their chair to their back. Some boys helped automatically the researcher to hand around the game set.
Field Note 6, Appendix D
R : Gimana tadi? What do you think their behavior?
C : Oh iya yang tadi kalo menenangkan anak-anak udah pake English Yes I can ya, mereka langsung fokus lagi.
Oh yes, when you managed them by applying jargon ‘English Yes I can’, they merely focused again.
R: Researcher C:Collaborator Interview 49, Appendix E
R : Classroom manajemennya gimana bu? How about the classroom management?
T : Secara umum dah bagus. Ada Yes I can, pengaturan kelompok juga bagus, tapi suara mbak kurang keras, kurang galak.
Generally, it was good. There was ‘Yes, I can’, the grouping management was also good, however your voice was less loud.
R: Researcher T: Teacher Interview 41, Appendix E
I n conclusion, there were some improvements dealing with students’
behavior and the activities management as well as students’ motivation, students’
involvement, and media. Therefore, the researcher, the collaborator and the English teacher decided not to continue the cycle as the improvements were
considered sufficient. From the explanation above, the result of Cycle 2 was said to be valid
because it was in line with the concept of process, dialogic and outcome validity. It meant that there were some improvements after implementation of actions
which were supported by some data sources, such as field notes and interview transcripts. The result was also reliable because there were more than one
observer in gathering the data. It was in line with the concept of investigator
triangulation. By considering the results showed in this cycle which had shown good improvements in some aspects, it was decided to stop the cycle.
3. General Findings
Based on the reflection of Cycle 1, the improvements were shown on the students’ involvement, students’ motivation, and the media used. However, there
were still problems related to the time management and the students’ behavior. Therefore, the researcher and the English teacher decided to continue the cycle.
As the result in Cycle 2, it was found that the students improved in every indicator.
It indicates that the use of Fun learning activities and the accompanying actions were successful in improving teaching and learning process. As the result,
there were changes that occurred during the implementation of the actions. Here is the summary of changes that happened before and after the actions were
conducted.
Table 8: The Changes that Existed After the Implementation Before the Actions were
Implemented After the Actions were Implemented
Cycle 1 Cycle 2
Some students
often made noise during the
teaching and learning
process. The routines and patterns
were used to deal with disruptive students. They
were interested to the routines and patterns.
However, some students still made noise during the
activities. The disruptive students
could be dealt well. Some noisy students
could be controlled. They did not make noise
in Fun Learning activities. They focused
on the activities because the rules and reward
