32 checklists: whether some cases
were supported by the observer’s observation or
not.
The researcher used the students’ reflection to be the additional teacher’s
reflection in the end of each cycle. It would indicate what went well and what did not in implementing the games. Therefore, the teacher could make improvement
in implementing games in the next cycle.
F. Research Procedure
This section describes the procedure of this study. There are three parts in the research procedure. Those parts are conducting a preliminary study, asking for
research permission, and conducting classroom action research.
1. Conducting a Preliminary Study
The researcher conducted a preliminary study to identify the problem occurred in English class of X Accountancy 2. In the preliminary study, the
researcher conducted observation. Then the researcher distributed questionnaire to all of the students to obtain more information on their problems. The researcher
also collected the students’ written texts in the preliminary study. After reading
some literatures related to the problem encountered by X Accountancy 2 students, the researcher decided to use games in improving
students’ writing skill in
composing an informal memo and an informal invitation letter.
33
2. Asking for Research Permission
There were some procedures in gaining the research permission. Firstly, the researcher asked for the permission from the school SMK Putra Tama
Bantul. After being accepted by the school headmaster, the researcher asked for the permission to the Yogyakarta Governor. The researcher went to the Governor
Office to get the permission letter by enclosing the permission letter from the university and the research proposal. Then the researcher sent it to BAPPEDA
Bantul by enclosing the photocopy of
the researcher’s student card. The staff of
BAPPEDA Bantul gave the permission letter to be sent to the school and
university.
3. Conducting Classroom Action Research
In conductingclassroom action research, the researcher took some steps. Firstly, the researcher made lesson plans in implementing games to improve
students’ writing skill in composing an informal memo and an informal invitation
letter
. The researcher also prepared students’ worksheets, students’ handouts,
observation checklists, field notes, questionnaires, interview guidelines and
students’ reflection sheets.
After that, the researcher conducted the first cycle in March 22
nd
and April 4
th
, 2013. The second cycle was conducted in April 5
th
and April 11
th
, 2013. In each cycle, there were three games implemented. The game in the first meeting of
each cycle was jumbled sentences. Jumbled words and flash pictures were at the second meeting of each cycle.
34 In conducting the study, the researcher was helped by two students of the
English Language Education Study Program Sanata Dharma University and anEnglish teacher of SMK Putra Tama Bantul in doing the observation. The
researcher distributed questionnaires in the end of each cycle to investigate whether games improve their writing skill in composing an informal memo and an
informal invitation letter. In the end of the second cycle, the researcher interviewed 10 students to whose answer in questionnaire supported the study. It
aimed to obtain deeper information on their opinion and experiences towards games implemented in the English teaching learning process.
Finally, the researcher analyzed the data and gained the result. The researcher also analyzed and reflected on what worked well and what did not. The
reflection of the first cycle was used to evaluate and plan the next cycle.
35
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.
