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listen to teacher’s explanations. The games made the class more relaxed and they could understand the materials better as they could learn from their peers. The
handouts and checklist given were also helpful to make the learning more focused. 2.
The changes related to the learners’ behaviors Before the games were applied, the learners tended to be passive during the
teaching and learning process. They talked to their friends while the teacher was explaining, but were being quiet when they were asked to participate to the teaching
and learning process. They also rarely asked questions although they had not understood the materials given. Working in groups with their own classmates made
them more relaxed in discussing and asking questions about the matters they had not understood. Also, having the handouts and checklist themselves, the learners were
being more independent in doing the tasks. 3.
The changes related to the researcher’s behaviors In doing the research, the researcher studied theories about teenage learners’
behavior and the implications in teaching them. The researcher became more aware of teenage learners’ characteristics and became more patient in coping with teaching
teenage learners. Teaching teenagers was not an easy job to do. However, knowing their ch
aracteristics and applying experts’ suggestions in teaching teenagers, the researcher finally understood better the reason of their behaviors and the methods to
get them learn better inside the class.
B. Implications
From the research findings, there are some implications about the English teaching and learning process that can be drawn as follows:
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1. Applying board games could lighten the atmosphere during the teaching and
learning process. This made the learners be more relaxed as it enabled them to study by themselves with their peers. Learning with the other learners in small
group discussions encouraged them to be active. Even the shy learners were confident to take part in the discussions and they were willing to participate.
2. Applying board games could improve learners writing skills. The learners
enjoyed the tasks given through the games more t han the pen and paper ones’.
The games made them learn more and understand more. In addition, as the games required competitiveness, there were no learners that did not do the tasks as they
all wanted to win. 3.
Giving handouts of irregular verbs enabled the learners to be more focused in doing the tasks as they had something to guide them. We cannot expect learners
being able to memorize all verb forms. Therefore they need verb lists to help them finding the verbs.
4. Giving self-editing worksheet gave learners chance to check for their own writing.
They checked for their writing format, spelling, punctuations, content and organization, and grammar errors. This minimized the learners making mistakes
during the writing process. 5.
Letting learners learn in small groups made them become more active and confident in sharing their thoughts. However, not all learners can get along with
each other. Getting learners grouped with classmates they did not get along with can obstruct the group discussions. Therefore, letting them making the groups by
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themselves could be the best choice to make them comfortable in doing group discussions.
6. The learners could not learn in a fully implicit way. The learners still needed to
be taught in traditional way related to grammar rules and vocabulary.
C. Suggestions
