level of intellectuality heshe is. Similarly, Wright, Betteridge, Buckby 2005 say that games add interest to what students might not find very interesting.
Sustaining interest can mean sustaining effort.
B. Theoretical Framework
As explained in the background and identification of the problem, students’ participation is one of the most important things in the students’ learning
process, including their English teaching and learning process. The greater the students’ participation in the teaching and learning process, the greater will be the
amount of student learning and personal development. But, in reality, according to the researcher’s experience in her formal schools and her teaching’s experiences,
many teaching and learning processes lack students’ participation. The subjects of the research are considered adolescents. Generally,
adolescents are easily bored. They need various activities to get them involved. They also show anxiety and fear toward English lesson. These attitudes are
regarded as enemies of learning. Thus teaching and learning process should provide enjoyment and relaxation which can help adolescents learn without
anxiety and fear. As explained in the literature review, songs and games are expected to
increase students’ interests and motivations in the English lesson. Thus, later on, they can increase students’ participation in the teaching and learning process.
Improving teaching strategy can carry out improvement of students’ participation in the English teaching and learning process. An improvement can
be built through gradual changes through planning, implementation, evaluation, and reflection, so that success in the teaching and learning process can be
achieved.
CHAPTER III METHODOLOGY
This chapter elaborates the methodology used in this research. It presents research method, research participants, research setting, research instruments, data
gathering technique, data analysis technique, and research procedure of this research.
A. Research Method
This research was classroom action research with aim to increase the students’ participation in the English teaching learning process in the seventh
grade of SMP BOPKRI 2 Yogyakarta. This kind of research was a qualitative research which focused on understanding social phenomena from the perspective
of the human participants in the study. What follows are the definition, aims, characteristics, and procedure of
classroom action research.
1. Definition of Classroom Action Research
Stephen Kemmis, as cited by Hopkins 1993: 44 states that action research is “a form of self-reflective inquiry undertaken by participants in a
socialincluding educational situation in order to improve the rationality and justice of a their own social or educational practices, b their understanding of
these practices, and c the situations in which practices are carried out”.
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