Improving Students' Listening Skill Using mobile legend Games at The Sixth Grader of SDN Tanjungrejo

, Grobogan

Muh Khoirun Nur Zaini

Universitas Islam Negeri Walisongo - Semarang - Indonesia .

Mohkoiron02@gmail.com

Abstract

The mobile legend is the most popular game in 2021 and played a lot by children and teenagers, the
purpose of this study is to explain how the mobile legends can improve the ability of listening students.
The research design uses qualitative . Research instruments using interviews. This research procedure
consists of stages dentifying problems, the design stages, interviews, and reflection. Research is
conducted at SDN tanjungrejo, grobogan on lesson 2021. The particulars were a few random students
from the vi class at the school. Some research questions we ask are as follows: a. how long have you
been playing the mobile legend game, b. voice over what often do you use? C. do you understand what
voice over says on games when you play mobile legends? D. how many of your friends in the class are
playing mobile legends? E. do you always follow what voice over says on the mobile legend game, f. does
the mobile legend game influence your ability in listening? G. give a word as you know it and what it
means from the mobile legend game. H. how long do you play mobile legend in a day

Referensi : https://drive.google.com/folderview?id=12ZHBssGP37JNiYKLo2eENjJBAT63cwza

A research proposal

THE TITLE IS HERE

1. BACKGROUND OF THE RESEARCH

Explain the background of your research problem; How you can come up with the problem

Description of the topic area, including key terms and concepts related to your research topic

Identify the problem you are trying to solve

2. RESEARCH QUESTIONS

This should correlate to research objectives

The questions should be generated from your aim/justification statement and the gap in the research
you have identified (between your research and previous researches)

3. RESEARCH OBJECTIVES

Formulate an attainable objectives (e.g. This study will. / I will )

4. PEDAGOGICAL SIGNIFICANCE

Explain any pedagogical significance implied (e.g. This study is important for three reasons)

5. PREVIOUS RESEARCHES

Give the reader some indication of the relative importance of results from the different studies reviewed.
The results of some studies will have more importance for your current research than others. Make this
clear.

Make the case that the research you have described is incomplete. This is the gap in the research that
you are trying to fill and establishes the need for your research. Pointing to this gap will help support
your justification in section 2 above.

Provide closure. Provide a summary and pull together the most important points.

6. LITERATURE REVIEW

Select theories and/or studies that are most directly relevant to the problem you are looking at

Make sure the different studies you review are tied together by a common thread. Do not ignore
variations across studies. Make these conflicting findings clear and connect to your research

Paraphrase the different studies rather than quote from them. Abstracts, introductions and conclusions
are key places to look for summaries of an article

Organize your review according to major arguments relevant to your study. This may mean that a
chronological review is not be the best way to organize your literature review.

7. HYPOTHESES
Your hypotheses are really declarative statements, which are tentative answers to your questions. Your
hypotheses should be based on and grow out of the theoretical discussion in the next section. Your
hypotheses are your thesis statement, which you are trying to prove in the research

RESEARCH DESIGN

State either your research is qualitative or quantitative

What makes your research QL, QN or combination of both. In other words, reason why your research
falls into that category.

SOURCE OF DATA / PARTICIPANTS AND SETTING

Describe the participants according to the variables relevant to your study; age, gender, L1, L2
proficiency, education, etc. Also give the number of participants

If you are using textual sources, describe the texts and the criteria for selection of these texts

SAMPLE

Explain your sampling system if you sample your research population. Sampling is taken based on the
number of population. Use standardized table (see: ).

VARIABLES AND INDICATORS

Mention your variables and identify the indicators of each variable. This is especially done if your
research is quantitatively designed. Provide rubric of instrument.

12. METHODS OF COLLECTING DATA

Describe tests, questionnaires, elicitation techniques you are going to use to get your data and the
factors which went into their design

Describe any piloting of your materials

13. INSTRUMENTS
14. METHODS OF ANALYZING DATA

Describe the tools you used to analyze your data: content analysis, interaction analysis, statistical
analysis software, spectrographic analysis, , use of more than one rater, etc.

Give a step by step description of how you will analyze the data

15. PROCEDURE AND TIMELINE

Give a step by step description of how you will collect the data

Draw a timeline predicting the schedule of data collection procedure

16. REPORT ORGANIZATION

Write things will be covered in your research report in detail from chapter I to V. Write the titles and
subtitles only

Bibliography

Benesch, S. 1996. Needs analysis and curriculum development in EAP: An example of a critical approach.
In TESOL Quarterly Vol.30, No.4, pp.723-738. (JURNAL)

Brown, J. D. and Rodgers, T. S. 2002. Doing second language research. New York, NY: Oxford University
Press. (BOOK)

Frodesen, J. 1995. Negotiating the syllabus: A learning-centered, interactive approach to ESL graduate
writing course design. In Belcher, D & Braine, G. (Eds) Academic writing in a second language: Essays on
research and pedagogy. Norwood, NJ: Ablex Pub. Corp. (CHAPTER IN A BOOK / ARTICLE COMPILATION,
MORE THAN ONE EDITOR)

Nunan, David. 2001. Syllabus design. In Marianne Celce-Murcia (Ed), Teaching English as a second or
foreign language. Third Edition. Boston: Heinle & Heinle. (CHAPTER IN A BOOK / ARTICLE COMPILATION,
ONE EDITOR)

Millah, D. 2009. Interaction Patterns and Speaking Categories in English Teaching in the Female Class of
the Second Grade of MAN Surakarta PK (Specific Program) Semarang: Tarbiyah (Education) Faculty of
IAIN Walisongo Semarang: Unpublished thesis. (THESIS)

Weddel, K.S. & Carol, V. D. 1997. Assessment for adult ESL learners. Washington, DC: ERIC

Digest, retrieved from www.eric.ed.gov on 21st January, 2007. (INTERNET SOURCES)

Appendix / Appendices

observation form

questionnaire (s)

transcription

rough statistical data

interview guide line

A RESEARCH PROPOSAL
TITLE

by

your name

Course code

Instructor
Dept and the school

Year