The Use of Chain Whispering Song Technique to Improve Students’ Listening Ability at 7

Grade of SMP Negeri 1 Sukoharjo Academic Year 2019/2020

PROPOSAL

By:
Sindiya Mutiara Putri
A320170163
Class B

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA
SURAKARTA
2019
 CHAPTER I
INTRODUCTION
1. Background of study
Modern science and technology are progressively altering world into ‘a global village’
and carrying people from different places around the world into public communication.
Globalization is reflected the use of English as International language. Nowadays, most of
requirement to enter jobs is use English language. Not only to enter jobs but also to
communicate with another people in the different country. Mastering English is important in
our modern society and global area. Human being needs communication to life in society.
People can communicate in written and oral form. They communicate and interacts each
other using language in spoken and oral form in daily life. English plays a crucial role in
many areas: education, science, technology, politics, and trade.
In the process of teaching and learning English, there are fur skills in English as the
second or target language, namely: listening, speaking, reading, and writing. Listening is very
important aspect in language learning. Basically, listening ability precedes the ability to speak
ahead of reading ability. The four abilities are unified whole and cannot be separated in
various field of people life.
Listening is a process of ranging from the process of identifying sounds, composing,
interpreting, utilizing imperative result with the overall knowledge and experience. This
process made to appreciate what the hearer listening to, such as news reading, poetry, music
and songs, dialogues, panel discussion and debate. In listening not only hearing what the
speaker says, but requires other activities that is understanding the context of talk which
delivered by the speaker. Furthermore, it is expected to interpret the point of opinion which
are either expressed or implied. The next activity is evaluating that the listeners assesses the
idea both in terms of superiority or weakness absorbing and accepting the idea put forward by
the speakers.
Students listening ability in SMP Negeri 1 Sukoharjo can be declare as average or
medium, especially for 7th grade students. Between grade 7, 8, and 9 the lowest point of mid-
term examination taken by grade 7. The average score for 7 th grade students is only about 6,5.
Some students stated that they do not really understand with to topic that the speaker discuss
about. Students often miss several important point in listening. Students cannot understand
the context properly. According from this problems, a new learning technique in listening is
needed in order to improve students listening ability.
Based on the explanation above, the researcher tried to conduct the research under tittle
“The Use of Chain Whispering Song Technique to Improve Students Listening Ability at 7
grade of SMP Negeri 1 Sukoharjo.

2. Formulation of the problem

a. How the effectiveness of using chain whispering song technique in improving students’
listening ability at 7 grade of SMP Negeri 1 Sukoharjo?
b. What is the advantage and the disadvantage of using chain wishpering song technique in
learning English?

3. Objective of the study

 In general, this study aim to improve students listening ability through chain whispering
song technique for 7 grade students of SMP Negeri 1 Sukoharjo
In specific, this study aims to get information about:
a. Whether or not chain whispering song technique can improve students listening ability
b. The advantage and the disadvantage of chain whispering song technique in learning
English

4. Significance of the study

a. For the teacher
This Research is expected to bring benefit to teacher to be more creative and
innovate in carrying out these so as to improve the quality of learning, especially in
learning technique in listening class
b. For Students
This research are expended to provide additional knowledge for student about
learning technique these believe will help them to improve their learning ability
c. For School
These research gave a contribution related an the innovation of learning
technique than can help the school to improve human resources in the school and their
listening ability
d. For Researcher
The result of this research can develop the researcher knowledge and experiences
about learning technique in reaching English
e. For Another Research
The result of this research can help to conduct a new research in various problem
which have accordance to this research

CHAPTER II
LITERATURE REVIEW AND HYPOTHESIS
A. Literature Review
1. Learning Technique
The term learning technique is defined in the ways and tools used by the teacher in order
to achieve a goal, di9rectly in the implementation of the lesson at that time. This is as
explained by Azhar Arsyad, that technique is what actually happens in the classroom and is
the implementation of methods that are implementative.
Learning Technique refers to the typical variety of method applied in a particular setting,
such as abilities and habit of the teacher (Abimayu : 2008). Another definition of learning
technique given by Sanjaya(2008) that defines learning technique as a way for someone to
 implement specific method. In line Al Khasin (2010) interpret learning technique as a way
that someone do with specific method.
Techniques in learning are explain and elaborate the learning method, the citation of the
definition of the aforementioned techniques needs to be supplemented with a foothold on a
particular method. Techniques in learning are tactical, and tend nuanced tactics.
Learning techniques also interpreted as a way for someone to implement a specific
method. For example, the use of lecture methods in a class with a relatively large number of
students requires its own technique, which of course will technically be different from the use
of lecture methods in classes with a limited number of students. Likewise, with the use of the
discussion method, different techniques should be used in classes where students are
classified as active with classes that are classified as passive. In this case, the teacher can
switch techniques even in the same corridor.
2. Chain Whispering
Chain whispering is a game that needs more attention in listening and speaking. In order
to play this game, the students will whisper what they heard. This game will help the students
to demonstrate the importance of communicating clearly with other; also by playing this
game, the students will able to demonstrate how easy it is to miss exactly what others are
saying and discuss what that means for communicating.
Chain whisper (chain whisper) is a game technique that can make students enjoy the
process of learning, especially in listening. If students enjoy teaching and learning, it is very
likely that students can understand and succeed in learning. In addition, another problem that
often occurs in the learning process in class is student interest. Student interest is generally
very low. Students lack focus and enthusiasm to respond to questions or answer questions
given by the teacher.
The different interests, abilities, social, economic and cultural backgrounds, varied
physical, psychological and mental conditions of students (students) are the other side which
also become obstacles in the process of learning English. Less of ten students enjoy reading
books or short stories in English besides books lessons are a matter of concern. Students
generally prefer to read comics and other books that have very little relevance to the English
lessons being studied.
Three wise statements made by Confucius 2400 years then, it becomes important that
what I hear, I forget; what I see, I remember; and what I do, I understand, in line with that,
Silberman (1996: 1) further says: "What I hear, I forget; what I hear and see, I remember a
little; what I hear, see, and ask questions about or discuss someone else's, I begin to
understand; what I hear, see discuss, and do, I acquire knowledge and skills; what I teach to
another, I master".
This study aims to determine: (1) The effect of the use of whisper chain techniques on
student interest in learning (2) The influence of the use of whisper chain techniques on the
ability to listen to students, and (3) The effect of whisper chain techniques on the ability to
listen and interests of students simultaneously.
Automatically, by playing this game, the students can help the students to increase their
vocabulary. Whispering game is a game played around the world, in which one person
whispers a message to another, which is passed through a line of people until the last player
announces the message to the entire group. Errors typically accumulate in the retellings, so
the last player announces the statement differs significantly, and often amusingly, from the
one uttered by the first. Reasons for changes include anxiousness, impatience, erroneous
corrections, the difficulty-to-understand mechanism of whispering, and deliberately altering
 what is being said to guarantee a changed message by the end of the line. This game needs
more attention in listening and speaking (Sintung, 2014).
According to several researchers (e.g., Ersoz, 2000, 2005), chain whispering help the
students and teachers to speak interactively, since: (1) For teachers, games can make them
easy to give explanations about the lesson, and (2) For students, they understand the material
very easily, the lesson is not bored anymore, help them to remember the material easy and
fast, they become active in class, and game can growth up the solidarity and sportsmanship
between them. The purpose of playing this game is to introduce some new phrases to the
students of pre-intermediate. Accordingly, the game of whispering is a party game. It is easy
to set up and a lot of fun to play. Students try to pick a phrase, “pass it on” by whispering it to
someone else, and have fun seeing how much it changed during the game. All students will
need to play in a couple of friends, a phrase, and a quiet whisper. Students get everyone in
place. Although the game of whispering is simple to play, students will need to arrange the
players in a way that supports the game. Students stand in either a line or a circle, players will
be spaced far enough apart that they will not overhear the word when it isn't their turn. Proper
position is important when playing whispering game, and then students need to whisper a
phrase to a person during the game of whispering. Whispering helps in two ways; keeping the
phrase a secret and making it hard to interpret correctly. Keeping the phrases quiet can make
it more likely that it will end up being mishear and wildly different from the starting phrase.
3. Song
According to Hornby (1990: 1133), song is a piece of music with words that is sung.
Song is also a great language package that bundles culture, vocabulary, listening, grammar
and a host of other language skills in just a few rhymes. Songs can also provide a relaxed
lesson on a hot boring day. They can also form the basis for many lessons (Futonge,
2005).Almost everyone loves songs. It is a part of our language and life from before birth
onwards. As a baby, we often hear our mother and father sing a song to deliver us sleep in the
bedroom. As adolescents, we are consumes by the beat of popular songs artist in the world.
As adults, we often hear song on television, movies, theater, and even nightly news. When we
work, when we play, song is there to reinforce or every mood and emotion. From explanation
above, we are suggested to include songs in language learning as well. Songs had heard by
the people in the world since they are born until died. So, listening to the songs has been a
habitual and liked by everybody. Beside of that, by songs we can provide relaxed lesson on a
hot boring day
A song is like a magic that can hypnotize us, therefore, when we hear the songs we could
be brought into the songs. For example, when someone is listening to a song, he/she can be
brought into the story of the lyrics and the melody will play his/her emotion or feelings.
Jamalus (1988, p.10) states that “songs can be said as art works if they are sounded (sung)
with the accompaniment of musical devices”. The Encyclopedia of Americana (1998, p.11)
defines song as a short musical work set to a poetic text, with equal importance given to the
music and to the words. It may be written for one or several voices and is generally
performed with instrument accompaniment (Ratnasari, 2007, p.10-11). So, song can define as
a lyric which arranged from words and rhyme with instrument accompaniment.
4. Listening Ability
a. Definition of Listening Skill
Generally, listening is defined as the activity of using one five human senses, that
is using the ears to listen to something. Listening is different than hearing. Hearing is the
basic activity that is connected with sound and which leads to the listening act. In
listening we use the ability of hearing and become more focused on it to the meaning of
 what somebody is saying. Therefore, hearing is the basis the basis of listening which is an
activity that involves knowing the knowing the sound whether one understands or not.
Kline stated that: Simply having good hearing does not make one a good listener. In fact,
many people who have perfectly good hearing are not good listeners. Having good
hearing does facilitate one’s perception of sound; but good listener doesn’t simply hear
words-they focus on the meaning. We communicate effectively with each other in so far
as we share meaning (Kline, 1996:6-7). Listening is more than being than hearing, in
hearing we simply hear various sounds at the time and sometimes we do not understand
the meaning of the sound. In contrast to hearing, listening is an act where we will listen to
certain sounds from someone or something and perceive the meaning while we focus on
it. Howard and Dakin (1996:186) explained that listening is the process of understanding
what others are saying through the speaker’s accent, grammar, vocabulary, and /or
phonological system such as pronunciation, intonation and stress. Then identifying the
meaning of what is the speaker is saying. From the definitions explained above, it can
conclude that hearing is to perceive sound with the ears whether the sound has meaning
or not, yet listening is to make an effort to hear someone or something and understanding
the meaning of the sound that we hear.
b. The Process of Listening
Kline (1996:16) specified the process of listening through five steps which are
divided into two groups:
1) The first three steep are the necessary steps which are receiving, attending, and
understanding.
a) Receiving
The step in the process of listening is receiving. It is a process whereby
the listener is receiving the message from the speaker and leads to the next step
of the process. Kline (1996:17) the step could not be continued if the message is
not received by the listener or they are not interested in it.
b) Attending
Attending is the process when the listener should pay attention to the
speaker that gives the messages. In the other words the listener will reject other
sound and focus on the message of one speaker. This process is determined by
three conditions which are Selectivity, Strength, and Sustain.
Selectivity means the reason the listener pays attention to the selected
sound. Strength means that the listener must have the effort and willingness from
within to pay attention to certain sound. Sustain, Kline (1996:20) stated that
sustain is the length of time it will take to play attention. The attention will
gradually decrease along with the strengthen energy that the listener had. For
example, in the beginning of the lesson in the classroom all students are paying
complete attention to their teacher’s explanation. Then, as the time passes by,
some students start to feel sleepy or start talking with their friends which means
they are starting to lose the attention of what their teacher explained.
c) Understanding
Understanding is the situation whereby the process of listening becomes
an effective communication. The listening process does not work until the
listeners understand the message. The listener must understand the message. The
listener must understand the meaning of verbal (spoken) sound as delivered by
the speaker.
2) The secondary process consists of steps which are responding and remembering.
 a) Responding is an additional step along with remembering after the first have
been done. Without these two steps, the listening process may effectively end,
and if just ended by the understanding process and message of the speaker then
might be called one- way communication. Therefore, the response may be
needed as feedback of what the speaker gives. It also lets the speaker know that
the message was received, attended and understood.
b) Remembering is a step where the listener stores the full message or certain
meaning of the message into their memory so that they can recall it later. Cook
(1991:50). Lewis (cxc.pit.edu) describes listening as a complex and dynamic
process. Lewis defined the process of listening by the purpose and nature of
listener and the speaker. Then the understanding of the meaning based on the
content and style of message, the channel of communication and the environment
around.
c. Components of Listening
Chastain (1976:137), there are five components in listening comprehension, and
every component is dependent on other components. The five components are:
1) Discrimination
There are phonological system in listening such as the sound, stress and
intonation. In order to comprehend those systems, listener should have the ability to
differentiate all of them such as the sound, intonation, pattern of the spoken language,
and voice qualities in the second language. Then, the listener will discriminate
between them and interpret the unfamiliar sounds into the familiar ones in order to be
able to process what they have heard. After they discriminate the sounds, these
sounds are placed into words to determine whether they can identify the differences
within the context of a word. Then, the sound and words are combined into sentences
and communicative context to provide listening discrimination practice (Chastain,
1976:139).
2) Perception of Message
Afterward listeners are able to discriminate the sound, intonation, and voice
qualities of what the speaker is saying. Listener would listen to the whole sentences
in order to find the meaning. They need to feel the possibility of comprehending what
they hear. They need to feel the possibility of comprehending what is being said with
the intention of doing something with what they hear. Therefore, they should have
the perception of the entire message from hat the speaker said (Chastain, 1976:141).
3) Auditory Memory
When the listeners are able to discriminate the various linguistics cues and
perceive the message, they should develop the ability to hold the message in their
auditory memory and process it (Chastain, 1976:142).
4) Comprehension in the First Language
In this component, the listener, with the three first components try to convert the
information into their first language using their background knowledge in semantics
and syntax to understand the received message (Chastain, 1976:143).
5) Comprehension in the Second Language
It is the listener’s ability to use message from the speaker. In this section, the
message is comprehend without converting it into the first language. They should be
able to concentrate on the content of familiar dialogues and monologues without
being consciously aware of the manner of expression (Chastain, 1976:143).
B. Previous Study
To prove the originality of this study, the researcher discussed some previous study is
related to teaching English. Triyono (UMS, 2015) conducted a study with a title A Descriptive
Study on the Method of Teaching Listening at The Eighth Grade of SMP Negeri 2 Jatiyoso In
2013/2014 Academic Year. It is conducted to know the method applied by the English teacher in
teaching listening specifically the research is to ask the following question: 1) what is the
objective of teaching listening? 2) What is the teaching material? 3) What is the teaching learning
procedure? 4) What is the technique of teaching listening? The research is a descriptive research.
The writer collects the data by observing teaching learning process, conducting the interview, and
documenting some important data that support his research. The methods of collecting data are
observation, interview, and analyzing document. The techniques of analyzing data are reduction
the data, data analysis, display the data, and conclusion and verification.
The second is Lilis Hidayatul Ummah (IAIN Tulungaagung, 2010) conducted a study
with a title A Descriptive study on the Problem in English Teaching Learning to the students of
SDN 2 Karangrejo Kampak Trenggalek. The writer wants to know problems faced by the teacher
and the students of SDN 2 Karangrejo in English subject. Result of research: the design of
English teaching learning to the students of SDN 2 Karangrejo Kampak is less interest, and there
are some problems in English teaching faced by the teacher, they are teacher don‟t make a lesson
plan, there is no complete media and does not use specific methods, only repetition and imitation.
There are some problems in English teaching faced by the students; they get difficulty writing
English words and distinguish of one each other pronunciation but they have good interest in
English.
The third id thesis under title “The Effectiveness of Using Card game in Teaching
Vocabulary to Beginners (An Experimental Study at the Year fourth the students of SDN
Kepohkencono 01 Puncakwangi Pati the Academic Year 2007/2008)”, by Hanik Mas’udah (NIM:
2201403584) of English Department, Language and Art Faculty, State University of Semarang
2008. In this research shows that using bingo game is effective for teaching English nouns to
beginner than conventional method, because the experimental group get higher result that the
control group.
The last is Kurnia Zulianti PBI FKIP Unisma (2013)"Improving Speaking Achievement
using chain whisper game". Stated that implementation of whispering game have positive result
and can be concluded that the improving students’ speaking achievement of second grade at
SMKN 01 Batu by using whisper game increased students’ speaking achievement. It was signed
that 70% students’ participation active. It means that teaching English speaking skill by using
whisper game was successful, Finally, this technique implied that it could be used by the teacher
for speaking class to develop and improve the students’ speaking achievement with any other
activity and style based on the students’ interest. By using whisper game, teaching speaking was
succeeding.

C. Rational
Listening is an important skill. It uses by someone to communicate orally in daily life
whether at school or outside of the school. Most teachers tried to find techniques in order to make
students interested in learning speaking process.
In fact, the students at the seventh grade of second semester of SMP Negeri 1 Sukoharjo
have difficulties in speaking subject. It was caused by some factors. They confused and seems to
lost focus in listening because of lack of confidence and motivation. In addition, the teacher only
asks the students to hear the recorder sounds. It makes classroom atmosphere less of fun and
enjoyable for the students.
 In order to solve the problems faces by the students at the eighth grade of second
semester of SMP Negeri 1 Sukoharjo and make students motivate in learning process, Chain
whispering song might be provided for helping them. Chain Wishpering Song presents a fun,
enjoyable, motivating, and interesting lesson. So, the students learn in fun and enjoyable situation
in the speaking class and the students will be motivated and finally will be more active in
teaching and learning English. Based on those statements, the researcher assumed that Chinese
whisper is very appropriate in the teaching learning English, especially in teaching speaking.

D. Hypothesis
Hypothesis is the assumption that possibly true or possibly wrong. It is provisional truth
determined by researcher that should be tested and proved. Hypothesis is the provisional answer
to the problem of the research, theoretically it was considered possibly or highest the level of his
truth.
The hypothesis of this research is: “Chain Whispering Song Technique is effective to
Improve Students’ Listening Ability at 7 Grade of SMP Negeri 1 Sukoharjo Academic Year
2019/2020”.
CHAPTER III
RESEARCH METHODOLOGY
1. Research Design
In this study, the researcher used Classroom Action Research. Action research is widely
used in education especially by teachers who use it to improve their teaching. Classroom Action
Research is a research of an action happens in a classroom (educational situation) to solve the
problems during the teaching activities. It is related to the teacher as the subject of teaching
process.
According to Suyadi Classroom Action Research means an action research which is
doing in the class. While Arikunto stated that the definition of Classroom Action Research is an
activity to observe an object by using way, rule or method to find an accurate data about
something which is can improve the object that had been observed.
The purpose of Classroom Action Research is to improve teaching learning process and
improve the situation and place where the research is conducted. According to Kemmis and Mc
Taggart (1988), there are four steps in Classroom Action Research.
a. Planning
In this phase you identify a problem or issue and develop a plan of action in order to
bring about improvements in specific area of the research context. This is a forward looking
phase where you consider what kind of investigation is possible within the realities and
constraints of your teaching situation and what potential improvements you think are
possible. Planning is a plan to conduct treatments or after making sure about the problem of
the research, a researcher needs to make a preparation before doing an action research.
b. Action
The plan is a carefully considered one which involves some deliberate interventions into
your teaching situation that you put into action over an agreed period of time. The
interventions are critically informed as you question your assumptions about the current
situation and plan new and alternative ways of doing things. This section discuss about the
steps and activities that would be taken by the researcher.
c. Observation
 This phase involves you in observing systematically the effects of the action and
documenting the context, actions and opinions of those involved. It is a data collection phase
where you use open-eyed and open-minded tools to collect information about what is
happening. In this step, a researcher has to observe all events or activities during the research.
d. Reflection
At this point, you reflect on, evaluate and describe the effects of the action in order to
make sense of what has happened and to understand the issue you have explored more early.
2. Setting of Research
The researcher conducted a CAR at the 7 th grade of SMP Negeri 1 Sukoharjo. It is located
at Sukoharjo, in the middle of the city. The researcher chooses this place because the location is
not far from the researcher. The students are heterogeneous, it means that the students have
different intelligence.

3. Research Subject
The subject of the research was the seventh grade students of SMP Negeri 1 Sukoharjo
Academic Year 2019/ 2020. There were nine classes of seventh grade in SMP Negeri 1
Sukoharjo. The researcher used the class VII A as a participant of research that consist of 28
students.

1. Data and Data Source

Data and Source of data have many important roles in research, in this research the data
are information about the teaching learning process in the of field note and interview Script. The
writer takes data from some sourses. There are three sources of the data: event, informant, and
document.
a. Data of the Research
The data of this research are activities in teaching learning process of the writer takes
field notes from observation and information from interview script.
1) Field Note
Field note is writing form of teaching learning process of English at SMP Negeri
1 Sukoharjo
2) Script
The researcher lists the data information from teacher in the classroom. Interview
is used in a research to evaluate or to estimate a condition of someone or why one does
something in such away.
b. The Data source
The writer takes data from some sources. There are three sources of the data:
1) Informant
Informant is people who can give information about the character and situation of
the object study. Informants in this research are the students of department of English
and Education at Muhammadiyah University of Surakarta. The information such as their
opinion about presentation method in learning English
2) Document
The data are taken from all written information concerning with the
implementation of the teaching English.
In collecting data, the researcher needs three weeks and done some steps as follows:
a. The researcher asked permission to the head master to do research and gets familiar with
the situation of school. (1st week)
b. The researcher conducted preliminary research. (1 st week)
 c. The researcher conducted cycle 1. (2nd week)
d. The researcher conducted cycle 2. (2nd week)
2. Technique of Data Collection
Instrument that are used to collect the date as follows:
a. Observation
Observation is the activity of giving total concern to research object of the sense. The
purpose of the observation is to explain the situation in class activities, individual
involvement in some activities and the relation between situation, activity and individual. In
conducting the observation, the researcher will use the observation scheme to make it more
systematic, containing list of activity or event which may happen. In this research, the
observation is used to know how the students can improve their vocabulary achievement
through Word games.
Table of observation check list will be used to record the students’ activity linked to their
behavior and attitude during the implementation of Chain Wishpering Song Technique.

INDICATORS YES NO
Paying Attention
Asking Questions
Responding to Question
Accomplishing Task
Being Enthusiastic an English Game

Table.1
Form of Observation Check List

This observation check list will be used in pre-cycle, cycle I and cycle II where a
collaborator will help researcher to record the students’ activity.
b. Documentation
Documentation is done to get information explicitly. Document is note of past event. It
needed to record students’ activity and teacher in teaching learning process such as photo or
video. Documentation that done in this research were picture of teaching learning process in
the classroom, observation notes, lesson plan, students’ score and students’ task.
c. Test
Test is a stimulus that given to someone in order to get answer or score. The test used in
this research was written form. The kind of the tests were multiple choice. This kind of test
was chosen because it kind of test that easy to do and describe. There were 15 multiple
choices. The score of the students from the tests were used to know the improvement of the
students’ achievement after being taught by Chain Whispering Song

3. Validity of the Data

The researcher withdrew the data by using the observation directly to the subject of the
study at SMP Negeri 1 Sukoharjo. The researcher joined into the teaching listening process in the
 seventh grade students of SMP Negeri 1 Sukoharjo in the academic year of 2019/2020 in the
classroom to observe the data.
The researcher employed the triangulation to test the research data. Wiersma (1986:143)
in Sugiyono states that triangulation is qualitative cross validation. It assesses the sufficiency of
the data according to the convergence of multiple data source or multiple data collection
procedures. Triangulation is a technique to check the validation of the data which employs
another source to check and compare the data (Moleong, 2010:32). It can be concluded that
triangulation is a method to check the validity of the research data.
In this research the researcher used the data sources triangulation. The data sources
triangulation is that the researcher compares the data from the observation with the data
observation with the data of interview.

4. Data Analysis Techniques

In reference to Burns (1999: 157-160) there are five steps that have to be followed by the
researcher. They are as follows.
1. Assembling the Data
The data were assembled in the period of the research through some data collection
techniques. In this research, observations and interviews was used to gather the data.
2. Coding the Data
Coding the data is a process of grouping the data into manageable categories of concepts,
themes, or types. In this research the data were categorized according to the theme of actions
that were applied in the teaching and learning process.
3. Comparing the Data
After coding the data, the researcher compared the data to identify the relationships and
connections of data. This was to find out whether the actions are repeated or developed across
different data gathering techniques.
4. Building Interpretations
In this point, after assembling, coding, and comparing the data, the researcher looked
back at the data several times to pose questions, rethought the connections, and developed
explanations underpinning the research. This stage was to build the interpretations of why
particular patterns of behavior, interactions, or attitudes arise in the research.
5. Reporting the Outcomes
This is the final stage that the researcher had to report the outcomes of the research. It
included presenting the question why such study needs to be conducted, describing the
context of the research, outlining the finding supported by the data in relation to the context
and finding, and finally suggesting the improvement that other researcher may need to
elaborate the research.

5. Research Procedure
In this classroom action research, the writer planned to conduct two cycles through Xhain
whispering Song Techniques, which is each cycle consists of four stages, they are: planning,
acting, observing, and reflecting. The four stages of the classroom action cycle were conducted
integrated like spiral. The scheme or model of classroom action research was as follow:
1. Procedure of the Pre-Cycle
The first step in making classroom action research was the researcher used pre-test to
assess the students’ vocabulary mastery. In this activity the teacher taught students with
conventional method. The teacher explained lesson material; kind, meaning, spelling, and
pronouncing. Then, the teacher gave the example of question related the material. After that,
the teacher asked to the students to answer multiple choice questions related lesson material.
After the researcher gets the data from the pre-test and the observation, researcher analyzed
the result to determine the effectiveness of Chain Whispering Song to improve students’
listening ability. After recognizing the possible cause of problems faced by students, the next
is designing a plan which is the reflection problem.
2. The First Cycle

Research Activity as
No Steps Teachers’ Activity
Collaborators
- Researcher and teacher - Preparing the teaching
discussed the implementation Material
of Chain Whispering Song
- Arranging a lesson plan
based on the teaching
material.
1. Planning
- Preparing the teaching
material.
- Preparing the test
instrument.
- Preparing the observation
checklist.
- Researcher and the teacher - Teacher greeted and
enter the classroom together checked the students’
- Researcher introduced attendance.
Chain Whispering Song - Teacher explain the lesson
2. Acting
- Researcher explain how material.
students do Chain - Teacher asked students
Whispering Song in a group about their problem in
previous lesson.
3. Observing - The researcher used - Teacher helped to observe
 observation checklist to
observed students’ activity.
- Observe students respond
toward Chain Whispering
was implemented.
- Researcher analyzed the
weakness and
strengthen of implementation
Chain Whispering Song
- Researcher made reflection
and conclude the result of the
first cycle.
4. Reflecting
3. The Second Cycle
Research Activity as
No Steps
Collaborators
- Researcher and teacher
discussed the implementation
of Chain Whispering Song
- Arranging a lesson plan
based on the teaching
material.
1. Planning
- Preparing the teaching
material.
- Preparing the test
instrument.
- Preparing the observation
checklist.
- Researcher and the teacher
enter the classroom together
- Researcher introduced
2. Acting Chain Whispering Song
- Researcher explain how
students do Chain
Whispering Song in a group
3. Observing - The researcher used
observation checklist to
observed students’ activity.
- Observe students respond
toward Chain Whispering
students during Chain
Whispering Song was
implemented
- The teacher and researcher
discuss about teaching and
learning process that had
been done to find the
weakness and how to
improve it in the next
meeting.
- The teacher and researcher
evaluate the teaching
learning process and analyze
the result of observation
checklist to find out the
improvement of students’
vocabulary achievement
taught by using Chain
Whispering Song
Teachers’ Activity
- Preparing the teaching
material
- Teacher greeted and
checked the students’
attendance.
- Teacher reviewed the
previous lesson.
- Teacher helped to observe
students during Chain
Whispering Song was
implemented
 was implemented.
- The researcher and teacher
discuss about teaching
learning process that had
been done. The result of
observation was analyzed, so
it could be seen the
effectiveness of
Chain Whispering Song to
4. Reflecting improve students’ listening
ability
- The teacher and researcher
evaluate the teaching
learning process and analyze
the result of observation
checklist to find out the
effectiveness of Chain
Whispering Song to improve
students’’ listening ability.
- The teacher and researcher
reflected the activities that
have been done. The result of
the analysis could be used as
review that Chain
Whispering Song Technique
could improve students’
listening ability

6. Indicators of Achievement
This study was said to success if the research objectives’ indicators were reached. In this
research, the researcher formulated the research objectives’ indicators as below:
a. Students’ listening ability improved after students are taught by Chain Whispering Song
Techniques.
b. Chain Whispering Song Techniques can improve students’ listening ability.
c. Students listening score can increase with the minimum standard of score (KKM), which is
7.0
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. Description of Initial Conditions

Students listening ability in SMP Negeri 1 Sukoharjo can be declare as average or
medium, especially for 7th grade students. Between grade 7, 8, and 9 the lowest point of mid-
term examination taken by grade 7. The average score for 7th grade students is only about 6,5.
Some students stated that they do not really understand with to topic that the speaker discuss
about. Students often miss several important point in listening. Students cannot understand the
context properly.

B. Description of Cycle 1
1. Action planning
At the stage of the action plan class I cycle in class VII A State Junior High School 1
Sukoharjo with an allocation of 2 hours of learning time in accordance with the lesson plans
that have been made by researchers. The action of compiling a Learning Implementation Plan
(RPP) made by the researcher based on the material to be learned namely about the song and
the meaning of the song.
2. Action Implementation
 Class VII A students who attended the first cycle were 28 students, the material presented
was about the song and the meaning of the song. Implementation of learning activities carried
out in class with using simple media. In the first cycle, the perpetrators of the action or
teacher, namely the English teacher, was assisted by the researcher. While the recipient of the
action was a class VII A student at SMP Negeri 1 Sukoharjo. During learning, the researcher
acts as an observation by referring to the agreed observation sheet and monitoring students'
reactions. The researcher also records important events in a learning process that the
researcher obtained in the observation sheet, the field notes sheet and after completion of the
lesson, the teacher is asked to give a response. With an observation sheet, a field note sheet.
The results of this study are used as material for compiling reflections.
3. Observation Results
a. Teaching Act
In the first cycle of learning the teacher starts the lesson by saying hello and
continuing to read the prayer before the lesson begins and asking students for attendance.
Before starting the lesson the teacher does not forget to explain the learning objectives to
be given.
This is so students can follow the lesson as well as possible and provide
motivation to students relating to the material presented. At the beginning of the activity
the teacher begins to explain the material being studied, namely the song and its meaning,
as well as conveying the learning media that will be used, namely simple media.
In the core activity the teacher explains the core learning material and gives
several examples of questions that are in color to lure students to be more active in
learning. Next the teacher divides students into small groups, each group consisting of 4-
5 people.
Each group is asked to advance one by one and line up in front. Then one of them
was given a piece of paper containing the title, the lyrics, and the meaning of the song.
The first person will read a piece of paper and whisper it to a friend behind him, then
backward in sequence.
The learning concludes by inviting students to conclude the material that has
been learned and provide opportunities for students to ask material that is not understood.
The teacher also reminds to study the next material at home for the next meeting, then the
teacher ends the learning with prayer and greetings.
b. Action learning
In the first cycle the learning process was still not conducive, still many students
are late for learning because after the break. There are still many students who are noisy.
This is because students are not used to it, new students for the first time in using new
learning media. In learning students are still confused in determining, so students have
not been active in following the learning process in class only a few students are able to
provide responses and communication with the learning media applied.
4. Reflection
a. Students are still rowdy and talk alone when learning especially during the discussion
b. Less effective in using time because it still exists students who enter class late

C. Description of Cycle II
1. Action Planning
At the stage of the action plan class I cycle in class VII A State Junior High School 1
Sukoharjo with an allocation of 2 hours of learning time in accordance with the lesson plans
that have been made by researchers. The action of compiling a Learning Implementation Plan
 (RPP) made by the researcher based on the material to be learned namely about the song and
the meaning of the song.
2. Observation Results
a. Teaching Act
In the second cycle of learning the teacher starts the lesson by saying hello and
continuing to read the prayer before the lesson begins and asking students for attendance.
Before starting the lesson the teacher does not forget to explain the learning objectives to
be given.
This is so students can follow the lesson as well as possible and provide
motivation to students relating to the material presented. At the beginning of the activity
the teacher begins to explain the material being studied, namely the song and its meaning,
as well as conveying the learning media that will be used, namely simple media.
In the core activity the teacher explains the core learning material and gives
several examples of questions that are in color to lure students to be more active in
learning. Next the teacher divides students into small groups, each group consisting of 4-
5 people.
Each group is asked to advance one by one and line up in front. Then one of them
was given a piece of paper containing the title, the lyrics, and the meaning of the song.
The first person will read a piece of paper and whisper it to a friend behind him, then
backward in sequence.
The learning concludes by inviting students to conclude the material that has
been learned and provide opportunities for students to ask material that is not understood.
The teacher also reminds to study the next material at home for the next meeting, then the
teacher ends the learning with prayer and greetings.
c. Action learning
In the second cycle the learning process was conducive. There are no students
who are noisy. Students have been active in following the learning process in class. Many
students are able to provide responses and communication with the learning media
applied.
5. Reflection
a. Researchers have carried out learning in the third cycle accordingly with the Learning
Implementation Plan (RPP) and using simple media. The application has been maximized
because researchers and students have adjusted the conditions in the class, not only
learning teacher centered
b. Students are not rowdy and talk alone when learning
c. It is effective in utilizing time because students who enter class late are no longer
available
d. In the process of discussion, students' communication skills are good. This can be seen
from students in delivering and presenting the results of discussions in front of the class.
There are no students who depend on their discussion partners

D. Discssion
Since the researcher believed that listening ability was an important part in learning a
language, the researcher decided to conduct this action study. Based on the observations and
interviews, the researcher found out that teacher rarely gave the students listening ability building
and just gave them a regular recorded sounds that the students did not know. The media used in
the teaching and learning process was also limited on PowerPoint only.
 Further, the reason for the researcher to use chain whispering technique in the teaching
and learning process because it had many advantages. Some of the advantages in using were: it
helped the students strengthen the listening ability, it helped to make the teaching and learning
less boring for the students and attracted their attention to the classroom activity, it was
inexpensive, versatile, and portable, and it also engaged the students to the teaching and learning
process.
After the actions implemented, the students’ listening ability improved. It was based on
the result. The students’ pretest score showed that they still had poor vocabulary mastery. Then,
they got treatment to improve their listening ability by using chain whispering song technique.
The treatment was consisted of two cycles with three meetings in each one. After that, the
researcher conducted a post-test to find out the students’ improvement. From the students post-
test scores, it proved that using flashcards as the media in teaching vocabulary could improve the
students’ vocabulary mastery.

A. Research Limitation
This research was conducted in a short time so that the preparation can only be said in
enough categories, not in mature categories. So that further researchers can conduct research with
a longer time and so that the data obtained is more numerous

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