Research Findings in the First Cycle

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C. Research Findings in the First Cycle

The result of the study in cycle one was13 out of 24 students 54.17 reached the passing grade for English subject. The passing grade for English subject in SMK Putra Tama Bantul was 70. It showed that more than half of the students reached the passing grade. The percentage increased 41.67 from the percentage of the preliminary study. Moreover, the X Accountancy 2 class average score in the preliminary study was 45. Then, the class average score in the draft of the first cycle was 58.33 and in the revised written textsof the first cycle was 62.5. Table 4.1 showed students’ scores in the preliminary study, the drafts and the revised written texts in cycle one based on their written texts. No. Students’ Numbers Score in the Preliminary Study Drafts Score in Cycle 1 Revised Written Texts Score in Cycle 1 Note 1. Student 1 54.17 73.61 75 2. Student 2 59.38 82.85 83.33 3. Student 3 50 58.33 69.44 Failed 4. Student 4 66.67 72.22 94.44 5. Student 5 27.78 47.22 63.89 Failed 6. Student 6 33.33 61.11 63.89 Failed 7. Student 7 58.33 77.78 82.85 8. Student 8 77.78 83.33 86.11 9. Student 9 66.67 88.89 91.67 10. Student 10 73.61 82.85 94.44 11. Student 11 52.78 66.67 69.44 Failed 12. Student 12 2.78 63.89 88.89 13. Student 13 36.11 58.33 63.89 Failed 14. Student 14 44.44 52.78 61.11 Failed 15. Student 15 75 75 83.33 16. Student 16 5.56 44.44 50 Failed 17. Student 17 25 46.88 66.67 Failed 18. Student 18 46.88 73.61 91.67 19. Student 19 50 76.38 86.11 20. Student 20 16.67 44.44 61.11 Failed 21. Student 21 58.33 91.67 94.44 22. Student 22 27.78 75 91.67 23. Student 23 25 47.22 63.89 Failed 24. Student 24 2.78 25 38.89 Failed Average 45 58.33 62.5 Table 4.1 The Students’ Scores in the First Cycle. 49 The scores in the preliminary study were taken before the implementation in cycle one using the same writing rubric. The scores in cycle one were taken based on the students’ drafts and revised written texts in cycle one. The English teacher of X Accountancy 2 in SMK Putra Tama Bantul was asked to give score to the students’ written texts. In scoring the students’ written texts, the researcher and the English teacher used the same writing rubric. Then the researcher chose the average score for each student. The aim of the activity was to establish validity. The students’ score in the preliminary study showed that the students had difficulties in composing short functional English texts. It was supported by the result of the questionnaire; 20 out of 24 students 83.33 had difficulties in composing short functional English texts. There were only 4 out of 24 students 16.67 who had no difficulties in composing short functional English texts. In the questionnaire, most of the students stated that they lacked of vocabulary, forgot the tenses and did not know what they should write. Table 4.1 indicated that there were improvements in stude nts’ scores. It can be concluded that the use of games helped the students write short functional English texts. From the questionnaire, the researcher found that 18 out of 24 students 75 agreed that games could help them compose short functional English texts. There were 4 out of 24 students 16.7 who strongly agreed that games could help them compose short functional English texts. There were only 2 out of 24 students 8.3 who did not agree that games could help them compose short functional English texts. 50 The researcher also used the writing rubric which indicated the students’ improvement in some aspects. The researcher found that most of the students’ improvements were in elements, ideas and vocabulary aspects. However, it did not mean that the students did not make improvement in other aspects. The use of games in teaching short functional English texts could help them apply the elements of short functional English texts. From the stude nts’ written texts, most of them got better scores in the elements of short functional English texts after the implementation of games. As the students wrote in the questionnaire: Students 8: “Games membuat saya memahami elemen- elemen memo tidak resmi. Sebelumnya saya sering lupa- lupa.”Games make me understand the elements of an informal memo. Before playing the games, I often forget the elements of an informal memo. Student 11 : “Saya sekarang memahami elemen- elemen memo tidak resmi karena games.” I understand the elements of an informal memo because of games. Besides, 10 out of 24 students 41.7 strongly agreed that the use of games in the English teaching learning process could help them apply the elements of short functional English texts. There were 13 out of 24 students 54.2 who agreed that the use of games in the English teaching learning process could help them apply the elements of short functional English texts. There was one out of 24 students 4.1 who did not agree that the use of games in the English teaching learning process could help them apply the elements of short functional English texts. The use of games helped the students organize their ideas in composing short functional English texts. There were 4 out of 24 students 16.7 and 18 out 51 of 24 students 75 strongly agreed and agreed that games helped the students organize their ideas in composing short functional English texts. There was one out of 24 students 4.1 who strongly disagreed that games helped the students organize their ideas in composing short functional English texts. There was one out of 24 students4.1 who disagreed that games helped the students organize their ideas in composing short functional English texts. From the interview, the researcher found that 3 of 10 students said that they could organize their ideas in composing short functional Engliah texts better after the implementation of games. A student said: Student 6: “Saya jadi tahu mau nulis apa setelah dapat games dari guru.Tadinya saya bingung menyusun ide- ide saya.” I canorganize my ideas after the implementation of games. The use of games helped the students enrich their English vocabulary. There were 13 out of 24 students 54.2 who strongly agreed that the use of games in the English teaching and learning process helped the students enrich their English vocabulary. Furthermore, 11 out of 24 students 45.8 agreed that the use of games in the English teaching and learning process helped the students enrich their English vocabulary. From the interview, there were 4 of 10 students said that they knew the meanings of new vocabularies after implementing games. As a student answered: Students 15: “Saya tahu arti banyak kosakata baru jadi itu sangat membantu saya untuk menulis teks.” I know the meanings of new vocabulary so it helps me write short functional texts. 52

D. The Implementation of Games in the Second Cycle