Yes, there was interesting. If they were noisy, they were asked to do like this rolling her hand
R : Oh yang rolling-rolling up itu ya?routines and patterns berarti cukup efektif ya bu?
You mean rolling-rolling movement, right? Were the routines and patterns effective?
T : Anak-anak suka belum pernah saya gituin, itu inovasi baru. The children liked that, they had not got before, this was new innovation.
…………………………… R : Berarti itu dipertahankan yang itu ya bu routtine pattern.
In other words, this will be maintained, right? T : Iya, yang English yes I can biar gak bosen, soalnya kalo sama saya rame
banget. Yes, this one,
‘English yes I can’ will be maintained, so they were not bored, because they were so noisy with me.
R: Research T: Teacher Interview 12, Appendix E
While she told the students to work in pairs, some students moved to other chair. It made the class a little bit noisy. The researcher made them to be quiet by
leading a jargon. But, a boy moved again and disrupted other friends. She made him to back to his chair, “good boy, sit down here, please” then she continued to
explain about the rule of a game called a card game.
Field notes 2, appendix D
Generally the action research plans implemented in the Cycle 1 ran well. The core of the action research in which to implement Fun learning activities to
improve English teaching and learning process was proven by the raise of participation students in every activities. The raise of motivation contributed a lot
to their activeness in learning process. The actions did this creating fun atmosphere in the classroom.
The fun learning activities were interesting for the students. They were excited to do the activities. However, there was weakness in the application. The
activities were ineffective at the first meeting. The fact was because of the bad time management. The time was not enough to conduct the fun learning namely
Things in the Middle game. Consequently, one of fun learning was conducted in
two meetings. At the beginning of Cycle 1, the song was too complicated and the procedure was ineffective. However, the activities in the third meeting were
effective and interesting.
The pattern as the classroom management technique was interesting for the students. In some conditions, the noises could be dealt. However, in other
cases, they were noisy e. g when the the rules of the game were explained. In other words, the noises were not dealt maximally because of the weakness of
applying the classroom management. From the explanation above, it can be concluded that through Fun
Learning combined with some accompanying actions there were some improvements related
the students’ involvement and motivation. The problems related to the media used in the classroom were also successfully improved.
However, there were still some problems related to the students’ behavior and the management of Fun Learning activities.
As the teaching and learning process still had problems the cycle would be continued to solve the problems a
rose and improve the students’ behavior and the effectiveness of learning activity. Before conducting the next cycle, the actions
done in Cycle 1 were evaluated. Here is the conclusion of actions in Cycle 1 and the recommendation for Cycle 2.
Table 6: The Conclusion of Actions Done in Cycle 1 and the Recommendation for Cycle 2
Actions in Cycle 1
Reflection Conclusion in
Cycle 1 Recommendation
for Cycle 2
Conducting The use of games in the
This action The time
