The use of games to improve young learners` motivation in language learning in Bumblebee English Course Yogyakarta.

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THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING

IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Gabriela Bunga Pramudhita Student Number: 051214101

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING

IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Gabriela Bunga Pramudhita Student Number: 051214101

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ABSTRACT

Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta.

English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

There was problem found in the teaching and learning activity of young learners in Bumblebee English Course Yogyakarta. The problem was the lack of motivation to learn the target language. The indicators of having lack of motivation are (1) the students do not want to listen to the teacher and to other students, (2) the students talk a lot during the lesson, (3) the students are afraid of making mistakes, (4) some students seemed shy to express their tasks. By finding out the problem faced by the students in Bumblebee English Course Yogyakarta, the writer offers games technique as the solution in order to solve the problem. This technique is able to enhance motivation and suitable with the students’ ages. There is a question formulated in problem formulation: How does game improve motivation of young learners in Bumblebee English Course Yogyakarta?

Game is one of the techniques that can be applied to young learners when they have problem such as lack of motivation. In this study, games technique is the way to overcome the lack of students’ motivation in language learning. Game is fun and young learners like to play it. By playing it, the students can experiment, discover, and interact with their environment. Game also gives stimulus to the students to get high motivation in the learning process (Lewis and Bedson, 1999: 5).

The research method used in this research is classroom action research or CAR. CAR is expected to have learning improvement from the students in the classroom. In this study, CAR is applied in order to optimize the students’ achievement in developing motivation. CAR is a collaborative research which has plan, action, observation, and reflection. These four fundamental aspects of CAR have the important role to overcome the problem. Plan is the first step in classroom action research cycle which aims at finding the problem and offer the solution. Action is the continuity from the plan. The activities in the plan are applied in the action. Observation differs from action, even though it works in the same time. It aims at collecting evidence about the action. Reflection discusses the process of the problems or issues and the result of observation.

By applying games technique, (1) the students listen to the teacher or their friends when there is explanation, instruction, or story. (2) They also give appropriate responses when the teacher asks questions. (3) They can give enthusiastic responses to the material given by the teacher. (4) They are not afraid anymore of making mistakes and not shy to perform their task in the class. (5) They also take initiative to participate in the class. These indicators decide whether the students’ motivation is improved in language learning or not.

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Based on the result of the data analysis, there is conclusion that could be drawn. The use of games improves motivation of young learners of Bumblebee English Course Yogyakarta in language learning since the indicators of having motivation are achieved. Besides the conclusion, three suggestions could be drawn. They are for the students, the teachers, and further researchers. For the students, it is suggested to have games language learning outside the class so that they would have better learning. For the teachers, it is recommended that they could use games technique in order to improve the students’ motivation to learn a language. For further researchers, it is recommended to implement this technique in other school or English course.

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ABSTRAK

Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggrsis. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Dalam kegiatan belajar mengajar di Bumblebee English Course Yogyakarta, terdapat suatu masalah yang ditemukan pada para murid. Masalah yang ditemukan adalah kurangnya motivasi terhadap murid dalam pembelajaran bahasa target. Indikator dari kurangnya motivasi adalah (1) murid tidak mau menyimak perkataan guru maupun teman lainnya yang sedang bercerita atau memberi instruksi, (2) para murid lebih cenderung berbicara sendiri dengan teman lain saat pelajaran, biasanya membicarakan suatu hal yang tidak berkaitan dengan pelajaran yang sedang didiskusikan, (3) mereka biasanya takut membuat kesalahan, (4) beberapa murid ada yang masih sering malu untuk berbicara atau mengerjakan tugasnya. Setelah menemukan masalah yang dialami oleh para murid di Bumblebee English Course Yogyakarta, pernulis memberikan solusi untuk mengatasi masalah. Teknik ini dapat meningkatkan motivasi murid dan juga cocok dengan umur mereka. Terdapat satu pertanyaan yang dibuat dalam pertanyaan penelitian: Bagaimana cara teknik permainan meningkatkan motivasi para murid Bumblebee English Course Yogyakarta?

Permainan adalah salah satu teknik yang dapat diaplikasikan kepada anak-anak ketika mereka mempunyai masalah seperti kurangnya motivasi dalam pembelajaran. Dalam penelitian ini, teknik permainan adalah cara untuk menangani motivasi para murid dalam pembelajaran bahasa. Permainan itu menyenangkan dan anak-anak senang memainkannya. Dengan memainkannya, para murid dapat bereksperimen, menemukan sesuatu, dan berinteraksi dengan lingkungannya. Permainan juga memberikan rangsangan terhadap murid untuk mendapatkan motivasi yang tinggi dalam proses pembelajaran (Lewis dan Bedson, 1999: 5).

Metode penelitian yang diterapkan dalam penelitian ini adalah penelitian tindakan kelas. Penelitian tindakan kelas diharapkan untuk mendapatkan peningkatan pembelajaran dari para murid di dalam kelas. Dalam penelitian ini, penelitian tindakan kelas diterapkan untuk meningkatkan prestasi murid dalam meningkatkan motivasi. Penelitian tindakan kelas adalah penelitian yang kolaboratif di mana penelitian ini mempunyai aspek-aspek dasar, yaitu rencana, tindakan, observasi, dan refleksi. Empat aspek dasar ini mempunyai peran penting dalam menangani masalah yang ada. Rencana adalah langkah awal dalam penelitian tindakan kelas yang berguna untuk mencari masalah dan menawarkan solusi yang ada. Tindakan adalah aksi yang dilakukan setelah rencana. Aktivitas yang ada dalam rencana diterapkan di dalam tindakan. Observasi berbeda dengan tindakan walaupun berjalan dalam waktu yang sama. Observasi berguna untuk

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mengumpulkan kenyataan yang terjadi dalam tindakan. Refleksi mendiskusikan proses masalah dan hasil dari observasi.

Dengan menerapkan teknik permainan, para murid diharapkan (1) dapat menyimak cerita atau instruksi dari guru maupun teman lainnya. Mereka juga diharapkan (2) dapat memberi respon yang baik dengan semangat. (3) Mereka tidak takut lagu untuk membuat kesalahan dan tidak malu untuk mengerjakan tugas mereka masing-masing. (4) Para murid dapat mengambil inisiatif untuk berpartisipasi di dalam kelas. Indikator-indikator tersebut menentukan apakah para murid termotivasi dalam pembelajaran bahasa atau tidak.

Berdasarkan hasil analisis, terdapat satu kesimpulan. Penggunaan teknik permainan meningkatkan motivasi sekelompok anak yang berusia 12-14 tahun di Bumblebee English Course Yogyakarta karena indikator dalam mendapatkan motivasi juga tercapai. Selain kesimpulan, beberapa saran juga dapat ditarik bagi para murid, guru, dan peneliti. Untuk para murid, mengingat bahwa teknik permainan baik untuk meningkatkan motivasi, mereka diharapkan untuk menerapkan teknik permainan di luar kelas agar mendapatkan proses pembelajaran yang lebih baik. Untuk para guru, mereka direkomendasikan agar memakai teknik permainan untuk para murid, khususnya anak-anak. Untuk peneliti, disarankan untuk mengimplementasikan teknik permainan ini di sekolah lain atau tempat les Bahasa Inggris lainnya.

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ACKNOWLEDGEMENTS

First of all, I would like to give thanks to Jesus Christ for His love, grant, mercy, grace and guidance for I had accomplished this thesis. He is the only one of my power to do everything in my life. He has given me the strength to face the obstacles I had in doing my research.

I would like to express my sincere gratitude for my sponsor, Christina Kristiyani, S.Pd., M.Pd., for giving me time to discuss my thesis and being so patient in correcting the mistakes I made.

My special thanks go to Sweet Suzi Maria, S.Pd. for allowing, helping, and supporting me to do this research in her English Course. I give thanks to my students in Bumblebee English Course Yogyakarta, Gading, Lucky, Ayu,

Felicia, and Angga. I thank them for their cooperation during the research. May God bless them all in their study. I also thank Bumblebee English teachers, especially Miss Wuri for answering my questions in interview session.

I dedicate my great gratitude to Mami and Papi for being patient and for

supporting me in finishing this thesis. I also give my thanks to my siblings, Gora,

Tiara, and Gibran. I give my big thanks to Vincensius Wikan for his great love and patience. I hope we can reach our dreams which will take us where we want to go.

I thank my relatives and Wikan’s family for supporting and reminding me to finish this thesis. I give thanks for Kuncis, Sancrut, Imey, Molen, and Ayi

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have ever had in my life. I thank my friends, Indro, Andre, Dini, Nita, Sari, and Ruma. I thank them for supporting me in every single day.

I thank Esti Dewanti, Wuri Krisharyanti, Wuri Krissanti, Agustina Ari, Paulina Gupta, Ria Agatha and Desideria Araya for being my proof-reader. I thank them for being patient and careful to read and correct the mistakes I made in my thesis.

I would also thank people who are not mentioned here. May God widen His blessing to all of them.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT ... vii

ABSTRAK ... ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLE ... xvi

LIST OF FIGURES ... xvii

LIST OF APPENDICES ... xviii

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 5

D. Research Objectives ... 5

E. Research Benefits ... 6

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CHAPTER II. REVIEW OF LITERATURE ... 10

A. Theoretical Description ... 10

1. Games ... 10

a. Definition of Games ... 10

b. Language Games ... 11

c. Games Classification ... 12

d. Games for Young Learners ... 13

2. Young Learners ... 13

a. Young Learners in Classroom ... 14

b. Young Learners in Assessment ... 16

3. Motivation ... 17

a. Definition of Motivation ... 17

b. Motivation Theories in Psychology ... 18

c. Language Learning Motivation ... 20

B. Theoretical Framework ... 24

CHAPTER III. METHODOLOGY ... 26

A. Research Method ... 26

1. Plan ... 29

2. Action ... 29

3. Observation ... 29

4. Reflection ... 30

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C. Research Instruments ... 33

D. Data Gathering Technique ... 34

E. Data Analysis Technique ... 35

F. Research Procedure ... 37

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 38

A. Cycle 1 ... 40

1. Plan... 40

2. Action ... 42

3. Observation ... 43

4. Reflection ... 46

B. Cycle 2 ... 48

1. Plan... 48

2. Action ... 49

3. Observation ... 50

4. Reflection ... 53

CHAPTER V. CONCLUSION AND SUGGESTIONS ... 55

A. Conclusion ... 55

B. Suggestions ... 56

REFERENCES ... 57

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LIST OF TABLE

Table Page

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LIST OF FIGURES

Figure Page

3.1 The classroom action research spiral ... 28

4.1 The action implementation of the Cycle 1 ... 47

4.2 The story guideline ... 49

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LIST OF APPENDICES

Appendix 1 Permission Letter ... 60

Appendix 2 Teaching Materials (Pictures and Rules of Games) ... 61

Appendix 3 Transcript of Interviews ... 73

Appendix 4 Personal Journals of The Students ... 80

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CHAPTER I INTRODUCTION

This chapter discusses the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and the definition of terms related to the study.

Research background covers the reason for choosing the topic. Problem formulation describes the problems that will be discussed in the research. Problem limitation is focused on the basic of the problems that are emerged. Objectives of the study present the purpose of conducting the research. Benefits of the study give information and solution for many people, including the writer herself. The last part, the definition of the terms list is the meaning of certain terms applied in the topic of the study.

A.Research Background

English language is studied by foreign language learners in formal and non-formal education. In Indonesia, young learners need to master English language because of the globalization era (Larsen and Long, 1991: 1). According to Krashen, Long and Scarcella (1979), quoted by Larsen and Long (1991: 155), since they are still young, it will be easier for them to learn a language. Unfortunately, there are still obstacles to have good understanding of the language.

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Observation and interview session was conducted before the cycle was applied. The observation and interview session were done in September 2009. By observing the class and having interview informally, the writer found problem in the teaching learning activity of young learners in Bumblebee English Course Yogyakarta. The problem was lack of motivation to learn the target language. It could be identified by their behavior in the class. First, the students did not want to listen to the teacher when the teacher gave instruction or explanation. It also happened to the other students when they were asked to speak. Second, the students talked a lot during the lesson. They usually talked something out of the lesson. Third, the students were afraid of making mistakes. Last, some students seemed shy to express their task.

Lack of motivation can be from teachers and students. The teacher always applied the memorizing technique. The students are usually given vocabulary lists to be memorized in every meeting. There is no variation in the students’ learning recently. Besides, it can be quite intimidating to see long lists of verbs that they are expected to commit to memory (Intelegen Inc., 1995). Therefore, it is highly recommended that the teacher gives kind of relaxation techniques, such as games, to keep the students’ anxiety and stress away (Ragunathan, 2001).

By interviewing some students, memorizing technique made them bored and unenthusiastic to learn the target language. This activity which is not varied tended to make students noisy and not focused in the learning process. The students have lack of motivation because they seemed afraid of making mistakes when they had to deal with their task. Another teacher who teaches the students in

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Bumblebee English Course Yogyakarta was also interviewed. She said that there were some students who were still shy and unconfident to do their task, for example when the students were asked to answer the teacher’s question, they only whispered the answer or did not speak at all.

Based on my experience teaching those students, there was indeed problem in motivation. The students were lack of motivation, especially their focus of attention. They often talked unimportant things during the lesson and gave inappropriate responses. During my teaching, I applied storytelling technique which was supposed to motivate the students to be better language learners. In fact, storytelling could not help them to be motivated. Because of this experience in this teaching storytelling, the researcher tries to solve the problem by applying other techniques. In this study, the researcher uses games technique that is considered by the researcher suitable for the students.

Game is chosen by the researcher because games is fun. According to Setiyadi (2006: 179), language learning for young learners should be fun and natural. Therefore, games technique is suitable for the characteristics of the students. Playing games is a natural part of growing up and learning something. Through games, young learners will experiment, discover, and interact with their environment (Lewis and Bedson, 1999: 1).

By using games, the students can give appropriate and enthusiastic responses and can take initiative to participate in class. They are also expected not to be afraid of making mistakes and not shy anymore to ask the difficulties or perform their task. The most important thing is that games improve the students’

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motivation. By playing games, they want to listen even to the teacher or their friends when there is an explanation, instruction, or story.

The students in this study are older children. They are about 12-14 years old. They are categorized as young learners since they are not mature enough to be called adolescent. They are also not classified as younger children. Young learners are often thought that they are too young to be able to reflect what they did and why they did something. Fortunately, in the young age, they can learn to manage themselves in their own learning, especially at language learning (Ellis, 1999: 108). Young learners actually can do much more than they will do (Brown cited by Ellis, 1999: 110).

To conclude, the students will have a greater and better understanding about the target language if the technique is successful to be applied. This study is conducted to find out the solution of improving students’ motivation in language learning in Bumblebee English Course Yogyakarta.

B.Problem Formulation

The researcher would like to figure out how the research could help young learners of Bumblebee English Course to improve their motivation in language learning. There is a problem that will be discussed here. It can be formulated in the following question.

How do games improve young learners’ motivation in Bumblebee English Course Yogyakarta?

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C.Problem Limitation

This study is working on English Language Teaching. It focuses on the developing students’ motivation. The students can be called motivated if the criteria are achieved. They listen even to the teacher or their friends in which there is explanation, instruction or story. They give appropriate and enthusiastic responses to the lesson led by the teacher. They are not afraid of making mistakes. They take initiative to participate in class.

The research will be implemented for Indonesian young learners in Bumblebee English Course Yogyakarta. They are about 12-14 years old. They are in grade 7, 8, and 9 in Junior High School. They are categorized as older children.

D.Research Objectives

The objectives of this research are to find out the solution of the problems in students’ motivation in the language learning process faced by young learners of Bumblebee English Course Yogyakarta and to optimize their achievement in improving motivation. The solution is taken by using games technique in which the technique is good and suitable for the students’ characteristics. In other words, it is good for their motivation. After implementing the solution, it is expected that the motivation of young learners in Bumblebee English Course Yogyakarta is enhanced.

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E.Research Benefits

The result of this study will bring benefits for readers, students, teachers, the writer, and researchers.

1. Readers

This study is presented for the readers to know the suitable technique of teaching learning process to overcome young learners’ lack of motivation. Games technique will make the students motivated to learn the target language.

2. Students

This study is expected to help the students, especially young learners of Bumblebee English Course Yogyakarta, to develop their motivation. By using games technique, the teaching learning activity can be done well since this technique is appropriate with the students’ characteristic.

3. Teachers

This study is expected for teachers to be motivated to put or use games technique in the class so that the students’ motivation is enhanced. This study also reminds the teachers of young learners’ needs, which are fun and enjoyable, but still on the track of learning.

4. Future Researchers

This study also has benefits for the other researchers. This study can provide valuable and additional information in the implementation of further research in the broader scope.

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F. Definition of Terms

There are several important terms related to this study. The terms are defined in the following sentences.

1. Games

Young learners like playing games because games are fun. Game is an activity in which the learners play and interact with their friends and the teacher. It is also an activity that can entertain, engage, and challenge the students to do their task (Wright, Betteridge, and Buckby, 2006: 1). According to Lewis and Bedson (1999: 1), playing games is an important and natural part of growing up and learning. Games facilitate young learners to experiment, discover, and interact with their environment. Besides, games give variation to a lesson and increase the students’ motivation. In this study, the researcher finds games material in order to be applied to the students. The games could be applied in individual work, group work, and class work.

2. Young Learners

In this study, young learners refer to the students who can be called older children. They are called older children because they are not very young and not adolescent yet. There are five older children who are in grade 7, 8, and 9 of Junior High School. The learners join English Course in Bumblebee English Course Yogyakarta. Their characteristics are almost the same. They like talking or chatting by themselves during the lesson. There are two students in grade 7 and two students also in grade 8. There is only one student in grade 9.

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The students’ English proficiency is on average. They can make sentences even though sometimes the sentences are not perfect. They know a lot of verbs, such as simple present and simple past, but just a little for past participle. Unfortunately, they are usually wrong when they spell the words. They can make active sentences well, but not for passive sentences. Respondent C and E are in grade 7. Respondent A and D are in grade 8. Respondent B is in grade 9. The student in grade 9 has the same ability as the students in grade 8. The students in grade 7 are as smart as the students in grade 8. Sometimes, the students in grade 7 are smarter than the student in grade 9.

3. Motivation

In this study, motivation relates to the students’ motivation in their language learning. Motivation needs an action from someone until the goal is achieved (Beck, 1978: 24). According to Murray (1938), quoted by Beck (1978: 317), if the motivation is considered for improving the achievement, there is a tendency to overcome obstacles and do something difficult as well as possible. Motivation can be defined as abstract definition but at least there are motives from a person to do something in order to have the positive effects (Dornyei, 2001: 1). He states that motivation has a very important role in determining the success or failure in any learning situation (2001: 2). Therefore, having high motivation is able to make students better for their learning process. In my study, motivation is limited to performance or attitudes shown by the students in respond to the teaching and learning activity.

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4. Bumblebee English Course

Bumblebee English Course is a course program located in Yogyakarta. It is a private course in which the students could request the content of the lesson. The students in this English course are varied. There are private class and group class. The group class is divided into three groups. The first group is the children who are in ages of 6-8. The second group is the children who are 9-11 years old. The third group is the children who are in ages of 12-14.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents two sub-chapters of discussion. The first sub-chapter is the discussion on the theories related to this study, which is presented in theoretical description. The second sub-chapter concerns with theoretical framework. It summarizes all relevant theories related to the study.

A.Theoretical Description

In the theoretical description, the researcher discusses the theories related to the research conducted for young learners of Bumblebee English Course Yogyakarta. There are games, young learners, and motivation.

1. Games

a. Definition of Games

Games are always related to enjoyment, fun, and excitement. Lee (1965: 1) states that in language learning, fun and excitement can be profitable in every place. Therefore, young learners are interested in something fun and excited. According to Lewis and Bedson (1999: 5), games are fun and young learners like to play them. By playing games, children can experiment, discover, and interact with their environment. Games are good technique to have responses from the listeners or children. It is stated by Ernst as follows.

A game has a seemingly plausible and innocent surface statement, or opening move, which is aimed at getting a sympathetic response from a listener. If this response is given, the game goes into more detailed maneuvers, with two or more players engaged. (1972: 9)

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According to Wright, Betteridge, and Buckby (2006: 1), game is an activity in which the learners play and interact with their friends and the teacher. It is also an activity that can entertain, engage, and challenge the students to do their task. Games not only help but also encourage learners to keep up their interest and work.

Besides, games add variation to a lesson (Lewis and Bedson, 1999: 1). Games also provide a stimulus to have good motivation in language learning so that the learners’ motivation can be enhanced easily.

b. Language Games

Games bring the teacher and learners closer together. Therefore, games help to ease the process of teaching learning activity (Lee, 1965: 12). Games also help teachers create contexts so that the language becomes useful and meaningful. By using games, there is a tendency that the students want to take part, for example, speaking or writing in order to express their ability. Games provide a way of helping the learners to experience language rather than study it (Wright, Betteridge, and Buckby, 2006: 2).

Language games are certainly fun since games are suitable for every learner, especially young learners. A good game is a game which is also task-based. The game should be on the right track (Lewis and Bedson, 1999: 5). Language games have set of rules that aim at guiding the learners’ actions. The rules must be clear in order to have a successful language game (1999: 6).

According to Ernst (1972: 116), knowing the name of a game is not important. The important thing is recognizing that something is going on besides

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the obvious process. Usually, when the learners have games, they tend to have competitive action. Competition stimulates some learners, but it can also be destructive (Wright, Betteridge, and Buckby, 2006: 1). Therefore, games that are potentially dangerous and destructive need to be minimized or eliminated (Ernst, 1972: 116).

The main point of language game is about the challenge. Lewis and Bedson (1999: 6) state that language games are healthy challenge to a child analytical thought. They state that the challenge of the games stimulates the learners from being not motivated children become motivated children (1999: 6). The more actively all the learners take part in a game, the better they are in language learning (Lee, 1965: 12).

c. Games Classification

There are four classifications of games. There are class, individual, pair work, and group work. From the four types, the learners have optimum opportunity for speaking practice in using the target language.

1) Class

The games are played by all pupils in the class. They do the game and work the task together. The games can be speaking, listening, writing, and reading games. The games need cooperation from each learner.

2) Individual

Individual work in games is usually not really effective. The games given to the learners should be fun if it is for individual work. Therefore, the learners can still enjoy the games.

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3) Pair Work

Pair work is easy and fast to organize. It provides opportunities for intensive listening and speaking practice. Pair work is usually better than group work if there are discipline problems.

4) Group Work

Group work is essential. If there is competition between groups, they should be of mixed ability. If there is no such challenge, the teacher might choose groups according to the ability. This is very much a personal choice.

d. Games for Young Learners

Games are applied to young learners in order to get fun and enjoyable. There are two types of young learners. First type is young children. Games for young children begins with simple things. The important thing is giving young children opportunities to acquire basic language for activities (Dunn, 1984: 80). Second type is older children. According to Dunn, they are no longer beginners, but post-beginners. They can manage to communicate in simple English in a variety of clasroom situations and begin to use English to predict into the future and to recount past happenings. Since they are more mature, the material of games will be at a more advanced level.

2. Young Learners

The following section explains the young learners in classroom and young learners in assessment.

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a. Young Learners in Classroom

Phillips (1993: 6) states that the language for the children in classroom is better if it is English and then it is translated in their mother tongue after telling it in English. In a feedback session, children are expected to use English in order to make them accustomed to and aware of activities that develop their speaking skill. The aim of giving feedback is for the children to express their feelings and attitudes, it would be counter-productive to expect them to use their limited knowledge of English. What is important is that the children are given clear guidelines on when they are expected to use English and when their first language is permissible. (Phillips, 1993: 6)

When telling command or giving instructions to children, it will make the students understand if the teacher also uses gestures as well. If the students are still confused and difficult to speak English, the teacher can help them write sentences on board, then children can read the sentences and start learning to speak English well.

Different activities require different groupings. Groupings that are mostly used are individual, pairs, groups, and whole class. Individual work is used for reading, making things, for example writing narrative or experience, and keeping vocabulary records. Pair work is done by two children. It is commonly used in speaking activities like mini role plays or the task that asks children to read and write in pairs. Group work consists of three or more children. Unfortunately, it is usually not really conductive to have groups of more than five. The last grouping is whole class that the children can work as a whole class in which the students focus on the teacher. It is seen in a presentation, game, or storytelling.

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Phillips (1993: 8) proposes that physical organization of the classroom is also important. The way of how to arrange and plan the situation in classroom supports the teaching learning activity. It must be appropriate with the activity that will be applied in classroom. For example, if there will be songs and games, open-space classroom is needed. A quiet corner is appropriate for reading or self-study. The classroom can be made like having quite big space for children to come out to the board and to move around the classroom. Physical organization is as important as the others, such as materials and the ways of teaching.

To help children in memorizing and remembering all materials that have been taught, they must have folder or notebook. In the notebook, they can write grammar, vocabulary notes, and keep all handouts well. Children need to be shown their working organization. Younger children need much more supervision. It is different with older children. Teachers just encourage them in order to be more responsible for their own work.

The material which is given to young learners is significant for their learning. Teachers have to give appropriate material to learners. Setiyadi (2006: 179) proposes that learning for young learners should be fun and natural for children. Georgiou and Pavlou (2003: 8) says that children are still too young to recognize the usefulness of a foreign language, but they can keep learning through creative and enjoyable technique, such as story, drawing, games, songs, puzzles, and drama. It would not be reasonable to ask younger children to make a story with past tense form or ask older children to color the vocabulary pictures. The younger children would feel difficult, whereas the older children would perceive

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as childish activity. The more enjoyable the learning process, the more memorable the material for learners.

It is common sense that if an activity is enjoyable, it will be memorable; the language involved will ‘stick’, and the children will have a sense of achievement which will develop motivation for further learning. This cyclical process generates positive attitude things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all-round development. (Phillips, 1993: 6)

b. Young Learners in Assessment

Assessment will be a threatening sound and not suited for children at the first, but it is significant part of teaching and learning. Based on Georgiou and Pavlou (2003: 4), assessment can be carried through a number of instruments, for example, tests or self-assessment. It can be formal or informal.

One of the assessments which could help children’s development is self-assessment. It is extremely important because it promotes invaluable learning skills such as monitoring one’s own progress, reflecting on one’s ability and learning styles and setting personal goals. Furthermore, in self-assessment, children will always say what their feeling is and it gives them a certain sense of empowerment (Georgiou and Pavlou, 2003: 10). When children assess themselves, they have to need more guidance and time. This self-assessment can be from portfolios, questionnaires, conferencing, graphic representations and dialogue journals. It aims at checking children’s language learning progress.

Feedback is also an important assessment for children. Teachers can discuss together about the feedback of students’ assignment with the children.

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Assessment is not complete as soon as you collect the children’s work. Offering feedback is an integral part of the assessment process and should follow as soon as possible after the assessment task is carried out. One of the best ways to give feedback is through conferencing with the children, when you discuss the results of the assessment. (Georgiou and Pavlou, 2003: 10)

It is expected that the teacher gives positive and supportive feedback for the students since they also write the positive and negative about their own learning process. One point that must be avoided is to let the students’ motivation down. The teacher should not make the students depressed, but motivated. Giving feedback is the right activity to motivate the students in order to improve their language learning in case there are students who are still lack of motivation. 3. Motivation

The following section explains the definition of motivation, motivation theories in psychology, and language learning motivation.

a. Definition of Motivation

Dornyei (2001: 7) describes motivation as the choice of a particular action, the effort of doing something and the persistence with doing it. Dornyei also states that motivation explains why people decide to do something, how hard they are going to achieve it and how long they are willing to maintain the activity. Motivation is the key of the learners’ success. It determines the successful or unsuccessful learners.

To summarize, motivation is related to one of the most basic aspects of the human mind, and most teachers and researchers would agree that it has a very important role in determining success or failure in any learning situation. Language learners, who really want to learn a foreign language be able to master a reasonable working knowledge. (Dornyei, 2001: 7)

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According to Scheidecker and Freeman (1999: 116), quoted by Dornyei (2001: 1), motivation is the most complex and challenging issue faced by teachers today. When there is a student who is well motivated, it is sure if the student has reasons for learning so that the student becomes an enthusiastic and keen learner. b. Motivation Theories in Psychology

It discusses theories of motivation which dominates motivational approaches. It is taken from Motivation: Theories and Principles.

1) Expectancy Value Theories

The main motivational components of this theory are expectancy of success and the value attached to success on task. Motivation to perform various tasks is the individual’s expectancy of success in a given task and the effort of the individual to success on that task.

2) Achievement Motivation Theory

The main motivational components of this theory are the expectancy of success, value of doing something better, need for achievement, and fear of failure. Achievement motivation is determined by conflicting approach and avoidance tendencies.

3) Self-efficacy Theory

Perceived self-efficacy is the willingness to achieve someone’s goal. It is the main motivational component of this theory. It refers to people’s judgement of their capabilities to carry out certain specific tasks. Their sense of efficacy will determine their choice of the activities attempted.

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4) Attribution Theory

Attribution is about a process of making something. Attribution is about past successes and failures which become the main motivational components of this theory. The individual’s explanations of why past successes and failures that have occurred have consequences on the person’s motivation to initiate future action.

5) Self-worth Theory

The main motivational component is having a feeling of confidence. People are highly motivated to behave in ways that enhance their sense of personal value and worth. For example, the students have high motivation to study English in order to have good score in examination.

6) Goal Setting Theory

The main motivational components of this theory are goal properties, the specificity, difficulty, and commitment. Goals lead to the highest performance. People will show their commitment to reach their goal.

7) Goal Orientation Theory

Mastery goals and performance goals are the main motivational components in this theory. Mastery goals which focus on learning the content are superior to performance goals which focus on demonstrating ability and getting good grades.

8) Self-determination Theory

There are intrinsic motivation and extrinsic motivation in the main motivational components. Intrinsic motivation concerns with behavior that is

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performed for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one’s curiosity. Extrinsic motivation involves performing a behavior as a mean to an end to receive some extrinsic reward or to avoid punishment.

9) Social Motivation Theory

The main motivational component of this theory is environmental influences. It is a motivation which possesses relationship more with the socio-cultural rather than individual. This case could be seen when the students socialize to their friends and teacher.

10)Theory of Planned Behavior

Attitudes, subjective norms, and perceived behavioral control are the main motivational component of this theory. Someone’s attitude towards a target influences the overall pattern of the person’s responses to the target.

c. Language Learning Motivation

There are two types of motivation. The first type is extrinsic motivation and the second is intrinsic motivation. Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. Intrinsic motivation, by contrast, comes from within the individual. Thus, a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. According to Stipek (1988: 6), motivation is relevant to learning because learning is an active process requiring conscious and planned activity.

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1) Material

According to Dornyei (2001: 13), language is more than merely a communication code whose grammar rules and vocabulary can be taught very much the same way as any other school subject. Learners need more concentration to understand it because the target language that the students learn is the language which is not really familiar with them.

Learning a language in classroom also deals with material. The material given to the students has to be appropriate with their level. Students will not be motivated to learn unless they regard the material as worth learning (Dornyei, 2001: 63). He explains that learners will be able to do the assignment given by the teacher if the teacher provides some coaching (2001: 109). The coaching helps them to understand what they will have to do. The coaching has to be done in order not to have misunderstanding from both teachers and students.

Some children usually seem to work hard on assigned tasks even though the material is not interesting. The important thing is there is no force for the children to do the tasks. The children simply do what the teacher says, no matter how boring and unchallenging the tasks are (Stipek, 1988: 72). Sometimes, the materials that are too difficult are not motivating the students too (1988: 86). 2) Metacognitive of Self-motivating Strategy

Metacognitive control strategy is one of self-motivating strategies suggested by Kuhl’s (1987) and Corno and Kanfer’s (1993), quoted by Dornyei (2001: 110). It refers to conscious techniques used by the learner to monitor and

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control concentration and to stop disapproval (2001: 111). There are some examples of motivating themselves in the language learning.

a) Giving oneself regular self-reminders to concentrate

The students have to motivate themselves. There is indication that they want to be better in the future learning. By motivating themselves, they will have better language learning. For example, “Come on, just a little bit more!”.

b) Imagining the potential consequences of a lack of concentration

The students think about the consequences if they make possible mistakes. They learn to accept the result whether it is good or bad. This strategy is to tell the students to do the work given by the teacher as well as possible.

c) Giving oneself regular self-reminders of the deadline

The students have to check their own progress regularly. They are given the deadline so that they are motivated to improve their learning on time with its deadline. Besides, they become the responsible students since they are able to do their task on time.

d) Intentionally ignoring attractive alternatives or irrelevant aspects

The students have to focus on things. They have to stop thinking or worrying something continuously. It may make someone not pay attention to the explanation or instruction.

e) Identifying recurring distractions and developing defensive routines

It may be a useful exercise with long-term effects to first observe the students for a while. It also develops a self-talk response that will keep their mind

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on target because it is applied routinely. The mistakes which are always repeated by the students can be a learning for them to have better learning in the future. f) Cutting short any purposeless or counterproductive procrastination

The teacher should cut short any purposeless. For example, if there is a student who always talk something unimportant, the teacher should handle it and bring them to the goal of the learning. The warning from the teacher is usually useful and effective.

g) Using starter rituals to get into focus

Before having language learning in class, the students can have a preparation. For example, checking a web site on the computer before getting down to work, clearing one’s desk, etc. These ways can often get them into the appropriate mind frame.

h) Focusing on the first steps to take

By narrowing down the attention to the very first things to do, the students might concentrate sufficient energy to get started. To get the focus from the students in the start of the class, the teacher should make attractive movement or saying. Concentration in the beginning supports their learning process until the end.

3) Feedback

Providing effort feedback for the students is important. According to Dornyei (2001: 121), it is the most effective way for giving feedback to the students. In failure situations, the general advice is that the teacher should

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emphasize. The teacher should show the reason why the students fail. This way communicates to students that they can do better in the future.

Stipek (1988: 206) explains that it does not matter if the students fail in their learning. It helps them to learn the target language more. Besides, the students also develop in their self-confidence since they learn from their own mistakes. Many motivation theorists emphasize the importance of success in building children’s self-confidence.

B.Theoretical Framework

This study uses classroom action research. Classroom action research or CAR is a teaching and learning improvement to optimize achievement. The purpose is to have effective and efficient teaching and learning implementation in a real classroom and to optimize students’ achievement. The steps are plan, act, observe, and reflect. If the goal is not achieved yet, the researcher applies the next cycle. There must be a re-plan or revise, act, observe, and reflect again. It is expected that children have better language learning process in the classroom.

In this study, there are problems in the motivation of young learners in learning activity. By using games technique, it is expected that the problem could be overcome. The teacher who also becomes the observer, gives material for students in every meeting. At the end of learning task, students make reflection by

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themselves. They assess themselves in order to enhance their awareness in language learning process. Diaries or personal review, interview and observation sheet will be used as the instruments to help the researcher know the students’ progress in class. If the goal is still not achieved, the teacher has to plan for the other ways in the next cycle.

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CHAPTER III METHODOLOGY

This chapter discusses the methodology of the study. It is divided into six parts. There are research method, research participants, research instruments, data gathering technique, data analysis technique and research procedure.

A.Research Method

This research employed classroom action research or CAR in order to optimize students’ achievement in developing students’ motivation and to find out optimal way of implementing games technique for young learners of Bumblebee English Course Yogyakarta. Classroom action research method is a collaborative research. They are plan, action, observation, and reflection (Kemmis and McTaggart, 1988: 10). By using this method, improvements were seen in each student. School communities can improve not only what they do, but also their understanding of what they do (1988: 5).

They state that classroom action research is an approach for groups of educational practitioners, students, parents, and others to live with the complexity of real experience while achieving for concrete improvement (1988: 7). Students were the focus in this research. They were given games technique that was applied in action implementation.

Classroom action research is defined as a process in which participants examine their own educational practice systematically and carefully using the

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techniques of research (Watts, 2001). The positive effects from CAR are improving communication between teachers and students, increasing dialogue about the students’ learning, and improving performance of the students (Fairfax County Public Schools, 2001).

According to Lewin, quoted by Kemmis and McTaggart (1988: 8), classroom action research is described as proceeding in a spiral of steps. There are planning, action, observation and the reflection of the result of the action. In classroom action research, there must be thematic concern or educational issue in the group of learners. Therefore, the four fundamental aspects of action research have the important role to overcome the issue. In this study, the lack of students’ motivation to learn a language was the thematic concern. The lack of motivation was caused by the teacher when applying only memorizing technique. Lack of motivation could be seen from the students’ behavior.

First, the students did not want to listen to the teacher; when the teacher gave instruction or explanation, and to the other students; when they were asked to speak. Second, the students talked a lot during the lesson. They usually talked something out of the lesson. Third, the students were afraid of making mistakes. Last, some students seemed shy to express their task. Therefore, the writer offered games to students in order to make students have motivation in learning process.

In classroom action research, there are plan, action, observation, and reflection. It has at least two cycles in applying the technique. It is shown in Figure 3.1.

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1. Plan

Plan is the first step in classroom action research cycle. In this step, we can find the problems and offer the solution, then it can be applied in the action. The general plan must be flexible enough to adapt to unforeseen effects and previously unrecognized constraints (Kemmis and McTaggart, 1988: 11). The plan will bring students to the better and enhanced learning. Plan helps and empowers practitioners to act more appropriately in the situation and more effectively as an educator (1988: 12). In developing a plan, it is expected to find what was already happening, such as problems, recent methods, and the activity of teaching learning activity in class, and to make solution for those problems. In plan step, observation also must be planned because it will be a documentary basis for the next reflection (1988: 13).

2. Action

This second step is the continuity from the plan. In action, the researcher taught the students. According to Kemmis and McTaggart (1988: 12), action is guided by planning in the sense that it looks back to planning for its background. The implementation of action would assume towards improvement because the new method as the solution from the plan was offered. Whether the result had a progress or not, it would be seen by observation in the class.

3. Observation

This way differs from action, even though it works in the same time. It aims at collecting evidence about the action in order to be able to evaluate it thoroughly (Kemmis and McTaggart, 1988: 12). This step provides the basis for

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reflection in the next step, then the result of observation can be the guide to reflect what had been done. They propose that careful observation is necessary because action will always be limited by constraints of reality and those will never be clear in advance (1988: 13). In observation, all of process in action must be observed whether the result would be positive or negative. It is explained by Kemmis and McTaggart as follows.

Action researchers need to observe the action process, the effects of action (intended and unintended), the circumstances of and constraints on action, the ways circumstances and constraints limit or channel the planned action and its effects, and the other issues which arise. (1988: 13)

4. Reflection

Based on Kemmis and McTaggart (1988: 13), reflection recalls action as it has been recorded in observation. Reflection discusses the process of the problems or issues and the result of observation. This last step is expected to give better solution to be applied in the second cycle and the next cycle if it is needed. Reflection has an evaluative aspect and descriptive aspect. In evaluative aspect, it asks action researchers to weigh their experiences. Whereas, in descriptive aspect, it makes the practitioners to achieve the goal of the study (1988: 14)

Therefore, classroom action research is a dynamic process in which these four moments are to be understood not as static (1988: 15). There are many steps to do. It is shown in the classroom action research spiral of plan, action, observation, and reflection. By doing this method, improvements of having motivation would appear and make better learning process for learners.

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B.Research Participants

The participants in this study were young learners and a teacher. The teacher also became the observer. Young learners were the students of Bumblebee English Course Yogyakarta. They can be classified as older children since they are in grade 7, 8, and 9 of Junior High School. They are not very young and not adolescent yet. They learn in this course in order to master and to be accustomed to speaking English language. They also want to be better language learners.

Their characteristics were almost the same. They liked talking or chatting by themselves during the lesson. There were two students in grade 7 and two students in grade 8. There was only one student in grade 9. The students’ proficiency is on average. They were able to make sentences even though sometimes the sentences were not perfect. They knew a lot of verbs, such as simple present, simple past, but only some of them who know past participle. Unfortunately, they were usually wrong when they spelled the words. They were able to make active sentences well, but some for passive sentences. Respondent C and E were in grade 7. Respondent A and D were in grade 8. Respondent B was in grade 9. The student in grade 9 had the same ability as the students in grade 8. The students in grade 7 were as smart as the students in grade 8. Sometimes, the students in grade 7 were smarter than the student in grade 9. The level of the students can be seen in Table 3.1 as follows.

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Respondent

Grade (Junior High

School) Proficiency

7 8 9

Making

sentence Knowledge of verbs Spelling words

Active Passive Simple present Simple past Past participle

A √ √ √

B √ √ √ √

C √ √ √ √ √ √ √

D √ √ √ √ √ √

E √ √ √ √ √

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In this research, the writer became the teacher and the observer. In the classroom, the teacher employed games technique. Observing the classroom was aimed at revising the first cycle of implementation and implementing another good material in the second cycle. The observation considered whether the technique succeeded to develop students’ motivation or not.

C.Research Instruments

The instruments of this study were diaries or personal review, interview, and observation sheet. These instruments gave feedback for the implementation. The feedback would develop students’ motivation in language learning.

1. Diaries or personal review

It was from the students. It was to give comments about all activities that had been done. The students told their experience of how their learning was and the teacher gave feedback to support their language learning progress.

2. Observation sheet or Field Notes

It was for observer, who was also a teacher in the classroom. It was to help the teacher to make improvements when teaching students. It aimed at knowing the progress of the learners. Every action that the students did would be written in observation sheet. In this research, field notes were used to record the responses and participation of the young learners of Bumblebee English Course Yogyakarta toward the action happened in the classroom while the action was implemented. The format of field notes is as follows.

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OBSERVATION SHEET Meeting :

Material :

Activities Students responses

D.Data Gathering Technique

The techniques in gathering the data were teaching and observation. This study was applied in at least two cycles. At the end, the writer knew whether the solution offered by the researcher was successful or not. First of all, the teacher gave explanation about the rules and what they would do in class. Last, the teacher gave task to students.

After the students had finished performing the task, the teacher observed students’ ability and the progress. After that, students wrote their personal progress in diaries or journal given by teacher. It aimed at understanding what they had done and their strengths and weaknesses. By doing that, students had motivation to do better in the next meeting.

The participants are five students. The implementation was applied in Bumblebee English Course classroom. Every meeting had at least 60 minutes. It was applied in two different days, in Monday and Thursday. When every cycle was done, the researcher analyzed the personal review of the students and also the

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observation from the teacher. It will be discussed more detailed in the next discussion.

E.Data Analysis Technique

The researcher analyzed the data based on the result of the observation. It was reflection. The reflection determined the result whether their motivations were enhanced or not. Besides, the students’ performance and attitude during learning activity were also considered as the progress. When the first solution was not successful, the writer implemented another plan in order to make better result until the researcher achieved the objective.

The solution was to give games technique to improve students’ motivation. The important thing was the reflection from each student that was written by them after performing the task. Reflection could make students aware of what they had learned in class. There must be mistakes and weaknesses. Learners might feel unconfident and nervous or in contrast, they felt sure that they could do their task well. There must be positive and negative reflections. It was considered not successful if the problem still appeared. After that, the researcher gave other creative ways of material in different technique so that the objective of this study was achieved. The more actively all the pupils take part in the teaching learning activity the better.

This CAR is successful if the indicators of having high motivation are achieved. It was explained as follows.

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1. The students listen to the teacher or their friends when there is explanation, instruction, or story.

2. The students give appropriate responses. 3. The students give enthusiastic responses.

4. The students are not afraid of making mistakes and not shy to perform their task in class.

5. The students take initiative to participate in class.

These indicators are synthesized from the theories on Dornyei, Stipek, and Beck that were explained on Chapter 2. Dornyei (2001: 63) explains that the students will be motivated when the material is assumed as worth learning. In my study, the material is appropriate with the students’ characteristic so that the performance of the students was seen by listening to the teacher or their friends when there is explanation, instruction, or story. Stipek (1988: 6) proposes that the students might be motivated by the enjoyment of the learning process so that they could make themselves feel better. In my study, the students give appropriate and enthusiastic response and take initiative to participate in class because of the enjoyment that they got from the material. Moreover, attribution theory focuses on past successes and failures that can be motivation to initiate future action. In my study, the students are not afraid anymore of making mistakes because mistakes could be learning for them to be better in the future. Self-worth theory focuses on a feeling of confidence. In my study, the students are not shy to perform their task in class because they are already motivated to behave in confidence way so that they could enhance the personal value and worth.

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F. Research Procedure

There were some steps done in conducting this research. First, the researcher identified the problems of the students in Bumblebee English Course. It was called preliminary reflection. Second, the researcher found the solution to be applied in order to overcome the problem. Third, the topic and instrument were consulted to the lecturer. Fourth, the researcher asked the permission from the owner of Bumblebee English Course. Fifth, the research was conducted. Sixth, the data was gathered from the research by teaching and observation. The result of the observation and reflection from both students and the teacher were analyzed. Finally, its interpretation was presented into this paper to answer the problem formulation.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this study, the researcher observed the real condition that happened toward young learners of Bumblebee English Course Yogyakarta. The researcher conducted interview in order to find out the students’ problems in learning English. By knowing it, the problem they faced in class could be identified.

The problem is identified by observing and interviewing. Observation was done by monitoring the students’ performance in the class when the researcher taught them. Interview was conducted toward the students informally and another teacher in Bumblebee English Course who also taught that class. Interview is aimed at getting the opinion about all the things related to teaching and learning activity, including the problems that the students face.

The researcher has been teaching the students since July 2009. When the researcher taught the students, the researcher found that they were very lack of motivation in performing their task in class. Their lack of motivation could be identified from their behavior in class. They did not want to listen to the teacher when the teacher gave instruction and explanation. They talked a lot during the lesson. Some students were afraid of making mistake and shy to express their performance. They seemed shy to express their task.

Recently, the teaching learning activities employed memorizing technique. The material given to the students was only about memorizing of vocabularies. There was possibility if they were bored with the material. They tended to be

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noisy and not focused in learning process. They did not want to pay attention to the teacher’s saying. When the researcher interviewed some students after two months the writer taught them, they said both previous and recent teacher always taught the same technique, which was memorizing. The students said that there was no variety of technique in the class. It made students have no motivation to learn English in class. The answer from the students could be concluded that the way of teaching from the teacher was one of the causes. The interview was not only done with the students, but also another teacher in Bumblebee English Course Yogyakarta. She said that there were some students who were still shy and unconfident in performing their task in the learning process. Therefore, this case was from the students themselves.

The main point of the problem faced by young learners of Bumblebee English Course Yogyakarta was their lack of motivation. It influenced the atmosphere of teaching learning activity. The learning process became not conducive.

Games technique was chosen because it is considered as fun and enjoyable. Besides, games give variation in language learning and increase learners’ motivation by using the target language (Lewis and Bedson, 1999: 5). Therefore, the researcher as the teacher prepared the material for every meeting based on the technique applied.

After formulating the action that would be utilized to solve the problems in the teaching and learning process faced by young learners of Bumblebee English Course Yogyakarta, the researcher implemented it. The implementation of action

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was done in a part of cycle. Each cycle had four steps. There were plan, action, observation, and reflection. Plan was designed before implementing the action. It was used for having a goal planned by the researcher. Then, the researcher had action to apply the plan that had been designed before. When implementing the action, the researcher also observed the progress of the students in the classroom. The result of any action would be reflected by the researcher to figure out whether the students were enhanced in their motivation or not. After having action, the students would give their opinion in personal journal. These responses in form of opinion would also be a consideration of how the researcher reflected the process of teaching learning.

The implementation was conducted from February until March 2010 (February 22nd, 25th, and March 1st, 4th). Every week, there were two meetings, on Monday and Thursday. Every meeting was conducted in at least 60 minutes.

A.Cycle 1

1. Plan

Plan was done after the problem of young learners of Bumblebee English Course Yogyakarta was identified. The action that would be the solution was games technique. It was planned based on the problem faced by young learners so that it could overcome the problem. It was also based on the students’ idea so that they would be motivated. Besides, this technique was their own request.

In this study, the problem faced by young learners was the lack of motivation of students when they had teaching learning activity in classroom. They did not want to listen, they talked a lot during the lesson, and they seemed

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afraid of making mistake and shy to express their performance in class. Therefore, the researcher planned to implement games technique in order to enhance the students’ motivation to learn English in class. Games also provide a stimulus to have good motivation in language learning so that the learners’ motivation can be enhanced easily (Lewis and Bedson, 1999: 1).

The games technique was not only games. Inside the games, there were also the lessons of grammar, speaking, and listening. The difference was this technique was more fun. The teaching and learning process of games technique in class was described in these steps.

a. In the first meeting, the teacher explained to the students that there would be four meetings of games class. The teacher also explained to them about the aim and the rules of using games in class.

b. In the first meeting, the teacher explained to the students that they still 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 to the students.

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.

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g. In every meeting, the students wrote reflection in their personal journal given by the teacher after having learning activity.

The first game would be Match The Person to The Information. This game was to know others by listening, reading, then trying to retrieve a piece of information about them. In this game, the learners would take turns to try to find matching pairs of cards. The cards were written by them with their own names and hobbies. If they think thought they had found a pair, they pointed at the relevant person and said. If they were correct, they kept cards. If they were wrong, they turned the cards back on the table face down.

The second game was Two Pictures. The students used their imagination to explain connections between pictures, objects, or words. The game was quite different from the original step. Unrelated pictures were changed into the pictures that the students drew by themselves. The teacher asked the learners to draw two pictures and suggested a connection between them. Some learners suggested very reasonable connections. Some learners suggested crazy connections.

2. Action

The implementation of action was done in two meetings. It was based on the plan. The students felt more comfortable with the technique so that they showed good progress.

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b. In the first meeting, the teacher explained to the students that they still 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. Sometimes, the teacher translated the explanation into Indonesian language in order to make them understand.

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.

h. 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

The class activities were held based on the plan but there was a little bit difference in the action step. It was for having compatibility from both of the material and the students. The teacher as the researcher conducted the observation toward the action implementation. In this step, the researcher who also became the teacher observed the class when she taught the students.

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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”?)

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86 Appendix 5

OBSERVATION SHEET Meeting :

Material :

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vii ABSTRACT

Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta. English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

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viii

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ABSTRAK

Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggrsis. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Dalam kegiatan belajar mengajar di Bumblebee English Course Yogyakarta, terdapat suatu masalah yang ditemukan pada para murid. Masalah yang ditemukan adalah kurangnya motivasi terhadap murid dalam pembelajaran bahasa target. Indikator dari kurangnya motivasi adalah (1) murid tidak mau menyimak perkataan guru maupun teman lainnya yang sedang bercerita atau memberi instruksi, (2) para murid lebih cenderung berbicara sendiri dengan teman lain saat pelajaran, biasanya membicarakan suatu hal yang tidak berkaitan dengan pelajaran yang sedang didiskusikan, (3) mereka biasanya takut membuat kesalahan, (4) beberapa murid ada yang masih sering malu untuk berbicara atau mengerjakan tugasnya. Setelah menemukan masalah yang dialami oleh para murid di Bumblebee English Course Yogyakarta, pernulis memberikan solusi untuk mengatasi masalah. Teknik ini dapat meningkatkan motivasi murid dan juga cocok dengan umur mereka. Terdapat satu pertanyaan yang dibuat dalam pertanyaan penelitian: Bagaimana cara teknik permainan meningkatkan motivasi para murid Bumblebee English Course Yogyakarta?

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mengumpulkan kenyataan yang terjadi dalam tindakan. Refleksi mendiskusikan proses masalah dan hasil dari observasi.

The use of games to improve young learners` motivation in language learning in Bumblebee English Course Yogyakarta.

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The use of games to improve young learners` motivation in language learning in Bumblebee English Course Yogyakarta.

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