The Reflection of the Running Dictation Game in Teaching Listening for EFL Students at 8th Grade of SMP Plus Miftahul Ulum Kalisat

Rofi'ah, Khofidlatur (2023) The Reflection of the Running Dictation Game in Teaching Listening for EFL Students at 8th Grade of SMP Plus Miftahul Ulum Kalisat. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

In teaching English, the use of running dictation game is necessary for English as foreign language (EFL) in listening class because the listening is a foundation of the other skills. Also, running dictation game were expected to attract students interest in listening class.This research aim to know the students’ reflections on their experiences in listening skill using a running dictation game. It was conducted due to the lack of enthusiasm in listening class.
This research focus on: 1) How is a running dictation game can attract students’ interest in listening class? 2) How do EFL students reflect their experiences using running dictation game in listening class?. The research objective is to: 1) describing a running dictation game can attract students’ interest in listening class. 2) investiging EFL students reflection their experiences using running dictation game in the listening class.
This research employed qualitative research reflective practice with 25 participants from class VIII D of data analysis at SMP Plus Miftahul Ulum Kalisat. The researcher used Miles Huberman and Saldana’s theory which consist of three steps, such as data condensation, data display, and conclusion drawing. While for the data collection technique, the researcher used observation, interview, reflection and document review.
The results of this research, the researcher found out that 1) Running dictation game could attract students’ interest in listening class. It can be seen from the first until third meeting when implementing the running dictation game, students look enthusiastic, excited, active, focused and paid attention to learning. Students also enjoyed in learning because of the procedures in the running dictation game such as running, delivering, and writing sentences. In addition it is also because learning using running dictation game is carried out outside the classroom which makes students more fun and comfortable in learning and in cooperative that can train compactness. 2) Running dictation game is less practical if implemented together for all groups so it make one by one group to easy assessment. Students have an enjoyable and happy experience in doing the running dictation game. It was obtained from the results of students and teacher reflection using fieldnotes by Graham Gibbs reflective cycle. In addition, students were also sometimes tired and upset when there is a misunderstanding of their group mates in delievering, listening, and writing texts. For the next researcher who wants to research with the same title using running dictation game can be done by combine audio media in it so that the pronounciation is correct and there is no misunderstanding when the runner conveys to the delivery/writer.

Keywords: Listening skill, running dictation game, reflection

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