak membuat ngantuk dan membuat lebih semangat belajar” (Students “I like learning outside the classroom like this running dictation game Miss because it does not make me sleepy and makes me more enthusiastic about learning)
(M.N/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “...pembelajaran running dictation game ini sangat menarik seperti belajar di congkop atauluar kelas. Kita bersemangat dalam mengikuti pembelajaran karena memndapatkan suasana baru dan lebih segar daripada belajar didalam kelas” (Students “...learning by using the running dictation game is very interesting
like learning in a congkop or outside the classroom. We are excited about learning because we get a new atmoshphere and it is fresh than learning in the classroom”).
(N.H.K/ Interview) This statement also supported by the researcher observing the implementation of a running dictation game. The students look more active and happy when learning outside the classroom.
From the results of interviews and observation, the researcher knew that running dictation game outside the classroom could attract students‟ interest in listening learning.
c) Cooperative and compactness
Based on the interview with English Teacher, Mrs. Afi said:
Guru “...Dan running dictation game ini bisa melatih kekompakan siswa dengan kelompoknya. Ini juga menjadi hal yang menarik karena siswa bisa bekerja sama dengan kelompoknya untuk menyelesaikan tugas teks yang diberikan dan mampu mengelola waktu dalam penerapan running dictation game.” (Teacher
“...And this running dictation can train students‟
compactness with their groups. It is also an interesting thing because students can work together with their groups to complete the text assignments given to be able to manage time in the implementation of the running dictation game”).
(Teacher/Interview) This opinion is also strengthened by the researcher interviewing students in the class. AH voiced:
Siswa “Menarik, seru, dan menyenangkan karena juga bisa melatih kekompakan dan solidaritas Miss”
(Student “ Interesting, exciting, and fun because it can also train compactness and solidarity Miss”).
(A.H/Interview) This statement is also supported by the opinion of other student as follows:
Siswa “Disini saya suka pembelajaran dengan berkelompok meskipun sering marah ketika teman kurang paham tetapi ini sangat melatih bagaimana bekelompok dengan baik” (Students “Here I like learning in groups even though I often get angry when my friends don‟t understand but this really trains how to cooperate well”).
(F.H/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “Pembelajaran berkelompok lebih menyenangkan karena saya tidak susah untuk menjawab sendirian dan bisa bekerja sama dengan teman” (Students “Cooperative learning is more fun because I don‟t struggle to answer alone and can work together with friends”).
(M.N/ Interview) This statement is also supported by the opinion of other students as follows:
Siswa “Running dictation game sangat menarik Miss karena kami melakukannya dengan cara berkelompok dan bisa melatih kekompakan kami daripada sendirian”. (“Running dictation game is very interesting Misss because we do it in groups and can train our cohesiveness rather than alone”).
(M.M/ Interview)
This statement is also supported by the opinion of other students as follows:
Siswa “...Iya Miss menarik pembelajaran ini seperti berkelompok yang bisa meningkatkan solidaritas”.
(Students “...Yes Miss, It is interesting to learn like this, such as in groups whic can increase solidarity”).
(N.H.K/ Interview) This statement also supported by researcher observing the implementation of a running dictation game. The students look enthusiastic and cooperate with their groups in completing the assigned tasks.
From the results of interviews and observation, the researcher knew that a running dictation game could attract student interest in listening class through activities carried out in groups and can train compactness.
2. EFL Students reflect their experiences using running dictation game.
In this section, the researcher reflects the students and the teacher by the following Graham Gibbs cycle, which has six stages; description, feelings, evaluation, analysis, conclusion/synthesis, and action plan. The researcher knew the students‟ experiences by students and teacher reflection as follows.
a. Description
Based on the first group‟s field notes description reflective, the students‟ learning experiences were using a running dictation game.
Each group consists of a runner, writer, and deliverer of the text heard.
In the implementation of the running dictation game by the first group, there were some incorrect pronunciations from runners when conveyed to their friends, such as the word “she”, which should be read as “shi”
turned into “se”, and the words of “and should be read “aend” turned into “an” so that her groupmates refuted together by saying “not a but aend”. There were also the words of “wakes up, likes, a, patient, woman” pronounced like spelling in Indonesian. There were also some incorrect from the writer, such as misspellings of the word “intelligent, long, their, mother, wakes up, early, cothes, kind, patient”, and turned
“inteligh, loong, dhair, mosther, wates up, earny, colates, ina, patieet”.
There are also skipped the word by the writers, as the sentence “...and have good memories, they...” turned into “...and have good, they...”,
“...the long trunks almost like an...” turned into the long almost like an...”. Besides that, there was also a permutation of words such as the sentence “They are also intelligent and have good memories” turned into They are also intelligent and have good and have good memories”.
Based on the second group‟s field notes description reflective cycle, the students had the experience of being runners and writers so that when they become runners, they could learn new words they had never known before and learn to read quickly. When the students become writers, the students could focus more on listening and writing a sentence without seeing the text. In the implementation of the running dictation game, the runner had some incorrect pronunciations