45 t
here were some students who did not pay attention to the teacher’s explanation.
Some students asked the teacher to flash the pictures one more time in flash pictures game. Some students took notes of the pictures flashed by the teacher.
After writing the informal memo, the students revised their drafts at home. The students submitted the draft and the revised written texts to the researcher on
Friday, April 5
th
, 2013.
4. Reflection
Based on the implementation of games in the first cycle, the researcher could reflect what went well and did not go well in the teaching learning process.
The students paid attention to the researcher’s explanation and answered actively the researcher’s questions. As the researcher wrote in the field note:
“The students listened to her explanation and responded to her questions
actively. By paying at
tention to the teacher’s explanation, the students
understand the elements, language features and new vocabularies used in
an informal memo and the rules of the game. “The students are also enthusiastic in playing
the games.”
Based on the reflective questions filled in by the students, all of the students enjoyed the teaching and learning process by playing the games. They
were happy in following the lesson because they had interesting experience in the teaching and learning process. Most of them wrote that they understood more
materials because the games helped them. As some students wrote in the reflective sheets:
Student 4
: “Game ini membuat saya lebih mudah mengingat tenses yang
digunakan dalam menulis informal memos. Saya senang mengikuti
pelajaran Bahasa Inggris dengan games
.“ The games help me
memorize the tenses used in writing informal memos. I was very
46 happy following the teaching and learning process by doing
games. Student 19
:” Pengalaman hari ini sangat menyenangkan karena games yang digunakan menarik dan membuat saya memahami materi yang
diberikan guru.” Today’s experience is very satisfying because the games are interesting. It makes me understand more the
materials given
Student 16 : “Saya tidak bosan mengikuti pelajaran karena
pelajara n diselingi games, tidak hanya penjelasan guru.” I am not
bored in following the lesson because I do not only listen to the
teacher’s explanation but also play games
Most of them wrote that it was interesting when they had to cooperate with their group members and compete against the other groups as they wrote:
Student 2 : “Pengalaman yang paling menarik adalah saat bekerja sama dengan
teman sekelompok dan adu cepat dengan kelompok lain. Ittu membuat saya termotivasi untuk menyusun kata- kata dengan bena
r dan cepat.” The most interesting experience is the time I cooperate with the
members of my group. Then the competition makes me arrange the words correctly and quickly.
Student 21: “Saya sangat terbantu oleh teman dalam satu kelompok membantu
saya menyusun element memos dan kata- kata.” My group members
help me arrange the jumbled sentences and jumbled words. However, there were some problems in the teaching learning processes that
might affect the implementation of the study. The main problem was time. There were some activities that consumed time more than that was allocated in the
lesson plan. For example, students were coming late to class after taking a break. Therefore, students had not enough time to write the informal memo in the second
meeting of the first cycle. The second problem was in playing jumbled words game, there were only
some of the group members who played the games, the rest talked to the other
47 members who did not play the game also. Learning from the problem, the
researcher planned to make the modification of the game. The third problem was there were too many pictures flashed in flash
pictures games. They made the students have difficulty in memorizing all the pictures and made them take a note of the pictures flashed by the teacher.
Therefore, the researcher planned to flash three pictures in the second cycle. The fourth problem was the paper that was used to write informal memos.
The researcher gave A4 paper that hadno lines on it. It made the students
’written
texts untidy. It caused
difficulties for the teachers to give the score to the students’
writing. In the second cycle, the researcher planned to give lined paper so the students would write tidier.
The fourth problem was the unclear flash pictures. They made the students have difficulties in observing those pictures. Therefore, in the second cycle, the
researcher planned to print the pictures bigger than before and on separate papers.
The other problem was the students’ enthusiasm. Even though the
researcher found t
hat the students’ enthusiasm was good enough, it still needed
attention in order to anticipate the boredom. In the second cycle, the students would do the same activities;wrote the informal invitation letter, played the
jumbled sentences, jumbled words, and flash pictures, and wrotean informal invitation letter. Those monotonous activities might be boring for some students.
48
C. Research Findings in the First Cycle
