CHAPTER I INTRODUCTION

1.1 Background of the Research Listening is one of the receptive skills as it involves students in capturing and understanding the input of English. Reading, the other receptive skill, involves students in understanding and interpreting the written word. Listening is probably more difficult than reading because students often recognize the written word more easily than they recognize the spoken word. Because of these issues, many students find listening difficult. Listening tasks can be very disheartening and demotivating, especially if students have had a previous negative experience. It is therefore important to give students plenty of opportunities to practice the skill of listening in a supportive environment that helps them to learn (Pollard, 2008:39). Furthermore, listening subject is also one of the most difficult skill to be learnt that make most of the students especially in Junior High School have low achievement in listening skill especially in listening minimal pairs as it happened to the second year students of SMP Negeri 2 Peusangan. The second year students of SMP Negeri 2 Peusangan have low achievement in listening skill because of the following reasons: The students were bored in the process of learning listening because the teacher still used conventional method in teaching listening. The time of learning English in Junior High School was very limited The students assumed that English is a foreign language for them, so they did not have to be so serious to learn English. 1

In short, it is important for English teacher to use the best techniques and approach such as games which can provide students many opportunities to practice English language because most of student in every school levels especially in Junior High School, listening is difficult for them to learn. Actually, listening is about hearing the encompassing message from particular sound of speech. Student with the inefficiency of vocabulary range, weak pronunciation ability and also rarely engaged in speaking activity are estimated to be difficult in listening English especially in listening minimal pairs which sound similar but has different meaning for example the word sheep and ship. In learning listening, one of the difficulties that English foreign language students face is minimal pairs. The term minimal pairs refers to two words within a language which have different meanings but vary in one sound segment only. Examples of this in English are the words live (verb) and leave (verb) (Fromkin, Blair & Collins, 2000:194). Based on the problems above, the researcher as one of English teachers at SMP Negeri 2 Peusangan and also a student of English Department who has been studying English for four years at Almuslim University would like to do a research as the final task to complete her study on the title The Implementation of Minimal Pair Card Game to Improve Students Listening Comprehension (A Classroom Action Research at The Second Year Students of SMP Negeri 2 Peusangan).

1.2 Problem of the Research The problems of the research are made as follows:

1. Can Minimal Pair Card Game improve the students ability in listening minimal pairs? 2. What are the advantages of implementing Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan?

1.3 Purpose of the Research Based on the problems above, the researcher draws the purposes of the research as described below: 1. To find out whether Minimal Pair Card Game can improve the students ability in listening minimal pairs. 2. To find out the advantages of implementing Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan.

1.4 Significance of the Research This research is generally expected to be useful in many ways as described in the following: 1. Theoretically, the finding of the research can be used as the additional theoretical teaching resources at SMP Negeri 2 Peusangan in teaching listening. 2. Practically, the result of this research can improve the students listening ability in listening minimal pairs.

1.5 Scope of the Research In order to get more specific data in this research, it seems important for the researcher to limit the discussion of the research. Because the teaching listening is

very wide, the researcher limits this research on improving students ability in listening minimal pairs.

1.6 Definition of Key Terms. The definitions of key terms that are explained in this thesis are as follows: 1. Listening is a process of receiving, interpreting and reacting to a message received from the speaker in listening to minimal pairs. 2. Minimal Pair Cards Game is the name of game in which the students are trained to listen the differences of minimal pairs and the students uses some minimal pairs cards in playing the game. 3. Classroom Action Research is a research which is done to improve the quality of teaching and learning process.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Definition of Listening Listening is an active process. It differs from hearing, which is passive. In listening, the listener has to pay attention and comprehend the verbal communication delivered by the speaker (Barker, 1987:14). Hornby (1995; 687) defines listening as hearing something that one is meant to hear. Valette (1989: 74) describes that listening has three components. First is called sound discrimination. Here the listener distinguishes all sounds in the language presented and discriminate between them. Second is called auditory memory. While pair drills are used to teach sound discrimination, connected phrases are used for increasing the auditory memory. Mimicry and memorization, reading aloud, dictation, are some techniques, which are beneficial in developing auditory memory. The last is achievement. The students degree of achievement will depend on their ability to discriminate phonemes, to recognize stress and intonation pattern and to retain what they have heard. In fact, listening consumes more time than other facets of language speaking, writing, and reading in our daily life. The average person spends 68 % of his working time on listening. Nevertheless, researches on listening have extraordinarily been made.

2.2 Listening Achievement The teaching of listening achievement as a separate skill is a recent innovation in language teaching (Allen, 1977: 179). It is because listening

achievement is simply considered as an adjunct of speaking, but listening precedes the speaking, indeed. Developing the ability in understanding the spoken foreign language, however, is long and continuous process. It is a skill that must be taught and doesnt happen automatically (Swarbrick, 1994: 13). In learning a second language, students must acquire the skill of listening. They must be able to discriminate the sound of the target language, to discriminate among unfamiliar sounds. According to Valette (1989:74) students of foreign language wont be able to speak the target language accurately unless they perceive the ability to distinguish features of the new phonetics system. They must rely on their ears both to understand what is being said and to verify their own pronunciation. The phenomenon of listening achievement is very complex. In the daily conversation, native speakers do not consciously make all the possible phonemic discrimination typical of their language. They are so familiar with certain patterns and contexts that they can understand what is being said even they do not pay precise attention to every word.

2.3 The Nature of Listening Comprehension Research has shown that listening is not a passive process. Postovsky in Mahdalena (2009: 9) points out that listening is not a passive skill and it requires full participation and the undivided attention of the learners. In addition, he states that when the nature of the skill is understood, the process becomes exciting. In addition Vandergrift in Mahdalena (2009: 9) states: Listening comprehension is anything but a passive activity. It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical

structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the large sociocultural content of the utterance. Coordinating all of this involves a great deal of mental activity on the part of the listener. Listening is hard work, and deserves more analysis and support. Teaching listening comprehension, as a separate skill, is a recent innovation in language teaching (Allen, 1977: 179). It is because listening comprehension is simply considered as an adjunct of speaking, but listening precedes the speaking, indeed. Developing the ability in understanding the spoken foreign language, however, is long and continuous process. It is a skill that must be taught and doesnt happen automatically (Swarbrick, 1994: 13). In learning a second language, students must acquire the skill of listening. They must be able to discriminate the sound of the target language, to discriminate among unfamiliar sounds. According to Valette (1989:74) students of foreign language wont be able to speak the target language accurately unless they perceive the ability to distinguish features of the new phonetics system. They must rely on their ears both to understand what is being said and to verify their own pronunciation. The phenomenon of listening comprehension is very complex. In the daily conversation, native speakers do not consciously make all the possible phonemic discrimination typical of their language. They are so familiar with certain patterns and contexts that they can understand what is being said even they do not pay precise attention to every word.

2.4 Extensive and intensive listening Students can improve their listening skills and gain valuable language input through a combination of extensive and intensive listening material and procedures. Listening of both kinds is especially important since it provides the perfect opportunity to hear voices other than the teachers, enables students to acquire good speaking habits as a result of the spoken English they absorb, and helps to improve their own pronunciation.

2.4.1 Extensive listening The researcher can claim that extensive reading helps students to acquire vocabulary and grammar and it make students better readers, so extensive listening (where a teacher encourages students to choose for themselves what they listen to and to do so for pleasure arid general language improvement) can also have a dramatic effect on a students language learning. Extensive listening will usually take place outside the classroom, in the students home, car, or on personal stereos as they travel from one place to another. The motivational power of such an activity increases dramatically when students make their own choices about what they are going to listen to. Material for extensive listening can be found from a number of sources. A lot of simplified readers are now published with an audio version on tape. These provide ideal listening material. Many students will enjoy reading and listening at the same time using both the reader and tape. Students can also have their own copies of course book tapes, or tapes which accompany other books written especially at their level. They can also listen to tapes of authentic material provided that it is

comprehensible. In order for extensive listening to work effectively with a group of students or with groups of students, the teacher will need to make a collection of appropriate tapes clearly marked for level, topic, and genre. These can be kept like simplified readers in a permanent collection (such as in a self-access centre, or in some other location), or be kept in a box or some other container which can be taken into classrooms. The keenest students will want to listen to English tapes outside the classroom anyway, and will need little encouragement to do so. Many others, however, will profit from having the teacher give them reasons to make use of the resources available. The teacher needs to explain the benefits of listening extensively, and come to some kind of agreement about how much and what kind of listening they should do. The teacher can recommend certain tapes, and get other students to talk about the ones which they have enjoyed the most (Harmer, 2000:228).

2.4.2 Intensive listening Many teachers use taped materials, and increasingly material on disk, when they want their students to practice listening skills. This has a number of advantages and disadvantages. The Advantages are that taped material allows students to hear a variety of different voices apart from just their own teachers. It gives them an opportunity to meet a range of different characters, especially where real people are talking. But even when tapes contain written dialogues or extracts from plays, they offer a wide

variety of situations and voices. Taped material is extremely portable and readily available. Tapes are extremely cheap, and machines to play them are relatively inexpensive. For all these reasons most course books include tapes, and many teachers rely on tapes to provide a significant source of language input. The disadvantages are that in big classrooms with poor acoustics, the audibility of taped and disk material often gives cause for concern. It is often difficult to ensure that all students in a room can hear equally well. Mother problem with classroom tapes is that everyone has to listen at the same speed, a speed dictated by the tape, not by the listeners. Although this replicates the situation of radio, it is less satisfactory when students have to take information from the tape. This is because they cannot, themselves, interact with the taped speakers in any way. Nor can they see the speaking taking place. Finally, having a group of people sit around listening to a tape recorder or disk player is not an entirely natural occupation. Despite the disadvantages, however, the teacher still wants to use taped material at various stages in a sequence of lessons for the advantages mentioned above. In order to counteract some of the potential problems described above, the teacher needs to check tape (Harmer, 2000: 229).

2.5 The Importance of Listening Comprehension Teaching and learning of second or foreign language seems to concentrate on speaking, reading, writing and pronunciation. It has been seen that listening comprehension is often left out of many theoretical books while other skills like reading, speaking and writing are always incorporated. Listening comprehension is claimed to be taken cat-c of but it actually seems to be neglected and overlooked by

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both teachers and learners in second and foreign language in all educational levels in many countries including Indonesia. It is the least stressed or focused on skill in the language classroom and receives the least pedagogical attention. Pearson and Fielding in Mahdalena (2009: 19) remark on the general neglect in listening comprehension that teacher do not understand why there is so little attention paid to listening comprehension as a matter for a school curriculum when students spend so much time listening. The teacher would like to see more emphasis given to listening comprehension as an entity in its own right. Although the preceding comment was made several years ago, the minimal attention paid to listening comprehension still persists. Most of the teachers of English can point out the history of extensive instructional focus on the expressive areas of language use or speaking and the comparative neglect of the receptive areas like listening, even though it is clear that the receptive skills are used more than twice as much as the expressive skills. Listening comprehension often plays only a trivial role in foreign language teaching and learning environments despite the fact that it often figures prominently in particular guidelines and statements of objectives. It is always included as one of the main objectives in the curriculum that students need to acquire but in practice it usually receives little attention. This statement proves true as many teachers of English as a foreign language in Indonesia in general and in the province of Central Kalimantan in particular pay very little attention to the area of teaching listening comprehension for some reasons.

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In fact, listening skills are very important but relatively few research projects are carried out in this area. In addition, it is widely believed that listening skills are enabling skills that can happen on their own. Some teachers also believe that if students are efficiently taught and trained in reading and speaking skills, they would acquire these skills and as a consequence their listening skills will be improved too. Furthermore, listening skills are viewed as developing automatically without any aid or teaching. The only thing that students require is repeated listening or large doses of listening and they would acquire the skills on their own without any teacher help. Brown in Mahdalena (2009: 19) also points out that it is assumed in teaching that students would easily acquire the ability to understand the spoken language if they hear their teachers speaking or listen to a tape. He further clarifies: For many years it was suggested that students would learn to understand the spoken form of the language simply by being exposed to it. Many courses which purport to teach listening comprehension in fact consist of exercises which expose the students to a chunk of spoken material on a tape and then ask comprehension questions to try to find out whether or not the student has understood the language of the text. . . .The students are not receiving any help in learning. Furthermore, Scarcella (1998: 133) indicates that the reason that listening is often neglected in language instruction is that: The concept, shared by other authorities, seems to be that listening comprehension simply takes care of itself without any aid or teaching. and that osmosis is all that needed. Hedge in Mahdalena (2009: 20) also states a misconception of listening comprehension in the English language teaching curriculum, Certainly some ELT methods have assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation.

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In fact, listening comprehension needs more attention from both teachers and students. It is actually an important skill and the most frequently used; it plays an important role in everyday life. Morley in Mahdalena (2009: 20) also mentions the proportion of the listening in daily life Listening is the most frequently employed skill in daily language use. Research results vary slightly, depending upon the groups studied, but on the average, time spent in communicating divides into approximately 50 percent listening, 25 percent speaking, 15 percent reading, and 10 percent writing.

2.6 Stages in Listening There are three stages in a listening activity: 1. Pre-listening The teacher should assign a listening task before learners listen. She may also provide learners with necessary language skills, prepare them for the theme of the listening passage, ask them to make predictions about the listening passage, and connect listening passage with their experience. 2. Listening Learners listen to the listening material 3. Post-listening Teachers should first check learners comprehension & completion of listening task and then continue with tasks with require creative application of information from the listening passage. Teachers should use listening tasks that are appropriate for the listening passage.

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Learners will create creative pre- and post-listening tasks for listening passage. Write a lesson plan that has pre-listening activities, a listening passage, and creative post-listening activities. Teacher demonstrates a listening activity without any pre-activity (teacher can read A Place to Live, and then ask learners to complete one of the sample listening activities). Think-pair-share: Was the demonstration difficult? What could I do to make it more effective? Teacher presentation of pre and post-listening stages. Information gallery of while and post-listening activities (Which activities are most interesting? Which activities are most creative? Which activities are most difficult?). Learners report answers from the information gallery. Small groups of learners prepare pre- and post-listening activities for a listening passage. Groups present pre-and post-listening activities for a listening passage. Class discusses sources of listening passages. Learners write a lesson plan that uses a listening passage (homework). Is an organizational moment or warm-up a preactivity? Why or why not? How is this approach similar to or different from the traditional approach? What parts of a lesson are usually more learner-centered? More teacher-centered? Why is it important to connect new information with learners experience and lives? (http://exchanges.state.gov/forum/vols/vol32/no4/). h

2.7 Listening lesson sequences Listening can occur at a number of points in a teaching sequence. Sometimes it forms the jumping-off point for the activities which follow. Sometimes it may be the first stage of a listening and acting out sequence where students role-play the situation they have heard on the tape. Sometimes live listening may be a prelude to a

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piece of writing which is the main focus of a lesson. Other lessons, however, have listening training as their central focus. However much the teacher has planned a lesson, the teacher needed to be flexible in what he or she does as a teacher. Nowhere is this more acute than in the provision of live listening, where the teacher may, on the spur of the moment, feel the need to tell a story, or act out some role. Sometimes this will be for content reasons because a topic comes up and sometimes it may be a way of refocusing students attention. Most listening sequences involve a mixture of language skills though one, in particular, is often the main focus of the sequence. Frequently students listen for gist on first hearing before moving on to different task skills at other times they may listen for specific information straight away. In general, the teacher should aim to use listening material for as many purposes as possible both for practicing a variety of skills and as source material for other activities before students finally become tired with it (Harmer, 2000:232).

2.8 The Meaning of Minimal Pairs In (Wikipedia, 2011:1), it defined that minimal pair is a pair of words that differ in a single phoneme. Minimal pairs are often used to show that two sounds contrast in a language or pairs of words that have one phonological element that is different. Practicing minimal pairs can help students understand the differences in pronunciation between one word and another. It also helps students practice the finer elements of muted vowel sounds which are common to English vowel production. The examples of minimal pairs can be seen in the following list:

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a. thick - sick d. thong - song g. chin - thin j. third - bird m. corn - thorn p. wick thick s. high - thigh v. kick - thick

b. pin - thin e. rink - think h. thick - pick k. tick - thick n. thigh - tie q. thorn - worn t. horn - thorn w. leaf thief

c. thick - lick f. nerd - third i. long - thong l. thigh - bye o. pink - think r. thief - beef u. third - word

2.9 Teaching Listening through Minimal Pair Card Game One of the difficulties faced by a learner in learning English listening is minimal pairs. The term minimal pairs means two words in a language which have different meanings but vary in one sound segment only (Fromkin, Blair & Collin, 2000:249). Examples of minimal pairs in English are the words fat and hat. There are many of these in the English language. Minimal pairs are a more serious problem than simple poor pronunciation or listening skills on the part of a student. This is because mistakes with minimal pairs do not only impair understanding but also can lead students to believe that they understand but in fact they are quite mistaken. These kinds of mistakes can hamper their conversation skills in the obvious way that they are difficult to understand, but it can also affect their confidence when they try to communicate in English. Therefore in proposal, the researcher would like to apply Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan.

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Here, the researcher explains about how to teach listening through Minimal Pair Card Game. First, the teacher gives the explanation about minimal pairs. As the students understand, the teacher divided the students in groups. Then the teacher gives each student minimal pair cards game. The students then take turns asking each other for cards matching the ones they possess. This game may be done in groups of two to six, though four members are probably best. In each group, one student starts by asking one of the other students for a pair to a card they possess. Excuse me, ..(Name of the student they want to ask), do you have a fifteen? If the student has it, she/he gives it to the asking student, then the asking student places the newly made pair down and can ask the same student or any other student for another card they possess one of. If, on the next request, the student does not have the card they simply say, No, I don't have it. Sorry.. Then the student who is doing the asking takes a card from the pile in the center and his or her turn is complete. When the students have played the game a few times, the teacher should improve the effectiveness of the game. For example, if a student hears a card being asked for which they have on their turn, when they ask for the card, they should ask for card with, May I have rather than Do you have ?, as they know that the student whom they are asking has the card in question. If they do so and they are correct, they receive an extra turn after making a mistake if they are mistaken they lose a turn. This will both teach them a useful phrase and encourage them to listen during the other students' turns (Friyer, 2010:2).

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This simple game is effective because it forces students to focus both on their pronunciation and listening. One might suggest that a simple repeat after me exercise with the teacher has the same function. The difference is there is a certain amount of pressure as there is an actual need to be understood. For the students to ensure they receive the card they need for a pair, they must pronounce correctly or potentially be misheard and not receive the card or receive the wrong card. The student being asked is in the same situation, only they must focus and listen to avoid giving the wrong card. Any students not participating in the exchange must also listen as a card they possess might be mentioned, giving them an opportunity on their turn to ask for it (Friyer, 2010:2).

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CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design In this research, the researcher used qualitative approach which is designed in classroom action research. The researcher used qualitative approach because, in this research, the researcher collected qualitative data and analyzed the data qualitatively. Furthermore, the researcher designed this research in classroom action research because the objective of this research is to improve the second year students listening comprehension of SMP Negeri 2 Peusangan. As it is explained by Subyantoro (2009:8) that classroom action research is a form of systematic and reflective research conducted by educators or teachers by giving certain action to improve and increase the quality of teaching practices in the classrooms in order that those practices become more professional. The researcher chose classroom action research as the design of this research because in this research, the researcher intended to improve her quality in teaching listening and improve her students listening comprehension in listening minimal pairs.

3.2 Setting and Subject of the Research This research takes place at SMP Negeri 2 Peusangan. There are many parallel classes of the second year students. The researcher only took the second year students in class VIII-2 as the subject of this research. The number of students in the class is 34 students. The students were taken as the subject of the research because they had some problems in listening minimal pairs.

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3.3 Research Procedure Subyantoro (2009:10) explains that action research is done through many repeated cycles in which each cycle consists of four steps; planning, action, observation and reflection. In this classroom action research, the researcher adapted the procedure of classroom action research that was promoted by Kemmis and Taggart (1998:22). The procedure was described in the following figure: Figure 3.1 Classroom Action Research Procedure
PRELIMINARY STUDY 1. Observing the teaching-learning process in pronunciation and giving pre-test to the second year students of SMP NEgeri 2 Peusangan. 2. FINDINGS Students have difficulty in distinguishing minimal pairs The students were bored in the process of learning listening because the teacher still used conventional method in teaching listening. The students assumed that English is a foreign language for them, so they did not have to be so serious to learn English.

3.

IMPLEMENTING Implementing minimal pair card game in teaching listening.

PLANNING Preparing the lesson plans instructional materials and research instruments such as observation form, pre-test, post-tests and questionnaire.

OBSERVING Observing the action through observation form, questionnaire and the result of post-test for each student.

ANALYSIS AND REFLECTION Analyzing the result of observation. Doing reflection on the result.

Successful Stop Conclusion and Report

Unsuccessful Revise the plan and continue to the next cycle

Figure 3.1. The Classroom Action Research (Adapted from Kemmis and Taggart, 1998:22)

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3.3.1 Preliminary Study Preliminary study was one of the steps in which the researcher collaborated with the teacher to find some problems that are faced by the teacher and students in the classroom. This step was done before the researcher did this research in the classroom. Here, the teacher and researcher tried to find some problems in teaching and learning listening by observing the process of teaching-learning listening and giving pre-test to the second year students of SMP Negeri 2 Peusangan in class VIII-2 to know the students basic knowledge in listening minimal pairs.

3.3.2 Planning Planning is one of the steps in classroom action research in which the researcher prepared everything for the completion of doing actions in the class like designing a lesson plan, preparing research instrument such as observation forms, post-tests and questionnaire, specifying the criteria of success and verifying the research schedule.

3.3.3 Implementing Implementing is one of steps in classroom action research to conduct the research in the classroom by using the proposed technique to improve students` listening skill. In this case, the researcher used minimal pair card game as a technique to improve the students listening comprehension in listening minimal pairs.

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3.3.4 Observing Observing is one of steps in classroom action research in which the researcher acted as the practitioner and the other English teacher observed the researcher in doing the actions in the classroom. Here, the observer could observe about the students motivation and performance, the classroom atmosphere and the advantageous of applying minimal pair cards game in teaching listening.

3.3.5 Analysis and Reflection Reflection is one of steps to know whether the result of research can reach the criteria of success or not. The researcher and the teacher could make reflection after accomplishing each cycle of the research. The purpose of reflection in this research was to know whether this research could improve students listening comprehension in listening minimal pairs or not. Here, the researcher reflected on the effects of the above steps as a basis evaluation for further planning, subsequent action and so on through a succession of cycles. 3.4 Technique of Data Collecting To collect the required data, the researcher uses research instruments such observation checklists, questionnaires and tests (pretest and posttest). 1. Observation checklists Observation checklist is a list of things that an observer is going to look at when observing a class. This list may have been prepared by the observer or the teacher or both (Sukayati, 2008:29). Observation checklists give an observer a structure and framework for an observation to get specific information on aspects of

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the class. In this research, observation checklist is used to obtain data about how the teacher in implementing Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan and gathers data about the students activity during the teaching and learning process. 2. Questionnaire Questionnaire is list of a research or survey questions asked to respondents, and designed to extract specific information (Arikunto, 2006:225). In this research, questionnaires were administered to the students to complete the information that cannot be attained from observation checklist. In distributing questionnaires to the students, the researcher tells to the students that questionnaire would influence their score in English subject. Thus, the students can fill the questionnaire freely and honestly. Questionnaire is very useful to know the students` feeling and response during teaching and learning process. 3. Test Test is sequence or list of questions to measure, skill, ability, intelligence, owned by individual or group (Anwar, 2009:30). In this research, the researcher used minimal pairs test to measure the improvement of the students ability in listening minimal pair card games. There were two kinds of tests used in this research; pre-test and post-test. Pretest was used to identify the problems as the basic knowledge to do the research and post-test was used to measure the improvement of the students achievement in listening minimal pairs after giving some actions. The tests consisted of 20 questions in which each question was scored 5 if it was answered correctly.

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3.5 Technique of Data Analysis Technique of data analysis is the continuation of the data collecting phase. Data analysis is an essential part of a study. Therefore, a researcher must understand the techniques of data analysis to get reliable and scientific results. Usually, there are two kinds of data collected and analyzed in classroom action research namely qualitative and quantitative data. Quantitative data is in form of students score and it is analyzed descriptively by using descriptive statistics for example searching for students means score, percentage of successful learning and displaying data in a good way. The formula of means score used in this research is described as follows:
x

fx
N

On the contrary, qualitative data is the data in the form of sentence which obtained from observation checklist and questionnaire like students attitude and motivation during teaching-learning process. Qualitative data is analyzed qualitatively by taking conclusion from all the qualitative data collected.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

4.1 Data Presentation The data were collected from the second year students of SMP Negeri 2 Peusangan. The research was done to know whether Minimal Pair Card Game could improve the students ability in listening minimal pairs and to find out the advantages of implementing Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan. The researcher found the data through two cycles. This research was done in two cycles to get more accurate data. Application of each cycle involved planning, implementing, observing and reflecting.

4.1.1 Application in Cycle 1 The implementation of Minimal Pair Card Game in teaching listening comprehension to the second year students of SMP Negeri 2 Peusangan in cycle 1 was done from Mei 11th, 2011 Mei 19th, 2011. In other words, three meetings were needed to do the actions in the first cycle in one week. The duration of each meeting was 2 x 45 minutes. The Application of cycle 1 was done through the steps: planning, implementing, observing and reflecting. The researcher had to give pre-test through preliminary study before planning of action in the cycle 1. Preliminary study was done to get information about how far the students` ability in listening minimal pairs before Minimal Pair Card Game was given. Each of steps is explained as follow:

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4.1.1.1 Preliminary Study Preliminary study was held on Mei 12th, 2011 at the second year students of SMP Negeri 2 Peusangan. In this step, the researcher met the headmaster of SMP Negeri 2 Peusangan to ask permission to do the research in that school by giving a formal letter for research. Then, the researcher met the teacher who would be a partner or a collaborator in this research. Here, the researcher discussed about the class and teacher. The students in class VIII-2 were chosen as the sample of the research. After discussing, the teacher agreed to give pre-test for the students. The pre-test was done on Mei 12th, 2011. Duration of test was 45 minutes. In the pre-test, the students were asked to listen to some sentences from listening CD and choose which of the target words has been used in the sentences. The score were taken based on listening rubric score. The result of pre-test can be seen in the following table: Table 4.1 The Result of Pre-test No 1 2 3 4 5 6 7 Name of Students M. Reza Mustafa Kamal Azwar Bahrul Fatzal Doni Saputra M. Ridhwan Fauzannur Score 45 40 50 30 40 50 50

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8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Anwar Amiruddin Muhammad Syahrullah Karimullah M. Rizki Munirwan Mulyadi M. Nasir Aulia Dani Hasanuddin Kamaruzzaman Herizal Zulkifli Efendi Zakaria Maulana Faisal Amri Asrif Aditya Gunawan M. Iqbal Ibnu Hajar Mukhlis Mujiburrahmat Zufri

45 45 50 55 45 45 55 45 45 35 50 40 50 45 50 35 55 45 45 40 45 55 50

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31 32 33 34

Ihsanuddin Rahmatullah Husaini Marzuki

35 55 40 35

Listening Mastery Scale Level 4 Level 3 Level 2 Level 1 = 76 100 = 50 75 = 26 49 = 0 25 = Excellent = Good = Fair = Poor

The pre-test was held to find the mean score of students` ability in listening minimal pairs before the students were treated to the action. To find out the mean score of students, the researcher used the formula = (2002:88). Where: = Mean score = Total score of all students N Thus, = The number of samples = introduced by Winarsunu

= 45,29

Based on the data found in the pre-test calculated through the formula, the means score of the students` ability in listening minimal pairs was 45,29 and categorized in the level fair. In other words, the result showed that the ability of the second year students of SMP Negeri 2 Peusangan in listening minimal pairs was still low and had to be improved. 28

4.1.1.2 Planning In planning the action, the researcher consulted about the schedule of the research in class with the teacher. Then, the researcher discussed about the lesson plans and technique that would be used to improve the students` ability in listening minimal pairs. Here, some research instruments involved observation checklists, field notes, questionnaire, and post-test for the first and second cycle were also prepared. In preparing the tests, the researcher was helped by an English teacher in that school. Therefore, there was no a significant problem for the researcher in passing this step. 4.1.1.3 Implementing and Observing the Plan In classroom action research, the researcher collaborated with an English teacher Mr. Azmi as the observer. She is a smart and creative teacher. While, the researcher taught, Mr. Azmi observed the process of implementing the actions that done by the researcher and students during this research. The researcher had to explain about the technique of Minimal Pair Card Game to the teacher before the teacher did action in the class. Therefore before the researcher implemented the action in the class, the researcher did modeling session to the teacher so that she could understand the way of teaching listening through Minimal Pair Card Game. In the modeling session, the researcher acted as the teacher in implementing the action to show the teacher how to apply Minimal Pair Card Game in teaching minimal pairs. Implementing of the plan was begun when the researcher and teacher were ready to do the research in the class. There were three

29

meeting in each cycle in which each last meeting of the cycle was used to do posttest.

4.1.1.3.1 First Meeting First meeting was conducted on Thursday May 12th, 2011. In this meeting, researcher did greeting to the students. Then, the researcher told about the purpose of this research and tried to motivate the students in this research. The next step was the researcher did observation about teacher`s and students` activities in class. The process of teaching and learning listening minimal pairs is described in the three teaching phases below: I. Pre-Teaching Activity First, the researcher gave the explanation about minimal pairs. As the students understood about minimal pairs, the researcher explained how to play minimal pair cards game to the students and divided the students in groups. One group consisted of four students. Then, the researcher gave each student minimal pair cards game. The list of minimal pairs that were used in playing minimal pair cards game in the first meeting was as listed below: 1. Hat- had 2. sheep - ship 3. know - knew 4. were - wear 5. eat - ate 6. led - lid 7. see - say 8. my - may

30

9. will- well 10. pull pool II. Main-Teaching Activity In the main teaching activity, the researcher firstly taught the students how to read the minimal pairs that written in the minimal pair cards. After that, the researcher asked the students to take turn asking each other for cards matching the cards they had. In each group, one student starts by asking one of the other students for a pair to a card they had. For example Excuse me, Amir! Do you have a fifteen? If the student has it, he gives it to the asking student, then the asking student placed the newly made pair down. The asking students also could ask the same student or any other student for other cards they had. If on the next request, the student did not have the card, they could say, No, I don't have it. Sorry.. In this game the winner was the students who could find their cards pair as soon as possible. III. Post-Teaching Activity In the post teaching activity, the researcher corrected the students errors that made by the students during playing the game and then closed the class by reading Alfatihah

4.1.1.3.2 Second Meeting The second meeting was conducted on Saturday Mei 14th, 2011. The process of teaching and learning listening minimal pairs is described in the three teaching phases below:

31

I. Pre-Teaching Activity As usual, in the pre-teaching activity, the researcher greeted the students and checked their attendance list. There were two students who were absent on that day. After that the researcher wrote new list of minimal pairs on the board and then taught the students how to read the words. The list of minimal pairs that were used the second meeting is written below: 1. by- bay 2. who- how 3. fill- fell 4. bet - bit 5. wait- wet 6. mode - mood 7. been- bin 8. bad bat 9. for fur 10. chip cheep II. Main-Teaching Activity As the students understood the way to read words of minimal pairs above, the researcher asked the students to play the game. In this meeting, the students looked very enthusiastic and active in playing the game. They were well-organized and very cooperative in playing the game. III. Post-Teaching Activity In the post teaching activity, the researcher corrected the students errors that made by the students during playing the game and then closed the class by reading prayer together.

32

4. 1.1.3.3 Third Meeting Third meeting was conducted on Thursday Mei 19th, 2011. In this meeting, the post -test was held to evaluate whether the students` ability in listening minimal pairs could be improved or not. Therefore, no one was absent in this meeting. The result of post-test can be seen as follows: Table 4.2 The Result of Post-test in Cycle 1 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Name of Students M. Reza Mustafa Kamal Azwar Bahrul Fatzal Doni Saputra M. Ridhwan Fauzannur Anwar Amiruddin Muhammad Syahrullah Karimullah M. Rizki Munirwan Mulyadi M. Nasir Score 65 50 50 65 50 50 55 55 55 70 55 50 60 55 69 55

33

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Aulia Dani Hasanuddin Kamaruzzaman Herizal Zulkifli Efendi Zakaria Maulana Faisal Amri Asrif Aditya Gunawan M. Iqbal Ibnu Hajar Mukhlis Mujiburrahmat Zufri Ihsanuddin Rahmatullah Husaini Marzuki

45 50 55 65 50 70 50 65 50 65 70 45 55 75 50 50 65 60

Listening Mastery Scale 1 = 96 100 = Excellent 2 = 85 94 = Very Good 3 = 71 84 = Good 4 = 56 70 = Fair 5 = 51 55 = Low 6 = 25 50 = Very Low (Depdiknas, 2008:12).

34

The post test in the first cycle was done to find the mean score of students` ability in listening minimal pairs after the students were treated through minimal pair card game. To find out the mean score of students` ability in listening, the researcher used the formula = Where: introduced by Winarsunu (2002:88).

= Mean score = Total score of all students

N Thus,

= The number of samples = = = 57,17

Based on the data found in the post-test calculated through the formula, the average score of students` in listening minimal pairs was 57,17. The score 57,17 was categorized in the level fair. 4.1.1.4 Reflecting This was the last step done in cycle 1. It was done to determine whether the cycle 1 was success or not. In this case the researcher together with the teacher did reflection based on predetermined criteria of success. The Analysis process consisted of the evaluation of researchers performance in teaching listening through minimal pair card game and the students performance in learning listening through minimal pair card game. Based on the result of observation checklists for the teacher, it showed that the score of the teachers performance in teaching listening through minimal pair card game was in level 2 (fair). Furthermore the result of observation checklists for the students in learning listening through minimal pair card game was also in level 2(fair). In addition, based on the result of questionnaires distributed to

35

the students, it showed that almost all of students had good motivation in learning listening through minimal pair card game, although the students were still confused about the knowledge of minimal pairs in first meeting. After doing some actions in the first cycle, the students had not showed their improvement yet in learning listening minimal pairs in which the students average score in the post-test done in the first cycle was only 57, while the qualified average score demanded in this research was higher than 65. Even though the students posttest average score was not qualified to the criteria of success, however it was higher than the students average score in the pre-test. The product of teaching and learning in the first cycle can be seen the following table: Table 4.3 Product of Teaching and Learning Process in Cycle 1 based on Criteria of Success Technique of data collection No Yes Yes

No 1.

Criteria of success Actively involved

Data Commenting Responding Questioning Almost all of students are active and have good motivation. The mean score of posttest is 57,17 (fair)

Source Students

Instrument

Observation Checklist

Non-test

2. Motivated

Students

Observation Checklist Questionnaires Non-test

Yes

3. Students` ability in listening minimal pairs had improved.

Students

Post-test

Test

Yes

36

4.

Teaching and learning process.

Not very welldone. The class was not boring

Class

Observation Checklist Questionnaires

Non-test

No Yes

From the result of the analysis, the researcher found that the result of the first cycle have not reached all the criteria of success. First, the teachers performance in teaching listening minimal pair card game was considered fair. It means the teacher missed some teaching procedures as described in the lesson plan. Second, only 60 % of the students were enthusiastic and actively involved during the learning and teaching process. And the last, the students average score in the post-test in the first cycle was 57 and it was not qualified to the average score demanded in the criteria of success. From the explanation above, the researcher concluded that the first cycle was considered failed because the findings of the first cycle had not met the criteria of success. Therefore, it was necessary for the researcher to revise it to the next cycle.

4.1.2 Application in Cycle 2 Since the first cycle was failed, the researcher revised it to the second cycle. The implementation of Minimal Pair Card Game in teaching listening to the second year students of SMP Negeri 2 Peusangan in cycle 2 was done from Friday Mei 20th, 2011- Thursday Mei 28th, 2011 The Application of cycle 2 was also done through the steps: planning, implementing, observing and reflecting.

37

4.1.2.1 Planning Planning or planning the action was done on Friday Mei 20th, 2011. In planning the action, the researcher and the teacher prepared the research instruments like observation checklists, questionnaires and tests. In this activity, the researcher also designed lesson plan and specified the criteria of success. 4.1.2.2 Implementing and Observing the Plan In this step, the researcher did the action and Mr. Azmi acted as observer. Implementing and observing the action were done all at once. It means the teacher observed the actions that was done by the researcher. Implementing and observing the action in second cycle were divided in three meetings as in the first cycle. 4.1.2.2.1 First Meetings The first meeting in the second cycle was conducted on Saturday Mei 21st, 2011. In this meeting, researcher also implemented the actions in three teaching phases. The three teaching phases are described below: I. Pre-Teaching Activity In this activity, the researcher reviewed the previous lesson about minimal pairs. After that the teacher introduced the students the new list of minimal pairs that would be used in the meeting. After all the students had understood how to read the minimal pairs, then, the teacher divided the students in groups and gave each student minimal pair cards game. Each group consisted of four students. The list of minimal pairs that were used in playing minimal pair cards game in this meeting was as listed below:

38

1. teeth - tea 2. patch - path 3. bag badge 4. mat math 5. math map 6. back black 7. tent tenth 8. two tooth 9. this kiss 10. then den II. Main-Teaching Activity In the main teaching activity, the researcher asked the students to start playing minimal pair card game. In this meeting, most of the students looked very happy because most of them had already understood the knowledge of minimal pairs. After the all the students had played the minimal pair card game, the researcher asked each student to make some sentences based on the words of minimal pairs that they had already learnt from the game. III. Post-Teaching Activity In the post teaching activity, the researcher corrected the students errors that made by the students during playing the game and then closed the class by reading Alfatihah

4.1.2.3.2 Second Meeting The second meeting in the second cycle was conducted on Thursday Mei 26th, 2011. The process of teaching and learning listening minimal pairs is described in the three teaching phases below:

39

I. Pre-Teaching Activity As usual, first, the researcher greeted the students and checked their attendance list. There were one students who was absent on that day. After that, the researcher wrote new list of minimal pairs on the board and then the researcher taught the students how to read the words. The list of minimal pairs that were used the second meeting is written below: 1. Slip sleep 2. Chick cheek 3. Lip leap 4. Ship sheep 5. Pick peek 6. Ring wing 7. Rest west 8. Pat fat 9. Copy coffee 10. Pan fan II. Main-Teaching Activity As the students understood the way to read words of minimal pairs above, the researcher asked the students to play the game. In this meeting, almost all students looked very eager and active in playing the game. They were well-organized and very cooperative in playing the game. III. Post-Teaching Activity In the post teaching activity, the researcher corrected the students errors that made by the students during playing the game and then the researcher closed the class by reading prayer together.

40

4. 1.2.3.3 Third Meeting Third meeting was conducted on Saturday Mei 28th, 2011. In this meeting, the researcher did post -test to evaluate whether the students` ability in listening minimal pairs had improved or not. In this meeting, no one of the students was absent. The result of post-test in the second cycle can be seen as follows: Table 4.4 The Result of Post-test in Cycle 2 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Name of Students M. Reza Mustafa Kamal Azwar Bahrul Fatzal Doni Saputra M. Ridhwan Fauzannur Anwar Amiruddin Muhammad Syahrullah Karimullah M. Rizki Munirwan Mulyadi M. Nasir Score 75 80 65 65 70 75 75 75 65 70 65 60 60 65 69 60

41

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Aulia Dani Hasanuddin Kamaruzzaman Herizal Zulkifli Efendi Zakaria Maulana Faisal Amri Asrif Aditya Gunawan M. Iqbal Ibnu Hajar Mukhlis Mujiburrahmat Zufri Ihsanuddin Rahmatullah Husaini Marzuki

65 80 65 65 80 70 70 65 70 65 70 65 70 75 85 75 80 75

Listening Mastery Scale 1 = 96 100 = Excellent 2 = 85 94 = Very Good 3 = 71 84 = Good 4 = 56 70 = Fair 5 = 51 55 = Low 6 = 25 50 = Very Low (Depdiknas, 2008:12).

42

The post-test in the second cycle was done to find the mean score of students` ability in listening minimal pairs after the students were treated through minimal pair card game. To find out the students average score, the researcher used the formula = introduced by Winarsunu (2002:88). = Mean score = Total score of all students N Thus, = The number of samples = =

Where:

= 70,11

Based on the calculation above, the researcher found that the students average scre in the post-test done in the second cycle was 70,11 and it was categorized in the level good. 4.1.2.4 Reflecting This was the last step done in cycle 2. It was done to determine whether the cycle 2 was successful or not. In this case, the researcher together with the teacher did reflection based on predetermined criteria of success. The Analysis process consisted of the evaluation of teachers performance in teaching listening through minimal pair card game and the students performance in learning listening through minimal pair card game. Based on the result of observation checklists for the teacher in cycle 2, it showed that the score of the teachers performance in teaching listening through minimal pair card game was in level 3 (good). Furthermore the result of observation checklists for the students in learning listening through minimal pair card game in cycle 2 was also in level 3 (good). In addition, based on the result of

43

questionnaires distributed to the students, it showed that almost all of students had good motivation in learning listening through minimal pair card game and they had a good attitude to the researcher in the process of learning listening through minimal pair card game. After revising the first cycle to the second cycle, the students had showed their improvement in learning listening minimal pairs in which the students average score in the post-test done in the second cycle was 70,11, while the qualified average score demanded in this research was higher than 65. The product of teaching and learning in the first cycle can be seen the following table: Table 4.4 Product of Teaching and Learning Process in Cycle 2 based on Criteria of Success Technique of data collection Non-test Yes Yes Yes

No 1.

Criteria of success Actively involved

Data Commenting Responding Questioning Almost all of students are active and have motivation. The mean score of posttest is 71,11

Source

Instrument

Students

Observation Checklist

2.

Motivated

Students

Observation Non-test Checklist Questionnaires

Yes

3. Students` ability in listening minimal pairs had improved.

Students

Post-test

Test

Yes

44

4.

Teaching and learning process.

Well-done Class is not boring.

Class

Observation Checklist Questionnaires

Non-test

Yes Yes

From the result of the analysis, the researcher found that the result of the second cycle had already met all criteria of success in this research. First, the teachers performance in teaching listening minimal pair card game was good. It means the researcher followed almost all teaching procedures as described in the lesson plan. Second, 75 % of the students were enthusiastic and actively involved during the learning and teaching process. And the last, the students average score in the post-test in the second cycle was 70,11 and it was qualified to the average score demanded in the criteria of success. From the explanation above, the researcher concluded that the second cycle was considered successful because the findings of the second cycle had already met all the criteria of success. Therefore, it was not necessary for the researcher to revise it to the next cycle.

4.2 Discussion The result of the first cycle showed that the students were not very actively involved in teaching and learning process. However, the students were motivated in the process of learning listening minimal pairs through minimal pairs card game by showing their good behavior or attitude. Besides, the ability of the second year students of SMP Negeri 2 Peusangan in listening minimal pairs has successfully improved. The evident can be seen from the mean score of post test in first cycle (57,17) which was bigger than the mean score of pre test (45,29). Even though the

45

students means score in post-test was higher then the students menas score in pretest but the students means score in post-test was not qualified to the means score demanded in the criteria of success 65. Therefore, the researcher stated that the implementation of minimal pair cards game to improve the students listening ability in listening minimal pairs in the first cycle text had not reached all the criteria of success. Because of the first cycle was categorized failed, the researcher revised it to the second cycle. The result of second cycle was different from the result of first cycle. In the second cycle, students showed that they were more interested in learning listening through minimal pair card game. It was evident from the students responses, comments and questions. Furthermore the teachers performance in teaching listening through minimal pairs was better than the teachers performance in the first cycle. In addition the students means score in post-test done in the second cycle was higher than the students means score in the post-test done in the first cycle. The students means score in the post-test done in the second cycle was 70,11. Thus, based on data found from the second cycle, it was proven that teaching listening through minimal pair card game could improve students` ability in listening minimal pairs. The students also felt more comfortable in the process of learning listening through minimal pair card game.

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CHAPTER V CONCLUSION AND DISCUSSION 5.1 Conclusion Based on research findings, the researcher could conclude as follows: 1. Minimal pair card game improved the second year students` ability of SMP Negeri 2 Peusangan in listening minimal pairs. 2. The students felt more enjoyable and comfortable in the process of learning listening through minimal pair card game. 3. After revising the first cycle to the second cycle, the students, had showed their improvement in learning listening minimal pairs in which the students average score in the post-test done in the second cycle was 70.11, while the qualified score demanded in criteria of success was higher than 65. 4. The students response toward minimal pair card game was very good because this technique could help them in listening comprehension especially in comprehending minimal pairs.

5.2 Suggestion Based on the conclusion above, it is suggested to the: 1. Teacher should use minimal pair card game as a technique in teaching listening especially listening minimal pairs to improve the students listening skill. 2. Teacher should introduce other kind of games in teaching English to the students because games can create the class atmosphere become more comfortable and fun.

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3.

Teacher should give motivation to the students by doing interaction with students so they will not be bored in teaching and learning process.

4.

Students should be active and always pay attention to the teacher`s explanation during learning process.

5.

Other researcher should keep on doing research on this topic at the school to improve English education especially in listening skill.

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the implementation of minimal pair card game to improve students listening comprehension (a classroom action research at the second year students of Smp Negeri 2 Peusangan)

THE IMPLEMENTATION OF MINIMAL PAIR CARD GAME TO IMPROVE STUDENTS LISTENING COMPREHENSION (A Classroom Action Research at the Second Year Students of SMP Negeri 2 Peusangan)

Thesis

Submitted to the English Department of FKIP Almuslim University in the Fulfillment of Requirement for the Degree of Sarjana Pendidikan

By

NASRIAH NIM: 080202331

52

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ALMUSLIM MATANGGLUMPANGDUA, BIREUEN 2011

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