General Findings and Discussion

4.4 General Findings and Discussion

This subchapter describes the important matters concerning the general summary of cycle

1, cycle 2 of this action research. It has been said before that this research was aimed to improve the students‟ speaking skills and the teachers‟ performance through guessing games. This 1, cycle 2 of this action research. It has been said before that this research was aimed to improve the students‟ speaking skills and the teachers‟ performance through guessing games. This

Based on the reflections of cycle 1, there were some techniques that were successful an unsuccessful. The successful techniques were games, songs and games. The unsuccessful ones were using guessing games to give explanations. The summary of cycle 1 and cycle 2 could be seen below.

We can say that the guessing games were successful if the students have many questions to ask in English and good respond to the teacher‟s question and explanation. The guessing

games were involved in class activities to motivate students to learn English. The guessing game activity was an effective technique to help the students improve speaking and actively speaking in English. Although some students were still not confident to say something and can afraid to show they selves in front of class, but they tended to be more active to imita te the teacher‟s actions. A guessing game who am I could raise good feeling and to motivation to speaking with English. This activity could make students more relaxed and comfortable in learning English.

Since the students were very energetic and love playing, guessing games were appropriate to motivate them in learning English. It could be improve their speaking ability by communicating between the teacher and other students. We can use “guessing game who am I” for creating interaction between students to students and students to the teacher.

The use of media was successful to support the English teaching learning process. Colorful, clear and interesting media were used to maintain the studen ts‟ attention and warm up them to the topics. The media included flashcards, pictures, things around the school, etc.

The use of guessing games for greeting, leave-taking, and giving instructions or explanations was successful. In the first cycle, it seemed that it was difficult for the students to understand the teacher‟s explanation in English. In the second cycle, the gestures or mimics were

used to improve their comprehension on the explanation. Although they did not really understand the explanation s, they made progress in understanding the teacher‟s explanation by responding some expressions such as asking permission, greeting and leave-taking.

Based on the summary above, it can be concluded that games as teaching techniques were successful to improve the English teaching learning process. The success of implementing games was accompanied by singing activities, playing games, and guessing games. The research members felt that the result of the cycle 1 and cycle 2 gave satisfactory result. She and the English teacher concluded that there was a progress in the English teaching learning process. Because the objective of the study had been achieved, the research members decided to stop the study in this cycle. She also stops the study because of the limited time to conduct further the actions and the limited facilities to support the teaching learning process.