THE EFFECTIVENESS OF USING LISTEN AND
DRAW GAME ON STUDENTS’ LISTENING
SKILL
(A Quasi-experimental Study at the Seventh-Grade Students of MTs Turus
Pandeglang)
A PAPER
Submitted to the English Department
As a partial of the Requirements
For the Sarjana Degree
By:
Anggi Luciana Putri
SRN. 161230003
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN MAULANA HASANUDDIN
BANTEN
2020
CHAPTER I
INTRODUCTION
A. Background of Study
In Indonesia states, English is placed as a foreign language. It also involves
into education curriculum that every school runs. In learning English, the students
are required to master four language skills of namely: listening, writing, speaking,
and reading. As well as, language components such as vocabulary, grammar, and
pronunciation,
Basically, listening has a significant role in learning English. Nation and
Newton states that listening gives the learner information from which to build-up
the knowledge necessary for using language, when this knowledge build up, the
learner begin to speak.1 So, the students have to learn this skill, because listening
can help them to understand the message from the speaker in order to give
response.
Before writing this study, the researcher has carried out preliminary research.
At the time, based on my own the observation, the researcher has found several
problems in listening, they are: First, the school only has one language laboratory.
Actually, it is not sufficient to cover the students’ needs. Moreover, based on my
observation, when carrying out these activities, many other teachers want to use
the language laboratory in the same time. It distracts teaching and learning
processes and consequently. So, students cannot focus on what they hear and feel
uncomfortable because they are disturbed when someone else enters the language
laboratory.
Second, when students do the listening activity, students only listen and
answer the questions given by the teacher. So that most of them feel bored with
listening activities. In this case, students need a fun listening activity so they don't
1
I.S.P Nation and J. Newton, Teaching ESL/EFL Listening and Speaking (New York:
Routledge, 2009), 38.
feel bored. Basically listening is not passive skill, teacher should teach the
listening strategy.
Third, some students lack of vocabulary. It reflects when listening activities
are in progress, students always ask the meaning of a word. They ask their friends
and teachers.
Fourth, students have difficulty in understanding listening. This is because
students do not use English listening in their daily lives. Students only do listening
activities in school in a short time.
Based on students’ listening problem above, the teacher should be able to
overcome the problem. One of them is by selecting interesting strategy or
attractive instruction materials. The researcher chooses game because game is an
activity which is enjoyable and entertaining, and the students have opportunity to
practice and to learn in fun way. As lee stated that games are enjoyable, the
essence of many games lies in out stripping, in friendly fashion, someone else
performance, or in bettering one’s own, as in the world of sport. 2 In this paper, the
researcher tries to find the solution of students’ listening problem by using listen
and draw game.
Listen and draw game is a simple game which is students listen and draw
what they hear. Scott and Ytreberg stated that listen and draw game is a favorite
type of listening activity in almost all classes, the teacher describes something
(like people, animal, etc), and they simply have to draw what they hear.3 It can be
pointed out that listen and draw game is favorite activity in almost classes and this
game gives the students real practice in paper with so much enjoy inside it.
Therefore, based on the explanation above, the researcher is interested to
conduct study about “The Effectiveness of Using Listen and Draw Game on
2
W R Lee, Language Teaching Games and Contests Second Revised Edition (Walton Street:
Oxford University Press, 1986), 1.
3
Wendy A. Scott and Liseth H. Ytrebeg, Teaching English to Children (New York:
Longman, 1991), 23.
Students’ Listening Skill (A Quasi-Experimental Study at The Seventh-Grade of
MTs Turus Pandeglang)”.
B. Identification of the Problem
Based on the explanation or the background of study, the students’ problems
that can be identified, as follows:
1. The language laboratory not sufficient to cover students’ need.
2. Some students feel uncomfortable and demotivated
3. Some students feel bored with the listening activity.
4. Some students lack of vocabulary.
5. Some students have low understanding in listening because lack of practices.
C. Limitation of the Study
Because the researcher has many limitation, so the focus of this study only
concern to investigate about the effectiveness of using listen and draw game to
teach listening descriptive to the seventh grade students of MTs Turus
Pandeglang in academic year 2020/2021.
D. Statement of the Problem
The statement of the problem paper in this research is:
1. How is the students’ listening skill at the seventh grade of MTs Turus
Pandeglang before treatment?
2. How is the implementation of listen and draw game on students’ listening
skill?
3. Is there any significance effect of using listen and draw game on students
listening skill?
E. The Objective of Study
1. To observe the students’ listening skill of the seventh grade of MTs Turus
Pandeglang.
2. To investigate the effectiveness of listen and draw game on students’ listening
skill.
3. To examine the significance effect of listen and draw game on students
listening skill.
F. Significance of the Study
1. For the student, this research is hoped to let student experience fun learning
during listening lesson.
2. For the English teachers, this research is hoped will be able to give the
information about the use of listen and draw game as a technique in teaching
listening descriptive on students’ listening skill. Marsland named listen and
draw as dictation, states that “dictation is still considered by many to be a
useful devise for English language teaching. It allows individuals to focus on
grammatical structures, on the irregular spellings often found in English, and
on listening comprehension techniques.”4
G. Organization of the Writing
The researcher divides this paper into five chapters as follows:
Chapter I is an introduction of research which consists of background of the
study, identification of the problem, limitation of the problem, statement of the
problem, the objective of the study, significance of the study, and organization of
the writing.
Chapter II is a theoretical framework. It consists of listening, game, listen and
draw game, previous study, and hypothesis.
Chapter III is the research methodology. It consists of place and time of the
study, research design and method, population and sample of the study, research
instruments and the data collection technique.
Chapter IV is the result and discussion.
Chapter V is the conclusion and suggestion.
4
Bruce Marsland, Lessons from Nothing Activities for Language Teaching with Limited Time
and Resources (New York: Cambridge University Press, 1998), 63.
