USING INTERACTIVE LANGUAGE GAMES TO IMPROVE THE FIFTH GRADE STUDENTS LISTENING SKILLS AT SDN TULIS 03, BATANG

IN THE ACADEMIC YEAR OF 2010/2011 By Tuti Hastuti 06202244170 ABSTRACT The objective of this research is to improve the listening skills of the fifth grade students of SDN Tulis 03 in the academic year of 2010/2011 through interactive language games. This study was action research study consisting of two cycles and used qualitative and quantitative methods. The members of the research were the students of 5B. The data of this study were qualitative and quantitative. The qualitative data were obtained by conducted structured and unstructured observations, conducted interviews, and took photographs with the principal, the classroom teacher, the English teacher, and the students. The instruments were observation guides, observation checklists, interview guides, and camera. The qualitative data were in the form of field notes, observation checklists result, interview transcripts, and photographic data. Meanwhile, the quantitative data were gained by assessing the students listening ability through the written listening pre-test and post-test. Therefore, the quantitative data were in the form of students listening test scores in the pre-test and post-test. To deal with the problems, the researcher implemented the actions of using interactive language games (Clock Race, Simon Says, Do as I Say not Do as I Do, Direction, Whisper Race, and Clothes Race game) as the main activities, supported by the use of classroom English, interesting media, songs, and giving appreciation towards the students work. The result of the first cycle showed that the implementation of interactive games was successful to improve the students listening skills. However, the use of media and classroom English were not so successful. Meanwhile, the result of the second cycle showed that the implementation of interactive language games, accompanied by singing activities, using media, classroom English, and giving appreciation toward the students work, was successful to improve the students listening skills. The indicators of the success of the implementation were that 1) all students could understand and respond to the teachers questions and instructions orally or physically, 2) the students were more relaxed and could maintain their motivation and attention during the learning process, 3) the students were actively engage in the teaching-learning process, 4) the students were more attracted to the media and songs used by the researcher and could speak English confidently, 5) the students were also more familiar with the listening activities and expressions. The findings were supported by the result of means of the students listening scores which had improved from 8.02 in the pre-test to 9.03 in the post-test.

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