REFLECTION OF RUNNING DICTATION GAME IN LISTENING LESSON FOR EFL STUDENTS AT 8. Implementation of Dictation Game in Teaching Listening to EFL Students: Reflection From Smp Plus Miftahul Ulum Kalisat. The objectives of the research are: 1) the description of the ongoing dictation game can attract students. interest in listening.
INTRODUCTION
- Research Background
- Research Question
- Research Objective
- Significance of the Research
- Scope of the Research
- Definition of Keyterms
A study by Taufik, Ikhsanuddin and Salam using focus on running dictation games to create active and productive learning. However, it is rarely discussed how EFL learners reflect in learning listening skills using running dictation games. How do EFL students reflect on their experiences of running dictation games in the listening class.
LITERATUR REVIEW
Previous Study
The previous research focused on the running dictation game to create active and productive learning, while the researcher focused on students' reflection on the strategy running dictation game used in listening class. Previous research focused on the effect of conducting dictation model on students' writing ad text ability while the researcher focused on students. Previous research has focused on running dictation as an effective technique for teaching writing skills while the researcher has focused on students' reflection on the strategy running dictation game used in listening class.
Theoritical Framework
Based on the field notes of the fifth group, the students performed the running dictation game well. Based on the field notes of the sixth group, the students performed a running dictation game very compactly. Based on the field notes of the seventh group, the students compactly used the running dictation game.
RESEARCH METHOD
Research Design
According to Creswell, “research designs are plans and the procedures for research that involve decisions from broad assumptions to detailed methods of collecting and analyzing data.”41 The method that will be used in this study is the qualitative research approach. Qualitative research involves data collection procedures that result primarily in open-ended, non-numerical data, which are then analyzed primarily using non-statistical methods. Based on the above explanation, the researcher can conclude that this study uses qualitative reflective practice because the researcher would like to reflect on students' experiences of using ongoing dictation games in teaching listening skills.
Research Location
Research Subject
Technique of Collecting Data
Through document review, the researcher will gather information such as school profile and history, school vision and mission, school 8th grade student information, and documentation related to this study.
Data Analysis
From the beginning of data collection, the qualitative analyst interprets what is meant by noticing patterns, explanations, causal flows and propositions.51 In the final step of data analysis, the researcher provides the result of the problem statement and after presentation concludes the data and analyze the data.
Validity of Data
However, the implementation of the running dictation game in this section was done alternately for each group. At the first meeting, implementing a running dictation game could attract the students' interest in the listening class. In the second meeting, the implementation of the running dictation game was better than the previous meeting.
In this phase, students better understand how to apply the ongoing dictation game to listening education. Based on the reflective description of the first group's field notes, the students' learning experiences used a walking dictation game. Based on the field notes of the first group, the students had a good experience playing the ongoing dictation game compactly and enthusiastically.
Based on the field notes by the eighth group, the students had a good experience participating in the running dictation game, namely memorizing the text. Based on the field notes conclusion reflective cycle by the fourth group, the students learn listening class by using running dictation games in groups and working together. Based on the field notes action reflective cycle by the second group, as a running dictation game learning takes place again, the students.
Fun learning procedures using the fluent dictation strategy can attract students' interest in listening.
Prosedure of Research
Systematic Discussion
Based on the reflective cycle of the teacher's field note description, the teacher implemented the listening learning strategy using a running dictation game. In the third meeting, the running dictation game was implemented from the fifth group to the eighth group. Based on the reflective cycle of completing field notes from the third group, the dictation game strategy teaches students to collaborate.
Based on the field notes, the final reflexive cycle of the seventh group when performing the running dictation game, the students hear well. Based on the findings, the researcher concluded that using the dictation run game could attract students' interest in listening. Based on the students' and teacher's reflections on the field notes, the students felt happy and enjoyed the running dictation game.
RESEARCH FINDING AND DISCUSSIONS
Overview of Research Object
The vision of the school is objectively achieved with excellent generations who have a character that matches the Pesantren, Hamilul Qur'an, a master of syar'iyyah science based on the aqidah of Ahlussunnah waljamaah an-Nahdliyyahh, which contains vision indicators such as: 1. Excellent in Islamic education, which is appropriated with Pesantren, who have the aqidah Ahlussunaah waljama'ah an- Nahdliyyah. Develop an educational institution by providing good services qualified based on quality standards and professional management.
Develop education based on science using modern technology and based on the power of aqidah akhlak and manhaj ahlul sunnah waljama'ah an- Nahdliyyah.
Research Finding
In the first session, the students focused on the teacher's explanation of the material and how to use the running dictation game in learning listening skills. At the previous meeting, the teacher repeated the material and explained to the students how to better perform the running dictation game. The execution of the running dictation game was the same as .. the previous meeting; the teacher repeated the material about the simple present tense.
The implementation of the running dictation game was the same as the previous meeting; the teacher reviewed the material about the present simple tense. The researcher interviewed the English teacher and the students to get the data. a) Learning procedure of the dictation game. In the implementation of the running dictation game by the eighth group, there were some incorrect pronunciations by the runners when relaying to their friends, such as words.
During the first meeting, the teacher applied the listening learning strategy using a running dictation game. From the results of the field notes on the feeling reflection cycle, the researcher knew that the students felt happy, enjoyed and had fun learning listening skills using a continuous dictation game. Based on the field notes analyzes of the first group, the students had bad experiences such as tripping, slipping, exposing their veil, and almost kissing their friends while running because the students performed the running dictation game while joking.
Based on the analysis of the field notes from the second group, the students had a bad learning experience using a running dictation game because they did not learn to perfect English before. Based on the reflective cycle of completing the field notes from the eighth group, in the implementation of the running dictation game, students can recognize English writing and how to cooperate. If the dictation game lesson is repeated, the students should be more patient and able to cooperate.
Discussions
Based on the interview and observation, the students and the teacher that the dictation management game can attract students' interest to listen to the class through the dictation game management learning procedure, outside the classroom, cooperation and compactness. This proves that there is indeed a connection in attracting the students' interest with the activities or steps in the dictation game. The application of running dictation games developed in groups can attract students' interest in listening skills.
Based on some theories and findings that have been present in this study, a running dictation game can attract students' interest in listening skills through the teaching procedure of running a dictation game outside the classroom, cooperation and compactness. But the similarity of this research with the previous research is that researchers both used running dictation games as a strategy in learning. This research in line with the results of previous research that running dictation game technique can avoid boredom, and it is not uniform.
In this research, we play the running dictation game in groups and together. Students also enjoy learning through fluency game procedures such as running, passing and writing sentences. Furthermore, in the context of EFL students' reflection on their experiences with the running dictation game, the learning process using the running dictation game took place in three sessions.
The effect of performing dictation model on students' writing ad text ability (A study in the tenth grade students of SMA Negeri 5 Padangsidimpuan)”.
CONCLUSION AND SUGGESTION
Conclusion
It could be seen from the first meeting with the implementation of the running dictation game, students seem enthusiastic, excited, active, focused and paid attention to learning. As in the second and third meetings, the students remained interested, enthusiastic, excited, focused and attentive to learning. In addition, it was also because learning using running dictation games is carried out outside the classroom, which made students more fun and comfortable in learning and in cooperation that can train compactness.
At the first meeting, the ongoing dictation game was carried out together, but at the second meeting and the third meeting, it was carried out alternately one by one to make it easier for the teacher to carry out an assessment.
Suggestion
- Structure of organization
- The explanation about the material
- The implementation of running dictation game
- Observation of explanation about the material
- Observation of listening process
- Product observation at first meeting
- Product observation at second meeting
- Product observation at third meeting
How to Use a Running Dictation Game in EFL, last modified July 2013.http//Edition.tefl.net.ideas/games/running-dictation-in-efl/. The Effect of Running Dictation Game Tecnique Towards Students' Reading Comprehensions at The Secondgrade of SMPN 4 Batukiling Utarain”, Jurnal Penelitian Mandala 5, no.6 (December. Teaching Listening Skills to Students of English as a Foreign Language through Effective Strategies”, International Journal of Trend in Scientific Research and Development.
Guru menempelkan lembar materi tersebut pada dinding kelas dengan jarak tertentu dari siswa 3. Pelari membacakan materi pada dinding, kemudian berlari dan mendiktekan kepada penulis tentang materi yang akan dibaca. Dibuka dengan salam dan mengajak memulai pembelajaran, memeriksa kehadiran siswa sebagai sikap kedisiplinan.
Siswa mengidentifikasi anggota kelompok yang bertindak sebagai juru tulis untuk menulis kalimat yang didiktekan oleh pelari. Guru dan siswa menarik kesimpulan tentang apa yang telah mereka pelajari tentang present simple tense.
