Using games to improve students` motivation in writing skill of eleventh graders of SMA N 6 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN
WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Oda Yuni Nugrahaeni Wiharjo
Student Number: 071214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN
WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Oda Yuni Nugrahaeni Wiharjo
Student Number: 071214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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- Benjamin Disraeli-
This thesis is dedicated to:
My Father, Christ. Lasono and My Late Mother, Adriana Maria Sumiyati
My Elder Brother, Dominikus Wahyu Wiharjo
My Younger Brother, Fransiskus Susilo Wiharjo
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ABSTRACT
Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’
Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6
YOGYAKARTA. Yogyakarta: Sanata Dharma University.
Motivation has been acknowledged as an essential part in a teaching
learning activity. Motivation helps the students receive more input in second
language acquisition. The researcher found that the students of XI IPA 4 of SMA
N 6 Yogyakarta lacked motivation in writing activity. The other problems that the
researcher also found in the learning and teaching activities were the monotonous
activities. Besides, the students had writing problems, those are: vocabulary,
organizing ideas, and revising the draft.
This research was intended to overcome the learning problems of XI IPA 4
of SMA N 6 Yogyakarta. The use of games was taken up as the solution
considering that the games provided some advantages in teaching learning
activity. A game provides various activities in a class and can raise students’
motivation in learning. The researcher formulated two questions to be answered in
this research. The first question is “how do games improve students’ motivation in
writing skill?”. The second question is “to what extent do games improve
students’ motivation in writing skill?”.
This research utilized Classroom Action Research (CAR) which was
focused on the implementation of games in writing activity in XI IPA 4 of SMA
N 6 Yogyakarta. The participants of this research were 25 students of XI IPA 4 of
SMA N 6 Yogyakarta 2011/2012 academic year. Games were used as the main
activity in the learning and teaching process. There were two cycles in this
research. In the first cycle, the game was placed at organizing idea in the writing
process. Besides, in the second cycle, the game was placed at revising draft in
writing process. Both of the cycles were conducted in one meeting. In this
research, one cycle was meant to implement of one game. The instruments
employed in gathering the data were observation, field notes, questionnaires, and
guiding questions for interview. Then, in analyzing the gathered data,
triangulation technique was employed.
The results of the data gathered showed that the use of games was
implemented through group work. Moreover, it built student-student interaction in
sharing their knowledge. This research concluded that games were able to
improve students’ motivation in writing activity. Furthermore, it was found that
game make the writing activity be different. The students also said that games
helped them in expanding their vocabulary, organizing their idea, and revising
their draft.
Keywords: classroom action research, motivation, writing activity, game
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ABSTRAK
Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’
Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6
YOGYAKARTA. Yogyakarta: Universitas Sanata Dharma.
Motivasi telah diketahui secara umum sebagai bagian penting dalam
kegiatan belajar dan mengajar (KBM). Motivasi membantu siswa dalam
menyerap lebih banyak pengetahuan dalam penerimaan bahasa kedua. Peneliti
menemukan bahwa siswa di kelas XI IPA 4 SMA N 6 Yogyakarta memiliki
kekurangan motivasi dalam kegiatan menulis. Masalah lain yang ditemukan
peneliti dalam kegiatan belajar mengajar adalah kegiatan yang monoton.
Disamping itu siswa juga mengalami permasalahan dalam kosakata, menyusun
ide, dan merevisi naskah.
Penelitian ini dimaksudkan untuk mengatasi masalah yang dihadapi oleh
siswa kelas XI IPA 4 SMA N 6 Yogyakarta. Penggunaan permainan dipilih
sebagai solusi mengingat bahwa permainan memberi manfaat dalam kegiatan
belajar mengajar. Peneliti merumuskan dua masalah untuk dipecahkan dalam
penelitian ini. Rumusan masalah yang pertama ialah: “Bagaimana penggunaan
permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis?”
Rumusan masalah yang kedua ialah: “Sejauh mana penggunaan permainan dapat
membantu meningkatkan motivasi siswa dalam kegiatan menulis? “
Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang difokuskan
pada penerapan permainan dalam kegiatan menulis di kelas XI IPA 4 SMA N 6
Yogyakarta. Responden dalam penelitian ini berjumlah 25 siswa dari kelas XI
IPA 4 SMA N 6 Yogyakarta tahun ajaran 2011/2012. Permainan digunakan
sebagai kegiatan utama dalam proses belajar mengajar. Terdapat dua siklus dalam
penelitian ini. Pada siklus pertama, permainan diletakkan dalam kegiatan
penyusunan ide. Sedangkan pada siklus kedua, permainan diletakkan dalam
kegiatan revisi. Kedua siklus dilaksanakan dalam satu kali pertemuan. Instrumen
yang digunakan dalam mengumpulkan data yaitu: observasi, catatan lapangan,
kuesioner, dan panduan wawancara. Dalam menganalisis data yang sudah
terkumpul, peneliti menggunakan teknik triangulasi.
Hasil dari data yang terkumpul menunjukan bahwa permainan diterapkan
dalam kerja kelompok. Penggunaan permainan juga membangun interaksi siswasiswa saat berbagi pengetahuan mereka. Penelitian ini menyimpulkan bahwa
permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis. Selain itu
peneliti juga menemukan bahwa permainan membantu mereka dalam
mengembangkan kosakata, menyusun ide, dan merevisi naskah. Penggunaan
permainan juga membangun interaksi antara siswa-siswa dalam bebagai
pengetahuan.
Kata kunci: penelitian tindakan kelas, motivasi, kegiatan menulis, permainan
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ACKNOWLEDGEMENTS
First and foremost, I would like to bestow my deepest gratitude to my
Gracious God, Jesus Christ, and my Holy Mother, Mother Mary. I thank them for
their wonderful blessing in my hard days.
Special thanks go to my great major advisor Gregorius Punto Aji, S.Pd.,
M.Hum., for his valuable time, guidance, suggestions, and motivation during the
process of finishing this research and writing this thesis. I would also like to thank
Ibu Agustin Susilowati, S.Pd., not only for allowing me to conduct this research in
her class but also to be willing to act as the teacher in this research and giving me
suggestion. I also thank all students of XI IPA 4 SMA N 6 Yogyakarta 2011/2012
academic year for being friendly and cooperative during my research. I would like
to thank all lecturers in PBI Sanata Dharma University. They have shared their
knowledge and taught me well.
My thanks also go to my closest friends, Rieta, Wida, Bertha, Nana, Uni,
Septi, Nuning, and Ratna for their support, warmth, care, and nice smiles. I would
also like to express my appreciation to Novi and Indah for giving me
encouragement and motivation during my process of completing this writing. I
will not forget Dwi for sharing his knowledge about classroom action research. I
would like to thank my boarding house mates, Adik An, Prisca, Adik Cecik, Ririn
and Deslin for their care and beautiful smiles.
My greatest gratitude goes to my beloved family. I thank my lovely father,
Bapak Kris and my mother Ibu Susi, for their love and understanding through the
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very long duration of my study. My extraordinary gratefulness goes to my
beloved late mother, Ibu Adri and my little brother Fran, who have passed away,
for their love and inspiration for me. I also thank my older brother Mas Domi for
teaching me the meaning of patience and endurance. I would like to give my
gratitude to everybody who helped me in finishing this thesis, whose names
cannot be mentioned one by one.
Oda Yuni Nugrahaeni Wiharjo
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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………... i
APPROVAL PAGE………………………………………………….................ii
DEDICATION PAGE………………………………………………………….iv
STATEMENT OF WORK’S ORIGINALITY………………………………. v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………………… vi
ABSTRACT…………………………………………………………………… vii
ABSTRAK………………………………………………………………………. viii
ACKNOWLEDGEMENTS…………………………………………………… ix
TABLE OF CONTENTS……………………………………………………….xi
LIST OF TABLES…………………………………………………………….. xiii
LIST OF FIGURES……………………………………………………………. xiv
LIST OF APPENDICES………………………………………………………. xv
CHAPTER I. INTRODUCTION
A. Research Background………………………….……………………….1
B. Research Problem….…………………………………….…………......4
C. Problem Limitation…………………………………………………......4
D. Research Objectives……………………………………………………5
E. Research Benefits……………………………………..………………..5
F. Definition of Terms…………………………………..………………...6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description………………………………………………...8
1. Motivation……………………………………………………...8
2. Communicative Language Teaching…………………………..9
3. Games in Language Learning…………………………………12
4. Writing Skill…………………………………………………...14
B. Theoretical Framework………………………………………………..19
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CHAPTER III. RESEARCH METHODOLOGY
A. Research Method……………………………………………………….21
B. Research Setting………………………………………………………..24
C. Research Participants………………………………………………..….25
D. Research Instruments and Data Gathering Technique……………….....26
E. Data Analysis Technique…………………………………………...…..32
F. Research Procedure………………………………………………..…...33
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
A. The Implementation of Games to Improve Motivation…………….….35
B. Games Motivate Students to Write………………………………….....61
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions………………………………………………………….....67
B. Recommendations……………………………………………………...69
REFERENCES………………………………………………………………...71
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LIST OF TABLES
Table
Page
2.1 Teaching-Learning Design of the Research………………………………20
3.1 The Data Needed in the Research………………………………………...31
4.1 Teaching Procedure of the First Cycle………………………………..…..38
4.2 Teaching Procedure of the Second Cycle………………………..………..52
4.3 Observation Result………………………………………………………..62
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LIST OF FIGURES
Figure
Page
2.1 Characteristic of Writing………………………………………………….15
3.1 Kemmis & Mc Taggart’s Cycle Model………….………………………..23
4.1 The Game Procedure of First Cycle….……………………….…………..39
4.2 The Game Procedure of Second Cycle……………………….…………..53
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LIST OF APPENDICES
Appendix
Page
A. Covering Letter for the Mayor of Yogyakarta……………………………..74
B. Permission Letter from the Mayor of Yogyakarta…………………………76
C. Syllabus…………………………………………………………………….78
D. Learning Materials
1. Lesson Plan of the First Cycle………………………………………….83
2. Lesson Plan of the Second Cycle……………………………………….86
3. Game of the First Cycle…………………………………………………90
4. Game of the Second Cycle……………………………………………...93
E. Research Instruments
1. Observation Sheet of the First Cycle……………………………………95
2. Questionnaire of the First Cycle………………………………………..103
3. Raw Data of Questionnaire of the First Cycle………………………….106
4. Field Notes of the First Cycle…………………………………………..110
5. Observation Sheet of the Second Cycle………………………………...115
6. Questionnaire of the Second Cycle………….………………………….123
7. Raw Data of Questionnaire of the Second Cycle…….…………………126
6. Field Notes of the Second Cycle……….……………………………….129
7. Interview Guide………………………………………………………....134
8. Interview Transcripts……………………………………………………135
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CHAPTER I
INTRODUCTION
This chapter provides information about the research background and also
the description about the research problems. It encompasses research background,
research problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
There are four English skills which are required to be learned, those are
listening, speaking, reading, and writing. All those skills are important and they
support each other. In School Based Curriculum, those four skills are needed to be
taught to the students.
Unfortunately, the researcher found that students of XI IPA 4 or senior high
school students were lacking of motivation in learning writing skill. It was shown
from the students’ attitude during the writing lesson. The students were bored
during the lesson. Miffin (1997) states “Motivation is typically defined as the
forces that account for the arousal, selection, direction, and continuation of
behavior” (p.399). The researcher observed the difference between the students’
attitudes during writing lesson and the students’ attitudes during reading,
listening, and speaking lesson.
The researcher found that the teacher gave monotonous writing activities. It
was different from the other lesson of English skills. Besides, the result of writing
assessment was not as good as the result of other skills. The researcher figured out
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that the teacher focused on teaching receptive skills, those are reading, and
listening. Therefore, the teaching activities of receptive skills were varied. The
teacher also emphasized to the students that mastering receptive skills were
important to pass the final examination in senior high school. The teacher tended
to drill the students on reading skill and listening skill. Even though speaking is a
productive skill, the teacher prepared various activities for speaking lesson. The
teacher sometimes used role play, presentation, and story telling in speaking
activity. Whereas, writing has some functions in daily activity. According to
Halliday (1985), the functions of writing are as follow.
1. Primarily for action
Public sign, e.g. on roads and stations; product label and instructions, e.g. on food,
tools, or toys purchased; recipes; maps; television and radio guides; bills; menus;
telephone directories; ballot papers; computer manuals, monitors and printouts.
For social contact personal correspondence; letters, postcards, greeting cards.
2. Primarily for information
Newspapers (news, editorials) and current affairs magazines; hobby magazines;
non-fiction books, including textbooks; public notices; advertisements; political
pamphlet; scholastic, medical, etc. reports; guidebooks and travel literature.
3. Primarily for entertainment
Light magazines, comic strips; fiction books; poetry and drama; newspaper
features; film subtitles; games, including computer games.
(as cited by Nunan, 1991, p.84)
Halliday’s statement explained that writing is also important. Writing is used to
deliver one’s idea to another or to share information with others. It also helps the
writer to convey information in different time and place.
Although the teacher considered writing as a less important skill than the
other skills, it did not mean that the teacher did not teach writing. The teacher
taught writing skill to the students but the teacher’s method did not motivate the
students. In teaching writing, the teacher always asked the students to write in a
specific genre. The teacher only gave a passage as a model of the specific genre
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and then the students had to write in accordance with the model. Those were the
activities in writing and it was always be the same. The monotonous activity in
writing caused the low motivation in students.
The researcher found the implication of low motivation in writing in XI IPA
4 SMA N 6 Yogyakarta. Based on the writing assessment, the researcher found
that the students had problems in developing the ideas, using tenses, adjusting the
generic structure of the text, and making mechanical mistakes. The researcher
presumed that the students’ problems in writing could be overcome if the teacher
overcame the learning problems. Those are lacking of motivation and the
monotonous activity.
Having an interesting writing activity is expected to be a good solution to
these learning problems. According to Sugar and Whitcomb (2006), a game is
High-Outcome Technique. The reasons are game is fun with purpose, game
motivates learners, and game accelerates learning. (p.2)
Therefore, the researcher offered the teacher to use games to be
implemented in class XI IPA 4 of SMA Negeri 6 Yogyakarta which had the
learning problems. By using games, the writing activities are no longer
monotonous. Knowing the fact above, it is supposed that the implementation of
the game will be able to raise the students’ motivation in writing activity.
Accordingly, this research tries to examine how the strategy given raises the
students’ motivation in writing activity of XI IPA 4 students. This research also
tries to examine to what extent games raises students’ motivation in writing
activities.
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B. Research Problems
From the observation, the researcher found that in writing activity students
did not perform well. The researcher figured out from the students’ writing that
the students only copied and pasted the story from internet. The researcher
thought that the writing activities were monotonous. Therefore, the researcher
thought that using games in writing activity could be a good treatment for this
problem. The research was conducted to answer the research problems. The
problems were formulated as follow.
1.
How do games improve students’ motivation in writing skill?
2.
To what extent do games improve students’ motivation in writing activity?
C. Problem Limitation
This study was held in SMA Negeri 6 Yogyakarta. The participants were the
students of XI IPA 4 year 2011/2012. This is Classroom Action Research so the
problem was a real problem which appeared in the class. The focus of this
research was the students’ motivation in writing activities which became the
problem of XI IPA 4 students in learning English. The researcher assumed that the
difficulty was caused by the monotonous activity and lacking of motivation in
doing writing activities. Therefore, the researcher intended to use games to
motivate the students in writing activities.
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D. Research Objectives
1.
To find out how games improve students’ motivation in writing activity.
2.
To find out to what extent games improve students’ motivation in writing
activity.
E. Research Benefits
1.
Students
This study is conducted to solve students’ problem in learning English. It
helps students increase their motivation in writing skill. It can help the students in
the writing activities.
2.
Teachers
This research helps teachers of senior high school to teach writing in
different ways. The creativity of teachers is improved because they have to think
what appropriate games to use for the students. It also inspires teachers to use
games in their activities to avoid students’ boredom and to raise the students’
motivation.
3.
Student-teachers (teacher candidates)
This study can be an example of problem solving in a class. It is important
to know different teaching methods as many as possible. Although the result of
this study cannot be applied in the other classes, at least student-teachers get an
overview of problem solving in teaching English.
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4.
Future Researchers
This study provides information that is needed by the future researchers in
completing their study. The future researchers can use this research as a reference
in conducting Classroom Action Research. Furthermore, the future researcher can
develop this research.
F. Definition of terms
1. Motivation
Schunk, Pintrich, and Meece (2008) state “Motivation is the process
whereby goal-directed activity is instigated and sustained” (p.4). Motivation
involves goal because it encourage us to action. The point is that individuals are
conscious of something that they are trying to attain. Then, most activities that
students engage in are geared toward attaining their goals. The motivational
processes are critically important to sustain action. Such motivational processes as
expectations, attributions, emotions, and affects help people to handle the
difficulties and sustain the motivation.
2. Writing Skill
As Nunan (2003) states in his book, writing is finding idea and then
expressing that idea by organizing into statements and paragraphs in order (p.88).
Donald and Dawn (1992) state “writing is a system of communication” (p.2).
Writing is not only letters put together in meaningful patterns.
Meanwhile,
writing is “a productive skill” (Harmer, 1991, p.16) which requires the students to
produce a written form of English. From the definition of writing, it could be
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concluded that writing skill is an ability to find an idea and to express the idea in
meaningful patterns to share it to others.
3. Games in Language Learning
Bloom (1981) states “games are any contest (play) among adversaries
(players) operating under constraint (rule) for an objective (winning, victory, or
pay-off)” (p.51). Not all games can be used in the language learning context.
According to Lee Su Kim (1995) the requirements of a language game are: related
to the academic material, encourage teamwork, motivate learner. It can be
concluded that games in language learning is a fun activity under specific rule
which is motivating in language learning.
4. Eleventh Graders
Senior High School is generally called SMA (Sekolah Menengah Atas). The
students entering Senior High School are those who have passed the Junior High
School. Senior High School is divided into three grades. After one year in tenth
grade of Senior High School, the students will enter the next level, that is, the
eleventh grade of Senior High School.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of theories related to the topic of the research. There
are two major sections which are used as the groundwork of this research. They
are theoretical description and theoretical framework.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories which are
related to this research. The theories are Theories of Motivation, Language
Teaching, Game, and Writing Skill.
1. Motivation
Schunk, Pintrich, and Meece (2008) state “Motivation is the process
whereby goal-directed activity is instigated and sustained” (p.4). Furthermore
Miffin (1997) states that “Motivation is typically defined as the forces that
account for the arousal, selection, direction, and continuation of behavior”
(p.399). Motivation is relevant to learning because learning is an active process
requiring conscious and deliberate activity. Krashen (1982) states five hypotheses
related to language acquisition. One of the hypotheses is affective filter
hypothesis. There are three kinds of affective filter related to second language
acquisition: 1) motivation, 2) self-confidence, and 3) anxiety. The affective filter
Hypothesis states that motivation and self confidence have low affective filter,
which helps receive more input in second language acquisition. Anxiety has high
affective filter, which prevent acquisition in taking place. This theory shows that
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motivation has important role in acquiring language. (as cited by Richard and
Rodgers, 2001, p.183)
According to behavioral theory that is stated by Schunk et. al. (2008),
motivation is a changing of behavior as an effect by environmental events and
stimuli. From behavior stand point, motivation is an observable phenomenon.
Furthermore Schunk et al. (2008) said that there are three methods in assessing
motivation; direct observation, rating by other, and self-reports. Direct
observation is focused on the action that the students choose. The motivation is
seen from the students’ persistence in doing the task, the effort to perform well,
and how the students’ participation is in doing the task willingly. Rating by other
is a method that requires the observer to judge the students on various
characteristics. It often attempts to capture motivational process that underlies
behavior, and thereby provides data not attainable through direct observation.
Self-reports is a method where people judge themselves.
2. Communicative Language Teaching
Richard and Rogers (2001) explain:
Communicative Language Teaching is a theory of language teaching that
starts from communicative model of language and language use, and that
seeks to translate this into a design for an instructional system, for materials,
for teacher and learner roles and behaviors, and for classroom activities and
techniques. (p.158)
The aim of Communicative Language Teaching is that it can be used to
make communicative competence as the goal of language teaching. It can also
develop procedures in teaching the four skills of language; reading, writing,
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speaking, and listening. Brown (2007) explains that for many people
Communicative Language Teaching is a paradigm which encompasses
authenticity, acceptability, and adaptability (p.45).
There are some features which distinguish Communicative Approach from
others. According to Finnocchiaro and Brumfit some of them are: (1) language is
learnt by communication, (2) reading and writing can be taught although speech
has not been mastered yet, (3) teacher helps learner and motivates them in
learning language, (4) learners are expected to interact with other learners through
a pair or a group work or writing. (as cited in Richard and Rogers, 2001, p.156)
Those are some of the distinctive features of Communicative Language teaching
and other language teaching approach.
Littlewood (1981), as cited in Richard and Roger (2001), states, “One of the
most characteristic features of communicative language teaching is that it pays
systematic attention to functional as well as structural aspect of language” (p.155).
It is different from the other approaches which focus on the structure of language.
Communicative language teaching also pays attention to the function of language
which is to communicate. The concept of Communicative Language Teaching
will be easier to be understood by understanding the theory of language and the
theory of learning.
a. Theory of Language
The main idea of Communicative Approach is that language is learnt
through communication. According to Richard and Rogers (2001), the goal of
language teaching is to develop communicative competence (p.159). According to
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Hymes, communicative competence was an important need to have in order to
communicate well in a speech community (as cited by Richard and Roger, 2001,
p.159).
There are four characteristics of language, which are seen from
communicative view, stated by Richard and Rogers (2001):
1. Language is a system for the expression of meaning.
2.The primary function of language is to allow interaction and
communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse (p.161).
b. Theory of Learning
Richard and Rogers (2001) draw conclusion from Brumfit & Johnson (1979)
and Littlewood (1981) that there are some learning elements of Communicative
Language Teaching. First, the communicative principle is any activity which deals
with real communication which can encourage learning. Second, the task principle
is activity which language carrying out meaningful task to promote learning.
Third, the meaningfulness principle is meaningful language which can encourage
and support learner in language learning. It can be concluded that language is
learned through communicative activity which uses meaningful language and
meaningful task (p.161).
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3. Game in Language Learning
Games are fun activities which are usually considered inappropriate in
education because education needs serious activities. Therefore, we need to know
the definition of games first so that we do not have miss interpretation of games in
education. Bloom (1981) states “games are any contest (play) among adversaries
(players) operating under constraint (rule) for an objective (winning, victory, or
pay-off)” (p.51). Boocock and Schild (1968) say that the difference between
educational game and un-educational game is the objective of the game. An
educational game’s objective is to educate, not to entertain. Entertainment
becomes an instrumental value, rather than the design objective (p.72).
Furthermore Boocock and Schild (1968) give limitation of educational game.
Educational game is not substitute for conventional study but an enhancing
supplement.
a. Benefits in using game
According to Lee Su Kim (1995) there are some advantages we can get in
using games as the method in teaching learning activity.
1) Games are motivating and challenging.
2) Games help students make and sustain the effort of learning.
3) Games create meaningful context for language use.
4) Games encourage students to interact and communicate (p.35).
Similarly, Bell and Wieckert (1985) state the reason for playing games.
First, games emerge motivation. Games stimulate learners to do the action.
Second, playing games give the learners immediate feedback. Learners know
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immediately what they have done naturally. Third, games can be a media of
interaction. Playing games give opportunity for the learners to interact with each
other. Fourth, games can be seen as a competition. It stimulates learners to do
their best to win the competition. Fifth, playing games is good to build learners’
cooperation. Sixth, games tell the learners their position and their self-image.
Seventh, through playing games, learners gain information about what they learn
unconsciously. Eight, It increases learner’s skill in problem solving (p.xxii). In
addition, Sugar and Whitcomb (2006) state “game is High-Outcome Technique”
(p.2). Some of their reasons are: games are fun with purpose, games motivate
learners, and games accelerate learning.
b. Game Requirements
We can find so many games around us. There are some requirements for
games to be used in teaching activity. According to Lee Su Kim (1995) there are
some requirements of using games.
1) The game should be directly related to the academic material and goal, not a
free period.
2) It can encourage teamwork and positive attitudes
3) It does not have to have a winner or a reward, but it might be more
motivational. (p.35)
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4. Writing Skill
This part discusses three things related to this research. They are the
definition of writing skill, the nature of writing and the approach of writing.
a. Definition of Writing Skill
There are some definitions of writing. As stated by Nunan (2003) “writing is
finding idea and the expressing of that idea by organizing into statements and
paragraph in order” (p.88). The similar definition with Nunan is stated by Donald
and Dawn. According to Donald and Dawn (1992), writing is a system of
communication. Writing is not only letters put together in meaningful patterns. It
has deep meaning. They believe that writing is a way of thinking, a way of
learning, a way of sharing ideas with others. We can see the writer’s way of
thinking by reading his writing. By writing the ideas, writer learns how to express
his idea in a good organization and also learns more about his ideas. The purpose
of writing his ideas is to share the ideas to the reader (p.3). Donald and Dawn look
at writing as a way to transfer one’s idea to others indirectly.
b. The nature of writing
There are some criteria in writing which usually become the aspects of
assessing students’ writing. According to Gebhard (2000) the criteria of writing
are word choice, use of appropriate grammar, syntax or word order, mechanics
such as punctuation, spelling and handwriting, and organization of ideas into a
coherent and cohesive form. Raimes (1983, p. 6) describes the criteria of writing
as follows.
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Syntax
Content
Writing
process
Grammar
Mechanics
Organization
Clear,
fluent,and
effective
communication
of ideas
Word Choice
Audience
Purpose
Figure 2.1 The Criteria of Writing (Raimes, 1983, p. 6)
Using the figure 2.1, Raimes shows that in producing a piece of writing, a
writer has to deal with content, writing process, audience, purpose, word choice,
organization, mechanics, grammar and syntax. Content means that a writer needs
to think the relevance, the clarity, the originality and the logic of the writing. The
writer also deals with the writing process which encompasses getting ideas,
getting started, and writing draft revising. The writer needs to consider who will
read his/her writing or the audience for his writing. It also deals with the purpose
or the reason of writing. Word choice encompasses vocabulary, idiom and tone.
Organization is the organizing of the paragraph, the topic and support sentence,
cohesion and unity. Mechanics consist of handwriting, spelling, and punctuation.
Grammar means the writer needs to consider the rules of verbs, agreement, article,
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and pronoun. Syntax encompasses sentence boundaries, sentence structure, and
stylistic choice.
c. Writing approach
There are many approaches in writing. The popular approaches are product
approach and process approach. Product approach is also known as traditional
approach. According to Cohen (1990), the underlying assumption of product
approach is that learners are capable of turning out finished products the first time
around. The focus of this approach is on the result of the learning process, the
product of writing. Learners pay attention more to their sentence formation and
grammar in their writing. Learners are expected to be able to write as fluent and
competent as the native (p.105). This approach conveys to the students that the
function of writing is to produce texts for teacher to evaluate not to communicate
with others.
The writing product of product approach is not really as good as expected.
Then, the new approach emerges, the process approach. The proponents of
process approach believe that process approach is closer to perfection than
product approach. According to Nunan (1991), process approach focuses more on
the various classroom activities. He believes that the various classroom activities
will promote the development of writing skill. Nunan also states that this
approach encourages collaborative group work between learners as a way of
enhancing motivation and developing positive attitudes toward writing. In this
approaches learners are encouraged to consult their draft to their teacher or to ask
suggestion from their friend toward their writing (p.86)
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There are different processes of writing but generally, as Meyer states in his
book (2003, p.3) the processes are as follow.
1. Exploring Ideas
In some books, this activity is included in pre-writing activity. Meyer sees
that exploring the idea is one process and it is not included in pre-writing
activity. In finding the idea, the writer needs to consider the subject or the
material that she/he wants to write, the purpose of the writing, and the
audience.
2. Pre- writing
There are many pre-writing activities used in writing such as brain
storming, clustering, strategic questioning, sketching, freewriting, exploring
the senses, interviewing, and information gathering.
3. Organizing
Organizing is the process of selecting, subtracting, and adding the ideas,
then outlining them into a good arrangement.
4. Writing the first draft
First draft is written down by selecting the best idea and expanding it into
a paragraph. In making the draft the writer just needs to write what is in their
mind. There is no worry about mistake because it can be revised later.
5. Revising the draft
Revising is the most important steps of writing. In revising the writer
needs to consider the content and the organization of writing.
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6. Producing the final copy
After revising the draft, the next step is to edit the writing. Gebhard (2000)
states that editing is activity in writing which recognizes the problems in
grammar (e.g.,subject-verb disagreement, improper pronoun use, incorrect
verb tense), syntax (e.g.,fragment and run-on sentence), and mechanics (e.g.,
spelling and punctuation errors) (p.230). After editing, then the next step is
proofreading. Proofreading means examined carefully the final copy of
writing.
Brown (2001) states “the drafting and the revising stages are the cores of
process writing” (p.348). Drafting is viewed as an important and complex set of
strategies, the mastery of which takes time, patience, and trained instruction.
Furthermore, Brown explains that in traditional approach there are two kinds of
writing instructions. First, the students are given timed in-class compositions to
write during the class hour. The advantage is they can finish at the same time but
the disadvantage is that they do not have opportunity for systematic drafting.
Second, the students are given a homework writing assignment. The advantage is
that they have more time to do drafting but, the disadvantage is they may not do
the drafting.
The focus and the approach of writing are similar. The product approach and
process approach can be found in the focus of writing. Without the clear focus in
writing the readers may have difficulties in understanding the product of writing
so that the writer should decide the focus on writing before he or she start to write.
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This research is focused on process writing approach because the researcher
thought that students need to know the process in writing.
B. Theoretical Framework
The learning problems in XI IPA 4 were lacking of motivation and
monotonous activity. The learning problems drove the students of XI IPA 4 have
difficulty in writing. Their ideas are not well organized. They made mistakes in
generic structure and also mistakes in mechanics.
Miffin (1997) states, “Motivation is typically defined as the forces that
account for the arousal, selection, direction, and continuation of behavior” (p.
399). Motivation can help the students receive more input in learning. Therefore,
raising students’ motivation supposes to help the students overcome their
difficulties in writing.
Communicative Language Teaching was employed to decide the teaching
method in the classroom. One characteristic of Communicative Language
Teaching is that the teacher helps learners and motivates them in learning. It
emphasizes on using meaningful language and meaningful tasks. Language is
learnt through communication. The function of writing is to communicate.
Therefore, the researcher thought that Communicative Language Teaching was a
suitable method. Besides, this method requires any activities which encourage
learning, in which lacking of activity is the problem in teaching writing. Brown
(2001) states “Communicative Language Teaching was appropriate to process
writing” (p.340).
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The writing approach used by the researcher is writing process approach
which emphasizes the process of writing. The process writing is suitable for the
students because one of the problems is organizing idea. The students also need to
know the process of writing. Accordingly, the researcher tried to make the process
of writing more enjoyable for the students so that they could produce a writing
better than before. Therefore, the researcher suggested using games in writing
activity. The using of game is adjusted to the method used in this research and
also the needs of the students.
Having different activities in the class by having games is the solution that
the researcher offers in this research. Using games in teaching writing can
motivate students to produce or to express their ideas in written form. Besides, the
students can interact with their friends in order to improve their ability.
While doing the games, the students can help each other in learning. They
can motivate their friends and can also improve their knowledge by sharing their
knowledge. Games provide different activities from the usual activity they have in
the class. To assess the motivation, the researcher employs direct observation,
rating by others, and self-reports.
Briefly, the design of teaching learning activity of this Classroom Action
Research is as the follows.
Approach
Communicative Language Teaching
Procedure
Process Writing
Technique
Writing Games
Table 2.1 Teaching Learning Design of the Research
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to present the description of the
research method. There are six sub-chapters to be discussed. They are research
method, research setting, research participants, research instruments and data
gathering techniques, data analysis techniques, and research procedures.
A. Research Method
This research was Classroom Action Research (CAR). According to Elliot
(1991), the using of Action Research is to develop how teaching problems
identified is resolved (p.30). Furthermore, it was explained by Stephen Kemmis as
cited by David Hopkins as follows.
Action research is a form of self-reflective enquiry undertaken by participants in
social (including educational) situation in order to improve the rationality and justice
of (a) their own social or educational practices, (b) their understanding of these
practices, and (c) the situation in which the practices are carried out. It is most
rationally empowering when undertaken by individuals, and sometimes in
cooperation with ‘outsiders’. In education action research has been employed in
school-based curriculum development, professional development, and system
planning and policy development.
(Hopkins, 1993, p. 44)
From the definition above, it can be concluded that action research comes from
the problem found in the class by reflecting. The purpose of action research is not
only to solve the problem but also to improve the educational process.
McNiff and Whitehead (2002) say that the focus of action research is
observing behavior and explaining the result of the observation. The act of
observing behavior can be assumed as the way the observer found the problem in
the classroom (p.39). When the researcher found the problem, she analyzed what
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the root of the problems was. Then, based on the analysis, the researcher tried to
find the best way to resolve the problem.
The reason why Classroom Action Research was employed to solve the
problem found was based on the theory stated by Kemmis and Mc Taggart
(1992), “action research is not a research done on other people. It is a research on
their own work in order to improve what they do” (as cited in Cohen, Manion,
and Morrison, 2000, p.227).
The Classroom Action Research was employed in this research to solve the
problem found in English teaching and learning. It was the monotonous activity in
writing which influenced students’ performance in writing. In conducting the
Classroom Action Research, the researcher utilized Kemmis and Mc Taggart’s
model. Kemmis and Mc Taggart’s model shows the action research steps in a
spiral which consists of planning, acting, observing, and reflecting. Nevertheless,
they put action and observation into one stage. They have a notion that action and
observation cannot be separated because they are done in the same time. When the
action is implemented, the observation is also taken in the teaching and learning
activity. The model of Kemmis and Mc Taggart is presented in Figure 3.1
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Figure 3.1 Kemmis & Mc Taggart’s Cycle Model (Hopkins, 1993, p. 48)
After diagnosing the problem, the researcher planned a strategy to resolve it
by conducting the classroom action research. If it is implemented in the cycle, the
researcher more or less would do:
1. Planning
In this step, the researcher analyzed the problem in learning English in the
class. Then the researcher tried to overcome the problem by using games in
teaching writing, because the researcher thought it was a good treatment to
overcome the problem. The researcher planned the lesson plan, the teaching
activity, and the games for writing activity which were suitable for the students. It
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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was to improve students’ motivation in writing competence. In this step, the
researcher also discussed the planned action with the teacher.
2. Action and Observation
In this step, the researcher applied the treatment in teaching. While the
teacher was teaching, the researcher conducted observation in the class. The
researcher thought that in conducting the research, the action and observation
phases were held together. Therefore, while the teacher taught, the researcher
observed the students’ participation in the class. Then, after the implementation
was conducted, the researcher needed to know the students’ opinion or the
reaction toward the treatment.
3. Reflection
The teacher and the researcher tried to find the strengths and the weaknesses
of the implementation. Does the treatment work to overcome the problem? If it
does not, there must be something wrong and the teacher should find the cause
and improve it to be better in the next cycle.
B. Research Setting
This Classroom Action Research was conducted in SMA N 6 Yogyakarta. It
was conducted from October until December 2011. The implementation of the
strategy was on November. The first cycle was held on November 14th, 2011
while the second cycle was held on November 21st, 2011. Before the researcher
implemented the strategy, the researcher held preliminary observation on October.
Then, after the researcher implemented the strategy, the researcher obtained the
data through an interview.
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C. Research Participants
The participants of this research could be divided into the participants of
r
USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN
WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Oda Yuni Nugrahaeni Wiharjo
Student Number: 071214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN
WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Oda Yuni Nugrahaeni Wiharjo
Student Number: 071214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
g|Åx |á cÜxv|Éâá
Uâà
gÜâà{ |á ÅÉÜx cÜxv|Éâá à{tÇ g|Åx
- Benjamin Disraeli-
This thesis is dedicated to:
My Father, Christ. Lasono and My Late Mother, Adriana Maria Sumiyati
My Elder Brother, Dominikus Wahyu Wiharjo
My Younger Brother, Fransiskus Susilo Wiharjo
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’
Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6
YOGYAKARTA. Yogyakarta: Sanata Dharma University.
Motivation has been acknowledged as an essential part in a teaching
learning activity. Motivation helps the students receive more input in second
language acquisition. The researcher found that the students of XI IPA 4 of SMA
N 6 Yogyakarta lacked motivation in writing activity. The other problems that the
researcher also found in the learning and teaching activities were the monotonous
activities. Besides, the students had writing problems, those are: vocabulary,
organizing ideas, and revising the draft.
This research was intended to overcome the learning problems of XI IPA 4
of SMA N 6 Yogyakarta. The use of games was taken up as the solution
considering that the games provided some advantages in teaching learning
activity. A game provides various activities in a class and can raise students’
motivation in learning. The researcher formulated two questions to be answered in
this research. The first question is “how do games improve students’ motivation in
writing skill?”. The second question is “to what extent do games improve
students’ motivation in writing skill?”.
This research utilized Classroom Action Research (CAR) which was
focused on the implementation of games in writing activity in XI IPA 4 of SMA
N 6 Yogyakarta. The participants of this research were 25 students of XI IPA 4 of
SMA N 6 Yogyakarta 2011/2012 academic year. Games were used as the main
activity in the learning and teaching process. There were two cycles in this
research. In the first cycle, the game was placed at organizing idea in the writing
process. Besides, in the second cycle, the game was placed at revising draft in
writing process. Both of the cycles were conducted in one meeting. In this
research, one cycle was meant to implement of one game. The instruments
employed in gathering the data were observation, field notes, questionnaires, and
guiding questions for interview. Then, in analyzing the gathered data,
triangulation technique was employed.
The results of the data gathered showed that the use of games was
implemented through group work. Moreover, it built student-student interaction in
sharing their knowledge. This research concluded that games were able to
improve students’ motivation in writing activity. Furthermore, it was found that
game make the writing activity be different. The students also said that games
helped them in expanding their vocabulary, organizing their idea, and revising
their draft.
Keywords: classroom action research, motivation, writing activity, game
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ABSTRAK
Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’
Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6
YOGYAKARTA. Yogyakarta: Universitas Sanata Dharma.
Motivasi telah diketahui secara umum sebagai bagian penting dalam
kegiatan belajar dan mengajar (KBM). Motivasi membantu siswa dalam
menyerap lebih banyak pengetahuan dalam penerimaan bahasa kedua. Peneliti
menemukan bahwa siswa di kelas XI IPA 4 SMA N 6 Yogyakarta memiliki
kekurangan motivasi dalam kegiatan menulis. Masalah lain yang ditemukan
peneliti dalam kegiatan belajar mengajar adalah kegiatan yang monoton.
Disamping itu siswa juga mengalami permasalahan dalam kosakata, menyusun
ide, dan merevisi naskah.
Penelitian ini dimaksudkan untuk mengatasi masalah yang dihadapi oleh
siswa kelas XI IPA 4 SMA N 6 Yogyakarta. Penggunaan permainan dipilih
sebagai solusi mengingat bahwa permainan memberi manfaat dalam kegiatan
belajar mengajar. Peneliti merumuskan dua masalah untuk dipecahkan dalam
penelitian ini. Rumusan masalah yang pertama ialah: “Bagaimana penggunaan
permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis?”
Rumusan masalah yang kedua ialah: “Sejauh mana penggunaan permainan dapat
membantu meningkatkan motivasi siswa dalam kegiatan menulis? “
Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang difokuskan
pada penerapan permainan dalam kegiatan menulis di kelas XI IPA 4 SMA N 6
Yogyakarta. Responden dalam penelitian ini berjumlah 25 siswa dari kelas XI
IPA 4 SMA N 6 Yogyakarta tahun ajaran 2011/2012. Permainan digunakan
sebagai kegiatan utama dalam proses belajar mengajar. Terdapat dua siklus dalam
penelitian ini. Pada siklus pertama, permainan diletakkan dalam kegiatan
penyusunan ide. Sedangkan pada siklus kedua, permainan diletakkan dalam
kegiatan revisi. Kedua siklus dilaksanakan dalam satu kali pertemuan. Instrumen
yang digunakan dalam mengumpulkan data yaitu: observasi, catatan lapangan,
kuesioner, dan panduan wawancara. Dalam menganalisis data yang sudah
terkumpul, peneliti menggunakan teknik triangulasi.
Hasil dari data yang terkumpul menunjukan bahwa permainan diterapkan
dalam kerja kelompok. Penggunaan permainan juga membangun interaksi siswasiswa saat berbagi pengetahuan mereka. Penelitian ini menyimpulkan bahwa
permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis. Selain itu
peneliti juga menemukan bahwa permainan membantu mereka dalam
mengembangkan kosakata, menyusun ide, dan merevisi naskah. Penggunaan
permainan juga membangun interaksi antara siswa-siswa dalam bebagai
pengetahuan.
Kata kunci: penelitian tindakan kelas, motivasi, kegiatan menulis, permainan
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ACKNOWLEDGEMENTS
First and foremost, I would like to bestow my deepest gratitude to my
Gracious God, Jesus Christ, and my Holy Mother, Mother Mary. I thank them for
their wonderful blessing in my hard days.
Special thanks go to my great major advisor Gregorius Punto Aji, S.Pd.,
M.Hum., for his valuable time, guidance, suggestions, and motivation during the
process of finishing this research and writing this thesis. I would also like to thank
Ibu Agustin Susilowati, S.Pd., not only for allowing me to conduct this research in
her class but also to be willing to act as the teacher in this research and giving me
suggestion. I also thank all students of XI IPA 4 SMA N 6 Yogyakarta 2011/2012
academic year for being friendly and cooperative during my research. I would like
to thank all lecturers in PBI Sanata Dharma University. They have shared their
knowledge and taught me well.
My thanks also go to my closest friends, Rieta, Wida, Bertha, Nana, Uni,
Septi, Nuning, and Ratna for their support, warmth, care, and nice smiles. I would
also like to express my appreciation to Novi and Indah for giving me
encouragement and motivation during my process of completing this writing. I
will not forget Dwi for sharing his knowledge about classroom action research. I
would like to thank my boarding house mates, Adik An, Prisca, Adik Cecik, Ririn
and Deslin for their care and beautiful smiles.
My greatest gratitude goes to my beloved family. I thank my lovely father,
Bapak Kris and my mother Ibu Susi, for their love and understanding through the
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very long duration of my study. My extraordinary gratefulness goes to my
beloved late mother, Ibu Adri and my little brother Fran, who have passed away,
for their love and inspiration for me. I also thank my older brother Mas Domi for
teaching me the meaning of patience and endurance. I would like to give my
gratitude to everybody who helped me in finishing this thesis, whose names
cannot be mentioned one by one.
Oda Yuni Nugrahaeni Wiharjo
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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………... i
APPROVAL PAGE………………………………………………….................ii
DEDICATION PAGE………………………………………………………….iv
STATEMENT OF WORK’S ORIGINALITY………………………………. v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………………… vi
ABSTRACT…………………………………………………………………… vii
ABSTRAK………………………………………………………………………. viii
ACKNOWLEDGEMENTS…………………………………………………… ix
TABLE OF CONTENTS……………………………………………………….xi
LIST OF TABLES…………………………………………………………….. xiii
LIST OF FIGURES……………………………………………………………. xiv
LIST OF APPENDICES………………………………………………………. xv
CHAPTER I. INTRODUCTION
A. Research Background………………………….……………………….1
B. Research Problem….…………………………………….…………......4
C. Problem Limitation…………………………………………………......4
D. Research Objectives……………………………………………………5
E. Research Benefits……………………………………..………………..5
F. Definition of Terms…………………………………..………………...6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description………………………………………………...8
1. Motivation……………………………………………………...8
2. Communicative Language Teaching…………………………..9
3. Games in Language Learning…………………………………12
4. Writing Skill…………………………………………………...14
B. Theoretical Framework………………………………………………..19
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CHAPTER III. RESEARCH METHODOLOGY
A. Research Method……………………………………………………….21
B. Research Setting………………………………………………………..24
C. Research Participants………………………………………………..….25
D. Research Instruments and Data Gathering Technique……………….....26
E. Data Analysis Technique…………………………………………...…..32
F. Research Procedure………………………………………………..…...33
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
A. The Implementation of Games to Improve Motivation…………….….35
B. Games Motivate Students to Write………………………………….....61
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions………………………………………………………….....67
B. Recommendations……………………………………………………...69
REFERENCES………………………………………………………………...71
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LIST OF TABLES
Table
Page
2.1 Teaching-Learning Design of the Research………………………………20
3.1 The Data Needed in the Research………………………………………...31
4.1 Teaching Procedure of the First Cycle………………………………..…..38
4.2 Teaching Procedure of the Second Cycle………………………..………..52
4.3 Observation Result………………………………………………………..62
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LIST OF FIGURES
Figure
Page
2.1 Characteristic of Writing………………………………………………….15
3.1 Kemmis & Mc Taggart’s Cycle Model………….………………………..23
4.1 The Game Procedure of First Cycle….……………………….…………..39
4.2 The Game Procedure of Second Cycle……………………….…………..53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
A. Covering Letter for the Mayor of Yogyakarta……………………………..74
B. Permission Letter from the Mayor of Yogyakarta…………………………76
C. Syllabus…………………………………………………………………….78
D. Learning Materials
1. Lesson Plan of the First Cycle………………………………………….83
2. Lesson Plan of the Second Cycle……………………………………….86
3. Game of the First Cycle…………………………………………………90
4. Game of the Second Cycle……………………………………………...93
E. Research Instruments
1. Observation Sheet of the First Cycle……………………………………95
2. Questionnaire of the First Cycle………………………………………..103
3. Raw Data of Questionnaire of the First Cycle………………………….106
4. Field Notes of the First Cycle…………………………………………..110
5. Observation Sheet of the Second Cycle………………………………...115
6. Questionnaire of the Second Cycle………….………………………….123
7. Raw Data of Questionnaire of the Second Cycle…….…………………126
6. Field Notes of the Second Cycle……….……………………………….129
7. Interview Guide………………………………………………………....134
8. Interview Transcripts……………………………………………………135
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CHAPTER I
INTRODUCTION
This chapter provides information about the research background and also
the description about the research problems. It encompasses research background,
research problems, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
There are four English skills which are required to be learned, those are
listening, speaking, reading, and writing. All those skills are important and they
support each other. In School Based Curriculum, those four skills are needed to be
taught to the students.
Unfortunately, the researcher found that students of XI IPA 4 or senior high
school students were lacking of motivation in learning writing skill. It was shown
from the students’ attitude during the writing lesson. The students were bored
during the lesson. Miffin (1997) states “Motivation is typically defined as the
forces that account for the arousal, selection, direction, and continuation of
behavior” (p.399). The researcher observed the difference between the students’
attitudes during writing lesson and the students’ attitudes during reading,
listening, and speaking lesson.
The researcher found that the teacher gave monotonous writing activities. It
was different from the other lesson of English skills. Besides, the result of writing
assessment was not as good as the result of other skills. The researcher figured out
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that the teacher focused on teaching receptive skills, those are reading, and
listening. Therefore, the teaching activities of receptive skills were varied. The
teacher also emphasized to the students that mastering receptive skills were
important to pass the final examination in senior high school. The teacher tended
to drill the students on reading skill and listening skill. Even though speaking is a
productive skill, the teacher prepared various activities for speaking lesson. The
teacher sometimes used role play, presentation, and story telling in speaking
activity. Whereas, writing has some functions in daily activity. According to
Halliday (1985), the functions of writing are as follow.
1. Primarily for action
Public sign, e.g. on roads and stations; product label and instructions, e.g. on food,
tools, or toys purchased; recipes; maps; television and radio guides; bills; menus;
telephone directories; ballot papers; computer manuals, monitors and printouts.
For social contact personal correspondence; letters, postcards, greeting cards.
2. Primarily for information
Newspapers (news, editorials) and current affairs magazines; hobby magazines;
non-fiction books, including textbooks; public notices; advertisements; political
pamphlet; scholastic, medical, etc. reports; guidebooks and travel literature.
3. Primarily for entertainment
Light magazines, comic strips; fiction books; poetry and drama; newspaper
features; film subtitles; games, including computer games.
(as cited by Nunan, 1991, p.84)
Halliday’s statement explained that writing is also important. Writing is used to
deliver one’s idea to another or to share information with others. It also helps the
writer to convey information in different time and place.
Although the teacher considered writing as a less important skill than the
other skills, it did not mean that the teacher did not teach writing. The teacher
taught writing skill to the students but the teacher’s method did not motivate the
students. In teaching writing, the teacher always asked the students to write in a
specific genre. The teacher only gave a passage as a model of the specific genre
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3
and then the students had to write in accordance with the model. Those were the
activities in writing and it was always be the same. The monotonous activity in
writing caused the low motivation in students.
The researcher found the implication of low motivation in writing in XI IPA
4 SMA N 6 Yogyakarta. Based on the writing assessment, the researcher found
that the students had problems in developing the ideas, using tenses, adjusting the
generic structure of the text, and making mechanical mistakes. The researcher
presumed that the students’ problems in writing could be overcome if the teacher
overcame the learning problems. Those are lacking of motivation and the
monotonous activity.
Having an interesting writing activity is expected to be a good solution to
these learning problems. According to Sugar and Whitcomb (2006), a game is
High-Outcome Technique. The reasons are game is fun with purpose, game
motivates learners, and game accelerates learning. (p.2)
Therefore, the researcher offered the teacher to use games to be
implemented in class XI IPA 4 of SMA Negeri 6 Yogyakarta which had the
learning problems. By using games, the writing activities are no longer
monotonous. Knowing the fact above, it is supposed that the implementation of
the game will be able to raise the students’ motivation in writing activity.
Accordingly, this research tries to examine how the strategy given raises the
students’ motivation in writing activity of XI IPA 4 students. This research also
tries to examine to what extent games raises students’ motivation in writing
activities.
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B. Research Problems
From the observation, the researcher found that in writing activity students
did not perform well. The researcher figured out from the students’ writing that
the students only copied and pasted the story from internet. The researcher
thought that the writing activities were monotonous. Therefore, the researcher
thought that using games in writing activity could be a good treatment for this
problem. The research was conducted to answer the research problems. The
problems were formulated as follow.
1.
How do games improve students’ motivation in writing skill?
2.
To what extent do games improve students’ motivation in writing activity?
C. Problem Limitation
This study was held in SMA Negeri 6 Yogyakarta. The participants were the
students of XI IPA 4 year 2011/2012. This is Classroom Action Research so the
problem was a real problem which appeared in the class. The focus of this
research was the students’ motivation in writing activities which became the
problem of XI IPA 4 students in learning English. The researcher assumed that the
difficulty was caused by the monotonous activity and lacking of motivation in
doing writing activities. Therefore, the researcher intended to use games to
motivate the students in writing activities.
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D. Research Objectives
1.
To find out how games improve students’ motivation in writing activity.
2.
To find out to what extent games improve students’ motivation in writing
activity.
E. Research Benefits
1.
Students
This study is conducted to solve students’ problem in learning English. It
helps students increase their motivation in writing skill. It can help the students in
the writing activities.
2.
Teachers
This research helps teachers of senior high school to teach writing in
different ways. The creativity of teachers is improved because they have to think
what appropriate games to use for the students. It also inspires teachers to use
games in their activities to avoid students’ boredom and to raise the students’
motivation.
3.
Student-teachers (teacher candidates)
This study can be an example of problem solving in a class. It is important
to know different teaching methods as many as possible. Although the result of
this study cannot be applied in the other classes, at least student-teachers get an
overview of problem solving in teaching English.
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4.
Future Researchers
This study provides information that is needed by the future researchers in
completing their study. The future researchers can use this research as a reference
in conducting Classroom Action Research. Furthermore, the future researcher can
develop this research.
F. Definition of terms
1. Motivation
Schunk, Pintrich, and Meece (2008) state “Motivation is the process
whereby goal-directed activity is instigated and sustained” (p.4). Motivation
involves goal because it encourage us to action. The point is that individuals are
conscious of something that they are trying to attain. Then, most activities that
students engage in are geared toward attaining their goals. The motivational
processes are critically important to sustain action. Such motivational processes as
expectations, attributions, emotions, and affects help people to handle the
difficulties and sustain the motivation.
2. Writing Skill
As Nunan (2003) states in his book, writing is finding idea and then
expressing that idea by organizing into statements and paragraphs in order (p.88).
Donald and Dawn (1992) state “writing is a system of communication” (p.2).
Writing is not only letters put together in meaningful patterns.
Meanwhile,
writing is “a productive skill” (Harmer, 1991, p.16) which requires the students to
produce a written form of English. From the definition of writing, it could be
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7
concluded that writing skill is an ability to find an idea and to express the idea in
meaningful patterns to share it to others.
3. Games in Language Learning
Bloom (1981) states “games are any contest (play) among adversaries
(players) operating under constraint (rule) for an objective (winning, victory, or
pay-off)” (p.51). Not all games can be used in the language learning context.
According to Lee Su Kim (1995) the requirements of a language game are: related
to the academic material, encourage teamwork, motivate learner. It can be
concluded that games in language learning is a fun activity under specific rule
which is motivating in language learning.
4. Eleventh Graders
Senior High School is generally called SMA (Sekolah Menengah Atas). The
students entering Senior High School are those who have passed the Junior High
School. Senior High School is divided into three grades. After one year in tenth
grade of Senior High School, the students will enter the next level, that is, the
eleventh grade of Senior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of theories related to the topic of the research. There
are two major sections which are used as the groundwork of this research. They
are theoretical description and theoretical framework.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories which are
related to this research. The theories are Theories of Motivation, Language
Teaching, Game, and Writing Skill.
1. Motivation
Schunk, Pintrich, and Meece (2008) state “Motivation is the process
whereby goal-directed activity is instigated and sustained” (p.4). Furthermore
Miffin (1997) states that “Motivation is typically defined as the forces that
account for the arousal, selection, direction, and continuation of behavior”
(p.399). Motivation is relevant to learning because learning is an active process
requiring conscious and deliberate activity. Krashen (1982) states five hypotheses
related to language acquisition. One of the hypotheses is affective filter
hypothesis. There are three kinds of affective filter related to second language
acquisition: 1) motivation, 2) self-confidence, and 3) anxiety. The affective filter
Hypothesis states that motivation and self confidence have low affective filter,
which helps receive more input in second language acquisition. Anxiety has high
affective filter, which prevent acquisition in taking place. This theory shows that
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9
motivation has important role in acquiring language. (as cited by Richard and
Rodgers, 2001, p.183)
According to behavioral theory that is stated by Schunk et. al. (2008),
motivation is a changing of behavior as an effect by environmental events and
stimuli. From behavior stand point, motivation is an observable phenomenon.
Furthermore Schunk et al. (2008) said that there are three methods in assessing
motivation; direct observation, rating by other, and self-reports. Direct
observation is focused on the action that the students choose. The motivation is
seen from the students’ persistence in doing the task, the effort to perform well,
and how the students’ participation is in doing the task willingly. Rating by other
is a method that requires the observer to judge the students on various
characteristics. It often attempts to capture motivational process that underlies
behavior, and thereby provides data not attainable through direct observation.
Self-reports is a method where people judge themselves.
2. Communicative Language Teaching
Richard and Rogers (2001) explain:
Communicative Language Teaching is a theory of language teaching that
starts from communicative model of language and language use, and that
seeks to translate this into a design for an instructional system, for materials,
for teacher and learner roles and behaviors, and for classroom activities and
techniques. (p.158)
The aim of Communicative Language Teaching is that it can be used to
make communicative competence as the goal of language teaching. It can also
develop procedures in teaching the four skills of language; reading, writing,
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10
speaking, and listening. Brown (2007) explains that for many people
Communicative Language Teaching is a paradigm which encompasses
authenticity, acceptability, and adaptability (p.45).
There are some features which distinguish Communicative Approach from
others. According to Finnocchiaro and Brumfit some of them are: (1) language is
learnt by communication, (2) reading and writing can be taught although speech
has not been mastered yet, (3) teacher helps learner and motivates them in
learning language, (4) learners are expected to interact with other learners through
a pair or a group work or writing. (as cited in Richard and Rogers, 2001, p.156)
Those are some of the distinctive features of Communicative Language teaching
and other language teaching approach.
Littlewood (1981), as cited in Richard and Roger (2001), states, “One of the
most characteristic features of communicative language teaching is that it pays
systematic attention to functional as well as structural aspect of language” (p.155).
It is different from the other approaches which focus on the structure of language.
Communicative language teaching also pays attention to the function of language
which is to communicate. The concept of Communicative Language Teaching
will be easier to be understood by understanding the theory of language and the
theory of learning.
a. Theory of Language
The main idea of Communicative Approach is that language is learnt
through communication. According to Richard and Rogers (2001), the goal of
language teaching is to develop communicative competence (p.159). According to
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11
Hymes, communicative competence was an important need to have in order to
communicate well in a speech community (as cited by Richard and Roger, 2001,
p.159).
There are four characteristics of language, which are seen from
communicative view, stated by Richard and Rogers (2001):
1. Language is a system for the expression of meaning.
2.The primary function of language is to allow interaction and
communication.
3. The structure of language reflects its functional and communicative uses.
4. The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse (p.161).
b. Theory of Learning
Richard and Rogers (2001) draw conclusion from Brumfit & Johnson (1979)
and Littlewood (1981) that there are some learning elements of Communicative
Language Teaching. First, the communicative principle is any activity which deals
with real communication which can encourage learning. Second, the task principle
is activity which language carrying out meaningful task to promote learning.
Third, the meaningfulness principle is meaningful language which can encourage
and support learner in language learning. It can be concluded that language is
learned through communicative activity which uses meaningful language and
meaningful task (p.161).
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3. Game in Language Learning
Games are fun activities which are usually considered inappropriate in
education because education needs serious activities. Therefore, we need to know
the definition of games first so that we do not have miss interpretation of games in
education. Bloom (1981) states “games are any contest (play) among adversaries
(players) operating under constraint (rule) for an objective (winning, victory, or
pay-off)” (p.51). Boocock and Schild (1968) say that the difference between
educational game and un-educational game is the objective of the game. An
educational game’s objective is to educate, not to entertain. Entertainment
becomes an instrumental value, rather than the design objective (p.72).
Furthermore Boocock and Schild (1968) give limitation of educational game.
Educational game is not substitute for conventional study but an enhancing
supplement.
a. Benefits in using game
According to Lee Su Kim (1995) there are some advantages we can get in
using games as the method in teaching learning activity.
1) Games are motivating and challenging.
2) Games help students make and sustain the effort of learning.
3) Games create meaningful context for language use.
4) Games encourage students to interact and communicate (p.35).
Similarly, Bell and Wieckert (1985) state the reason for playing games.
First, games emerge motivation. Games stimulate learners to do the action.
Second, playing games give the learners immediate feedback. Learners know
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13
immediately what they have done naturally. Third, games can be a media of
interaction. Playing games give opportunity for the learners to interact with each
other. Fourth, games can be seen as a competition. It stimulates learners to do
their best to win the competition. Fifth, playing games is good to build learners’
cooperation. Sixth, games tell the learners their position and their self-image.
Seventh, through playing games, learners gain information about what they learn
unconsciously. Eight, It increases learner’s skill in problem solving (p.xxii). In
addition, Sugar and Whitcomb (2006) state “game is High-Outcome Technique”
(p.2). Some of their reasons are: games are fun with purpose, games motivate
learners, and games accelerate learning.
b. Game Requirements
We can find so many games around us. There are some requirements for
games to be used in teaching activity. According to Lee Su Kim (1995) there are
some requirements of using games.
1) The game should be directly related to the academic material and goal, not a
free period.
2) It can encourage teamwork and positive attitudes
3) It does not have to have a winner or a reward, but it might be more
motivational. (p.35)
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4. Writing Skill
This part discusses three things related to this research. They are the
definition of writing skill, the nature of writing and the approach of writing.
a. Definition of Writing Skill
There are some definitions of writing. As stated by Nunan (2003) “writing is
finding idea and the expressing of that idea by organizing into statements and
paragraph in order” (p.88). The similar definition with Nunan is stated by Donald
and Dawn. According to Donald and Dawn (1992), writing is a system of
communication. Writing is not only letters put together in meaningful patterns. It
has deep meaning. They believe that writing is a way of thinking, a way of
learning, a way of sharing ideas with others. We can see the writer’s way of
thinking by reading his writing. By writing the ideas, writer learns how to express
his idea in a good organization and also learns more about his ideas. The purpose
of writing his ideas is to share the ideas to the reader (p.3). Donald and Dawn look
at writing as a way to transfer one’s idea to others indirectly.
b. The nature of writing
There are some criteria in writing which usually become the aspects of
assessing students’ writing. According to Gebhard (2000) the criteria of writing
are word choice, use of appropriate grammar, syntax or word order, mechanics
such as punctuation, spelling and handwriting, and organization of ideas into a
coherent and cohesive form. Raimes (1983, p. 6) describes the criteria of writing
as follows.
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15
Syntax
Content
Writing
process
Grammar
Mechanics
Organization
Clear,
fluent,and
effective
communication
of ideas
Word Choice
Audience
Purpose
Figure 2.1 The Criteria of Writing (Raimes, 1983, p. 6)
Using the figure 2.1, Raimes shows that in producing a piece of writing, a
writer has to deal with content, writing process, audience, purpose, word choice,
organization, mechanics, grammar and syntax. Content means that a writer needs
to think the relevance, the clarity, the originality and the logic of the writing. The
writer also deals with the writing process which encompasses getting ideas,
getting started, and writing draft revising. The writer needs to consider who will
read his/her writing or the audience for his writing. It also deals with the purpose
or the reason of writing. Word choice encompasses vocabulary, idiom and tone.
Organization is the organizing of the paragraph, the topic and support sentence,
cohesion and unity. Mechanics consist of handwriting, spelling, and punctuation.
Grammar means the writer needs to consider the rules of verbs, agreement, article,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
and pronoun. Syntax encompasses sentence boundaries, sentence structure, and
stylistic choice.
c. Writing approach
There are many approaches in writing. The popular approaches are product
approach and process approach. Product approach is also known as traditional
approach. According to Cohen (1990), the underlying assumption of product
approach is that learners are capable of turning out finished products the first time
around. The focus of this approach is on the result of the learning process, the
product of writing. Learners pay attention more to their sentence formation and
grammar in their writing. Learners are expected to be able to write as fluent and
competent as the native (p.105). This approach conveys to the students that the
function of writing is to produce texts for teacher to evaluate not to communicate
with others.
The writing product of product approach is not really as good as expected.
Then, the new approach emerges, the process approach. The proponents of
process approach believe that process approach is closer to perfection than
product approach. According to Nunan (1991), process approach focuses more on
the various classroom activities. He believes that the various classroom activities
will promote the development of writing skill. Nunan also states that this
approach encourages collaborative group work between learners as a way of
enhancing motivation and developing positive attitudes toward writing. In this
approaches learners are encouraged to consult their draft to their teacher or to ask
suggestion from their friend toward their writing (p.86)
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There are different processes of writing but generally, as Meyer states in his
book (2003, p.3) the processes are as follow.
1. Exploring Ideas
In some books, this activity is included in pre-writing activity. Meyer sees
that exploring the idea is one process and it is not included in pre-writing
activity. In finding the idea, the writer needs to consider the subject or the
material that she/he wants to write, the purpose of the writing, and the
audience.
2. Pre- writing
There are many pre-writing activities used in writing such as brain
storming, clustering, strategic questioning, sketching, freewriting, exploring
the senses, interviewing, and information gathering.
3. Organizing
Organizing is the process of selecting, subtracting, and adding the ideas,
then outlining them into a good arrangement.
4. Writing the first draft
First draft is written down by selecting the best idea and expanding it into
a paragraph. In making the draft the writer just needs to write what is in their
mind. There is no worry about mistake because it can be revised later.
5. Revising the draft
Revising is the most important steps of writing. In revising the writer
needs to consider the content and the organization of writing.
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6. Producing the final copy
After revising the draft, the next step is to edit the writing. Gebhard (2000)
states that editing is activity in writing which recognizes the problems in
grammar (e.g.,subject-verb disagreement, improper pronoun use, incorrect
verb tense), syntax (e.g.,fragment and run-on sentence), and mechanics (e.g.,
spelling and punctuation errors) (p.230). After editing, then the next step is
proofreading. Proofreading means examined carefully the final copy of
writing.
Brown (2001) states “the drafting and the revising stages are the cores of
process writing” (p.348). Drafting is viewed as an important and complex set of
strategies, the mastery of which takes time, patience, and trained instruction.
Furthermore, Brown explains that in traditional approach there are two kinds of
writing instructions. First, the students are given timed in-class compositions to
write during the class hour. The advantage is they can finish at the same time but
the disadvantage is that they do not have opportunity for systematic drafting.
Second, the students are given a homework writing assignment. The advantage is
that they have more time to do drafting but, the disadvantage is they may not do
the drafting.
The focus and the approach of writing are similar. The product approach and
process approach can be found in the focus of writing. Without the clear focus in
writing the readers may have difficulties in understanding the product of writing
so that the writer should decide the focus on writing before he or she start to write.
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19
This research is focused on process writing approach because the researcher
thought that students need to know the process in writing.
B. Theoretical Framework
The learning problems in XI IPA 4 were lacking of motivation and
monotonous activity. The learning problems drove the students of XI IPA 4 have
difficulty in writing. Their ideas are not well organized. They made mistakes in
generic structure and also mistakes in mechanics.
Miffin (1997) states, “Motivation is typically defined as the forces that
account for the arousal, selection, direction, and continuation of behavior” (p.
399). Motivation can help the students receive more input in learning. Therefore,
raising students’ motivation supposes to help the students overcome their
difficulties in writing.
Communicative Language Teaching was employed to decide the teaching
method in the classroom. One characteristic of Communicative Language
Teaching is that the teacher helps learners and motivates them in learning. It
emphasizes on using meaningful language and meaningful tasks. Language is
learnt through communication. The function of writing is to communicate.
Therefore, the researcher thought that Communicative Language Teaching was a
suitable method. Besides, this method requires any activities which encourage
learning, in which lacking of activity is the problem in teaching writing. Brown
(2001) states “Communicative Language Teaching was appropriate to process
writing” (p.340).
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20
The writing approach used by the researcher is writing process approach
which emphasizes the process of writing. The process writing is suitable for the
students because one of the problems is organizing idea. The students also need to
know the process of writing. Accordingly, the researcher tried to make the process
of writing more enjoyable for the students so that they could produce a writing
better than before. Therefore, the researcher suggested using games in writing
activity. The using of game is adjusted to the method used in this research and
also the needs of the students.
Having different activities in the class by having games is the solution that
the researcher offers in this research. Using games in teaching writing can
motivate students to produce or to express their ideas in written form. Besides, the
students can interact with their friends in order to improve their ability.
While doing the games, the students can help each other in learning. They
can motivate their friends and can also improve their knowledge by sharing their
knowledge. Games provide different activities from the usual activity they have in
the class. To assess the motivation, the researcher employs direct observation,
rating by others, and self-reports.
Briefly, the design of teaching learning activity of this Classroom Action
Research is as the follows.
Approach
Communicative Language Teaching
Procedure
Process Writing
Technique
Writing Games
Table 2.1 Teaching Learning Design of the Research
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher would like to present the description of the
research method. There are six sub-chapters to be discussed. They are research
method, research setting, research participants, research instruments and data
gathering techniques, data analysis techniques, and research procedures.
A. Research Method
This research was Classroom Action Research (CAR). According to Elliot
(1991), the using of Action Research is to develop how teaching problems
identified is resolved (p.30). Furthermore, it was explained by Stephen Kemmis as
cited by David Hopkins as follows.
Action research is a form of self-reflective enquiry undertaken by participants in
social (including educational) situation in order to improve the rationality and justice
of (a) their own social or educational practices, (b) their understanding of these
practices, and (c) the situation in which the practices are carried out. It is most
rationally empowering when undertaken by individuals, and sometimes in
cooperation with ‘outsiders’. In education action research has been employed in
school-based curriculum development, professional development, and system
planning and policy development.
(Hopkins, 1993, p. 44)
From the definition above, it can be concluded that action research comes from
the problem found in the class by reflecting. The purpose of action research is not
only to solve the problem but also to improve the educational process.
McNiff and Whitehead (2002) say that the focus of action research is
observing behavior and explaining the result of the observation. The act of
observing behavior can be assumed as the way the observer found the problem in
the classroom (p.39). When the researcher found the problem, she analyzed what
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22
the root of the problems was. Then, based on the analysis, the researcher tried to
find the best way to resolve the problem.
The reason why Classroom Action Research was employed to solve the
problem found was based on the theory stated by Kemmis and Mc Taggart
(1992), “action research is not a research done on other people. It is a research on
their own work in order to improve what they do” (as cited in Cohen, Manion,
and Morrison, 2000, p.227).
The Classroom Action Research was employed in this research to solve the
problem found in English teaching and learning. It was the monotonous activity in
writing which influenced students’ performance in writing. In conducting the
Classroom Action Research, the researcher utilized Kemmis and Mc Taggart’s
model. Kemmis and Mc Taggart’s model shows the action research steps in a
spiral which consists of planning, acting, observing, and reflecting. Nevertheless,
they put action and observation into one stage. They have a notion that action and
observation cannot be separated because they are done in the same time. When the
action is implemented, the observation is also taken in the teaching and learning
activity. The model of Kemmis and Mc Taggart is presented in Figure 3.1
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Figure 3.1 Kemmis & Mc Taggart’s Cycle Model (Hopkins, 1993, p. 48)
After diagnosing the problem, the researcher planned a strategy to resolve it
by conducting the classroom action research. If it is implemented in the cycle, the
researcher more or less would do:
1. Planning
In this step, the researcher analyzed the problem in learning English in the
class. Then the researcher tried to overcome the problem by using games in
teaching writing, because the researcher thought it was a good treatment to
overcome the problem. The researcher planned the lesson plan, the teaching
activity, and the games for writing activity which were suitable for the students. It
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was to improve students’ motivation in writing competence. In this step, the
researcher also discussed the planned action with the teacher.
2. Action and Observation
In this step, the researcher applied the treatment in teaching. While the
teacher was teaching, the researcher conducted observation in the class. The
researcher thought that in conducting the research, the action and observation
phases were held together. Therefore, while the teacher taught, the researcher
observed the students’ participation in the class. Then, after the implementation
was conducted, the researcher needed to know the students’ opinion or the
reaction toward the treatment.
3. Reflection
The teacher and the researcher tried to find the strengths and the weaknesses
of the implementation. Does the treatment work to overcome the problem? If it
does not, there must be something wrong and the teacher should find the cause
and improve it to be better in the next cycle.
B. Research Setting
This Classroom Action Research was conducted in SMA N 6 Yogyakarta. It
was conducted from October until December 2011. The implementation of the
strategy was on November. The first cycle was held on November 14th, 2011
while the second cycle was held on November 21st, 2011. Before the researcher
implemented the strategy, the researcher held preliminary observation on October.
Then, after the researcher implemented the strategy, the researcher obtained the
data through an interview.
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C. Research Participants
The participants of this research could be divided into the participants of
r