Conclusion CONCLUSIONS, IMPLICATIONS, SUGGESTION
that the ‘fun’ in the learning context means the arising of interest, the full involvement, the meaningfulness, the material mastery, and the enjoyment
value. In other word, the fun learning conducted in the grade four as the research implementation had fulfilled the components of fun learning because
the students’ involvement improved. 3.
It was found out that the students rarely got varied and interesting media in teaching and learning process. In fact, the media used in fun learning activities
could solve the problem. It could help them to acquire the language learning since the media provided the vocabulary and input for students before
performing skills. For instance, the students could memorize vocabulary used in language functions helped by flashcards and board game set. The games
used colorful pictures to help their comprehension and vocabulary. It helped the students reach the objectives of the lesson. This was in line with Kline in
Hernowo 2005: 17 who states that children will double the speed in learning when they get fun learning.
4. The fun learning activities were varied and interesting for the students
moreover they could be effective in application especially in Cycle 2. The classroom management was effective since they were supported by the good-
time management and good procedure of fun learning activities. The right procedure of fun learning activities especially the grouping management was
useful to deal with the disruptive behavior such as making joke or going outside. Besides, the students who made noise could be dealt by invited to
help the researcher. The rules were also effective to make them focus again in
the lesson without making disruptive behavior. Moreover, the jargon ‘English, Yes I can’ could catch their attention which led to their motivation
in joining the lesson. The finding was in line with the theory from Brewster and Ellis that one of areas to create an effective learning environment is
establishing routine. Brewster and Ellis 2004: 219 state that young children gradually become familiar with established classroom routines that help to
make them feel confident.