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one of the main activities. The researcher and the teacher chose the board games as she considered it would enable the students learn grammar and writing at the same
time. The summary of the selected problems, the actions to solve the problems, and the
researcher’s expectations can be seen in the table as follows:
Table 2: The Solutions to the Problems Selected Problems
Solution Expected Results
a. The students had problems
with linguistic features in writing.
b. The students had problems
with grammar in writing. c.
The students had low motivation in learning
d. The teaching and learning
process rarely used media. Applying
board games in revising
stage. a.
The students got chance to look for their mistakes and correct
them. b.
The students got chance to interact and discuss with their
peers. c.
The students’ motivation in learning would improve due to
the enjoyment of learning.
B. The Implementation of Cycle 1
1. Planning
Implementing Board Games
The researcher planned to conduct the writing activities using genre based approach in the class before the game was implemented. The genre based approach
consists of four stages, i.e. building knowledge of the field, modeling and deconstructing the text, joint construction of the text, and independent construction
of the text. The activitiy in the first stage, building knowledge of the text, would be introducing the students with recount text. The students would get two different types
of texts, recount text and descriptive text, and they would be asked to look for the differences from both texts and the characteristic of the recount text. The modeling
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and deconstructing the text stage would be guiding the students to look for appropriate verbs of the incomplete sentences the researcher gave them and look for
verbs in the recount text given. The third stage would be matching and filling the blanks, continued by making a text based on given pictures, doing a task related to
punctuation, and making conclusionre-orientation of some stories. The final activity would be students making a recount text with given sequence of events or a letter
containing their past experience. The researcher conducted the activities like planned in the lesson plan. The researcher had consulted with the teacher about the lesson
plan and she stated it was okay. Aside of the stages of learning, the activity of writing itself has at least four
stages: planning, drafting, editing, and final version. The board game was planned to be implemented on editing stage. The letters the students made were examined and
scored. There would be some mistakes related to linguistic aspects like punctuation, spelling, capitalization, and grammar. Those mistakes would be used as the problems
solved during the games. The students would be working in groups. The groups would consist of four
students. The researcher planned to make the groups equal in quality as well so she decided to divide the students based on their scores. There would be the best, good,
medium, and low. The purpose was to distribute the ability to all the groups so the low skilled students could learn from the smart ones and the smart ones could share
their knowledge through the discussions.
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The games would have some rules. They were: 1
The Start column was considered as column 1. 2
Members of the groups would decide the turn to throw the dice. 3
Student threw the dice, solved the problem, and the group would discuss the validity of the answer.
4 If heshe got the wrong answer, heshe had to move backward one column. If
heshe was right, she could stay in the column she gets. Heshe would stay at the column waiting for hisher turn.
5 The student that was the fastest to get the Finish column was the winner.
The students would be asked to write their answers in a piece of paper and submit it so that the researcher could observe their problems and understanding from their
work.
2. Action and Observation
