Research Findings in the Second Cycle

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4. Reflection

The implementation of games in the second cycle was satisfactory. Many things went well in the second cycle. Time management was no longer a problem. Moreover, there were many students who asked questions related to the topic. It indicated that the students had curiosity in learning English. Based on the reflective question filled in by the students, most of the students were happy to join the English class. They also had new experiences during the teaching learning process. Some students wrote in their reflective sheets. Student 20: “Awalnya saya malas belajar Bahasa Inggris tapi lama-lama senang karena pelajaran menulis lebih menyenangkan dengan games .” Firstly, I am lazy studying English but I become diligent because the activities to write English texts is very enjoyable. Student 9 : “Bahasa Inggris terasa mudah kalau pelajarannya pakai game.” English is easy if there are games in learning English

E. Research Findings in the Second Cycle

The result of the study in the second cycle showed that 19 students 79.17 reached the passing grade for English subject. The passing grade for English subject in SMK Putra Tama Bantul was 70. There was only one student who did not make significant progress in his written texts. It can be influenced by others factors. The class average score in the preliminary study was 45. Meanwhile, the class average score in the end of second cycle was 75. The following Table 4.2 showed the students’ scores in the preliminary study and cycle two based on their written texts. 60 No. Students’ Numbers Score in the Preliminary Study 2 Drafts Score in Cycle 2 Revised Written Texts Score in Cycle 2 Note 1. Student 1 54.17 76.39 97.22 2. Student 2 59.38 77.78 86.11 3. Student 3 50 63.89 75 4. Student 4 66.67 63.89 86.11 5. Student 5 27.78 66.67 86.11 6. Student 6 33.33 50 69.44 Failed 7. Student 7 58.33 80.32 94.44 8. Student 8 77.78 75 83.88 9. Student 9 66.67 80.56 97.22 10. Student 10 73.61 82.85 97.22 11. Student 11 52.78 72.22 88.89 12. Student 12 2.78 77.78 91.67 13. Student 13 36.11 70.83 75 14. Student 14 44.44 63.89 72.22 15. Student 15 75 83.33 91.67 16. Student 16 5.56 47.22 55.56 17. Student 17 25 63.89 66.67 Failed 18. Student 18 46.88 75 86.11 19. Student 19 50 88.89 94.44 20. Student 20 16.67 58.33 77.78 21. Student 21 58.33 72.22 86.11 22. Student 22 27.78 71.88 88.89 23. Student 23 25 58.33 66.67 Failed 24. Student 24 2.78 44.44 47.22 Failed Average 45 66.67 75 Table 4.2 The Students’ Scores in the Second Cycle The scores in cycle two were taken based on the students’ written texts in the last meeting of cycle two. The English teacher of X Accountancy 2 in SMK Putra Tama Bantul was asked to give score to the students’ written texts. In giving the score, the researcher and the English teacher used the same rubric. Then the researcher chose the average score for each student. The aim of the activity was to establish validity. In this cycle, the students’ difficulties in composing short functional English text decreased. It can be seen from the questionnaire. There were 14 out 61 of 24 students 58.33 who did not find difficulties in composing short functional English texts and 10 out of 24 students 41.67 had difficulties in composing short functional English texts. Table 4.2 indicated that there were improvements in students written texts. The researcher believed that games really helped the students compose short functional English texts. Moreover, the questionnaire showed that 19 out of 24 students 79.17 agreed that games could help them compose short functional English texts. There were four out of 24 students 20.83 who strongly agreed that games could help them compose short functional English texts. There was a student 4.17 who did not agree that games could help them compose short functional English texts. Some students in the interview stated that games could help them compose short functional English texts. Student 15 : “ Ya membantu saya dalam mengingat materi apa yang disampaikan. Terus juga tahu kosakata baru gitu. My opinion is that games used in English teaching and learning process help me memorize the materials and enrich my vocabulary Student 17 : ” Saya tahu arti banyak kosakata baru jadi itu sangat membantu saya untuk menulis teks I know new vocabulary. It helps me write the text Based on the first cycle, the researcher focused on three main aspects of the writing rubric which indic ated the improvements of students’ writing skill in composing short functional English texts. The three main aspects were elements, ideas and vocabulary. In the second cycle, the researcher found that the students also made improvements in those three aspects. 62 The use of games helped the students apply the elements of short functional English texts. It could be seen from the questionnaire, 13 students 54.17 strongly agreed and 11 students 45.83 agreed that the use of games in English teaching and learning process could help them apply the elements of short functional English texts. The use of games helped the students organize their ideas in composing short functional English texts. There were 7 out of 24 students 29.17 and 16 out of 24 students 66.67 who strongly agreed and agreed that games helped the students organize their ideas in composing short functional English texts. There was one out of 24 students 4.1 who disagreed that games helped the students organize their ideas in composing short functional English texts. In the interview, one student stated that: Student 20 : “Saya sebenernya sering bingung mau nulis apa kalau disuruh nulis undangan gitu, tapi kalau dikasi games yang gambar- gambar ditampilin sebentar oleh guru tuh saya jadi ngerti saya mau nulis apa. Urut- urutannya dan acaranya juga jadi ngerti mau nulis apa.” I often get confused what should I write when the teacher asks me to write an invitation letter. But, flashed pictures game helps me organize my ideas. I can arrange the arrangements and the event. The use of games in the English teaching learning process helped the students enrich their English vocabulary. There were 16 out of 24 students 66.67 who strongly agreed that the use of games in the English teaching and learning process helped the students enrich their English vocabulary. Furthermore, 8 out of 24 students 33.33 who agreed that the use of games in the English teaching and learning process helped the students to enrich their English vocabulary. There was no one who disagreed or strongly disagreed that the use of 63 games in the English teaching and learning process helped the students to enrich their English vocabulary. Some students stated in the interview: Student 9: “Banyak kosakata Bahasa Inggris yang saya gak tahu artinya. Dengan games tadi kosakata Bahasa Inggris saya jadi bertambah.” I do not know the meaning of many English vocabularies. Games help me enrich my vocabulary. Student 24: “Kalo pelajaran biasanya cepet banget jelasin arti kosakatanya terus saya lupa tapi dengan games saya lebih mudah mengingat kosakata Bahasa Inggris. ” Before using games, the teacher is too fast in explaining the meaning of some words so I am easy to forget. But games make me memorize the vocabulary longer time.

F. The Improvement of Students’ Writing Skill in ComposingShort