The game conducted in the sixth meeting was TPR Game. This was a kind of guessing games which focused on grammar. Through this game, the students
were expected to be able to demonstrate some actions and adverbs following the actions. The students were able to guess some actions and adverbs following the
actions. Playing this game, the students could learn various verbs to walk, to run, to speak, to write, to read, to sing, to dance, to sit, to sleep, to swim, to laugh, to
cry, to jump, and the sorts of things and adverbs slowly, quickly, loudly, noisily, quietly, lazily, happily, sadly, angrily, badly. The procedures of this game were
described as following. One student of a group came in front of class and took one red card consisting of verbs and one blue card consisting of adverbs. Then heshe
demonstrated what written in those two cards. The opportunity to guess was given to hisher group, then if the group could not guess correctly, the opportunity was
given to the next group. That would continuous that way until certain cycles. Any group which could guess correctly got 100 points. Any group which got the
highest points was the winner. The time allocation for this game was fifteen minutes.
2. Action
The actions were carried out as what the researcher had planned in advance. In the fifth meeting, the researcher acted as the teacher, while the teacher
acted as the observer. In the sixth meeting, it was the teacher who acted as the teacher and the researcher would be the observer. The first two meeting activities
in cycle 3 were described as follows:
1. The researcher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely asking and
giving opinions meeting 5 and giving instructions meeting 6.
2. The researcher conducted song to begin the class and introduce the material. The song was What are you doing?
3. The researcher explained the material 4. The researcher conducted games, namely Running Dictation meeting 5 and
TPR Game meeting 6
5. The researcher gave tests to the students. meeting 6
3. Observation
According to the observation done by the researcher, the students looked happier to join the games in the cycle 3. The games looked fun and lively. The
mix-ability group in the competitive games made the games more challenging. The winner of the games was always changing. The groups which could cooperate
well would be the winner. Every student contributed in the games, especially some reluctant students. They cooperated well to beat other groups. In the meeting
6, the students were enthusiast to do the games. Especially when they saw their friends do funny and fool movement. A lot of laugh happened there.
4. Reflection
In the cycle 3, the researcher applied games which enabled reluctant students to be involved both physically and mentally. Before the implementation
of the games, the researcher divided the class into group which consisted of mix- ability students. It was due to the fact that in the cycle 2 the winner of the
competition was always the group consisting of smart and diligent students. Applying competitive games with mix-ability students in group made them
mutually cooperate with other friends. The high ability students could help their low ability friends in group. Group work also made the students busy so that it
could decrease the possibility of being sleepy and bored. Competition in the game made the students more motivated to work as fast as possible because all of them
wanted to be the winner. As Deesri 2002 states that competition is very important because it can stimulate and encourage students to participate in the
activity since naturally they want to beat the other teams. Results of interview 7, 8, 9 showed that the students were happy to join
cooperative and competitive games. They preferred group work to individual or even pair work because they could cooperate with more friends so that the task
could be finished fast. Besides, they also liked competitive games because they thought it was fun. Moreover, it could train the brain to think fast. Results of the
interview 13 with English teacher showed that the implementation of the songs and games in the cycle 2 brought positive effect to the students. She said that
there was no student who was sleepy and noisy. The students were busy with their group, so there was no time to get sleepy and make noises. The game was
lively and noisy, but it did not matter. The implementation of songs and games in the cycle 3 was categorized
successful. There were the increasing number of student’ participation in the
English teaching and learning process and the test results. The measurement was that 75 students participated in the English teaching and learning process and
75 students could achieved the standard score 60. The students’ participation increased from cycle 2 to cycle 3. In the cycle 3, the students’ participation was
over 75 . The increasing number of students’ participation happened because the reluctant students involved in the English teaching and learning process. The
test results increased significantly from cycle 2 to cycle 3. There were eighteen students 85 who could achieve the standard score 60 in the cycle 3, while in
the cycle 2 there were fourteen students 65 who achieved the standard score 60. There was an improvement point about 20 .
The action implementation in the cycle 3 could be regarded as successful. It needed one more cycle to re-assure the actions implemented were really
successful.
D. Cycle 4 1.
