IMPROVING STUDENTS’ LEARNING INTEREST BY USING BACK TO THE BOARD GAME AT THE 7TH GRADE STUDENT OF SMPN 2 NGANTRU TULUNGAGUNG

LINGGA HIKAM ALFARISI, 126203202157 and ARINA SHOFIYA, 197705232003122002 (2024) IMPROVING STUDENTS’ LEARNING INTEREST BY USING BACK TO THE BOARD GAME AT THE 7TH GRADE STUDENT OF SMPN 2 NGANTRU TULUNGAGUNG. [ Skripsi ]

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Abstract

Learning interest is an important factor that significantly impacts students' academic success. Learning interest plays an important role in engaging students with educational materials and fostering motivation. However, many students face challenges in interacting with English language resources, leading to decreased motivation and low performance. Such difficulties often arise from traditional teaching methods that fail to cater to diverse learning styles, resulting in disinterest. To overcome this challenge, educators must adopt effective strategies that can capture students' attention and encourage active participation. One innovative approach is the Backs to the Board game method, by combining competition and teamwork, it transforms the classroom into a dynamic environment where students collaborate with their peers. The interactive nature of the Backs to the Board game not only makes learning fun, but also motivates students to actively engage with language, fostering a deeper understanding of vocabulary. The main research question addressed in this study is, “How backs to the board game can improve the learning interest of 7th-grade students at SMPN 2 Ngantru Tulungagung in learning English?” This classroom action research was conducted over two cycles involving 36 grade seven students during the 2024/2025 academic year. Each cycle included plan, action, observation, and reflection on the teaching and learning process, using quantitative and qualitative data collection methods, including pre-test, post-test, and student questionnaires. The criteria of success for the study were that the total score of the students' questionnaire should reach 70% of the maximum score xii of the questionnaire and and students show active engagement in the learning process. Based on the analysis, there was a significant improvement. In terms of student interest, the average interest score increased from 46.94% in the preliminary phase to 68.22% after the first cycle, and further increased to 84.89% in the second cycle. The implementation of the revised game, which included group participation and role rotation, effectively engaged all students and fostered a positive learning environment. The researcher concluded that the back to the board game method successfully increased students' interest in learning English. It is recommended that English teachers adopt this method to foster an interesting classroom atmosphere and encourage students' active participation. In addition, future researchers can explore the long-term effects of this method on different aspects of language learning.

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