63 games in the English teaching and learning process helped the students to enrich
their English vocabulary. Some students stated in the interview:
Student 9: “Banyak kosakata Bahasa Inggris yang saya gak tahu artinya. Dengan
games tadi kosakata Bahasa Inggris saya jadi bertambah.” I do not know the meaning of many English vocabularies. Games help me
enrich my vocabulary.
Student 24: “Kalo pelajaran biasanya cepet banget jelasin arti kosakatanya terus
saya lupa tapi dengan games saya lebih mudah mengingat kosakata Bahasa Inggris. ” Before using games, the teacher is too fast in
explaining the meaning of some words so I am easy to forget. But games make me memorize the vocabulary longer time.
F. The Improvement of Students’ Writing Skill in ComposingShort
Functional English Texts The researcher compared the students’ writing scores in the preliminary
study, the drafts and the revised written texts of the first cycle, and the drafts and the revised written texts
of the second cycle to show the improvement of students’
written texts scores. The scores in the preliminary study were taken before implementing the action. The scores in the first cycle were taken in the last
meeting of first cycle. The scores in the second cycle were taken in the last meeting of cycle two. Table 4.3
showed students’ scores in the preliminary study,
the drafts in the cycle one, the revised written texts in the cycle one, the drafts in the second cycle and the revised written texts in the second cycle based on their
written texts.
64 The passing grade for English subject in SMK Putra Tama Bantul was 70.
Table 4.3 showed that 3 out of 24 students 12.5 reached the passing grade in the preliminary study. It showed that many students did not reach the passing
grade. Table 4.3 also showed that 13 out of 24 students 54.17 reached the
passing grade. It showed that there were more than half of the students reached the passing grade. The percentage increased 41.67 from the percentage of the
preliminary study. There were 22 students 91.67 who made improvement in cycle one based on their written texts. The class average score in the preliminary
study was 45. Meanwhile, the class average score in the end of the first cycle was 62.5. The following table is the table of the
students’ scores in the preliminary
study, the first and second cycle
No. Std.
Score in Preliminary
Study Draft
Score in Cycle 1
Final Revision Score in Cycle
1 Draft
Score in Cycle 2
Final Revision
Score in Cycle 2
Note
1. 1
54.17 73.61
75 76.39
97.22 2.
2 59.38
82.85 83.33
77.78 86.11
3. 3
50 58.33
69.44 63.89
75 4.
4 66.67
72.22 94.44
63.89 86.11
5. 5
27.78 47.22
63.89 66.67
86.11 6.
6 33.33
61.11 63.89
50 69.44
Failed 7.
7 58.33
77.78 82.85
80.32 94.44
8. 8
77.78 83.33
86.11 75
83.88 9.
9 66.67
88.89 91.67
80.56 97.22
10. 10
73.61 82.85
94.44 82.85
97.22 11.
11 52.78
66.67 69.44
72.22 88.89
12. 12
2.78 63.89
88.89 77.78
91.67 13.
13 36.11
58.33 63.89
70.83 75
14. 14
44.44 52.78
61.11 63.89
72.22 15.
15 75
75 83.33
83.33 91.67
16. 16
5.56 44.44
50 47.22
55.56 Failed
17. 17
25 46.88
66.67 63.89
66.67 Failed
18. 18
46.88 73.61
91.67 75
86.11 19.
19 50
76.38 86.11
88.89 94.44
20. 20
16.67 44.44
61.11 58.33
77.78 21.
21 58.33
91.67 94.44
72.22 86.11
22. 22
27.78 75
91.67 71.88
88.89 23.
23 25
47.22 63.89
58.33 66.67
Failed 24.
24 2.78
25 38.89
44.44 47.22
Failed
65
No. Std.
Score in Preliminary
Study Draft
Score in Cycle 1
Final Revision Score in Cycle
1 Draft
Score in Cycle 2
Final Revision
Score in Cycle 2
Note
Average 45
58.33 62.5
66.67 75
Percentage of students who
reached the passing grade
12.5 50
54.17 58.83
79.1
Table 4.3 The Students’ Scores in the Preliminary Study, the First,
and the Second Cycle
From table 4.3,
the researcher found the scores’ improvements of students’
written texts. In the drafts of the cycle one, 12 students 50 reached the passing grade for English subject with the class average score was 58.33. Then, the
percentage increased 4.17 from the percentage of the drafts of the students with the class average score was 62.5 in revised written texts of the first cycle. In the
second cycle, the table 4.3 showed that the students who reached the passing grade were 14 students 58.83 with the score average were 66.67. In the revised
written texts, the students who reached the passing grade were 19 students 79.19 with the score average was 75.
The following figure showed the improvement ofthe students who reached the passing grade.
66
Figure 4.1 The Percentages Improvement of the Students who Reached the Passing Grade
Figure 4.1 indicated that the use of games helped students improve their writing skill in composing short functional English texts. There was improvement
of students’ scores based on their drafts and revised written texts. From the
questionnaire, it could be seen also that the games helped students improve their writing skill in composing short functional English texts.
The students’ difficulties in composing short functional English texts
decreased. It could be seen from the first questionnaire that there were 20 out of 24 students 83.33 who had difficulties in composing short functional English
texts. There were only 4 students 16.67 who had no difficulties in composing short functional English texts. In the second questionnaire, 14 students 58.33
did not find difficulties in composing short functional English texts. Therefore, 41.67 of the students found difficulties in composing short functional English
texts.
20 40
60 80
100
Preliminary Study
Draft in Cycle One
Final Revision in
Cycle One Draft in Cycle
Two Final
Revision in Cycle Two
12.5 50
54.2 58.8
79.2 87.5
50 45.8
41.2 20.8
The percentage of the students who reached the passing grade The percentages of the students who did not reach the passing grade
67 After analyzing the result of the first and second cycles, the researcher
found that there were improvement in three aspects; elements, ideas and vocabulary which included in the writing skill. The use of games in the teaching
learning process could help them implement the elements of short functional English texts.
The first questionnaire showed that there were 10 out of 24 students 41.7 who strongly agreed that the use of games in the English teaching
learning process could help them apply the elements of short functional English texts. There were 13 out of 24 students 54.2 who agreed that the use of games
in the English teaching learning process could help them apply the elements of short functional English texts. There was one out of 24 students 4.1 who did
not agree that the use of games in the English teaching learning process could help them apply the elements of short functional English texts. Meanwhile in the
second questionnaire, 13 out of 24 students 54.17 strongly agreed and 11 out of 24 students 45.83 agreed that the use of games in the English teaching and
learning process could help them apply the elements of short functional English texts.
The use of games in the English teaching learning process helped the students enrich their English vocabulary. It could be seen in the questionnaire.
The first questionnaire showed that 13 out of 24 students 54.2 strongly agreed that the use of games in the English teaching and learning process helped the
students enrich their English vocabulary. Furthermore, 11 out of 24 students 45.8 agreed that the use of games in the English teaching and learning process
68 helped the students enrich their English vocabulary. The second questionnaire
showed that 16 out of 24 students 66.67 strongly agreed that the use of games in the English teaching and learning process helped the students enrich their
English vocabulary. Furthermore, 8 out of 24 students 33.33 agreed that the use of games in the English teaching and learning process helped the students
enrich their English vocabulary. The use of games helped the students organize their ideas in composing
short functional English texts. It could be seen in the first questionnaire, 4 out of 24 students 16.7 and 18 out of 24 students 75 strongly agreed and agreed
that games helped the students organize their ideas in composing short functional English texts. There was one out of 24 students 4.1 who strongly disagreed
that games helped the studentsorganize their ideas in composing short functional English texts. There was one out of 24 students 4.1 who disagreed that games
helped the students organize their ideas in composing short functional English texts. In the second questionnaire, 7 out of 24 students 29.17 and 16 students
66.67 strongly agreed and agreed that games helped the students organize their ideas in composing short functional English texts. There was one out of 24
students 4.1 who disagreed that games helped the students organize their ideas in composing short functional English texts.
69
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the research conclusions and the suggestions for the implementation of games in teaching English class. The conclusions contain the
summary of the findings based on the formulated problem: to what extent do
games improve the X Accountancy 2 students’ writing skill in composing short
functional English texts? In the latter part, the researcher proposes suggestions for the English teachers and the future researchers.
A. Conclusions
In solving students’ problem dealing with the students’ writing skill in
composing short functional English texts, the researcher implemented classroom action research using games. The researcher found some significant results
through the processes implemented within this strategy. The researcher implemented two cycles in this study. Based on
the students’ improvement shown
in each cycle, the researcher concluded that the use of games was helpful for X Accountancy 2 students of SMK Putra Tama Bantul to improve their writing skill
in composing short functional English texts.
After analyzing the students’ scores, the researcher found that the use of games improved students’ writing skill in three aspects. The first aspect was that
games helped the students apply the elements of short functional English texts.
