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CHAPTER V CONCLUSIONS, IMPLICATIONS, SUGGESTION
The research was aimed at improving the teaching and learning process of the fourth at SDN Ngringin by using fun learning. In carrying out the research, the
steps taken were identification and selection of the field of problems, planning, action, observation and reflections. The actions were implemented in two cycles.
There were many problems related to the quality of the teaching and learning process. However, the research was only focused on five feasible
problems to be solved. They were students low motivation, students’ low
involvement, the lack of media, students’ disruptive behavior, and lack fun in the teaching activities.
A. Conclusion
In reference to the discussion in the previous chapter, it could be concluded that the implementation of the activities and the supporting actions
successfully improved the quality of teaching and learning process. Here is the brief summary of the improvements.
1. The first improvement was the students’ involvement. Before the action, only
some students got involved in the teaching and learning process. After Cycle 1, most of students participated in the teaching and learning process. The
students were enthusiastic to join the activities and achieved the objective of lesson. They were willing to join in group work actively. The findings in
Cycle 2 showed that all students participated actively in teaching and learning process.
2. After the implementation, the students’ motivation was improved. The students
were motivated in joining the English teaching and learning. This was proven by students’ willingness to start the game as soon as possible. In every
activity, most of students looked happy even some boys who often make disruptive behavior. The boys often wanted to be number one in handing
around the media of the activities, and also joined the activity well. 3.
The next improvement was the use of media of the teaching and learning process. The media used were flashcards and cards which interesting and
useful during Cycle 1. The students were interested to the flashcards and the cards. The media could be seen from the back, so all students could see the
picture. Through the pictures, the students could know some vocabulary which can help them in using language function. In Cycle 2, the puppet, the poster,
some colorful pictures in the monitor, some flashcards, and Board game set were interesting to the students. The media were beneficial to catch students’
attention and to help students acquire the skills required. 4.
The teaching activities were fun and effective. The fun learning activities could be conducted in well-managed time based on the planning. All activities were
conducted based on planning. The procedure could be followed by the students. The fun learning activities were effective since the applications were
good in order. The students found fun learning activities interesting. They liked the activities. Besides, they could understand the material of lesson
through the activities.
5. The disruptive students could be dealt well. Some noisy students could be
controlled. They did not make noise during the fun learning activities. They focused on the activities because of the procedure of fun learning activities
accompanied by the rules and reward.
B. Implications
Based on the research discussion, the fun learning activities can be applied in the teaching and learning process of elementary school. The implications of the
actions are presented below. 1.
The fun learning activities were useful in improving students’ motivation as the games gave fun atmosphere in learning context. As they were playing, the
students were enthusiastic and interested during the teaching and learning process. The games provided the students with a lot of joy during the learning
activities. The actions were new for them since th e students got bored before the research. This is in line with Depdiknas 2008: 23 that encourage teachers
to apply challenging games, stories, and songs to make the teaching process more interactive, interesting and meaningful.
2. From the finding, it could be inferred that the implementation of fun Learning
activities made the students’ involvement improved. Through the procedure of the activities, the students were encouraged to engage fully in the learning
activities. In all cycles, students sustained their involvements in activities even the time was ended. The students automatically involved in the activities and
no students left alone or did other activities outside lesson. The improvement was in line with theory from Meier about fun learning. Meier 2001: 36 states
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
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