middle of research, one more student came to the school. However, in the end of the research the number of students became 32 because a male student moved to
other school. Generally, most of them come from middle economic background. In SDN Ngringin, the English lesson used to be taught since the grade four.
Based on the observation and interviews, the English teaching and learning process to the fourth grade was stil unsactisfactory.
C. Research members
The research involved the English teacher, the collaborator, the fourth grade students of SD N Ngringin and the researcher. The English teacher, the researcher
and the collaborator work collaboratively to solve some problems related to teaching and learning process.
D. Procedure of the Research
The research used procedures in action research as proposed by Kemmis and McTaggart in Burns, 2010: 7-8 as follows:
1. Planning
In this phase, classroom observation and interview with English teacher and the students were conducted to identify the problems. The problems in the
teaching and learning quality were indentified and analyzed, it was called reconnaisance. Those resulted the important information of the research subject
which the research focused on the problems related to the teaching and learning quality. The reconnaisance was important to decide and develop some actions.
Based on Kemmis and McTaggart, in the planning, the researcher should take into account two things: 1 What kind of investigation is possible with the
realities and constrains of the teaching situation, 2 What potential improvements the researcher think are possible.
The course grid and lesson plan based on the curriculum of the school were prepared to the implementation of action. Besides, the materials and other
instruments were selected based on the technique of the action. After that, the steps were organized in implementing the Fun Learning in the teaching and
learning process in the fourth grade. 2. Action
After planning the actions, the actions were implemented in the teaching- learning process. The actions were conducted until the improvement has been
achieved. The research involved the actions in two cycles with three meetings for each cycle.
3. Observation During the action, observation was conducted to analyze the improvement
of teaching–learning quality through technique used in the action. The observation was done to know what is happening in the actions; to look into the
success of the action and the problems came during the implementation. The data from observation were reported in the field notes form. The students, the
English teacher, and the collaborator were interviewed to know their views and feelings during and after the action.
4. Reflection Based on the observation and interview toward the action, the effects of
the actions were reflected by the teacher, the research and the collaborator. After
