THE USE OF BLINDFOLD GAME IN TEACHING SPEAKING SKILLS FOR THE EIGHTH GRADE STUDENTS AT MADRASAH TSANAWIYAH HASANUDDIN SEMBORO

Za'imatul Azizah, Rovinia (2026) THE USE OF BLINDFOLD GAME IN TEACHING SPEAKING SKILLS FOR THE EIGHTH GRADE STUDENTS AT MADRASAH TSANAWIYAH HASANUDDIN SEMBORO. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Rovinia Za’imatul Azizah, 2026: The Use of Blindfold Game in Teaching
Speaking Skills for The Eighth Grade Students at Madrasah Tsanawiyah
Hasanuddin Semboro
Keywords: Teaching, Speaking, Blindfold Game.
Speaking is the best option to establish communication when meeting or
dealing with other people. Therefore, speaking requires a language that can be
understood by our interlocutors. English is an international language or a unified
language. Therefore, learning to speak English is very necessary. There are some
english learning problems, such as lack of Vocabulary to learn, their motivation
is lacking, and they don't fluent in speaking and low self-confidence. Based on
this, the researcher interested in taking the title: The Implementation of
Blindfold Game in Teaching Speaking Skills of the Eighth grade at Madrasah
Tsanawiyah Hasanuddin Semboro.
This research focuses on: 1) How is the planning of the use of blindfold
game in teaching speaking skills for eighth grade students at Madrasah
Tsanawiyah Hasanuddin Semboro? 2) How is the implementation of the use of
blindfold game in teaching speaking skills for eighth grade students at Madrasah
Tsanawiyah Hasanuddin Semboro? 3) How is the evaluation of the use of
blindfold game in teaching speaking skills for eighth grade students at Madrasah
Tsanawiyah Hasanuddin Semboro?
This study used a qualitative approach. The type of research used was
a case study research. Data collection techniques used observation, interviews
and document review. The data analysis technique was a descriptive qualitative
analysis with the descriptive interactive model of Miles, Huberman and Saldana
which consisted of condensing data, presenting data and drawing conclusions.
The validity of the data used technique triangulation and source triangulation.
The results of the study indicated that: 1)The objectives of learning
speaking skills using the Blindfold game for the eighth grade students,
improved students' activeness, enthusiasm, vocabulary, fluency, and confidence
in speaking English. 2) The implementation consisted of eight phases:
preparation, warm-up activity, demonstration, playing the game in pairs/groups
to guide the blindfolded player, speaking practice with role-switching, feedback
and correction, evaluation using a speaking rubric, and student reflection. 3) The
evaluation is carried out through formative evaluation using an observation
checklist during the activity, performance assessment via an oral speaking test
(giving directions or describing objects) evaluated using a detailed rubric
(covering fluency, pronunciation, vocabulary, grammar, and interaction), and
student reflection.

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