Figure 7: The students do the Simon Says game enthusiastically.
Every instruction was repeated to the students. In this activity, most of students joined the game, but only some students in the back seemed reluctant to
play. To make them more motivated and get involved, the teacher gave a sticker to each student who joined the game. The strategy worked well. All students
wanted to join the game. The situation is described below. Then, she explained that the sticker was reward. It made all students wanted
to play the game. They were enthusiastic in playing the game even some boys snatched in walking the way of the front of the researcher.
Field Note 5, Appendix D
After playing the Simon Says game, the students were asked to do the next game section. The section was responding to the instruction individually. The
students were settled because they were invited to go to the front facing their friends. However, only a boy did. In this game section, he got instruction to use a
puppet. He did a movement. After he responded to the instruction, he got a chance to hold a puppet. The student was asked to give instruction to their friends as he
got before. Other students were asked to do a movement helped by the pictures on the monitor.
Stickers as reward were given to the students who did movement correctly. The use of stickers brought a positive impact to the students’ motivation. Many
students were enthusiastic and could not wait to do the game. Responding to this, the researcher asked to wait their turn patiently. After that, two by two students
went to the front and got the instruction. They also got a chance to give instruction by using the puppet. They seemed happy to play Simon says game. Their mistakes
were corrected and they also got a positive feedback in the form of sticker and praise. Some students were still snatching to show up but the time was limited. At
08.20, the students were invited them to play the Versus game. Before starting the game, the rule of the game was explained. At first, the students were grouped into
two big groups. Technically, they were not required to move around. The students who sat in the right side became group A, and the remaining became group B.
Each player of group A shall face the player of group B. After all students were ready, the students played the game. At the first
section, Group A gave instruction based on their clue cards. They got ten clue cards contained pictures and written instruction. Group B responded instruction
by doing required movement. When player of group B responded, group A assessed it by giving a thick in the right column. The researcher monitored the
students. After some minutes, the students were instructed to take turn. Group B gave instruction and group A assessed the performance of group B. The
management of Fun Learning activity could be said successful. Before starting the
game, the students were not noisy because moving around were not allowed. In taking turn of playing game, the students were directed well. Moreover, the
students were interested in the activity and they got involved actively. The following data shows the success of action.
R : ……. kalo kemarin gimana bu?
…….How about the action yesterday? meeting 1 in Cycle 2 T :
Kalo kayak gini malah bisa praktek mbak, kemarin anak-anak bisa praktek language functionnya to. Touch apa gitu kan.
If the activity was like that, they would do practice, yesterday students could practice the language function, right? Touch what
…like that R :
Iya bu, sebagian besar sudah bisa mengikuti aktivitas gamenya. Walaupun masih ada yang pronunciationnya kurang.
Yes, ma’am, most of them could join the game activity, although some of them had less pronunciation.
T : Ya gitu anak-anak , dah mending ya mbak daripada sebelumnya.
Yes, they made better than before.
R: Researcher T: Teacher Interview 41, Appendix E
After the game was ended, many students yelled that it was fun. It indicated that overall the activities on the day were successful.
2 The Second Meeting
The second meeting of Cycle 2 was conducted on October 8, 2013. In this meeting, the topic was about “The Facilities in the School” and the language
function taught was “inviting and accepting an offer. While the researcher worked as the instructor, the English teacher and the collaborator sat at the back
of the class to observe the teaching and learning process. Some students seemed enthusiastic to join the lesson. They were ready to
start the lesson. The researcher greeted the students by saying Salam and good
morning. All students answered together. Then she said, “How are you today?”
some students responded by saying, “I’m fine, thank you“.
The students were invited to pray by doing the routines and patterns first. Next,
the students’ presence was checked. In addition, the objective of the lesson was introduced. The students were asked to mention the rooms and facilities at the
school. The students yelled out enthusiastically some rooms at the school and the teacher wrote all the words mentioned by the students on the whiteboard.
To make the students remember the words easily some colorful pictures of facilities and
rooms in school were shown to the students. All students looked at the pictures and mentioned the name one by one. For checking their pronunciation, the
students shall listen to the correct pronunciation of the words when students made mistake. After that, the researcher asked the whole class to pronounce the words,
and then drilled the students in each row. The students were asked about how to invite someone to go to a place in
the school. They had no answer. Next, the researcher wrote a dialog of inviting and accepting, ‘let’s go to the canteen’; ‘okay yes’, then she demonstrated to
express it. They paid attention how to say it. Then all students were invited to say together. After that, the colorful pictures were used to help students use the
expression. They looked at pictures one by one and expressed invitation based on the picture. The students were drilled classically and in groups. To make the
language expressions familiar to the students, two rows of students were asked to express how to invite and asked the other rows to express how to accept. There
was an interaction among the students which lead to the real conversation.
At 07.20, a game, Speech bubbles, was conducted. At first, the rules were explained. The students shall work in pairs to fill in the bubble with appropriate
expressions which were performed. Some colorful handouts as the game set were given to the students. Some boys helped to distribute the game set to each pair.
The students started to play Speech Bubbles in pairs. They filled in the blanks the dialogue in the comics and they practiced the dialogue in pairs. After 10 minutes
they did the activity, the students got a chance to perform in the front of the class. The stickers as the reward were given to appreciate performers. It also made
students enthusiastic to perform as the field note below. They were snatching to perform, so the researcher shall choose students
who were quieter to make it fair. The students who can perform well got a sticker. They seemed happily when receiving a sticker, so they were enthusiastic to speak
in the front.
Field note 6, Appendix D
The students were still enthusiastic to play Speech bubbles. However, there was another game. The jargon was applied to make students focus again. At
07.40, all students were ready to listen to rules of the last Fun Learning activity. They seemed interested in the media of Board game. After that, the media was
showed to the students. All students paid attention to the explanation of rules of the activity. The students were divided into eight groups which consisted of four
students. This grouping system was successful to manage the students with disruptive behaviors. The students were not noisy and there was no one moves in
getting together in group. Some students only turned their chair to their back. Some boys helped automatically to hand around the game set.
After makin g sure the students’ understanding of the rules and the
readiness of each group, the instruction was given to start the game. The students played the game, but a boy was unwilling to play. Responding to this, the
researcher came closer to him and persuaded him to play with other. Finally, he played the game. Students asked a sticker when they got a star at the dice. Based
on one of the rules, they got a sticker when they rolled a star at the dice. It showed that they knew how to play the game and they got opportunity to speak through
the game. During the game, the students’ speaking was monitored and scored.
Figure 8: The students do the School Board Game activity.
At 08.00, the Fun Learning activity shall be stopped. However, all students were still playing a game. Therefore, they were asked to put the game set on the
teacher desk. A player from each team submitted the game set quickly to the teacher desk. After the game sets were tidy, the students were invited to reflect
and make summary of the lesson. They already knew the expression of inviting and accepting invitation. Most of students were right in pronunciation and
grammar. Moreover, they wanted to play again since they were interested to the media and the procedure of activities today. Then, the lesson was closed.
