cards. flashcards, colorful
pictures in monitor and the board game set were
used.
The researcher and the English teacher discussed the result of this research as the final reflection. They agreed that the actions implemented were successful
to improve the teaching and learning process focused on some problems. In other words, the objective of the research was achieved. Therefore, after the result of
the last cycle had shown a good improvement in all aspects that were targeted, they decided to stop the cycle.
C. Research Discussion
This part analyzes the findings of Cycle 1 and Cycle 2 of the research to know whether the use of fun learning activities improves the teaching and
learning process or not. Based on the findings, after implementation the actions in Cycle 1, the
students’ improvement had not covered all aspects of research targets. Their motivation, involvement and interest of media improved. They enthusiastically
played the games as they brought fun atmosphere of their playing world into the classroom. However, the activities were less ineffective still the time management
could not applied well. Moreover, another problem emerged during the cycle, i.e. the
students’ behavior had not been dealt maximally. They still made noise in certain time during the actions.
Cycle 2 was conducted to overcome problems that emerged in the previous cycle. In this cycle, the fun learning activities were conducted in well-
managed time. The procedure of the games and grouping were demonstrated well to the students so they kept their interest to the activities as well as they could get
the skills. The routines and patterns adding by rules and rewards were also successful to deal with disruptive behavior.
The reflection showed that the use of fun learning activities and the accompanying actions was successful to improve teaching and learning quality in
every aspect. The following discussion shows how fun learning activities improve the teaching and learning process in the grade four of SDN Ngringin.
1. The fun learning activities were useful in improving students’ motivation as the
games gave fun atmosphere in learning context in the fourth grade of SDN Ngringin. As they were playing, the students were enthusiastic and interested
during the teaching and learning process. The games used colorful pictures to help their comprehension and vocabulary. As a result, the students could
improve skills and other objectives of the lesson. 2.
From the finding, it could be inferred that the implementation of fun learning activities
made the students’ involvement improved. The games provided the students with a lot of joy during the learning activities. The actions were new
for them since the students got bored before the research. Through the procedures of the activities, the students were encouraged to involve fully in
the learning activities. In all cycles, students sustained their involvements in activities even the time was ended. The students automatically involved in the
activities and no students left alone or did other activities outside lesson because the activities were suitable with their characteristics as pupils.
3. Before the actions, it was found out that the students rarely got varied and
interesting media in teaching and learning process. Regarding to this, the media used as the actions could solve the problem. It could help them to acquire the
language functions since the media provided the vocabulary and input for students before performing skills. For instance, the students could memorize
vocabulary used in language functions helped by flashcards and the game sets. 4.
The fun learning activities were varied and interesting for the students moreover they could be effective in application especially in Cycle 2. The
classroom management was effective since they were supported by the well- manage time and good procedure of fun learning activities. The right procedure
of fun learning activities especially the grouping management was useful to deal with the disruptive behavior such as making joke or going outside.
Besides, the students who made noise could be dealt by invited to help the researcher. The rules were also effective to make them focus again in the
lesson without making disruptive behavior. Moreover, the routine and pattern ‘English, Yes I can’ could catch their attention which led to their motivation in
joining the lesson.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, SUGGESTION
The research was aimed at improving the teaching and learning process of the fourth at SDN Ngringin by using fun learning. In carrying out the research, the
steps taken were identification and selection of the field of problems, planning, action, observation and reflections. The actions were implemented in two cycles.
There were many problems related to the quality of the teaching and learning process. However, the research was only focused on five feasible
problems to be solved. They were students low motivation, students’ low
involvement, the lack of media, students’ disruptive behavior, and lack fun in the teaching activities.
A. Conclusion
In reference to the discussion in the previous chapter, it could be concluded that the implementation of the activities and the supporting actions
successfully improved the quality of teaching and learning process. Here is the brief summary of the improvements.
1. The first improvement was the students’ involvement. Before the action, only
some students got involved in the teaching and learning process. After Cycle 1, most of students participated in the teaching and learning process. The
students were enthusiastic to join the activities and achieved the objective of lesson. They were willing to join in group work actively. The findings in
Cycle 2 showed that all students participated actively in teaching and learning process.
