The Preliminary Study RESEARCH RESULTS AND DISCUSSION

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION

The researcher presents this chapter in six parts: the preliminary study, the implementation of games in the first cycle, research findings in the first cycle, the implementation of games in the second cycle, research findings in the second cycle, the improvement of research findings in the first and second cycles. This chapter presents the research results and discussion in implementing games to improve students’ writing skill in composing an informal memo and an informal invitation letter. The research was conducted in two cycles which were applied in two meetings for each cycle. The study was conducted in March 22 nd , April 4 th , April 5 th and April 11 th , 2013.

A. The Preliminary Study

The researcher did the preliminary study twice in class X Accountancy 2 of SMK Putra Tama Bantul academic year 2012 2013. The first preliminary study was on Friday, February 15 th , 2013. The teacher explained the elements, the language features, and vocabulary used in writing informal memos. After explaining the materials, the teacher gave some written questions about the elements, the language features, and vocabulary used in composing an informal memo. Then the students answered the questions. After answering the questions, the students and the teacher discussed the answer. Most of the students made many mistakes in answering the questions. 36 In the syllabus, the students were expected to be able to compose memos. Therefore, after discussing the answers, the teacher asked the students to composean informal memo. The passing grade of SMK Putra Tama Bantul was 70. However, most of the students of X Accountancy 2 got bad scores in theirwritten texts so they did not reach the passing grade. Lastly, the students were asked to submit their revised written texts on the next day. The researcher also collected their written texts in the preliminary study as the data for the study. In the second preliminary study which was conducted in February 22 nd , 2013, the teacher explained an informal invitation letter. The teacher explained the elements, the language features and the vocabulary used in composing an informal invitation letter. After that, the teacher gave question sheets about the elements, the language features, and vocabulary used in composing an informal invitation letter to the students. After answering the questions, the teacher and the students discussed the answers. Then, the students were asked to compose an informal invitation letter. In the second preliminary study, the researcher found that students had difficulties in composing the text. The students submitted their written texts on the next day. The researcher also collected the revised written texts of the students. In order to obtain more information about the problems encountered by the students of X Accountancy 2, the researcher distributed questionnaires to all students. The questionnaire showed that most of the students had difficulties in applying the elements, knowing the meaning of new vocabularies, organizing 37 ideas, and applying tenses used in an informal memo and an informal invitation letter. They also felt bored in learning writing. Therefore, the researcher tried to find the appropriate technique to teach them writing an informal memo and an informal invitation letter. Based on the observation, the researcher concluded that it was better for the students to experience the practice and use of the language rather than to listen to teacher ’s explanation. Therefore, the students writing skill was expected to improve. Moreover, the students of X Accountancy 2 students felt bored easily. They needed interesting activities in learning writing.

B. The Implementation of Games in the First Cycle