RAHMI, IRVANA MAULIDA
(2022)
IMPLEMENTATION OF TEACHING ENGLISH LISTENING USING AUDIO DIALOGUE MEDIA IN THE FIFTH GRADE OF MADRASAH IBTIDAIYAH IN GRESIK.
[Undergraduate Thesis]
Abstract
The goal of this study was to ascertain the challenges associated with using
implementing audio dialogue media for learning English in fifth grade students of
Madrasah Ibtidaiyah Gresik. This study employed a qualitative research
methodology. Qualitative research aims to comprehend a phenomenon regarding
what the research subject experiences and collects data from the field,
participants, and documentation. The research in this study's findings suggests that
there are issues with implementation, specifically that: (1) Students have
difficulties when using audio media as teaching media. (2). Classes/students
cannot be conditioned properly. (3). Students seem confused by the use of audio
as a learning medium. (4). Some students listen to the audio with focus and some
students do not focus while playing the audio. (5). Students still seem unfamiliar
with the use of audio as a learning method. (6). Low quality speaker audio. The
following is how the implementation in the research class works. Beginning with
a vocabulary brainstorm in English, the learning activities in class are introduced
to the students by having them define what food and drink are in English. The
researcher connected it to the terminology in the audio text file during the
brainstorming phase. Expand your vocabulary by including words not found on
the board. On the blackboard box, students scrawled and memorized vocabulary.
After that, the researcher engaged in vocabulary exercises. by committing to
memory all of the audio text's vocabulary. The fifteen areas of attention include:
food, drinks, fried chicken, meatballs, ice cream, fried potatoes, fried eggs, fried
rice, chiken meat, beef, cake, fried eggs, juices, iced tea, and egg noodles. This
study is expected to trigger educators to deepen alternative methods in learning
English so that they can be used in better English skills in elementary schools. For
further research, using video dialogue for listening skills because there are
illustrations that are more interesting for the teacher, it is recommended to use
audio dialogue media.
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