Cycle 1 RESEARCH FINDINGS AND DISCUSSION

44 When the teacher explained that they would have games activity in the class, they were very happy. Their motivation to learn was seen clearly. The teacher explained once more that there was also lesson in the games. They said that it was not a matter as far as they had games in class. From this case, the teacher also felt motivated and spiritful when teaching the students. When they were very enthusiastic and curious about the games that they would have, the teacher explained the rules of the games. Here, the students paid attention carefully and no one had a tendency to be noisy. That indicated improvement of the students’ motivation since they were always noisy when the teacher instructed the rules of the class. The first game was Match the Person to the Information. They seemed interested in green cards distributed by the teacher. Respondent B asked as follows. “Apa itu, Miss? Kartunya untuk apa?” What is that, Miss? What will we do with the cards? His question showed his curiosity. It really meant that from the beginning, he had motivation to do the task. The teacher gave two cards to each person. Most of them did not have difficulty when writing something on the cards. In fact, there was one student who felt difficult with the material in this meeting. She was respondent A. She asked the teacher a simple question. Her words were quoted as follows. “Miss Bunga, di belakang kata like ditambahkan s atau tidak?” asked respondent A. Miss Bunga, should the word “like” be added by “s”? 45 Before the teacher answered, another student who was always shy in class tried to answer a friend’s question. “Kalau subyeknya I, You, They, We, nggak usah tambahkan s”, respondent D answered. If the subject is I, You, They, or We, we do not need to add “s”. The teacher was very glad with the answer. Usually she always looked shy, but this game technique really reduced her shyness. She could do that because of the enjoyable atmosphere. The atmosphere indeed was not as usual. The atmosphere was not tense. The students seemed enjoy the learning process. When the students were asked to read what they wrote on the cards, all of them did it well. They learnt grammar too in this meeting, using noun after “like” and “prefer … to …”. The example of the reading section was as follows. “My name is Bunga. I prefer Youtube to Facebook.” When playing cards, they opened two cards by remembering the sentence that their friends had said. In this activity, they had to be concentrated to what cards that had been opened. This game was repeated in four times. The teacher only followed the students’ want. From this game, they were enhanced at motivation. They were also enhanced at focus when they tried to remember what their friends wrote on the cards. In the second meeting, the teacher applied the second games, Two Pictures. The students made a sentence related to the pictures. The teacher drew firstly. Three students made the craziest connection and two students made the reasonable connection. They also seemed enthusiastic because they got their turn 46 to draw pictures on board. When the teacher explained that the sentence used “present continuous tense”, three students were confused. They were always wrong in making the sentence. They always forgot to use “-ing” after “to be”. It could be handled because they were asked by the teacher to listen to their two friends who could make the right sentence. Sometimes, they did not listen to their friends when someone told the connection. They were really enthusiastic when making the craziest connection. For example, when respondent C drew a cartoon figure of “Doraemon” and “Keris”, respondent D made a sentence as follows. “Doraemon is going to buy Keris in Bringharjo Market.” In their opinion, Doraemon was from Japan. Therefore, they felt funny when listening that sentence. They often laughed together after making the craziest sentence. The teacher thought that their motivation was enhanced thoroughly. Unfortunately, sometimes they did not listen to their friends when their friends tried to make sentence. It could be concluded from their reflection. Most of them wrote that they wanted to have games again in the next meeting. 4. Reflection The students did not listen to their friends, when someone told the connection. Because of their lack of attention, the researcher gave the other games related to focus or attention. It was applied in cycle two. It was to make the students have good attention. Therefore, the games would focus on listening skill. 47 The implementation of Cycle 1 was briefly explained in Figure 4.1. Figure 4.1 The action implementation of Cycle 1 PLAN a In the first meeting, the teacher explained about the aim and the rules of using games in class and explained to the students that there would be four meetings of games class. b In the first meeting, the teacher explained to the students that they had to write reflection about their learning after having learning process in the personal journal. c In every meeting, the teacher explained the rules of the games and gave instruction. The teacher translated into Indonesian. d In every meeting, the students had games with friends and teacher. e In every meeting, the students learned something from the games, for example making sentences, learning verbs of past tense, etc. f In every meeting, the students found out the mistakes made by their friends and corrected them. g In every meeting, the students wrote reflection in their personal journal given by the teacher after having learning activity. h The teacher wrote the feedback on their personal journals. ACTION a In the first meeting, the teacher explained about the aim and the rules of using games in class and explained to the students that there would be four meetings of games class. b In the first meeting, the teacher explained to the students that they had to write reflection about their learning after having learning process in the personal journal. c The students paid attention to the teacher when the teacher explained the rules of the games. d The students had games with friends and teacher. They laughed and seemed enthusiastic to play the games. e The students made sentences and learnt grammar, using noun after “like” and “prefer … to …”. based on the material given by the teacher. f The students found out the mistakes made by their friends and corrected them in the first meeting. g The students wrote reflection in their personal journal given by the teacher after having learning activity. OBSERVATION Based on observation, the students’ motivation was enhanced by using games. They feel more comfortable and spiritful to do the task. Unfortunately, sometimes they did not listen to their friends when their friends tried to make sentence. It could be concluded from their reflection. REFLECTION Most of the students wanted games again in the next meeting. Since the students were still lack of attention to listen their friends, the teacher gave the other games related to focus or attention in cycle two. It was to make the students have good attention. Therefore, the games would focus on listening skill. 48

B. Cycle 2

1. Plan Lack of motivation was still a problem in the first cycle although it was just a little. It was expected that by applying the other games that focused on listening skill, they would be more motivated because the games could enhance their attention and focus. The games also could make them not chat by themselves in the learning process. The teaching learning process of cycle two in class was described in these steps. a. In every meeting, the teacher explained the rules of the games and gave instruction to the students. b. In every meeting, the students had games with friends and teacher. c. In every meeting, the students learned something from the games, for example making sentences, learning past form, etc. d. In every meeting, the students pay attention to the teacher’s or friends’ instruction or explanation. e. In every meeting, the students found out the mistakes made by their friends and corrected them. f. In every meeting, the students wrote reflection in their personal journal given by the teacher after having learning activity. The third game was Listen and Draw. It was a listening game. They would listen for detail in the description of a person, object, animal or place and drawing according to the details described. The teacher asked the learners to listen to the whole description without drawing. The description was read several times. Then, 49 they were asked to draw what the teacher described. The teacher checked the pictures against the text to see if the details were correct. The fourth game was Crossword Puzzle. This game was about irregular verbs crossword. There were many sentences which had many blanks. The students were asked to fill the blank by using past form. The fifth game was Story Consequences. The teacher gave the folded paper to the students. Next, the teacher explained the process of the games. The first player wrote their contribution on the first panel. The story was guided by Figure 4.2, which prescribed what each player should contribute. Figure 4.2 The story guideline The result was they made a story. 2. Action The implementation of action was conducted in two meetings. It was in line with the plan. The students are comfortable with the games so that they really showed good progress. a. The students paid attention to the teacher when she explained the rules of the games. Fold 1 time … Fold 2 place … Fold 3 X male character’s name met … Fold 4 Y female character’s name Fold 5 He said … Fold 6 She said … Fold 7 The consequence was … Fold 8 and … 50 b. The students had games with friends and teacher. They listened to the teacher’s instruction and explanation well. c. The students listened to the listening games, learned verbs of past tense, made sentences based on the material given by the teacher. d. The students found out the mistakes made by their friends and corrected them in the fourth meeting. e. The students wrote reflection in their personal journal given by the teacher after having learning activity. f. The teacher wrote the feedback on their personal journals in English in order to make them accustomed to and aware of activities that develop their English skill. 3. Observation In the third meeting, before the teacher explained the material that they would deal with, the students already shouted that they wanted to have games in the class. Firstly the teacher felt pessimistic because in the beginning of the class, they were already noisy. In fact, the students really paid attention when the teacher explained the rules of the games. This meeting had listening and drawing games. When the teacher told the description of a person in the first turn, they listened carefully. Only respondent B listened to the description by drawing directly. The others drew the description read by the teacher in the second turn. The description text was read three times in order to make them sure about what 51 they drew. When there were weird sentences, they laughed. It meant that they really paid attention and knew what they should draw. Finishing their drawing, they felt funny and curious to see their friends’ drawing. They were creative not only in drawing, but also in making description text. When the teacher asked the two groups to make the text, they were very creative. One of the groups made the description text of Miss Bunga’s Zombie which was funny and creative. Their participation in the learning activity was thoroughly enhanced. Their reflection also showed positive statements, except respondent C. He was the one who said displeasure thing about the games. He was lack of attention when listening someone’s story. But at least, he could learn something from this game. Since the time was not over yet, the teacher distributed a paper of crossword puzzle. Every student had his or her own opinion about it. Three students did not like it very much. They were respondent B, C, and E. At the beginning, they did not want to do it. The teacher ever felt confused with the situation. They did not want to do it because they thought that the teacher forgot about the promise to give four meetings of games technique. Next, the teacher explained to them that this Crossword Puzzle was also one of the games techniques. The teacher did not force them to do it perfectly. Even though they were not really motivated, somehow most of them got good score. There was only one student who did not get good score. He was respondent E. He might forget most of past forms. 52 The teacher thought that the technique in this meeting was also a good strategy to make them concentrate more in doing the task. They also did not have a tendency to be noisy in classroom. Therefore, from this meeting, their focus or concentration was improved, even though one student was not. At least, there was improvement in their language learning. In the last meeting, when the teacher distributed them the folded paper, they felt curious. They seemed impatient to do the task. While the teacher was preparing what the rules were, they shouted “Cepat, Miss.” Hurry up, Miss. It seemed that they really had good mood and motivation in this meeting. The students wrote the phrases well as the teacher instructed them to do. It meant that they paid attention carefully to the teacher. They were also impatient to have the result of the game that was written on the paper. One student was really curious from the beginning. He tried to look up the phrases written by his friend before. Nevertheless, the teacher reminded him about the rules of the game that had been told at the beginning. Every student had his or her turn to read the result. When they read it, they laughed together at the same time because the story became weird, illogical, and funny. When the teacher asked them to retell the story, there were no objections. All of them wanted to retell the story and they retold well. From their reflection, they wrote positive argument. They also wanted to be better in the next meeting. They also wanted to have more games in the next meeting because it could make them motivated. It could be concluded that games