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discussion well. Therefore the teacher suggested that the students made their own groups during the implementation of board games in Cycle 2.
a. Implementing Board Games in Learning Grammar
The board game is used to learn materials that the students still found it difficult based on the result of the Cycle I. Based on
the examination to students’ writing in Cycle I, the most visible problems the students faced are subject-verb agreement,
fragments, and overgeneralization of past form. The researcher planned to make five tasks related to the subjects which would be given in two meetings. The task would
be given through games.
b. Giving Handouts of Irregular Verb
From the first cycle, it also appeared that students having regular and irregular verb list worked more efficiently than others who did not have one. Also, with the
teacher reminding that past forms are not something we can learn instantly without learning, the researcher planned to give the students handouts of irregular verb list,
which was the hardest thing for the students to master as it could be seen that they kept doing over generalization towards irregular verbs. The list would be used as a
learning material to improve their vocabulary and a guideline in finding the verbs.
c. Giving Self-Editing Worksheet
Applying games and giving handout had not convinced that the students would not make mistakes during the writing. Therefore, the researcher gave students a self-
editing worksheet with checklist to remind the students of the rules of writing a recount text. The students had learned how to write a recount text but this checklist
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would remind them the rules they might had been forgotten. The checklist would be related to the format of writing, content and organization, punctuation, capitalization,
and spelling, and grammar and sentence structure. 2.
Action and Observation a.
Implementing Board Games in Learning Grammar
The game was planned to be used to learn five tasks related to subject-verb- agreement, fragments, and regular and irregular verb. However, it did not go as
planned. The third task related to regular verb could not be done during the class because of the limited time the researcher gave it as homework without using the
board game. The board game was used for doing four tasks within groups as done in Cycle I. However, for this cycle, the grouping was decided by the students
themselves for creating more comfortable feelings. This step made the students even more relaxed and the discussion run better. The games were quiet similar but they
did not get bored with it. I told them that they would learn about recount again and they would play
games like the last meeting, and they went, “Yes” but they immediately asked for making the groups on their o
wns. “Tapi grupnya bikin sendiri aja” We make the groups by ourselves. I said okay, and they immediately made a group of four with
friends in front or behind them. I told them that the rules were still the same and they said they still remember
them. The games began faster than the first Cycle as it took shorter time for the students to get to their groups and they had been familiar with the rules as well so I
did not have to explain much about them. The class became more noisy than usual. The students
were debating here and there about whether their friends’ answers were right or wrong. Every time it got hard for them to decide, they call me or the teacher
for help. The teacher and I would give clue first to make them guess the answer and there would be someone who says
, “Kuwi rak bener…” Told you every time his or her answer was the right one. The rest of the groups would just smile and say,
“Ohhh…”
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b. Giving Handouts of Irregular Verb
