lxxii they could not find the past participle of words. This activity made students more
focus with their task individually and the teacher could know how far they understood the material was given. They also did the task seriously. Some of them
were opening their dictionary to find the english word enthusiastically or consulted to their friends.
The result of the second speaking post-test showed improvement the students’ score was better than the pre-test and post-teat 1. The mean score
increased from 5.31 in the post-test 1 6.05 in the post-test 2 in the range of 1-10.
4. Reflecting the Observation Result
Based on the observation result, teacher H and I reflected the reflection of the cycle 2 as follows: 1. the students actively could answer the question given by
the teacher, 2. the students more enthusiastic taking part the activity and relaxed in the following the lesson, 3. the classroom atmosphere became more alive and
the noisy decreased, 4. most of the students were able to use correct grammar and pronounce the words correctly.
Teacher H and I concluded that the use of games task in teaching speaking could improve students’ speaking proficiency and classroom situation become
more alive. Games challenged the students to develop their own idea and imagination. Even though the situation was noisy, the task made them more
willing to ask and think creatively. In conclusion, the cycle was successfully done. The problem found in the
first cycle could be fixed in this cycle and the students reached the goal of the
lxxiii lesson. The speaking proficiency of the students improved and the classroom
atmosphere became more alive. Therefore, the cycle stopped
5. Revising the plan.
From the result of post test 2, it could be seen the improvement of the students’ speaking proficiency. The score of post-test 2 increased although there
were still have noisy when games were implemented; the atmosphere of the teaching and learning process was also increased on a better side. From those
observation and reflection, I did not revise the plan and decided to stop the cycle.
3. Research Finding
After analyzing the result from several sources of the data, such as field notes, researcher diary, researcher observational report, the score of post tests,
students’ diary, I obtained some findings which answered the research questions. The research findings include the improvement of students’ speaking proficiency,
and the improvement of the classroom atmosphere in TL process and the findings of teacher’s behavior. The summary can be seen in Table 4.3
Table 4.3 Summary of Situation before and after AR
Indicators Before AR
Duringafter AR 1.
The students’ speaking proficiency improvement.
a. the students’ speaking
proficiency The students’ speaking
proficiency was still low the students got difficulties
to arrange sentences in appropriate grammar and
vocabularies
the students did not have The students’ speaking
proficiency improved The students could
identify the words and grammar used and make
sentences using appropriate grammar and
vocabulary
The games which were
lxxiv
b. the achievement of
students test score curiosity and this did not
stimulate them in speaking activity since there were
not any games implementation
some of the students could not focus on the lesson,
they were busy with their own activities
Most of the students were not active and looked shy
to answer the teacher’s questions.
The students did not try to ask the teacher about their
difficulties related with the material given
The achievement of the students’ speaking test was
low. The mean score of the pre-test was 4.08
guessing game and story game made students
curious and stimulated in joining speaking activities
The games asked them to focus on the task. It
challenged them to compete with other
groups. It also made them thought creatively
The students were active and enthusiastic in
answering the teacher’s questions
The use of games challenged the students to
find appropriate vocabulary and asked the
teacher when they found difficult words.
The achievement of the students’ speaking proficiency
increased. The mean score of post-test 1 is 5.31 and the post-
test 2 is 6.05
2. The improvements of
classroom speaking atmosphere.
The atmosphere of the class was not alive during teaching
and learning process
The students has less motivation in joining
speaking class
Some of the students
were busy talking with their friends
The students seemed
bored in speaking class The class became more alive
The motivation of the
students to join speaking class increased
The students seemed
active to discuss the task with their friends
The students became
more enjoy and active during the TL process.
They report their answer willingly.
The use of games
challenged them to compete with other
groups and it made the situation of TL enjoy.
3. The teacher behavior
The teacher was less
The teacher had known
lxxv
creative in teaching speaking
The teaching technique
used did not activate the students’ motivation
another technique in teaching speaking
Teaching speaking using
games elicited the students’ participation in
speaking
Table 4.3 shows that 1. Games could improve students speaking proficiency, 2. Games could improve the classroom atmosphere in TL process of
speaking. The use of games could motivate the students and they got a challenge to
increase their vocabularies. For example, the guessing game which asked the students to find the appropriate words, the specific information made them learn
new vocabularies; it means their accuracy appeared when students had good range of vocabulary. Games also asked them focus on the task. It challenged them to
compete with other groups. This competition situation made them enthusiastic following the teaching and learning process. It also made them thought creatively
to find appropriate words and correct sentences. Meanwhile, the improvement of speaking fluency appeared when students
had effective communication. After analyzing the data, it showed that the students actively involved in the speaking activity, they could get the ideas to speak. It was
showed when they asked to make sentence based on the picture orally. Beside the improvement above, the atmosphere of the classroom also
improved. The games activity created a new condition. In the classroom, the activity could increase the students’ motivation and enthusiast. During the TL
process, they were challenged to be active, creative, and confident. Games task also created cooperative climate. It could be seen when
students were in groups. They help each other if they found difficulties. For
lxxvi example they allowed their friends to borrow their dictionary. Every member of
the group tried to do the best for hisher group in order to have a good mark. They also actively discuss the task with their friends.
By analyzing the two cycles, the researcher decided to end up the cycle, since cycle 2 showed a better improvement on the students speaking proficiency
and the atmosphere of the classroom.
B. Result Discussion
After analyzing the data such as field notes, audio recording of speaking, research observational report, lesson plans, the score of the students pre-test and
post-test, research diary, the researcher obtained some findings that implementation of games is able to improve the students’ speaking proficiency
and the classroom speaking atmosphere. 1. The first finding is games give students chances to explore their
knowledge or vocabulary related to the topic. Byrne 1997: 102 stated games can be used to improve the learner’s command of particular items
of language sound, vocabulary, spelling and grammatical function. Games also involving a variety of structure, here the context of games encourages
a wider use of language, but still with the overall aim of promoting accurate command of the being used. Related with guessing games used
by the researcher, one of the key mechanisms used was getting them to try to find something out by guessing. It developed their ability related with
vocabulary mastery. The students should find appropriate words to
