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Besides, the students also had the chance to share their ideas and their opinions about something. When the researcher asked a question to the students,
of course the students should think about the answer. Moreover when the researcher asked the students to analyze and think about their friends‟ opinions.
Then the students should be able to express their opinions. The must think harder. However, this stimulated the students to get accustomed to thinking deeply and
seriously. The students could also express their agreement and disagreement and expressed the reasons.
4. Students are engaged in activities
“One way of helping students to sustain their motivation is to give them, as far as feasible, some agency which means that students should take some
responsibility for themselves, and that they should be the „doers‟ in class,” Harmer, 2007: 21. Therefore, the students should be doing something by
themselves in class. As an attempt to keep the students interested in the learning process, the researcher implemented active learning which covered some learning
activities which were not only fun but also were enabling the students to do the activities. By conducting this, the students would be able to practice the language
and not only listened to the teacher. As could be seen in each lesson plan, the researcher always included
learning activities whi ch required students‟ participation such as class discussion,
group discussion, game, quiz, and students‟ performance. “Questions, activities, and pair or group work should be carefully planned the enable learners to
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participate,” Davies Pearse, 2000: 13. Based on the observation result, it could be seen that the students were engaged in the learning activities conducted
by the researcher. All aspects in observation checklist existed. The students answered questions, asked questions, played games, discussed, and they did the
task given. According to Harmer, “The activities we ask the students to take part in
will, if they involve students or excite their curiosity – and provoke their
participation – help them to stay interested in the subject,” 2007: 20. By
implementing active learning, the number of students who did not pay attention to the teacher decreased. It was proved by the last field notes cycle two, meeting
two.
“Perhatian siswa sudah lebih baik, karena sekarang siswa tampak lebih menyukai pelajaran dan yang ramai pun berkurang karena mereka
disibukkan dengan aktivitas – aktivitas.” Teacher‟s note
Students‟ attention was better since they seemed to like the lesson more and those who were noisy decreased for they were busy with the activities.
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CHAPTER V CONCLUSION AND SUGGESTIONS
In this chapter, the researcher presents the research conclusion and recommendation of the implementation of active learning in English class. The
researcher also proposed suggestions for the English teacher, students, and future research who may conduct the similar research.
A. Conclusion
This was a classroom action research. This research was conducted in order to find out how active learning increases the participation of class XF
students of SMA Bopkri I Yogyakarta in English class. The classroom action research conducted was based on Kemmis and McTaggart’s model, which
consisted of four steps in each cycle. They were planning, action, observation, and reflection. Students’ participation in this research refers to the indicators of
students’ participation proposed by Bonwell and Eison 1991. The conclusion covers the description of active learning implementation process in English class
and the increase of students’ participation. Based on the data gathered through observation sheets and field notes, it
could be seen that students of class XF gave good response during the implementation of active learning in their English class. The students participated
more actively during English class. Besides, the students also showed that they were happy whenever they would have fun activities in English class. It gave
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