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