57 teacher. There were three pictures; a house, a graduation cap and a clock
indicating 3 p.m. The teacher flashed the pictures two times. After looking at the pictures, the students wrote a graduation party invitation letter based on the flash
pictures they had seen on the papers which were distributed by the researcher. They had 45 minutes in writing a graduation party invitation letter. They might
look at the dictionary to help them write a graduation party invitation letter. The
teacher was walking around the class to help students and answer students’
questions during the implementation of the three games. Then, the researcher asked the students to submit their drafts at the end of the class. After that, the
researcher gave feedback to their drafts and gave it back to the students on Friday, April 12
th
, 2013. Finally, the students had to submit their revised written texts on Saturday, April 13
th
, 2013. 3 Post Activities
In post activities, the researcher reviewed what the students had learned by asking and answering questions to the students. Then, the researcher distributed
written reflective questions to the students. The researcher also distributed questionnaire to all students of X Accountancy 2. After that, the researcher ended
the meeting of the first cycle.
3. Observation
The observation was conducted in two meetings on Friday, April 5
th
, 2013 and Thursday, April 11
th
, 2013. It was at the same timeas the action implementation. The researcher asked for help from two co- observers and the
58 English teacher of the class to observe the teaching learning process during the
implementation. The data were
obtained from the teacher’s activities observation
checklists
, students’ activities observation checklists and field notes.
a. First Meeting The observation in the first meeting was conducted on Friday, April 5
th
, 2013. The observation sheets
on the researcher’s activities indicated that the
researcher could do the activity step by step. The researcher was enthusiastic in leading the game. The researcher also showed her thumbs up to give non- verbal
reinforcements to the students. The teacher also used Bahasa Indonesia and Javanese to explain the materials to the students.
The students were enthusiastic in playing the game even though the weather was very hot. It can be seen by referring to the observation sheet result.
However, some students were still talking to others while playing the game. b. Second Meeting
The observation in the second meeting was conducted on Thursday, April 11
th
2013. There were 24 students who joined the class. The observation sheet on
the researcher’s activities showed that the researcher sometimes used Bahasa
Indonesia in explaining the materials to the students. The researcher also used the same media in teaching the students.
From the observation sheets
of the students’ activities, it can be concluded
that there were more students who cooperate with their group members when they played the game. Most of the students involved actively in group discussion. They
also had better cooporation with their group’s members.
59
4. Reflection
The implementation of games in the second cycle was satisfactory. Many things went well in the second cycle. Time management was no longer a problem.
Moreover, there were many students who asked questions related to the topic. It indicated that the students had curiosity in learning English.
Based on the reflective question filled in by the students, most of the students were happy to join the English class. They also had new experiences
during the teaching learning process. Some students wrote in their reflective sheets.
Student 20: “Awalnya saya malas belajar Bahasa Inggris tapi lama-lama senang
karena pelajaran menulis lebih menyenangkan dengan games
.” Firstly, I am lazy studying English but I become diligent because
the activities to write English texts is very enjoyable.
Student 9 : “Bahasa Inggris terasa mudah kalau pelajarannya pakai game.”
English is easy if there are games in learning English
E. Research Findings in the Second Cycle
