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S: Seru. Ya menyenangkan, nggak bosen. It was exciting, not boring. R: Kalau dibanding sama pelajaran yang biasanya? Comparing to the usual
lessons? S: Lebih seru yang tadi. Bisa menambah wawasan. The games were more
exciting. R: Kalau kamu namanya siapa? What is your name?
S: Meri. Meri R: Meri. Kalau menurut kamu gamesnya tadi gimana? Kalau nggak suka
ngomong aja, biar nanti bisa ditingkatkan. Meri, what do you think about the games earlier? If you did not like it, just tell me, so that I can improve it.
S: Suka. Soalnya kalau cuman mendengarkan penjelasan itu bosen. I liked it,
since merely listening to teacher’s explanations is boring. R: Kalau dibanding pelajaran biasanya, pilih games kayak gini tadi apa
kayak yang biasanya? Biasanya kan juga ada nulis-nulis. If you could choose, would you prefer the ordinary lessons or games? The ordinary
lessons also contain writing tasks.
S: Ya… yang tadi itu. Lebih nyantai. Well… the games like earlier. It was more relaxing.
After the games were applied, the students seemed to be more enthusiastic towards the teaching and learning process. They had many tasks to do but they all
seriously did the tasks without having teacher remind them continually remind them to do so as happened in earlier stage. This was the effect of the competitiveness of
the games.
4. General Findings
Based on the first cycle of the research conducted in class X MIA3 of SMA 1 Pengasih, it could be concluded that the implementation of the board games was
effective to make the students enjoy the class. The students did not feel pressured while learning the materials. They felt more relaxed because they could discuss the
materials they had not understood with their peers. Unlike when they were fed with explanations from the teacher that bored them, learning through this game enabled
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them to learn more effectively since they learned all by themselves. However, the grouping decided by the researcher kept them for being fully relaxed. Some students
did not like their groups because they felt they could not work well with those who they did not like. This made the discussion did not run as well as the researcher
expected. The writing activities given gave the students to practice writing form the basic.
The students learned the use of simple past tense from the word level. They then learned to make sentences, to write in right punctuation and capitalization, to make
short paragraph for a certain structure of the text, and finally to make a complete story. The exercises used genre based approach so the students learned writing step
by step. Through the exercises, the students had learned how to write a recount text. However, writing does not only contain a single step. It needs at least four steps:
planning, drafting, editing, and final version. As we could not be sure that the students did editing after they made the first draft, the researcher used the board
game to make sure they did the editing before making the final version of their stories. From the results of their first draft, it could be seen that the exercises had not
been enough to make the students write well.
Table 3: The Results of Students’ First Writing
Category Average
Organization
15.34375
Logical Development of Ideas
15
Grammar
13.5625
Punctuation, Spelling, and Mechanics
15.78125
Style and Quality of Expressions
14.3125
Total Score
73.83594
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From scale 1-20, the students were quite good at organization, logical development of ideas, punctuation, spelling, and mechanics, and expressions with
average points 14-15. However, they were still weak at grammar.
C. The Implementation of Cycle 2
