The Use Of Whispering Game Strategy In Teaching Listening Ability At Fifth Grade Students Of The SDN Mangli 4 Jember

Rochman, Abdur (2026) The Use Of Whispering Game Strategy In Teaching Listening Ability At Fifth Grade Students Of The SDN Mangli 4 Jember. Undergraduate thesis, State Islamic University of Kiai Haji Achmad Siddiq Jember.

Text THE USE OF WHISPERING GAME STRATEGY IN TEACHING LISTENING ABILITY AT FIFTH GRADE STUDENTS OF THE SDN MANGLI 4 JEMBER.pdf Download (3MB)

Abstract

Students’ listening ability in English language learning is an important concern for fifth-grade students at SDN 4 Mangli, Jember. Major obstacles include difficulties in recognizing pronunciation, intonation patterns, and extracting meaning from spoken language. These problems are worsened by students’ negative attitudes towards the learning process and the lack of an optimally supportive environment.

The focus of this study includes: 1) How does the Whispering Game strategy improve students’ listening ability, particularly in recognizing pronunciation and intonation patterns, among fifth-grade students at SDN Mangli 4 Jember? 2) How is the Whispering Game strategy implemented in teaching listening ability? 3) How is the evaluation of the Whispering Game strategy conducted?

This research employed a qualitative approach with a case study design. The study was conducted at SDN Mangli 4, Jember, and involved one English teacher and three fifth-grade students, selected through purposive sampling. Data were collected through observation, interviews, and document analysis. Data were then analyzed using the Miles, Huberman, and Saldana model, encompassing data condensation, data display, and conclusion drawing verification. Data validity was ensured through source and technique triangulation.

The findings of the study revealed that: 1) Based on observations, interviews, and document review conducted at SDN Mangli 4 Jember, the findings reveal that the Whispering Game strategy demonstrably supported fifth-grade students’ listening ability, specifically in areas identified as problematic in the preliminary study pronunciation recognition and intonation accuracy. 2) The materials used focused on asking for, giving, and refusing services. The steps of implementation included preparing materials, practicing expressions within groups of five students, whispering sentences sequentially, and recording the final message on the board. Winners were determined based on accuracy. 3) The evaluation involved formative assessments, including descriptive tests, gap-fill exercises to assess ability, attitude assessments, and final interviews.

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