E
S
A
E
R
C
N
I
O
T
S
E
M
A
G
E
G
A
U
G
N
A
L
G
N
I
T
N
E
M
E
L
P
M
I
F
O
S
T
N
E
D
U
T
S
E
D
A
R
G
H
T
R
U
O
F
F
O
S
L
L
I
K
S
H
S
I
L
G
N
E
L
O
O
H
C
S
Y
R
A
T
N
E
M
E
L
E
N
A
S
A
L
A
K
S
U
I
S
I
N
A
K
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t Sarjana PendidikanDegree n
i EngilshLanguageEduca iton
y B
u y A a p s u P a i d i w r e H a t n i h S a r a l C
6 7 0 4 1 2 1 7 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E H S I L G N E
T N E M T R A P E D S T R A D N A E G A U G N A L
Y T L U C A F N O I T A C U D E D N A G N I N I A R T S R E H C A E T
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
E
S
A
E
R
C
N
I
O
T
S
E
M
A
G
E
G
A
U
G
N
A
L
G
N
I
T
N
E
M
E
L
P
M
I
F
O
S
T
N
E
D
U
T
S
E
D
A
R
G
H
T
R
U
O
F
F
O
S
L
L
I
K
S
H
S
I
L
G
N
E
L
O
O
H
C
S
Y
R
A
T
N
E
M
E
L
E
N
A
S
A
L
A
K
S
U
I
S
I
N
A
K
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t Sarjana PendidikanDegree n
i EngilshLanguageEduca iton
y B
u y A a p s u P a i d i w r e H a t n i h S a r a l C
6 7 0 4 1 2 1 7 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E H S I L G N E
T N E M T R A P E D S T R A D N A E G A U G N A L
Y T L U C A F N O I T A C U D E D N A G N I N I A R T S R E H C A E T
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
,
y
a
w
e
h
t
e
m
w
o
h
s
y
l
n
o
t
o
n
l
li
w
e
g
a
r
u
o
c
y
M
t
u
b
w
li
l
a
l
s
o
l
e
a
d
m
e
t
h
r
o
u
g
h
t
h
e
d
i
f
f
i
c
u
l
it
e
s
a
n
d
.
p
u
y
a
w
y
m
g
n
o
l
a
e
f
il
f
o
y
ti
li
b
a
t
c
i
d
e
r
p
n
u
t
u
b
,
d
n
i
m
y
m
f
o
y
g
r
e
n
e
e
h
t
y
l
n
o
t
o
n
s
i
e
g
a
r
u
o
c
y
M
.r
e
k
a
m
y
ti
li
b
i
s
s
o
p
y
m
o
s
l
a
-
M
a
r
oi
T
e
g
u
h
-
:o
t
d
et
a
ci
d
e
d
si
s
is
e
h
t
si
h
T
”t
si
r
h
C
s
u
se
J
“
ro
iv
a
S
y
M
re
h
to
m
d
e
v
ol
e
b
y
M
,
F
.
R
i
n
i
W
i
d
ai
ts
u
it
ot
n
a
n
i
w
re
H
.
J
,
re
h
t
a
f
y
le
v
ol
y
M
r
e
h
to
r
b
d
e
v
ol
e
b
y
m
d
n
v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o k r o w e h t
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r e h t d n a
Yogyakatra ,Octobe r17,2012
TheWrtier
ClaraShintaHerwidiaPuspaAyu
ii i v
d n a t s r e d n u o t s t n e d u t s e h t d e p l e h s e m a g e h t t a h t d e d u l c n o c s a w t I . e d a r g g n i s s a p
e h t , r e v o e r o M . s ll i k s h s il g n E ’ s t n e d u t s e h t e s a e r c n i o t d n a y li s a e n o s s e l e h t
o t d n a n r a e l o t s t n e d u t s e h t d e g a r u o c n e h c i h w n o it n e tt a d n a t s e r e t n i ’ s t n e d u t s
. y l e v it c a h s il g n E e c it c a r p
x
u tr a k n a n i a m r e p n a k p a r e n e m i ti l e n e p , t a p m e s u l k i s a d a P . n a r a j a l e b m e p n a t a i g e k
t s e t i r a d l i s a H . n a k a n a s k a li d a u d e k s e t , t a p m e e k s u l k i s r i h k a a d a P . i g a l i l a k e s
u n e m a u d e
k njukkan bahwa hampi r keseluruhan siswa lulu s KKM . Dapa t i m a h a m e m k u t n u a w s i s a r a p u t n a b m e m t a p a d n a n i a m r e p a w h a b n a k l u p m i s i d
n a u p m a m e k n a k t a k g n i n e m k u t n u n a d h a d u m n a g n e d s ir g g n I a s a h a b n a r a j a l e p
r a p n a it a h r e p n a d t a n i m , i g a l h a b m a ti D . a w s i s s ir g g n I a s a h a
b asiswa mendorong
.f it k a a r a c e s s ir g g n I a s a h a b k it k a r p k u t n u n a d r a j a l e b k u t n u a w s i s a r a p
k , n a n i a m r e p : i c n u k a t a
ii x ,
r e h t o r b d e v o l e b y m k n a h t o s l
a Ma sYoyo fo rhi slove ,care ,and suppo tr .My ,
r e h t a f d n a r g y m o t s e o g o s l a s s e n l u f k n a h
t A lm.Su ityo SuslioWjioyofo rhi scare .
a tr a k a y g o Y n i d e i d u t s I e c n i s e v o l d n a
k n a h t o t e k il d l u o w
I Uchi ,Kanya ,OdaandWidafort herif irendshipand k
n a h t o s l a I . tr o p p u
s Riafo rhe rhelpi ncheckingmyt hesi sandhe rsuggesitons . I ,
s d n e ir f t s e b y m k n a h t o t e k il d l u o
w Bramas ,Adi ,Nurma ,and Hayik for t hei r .
tr o p p u s d n a e r a c
e g a u g n a L h s il g n E e h t f o f f a t s t a ir a t e r c e S k n a h t o t e k il d l u o w o s l a I
, m a r g o r P y d u t S n o it a c u d
E MbakTariandMbakDhanniekwhohavegivent hei r k
n a h t o t e k il d l u o w I , y ll a n i F . s e c i v r e s t s e
b al lmyf riendsi nEngilshLanguage 7
0 0 2 f o m a r g o r P y d u t S n o it a c u d
E fors tudyingandgainingknowledget ogether . e n o n o it n e m t o n d l u o c I t a h t e m d e tr o p p u s d n a d e p l e h o h w e l p o e p l l a k n a h t
I by
. e n o
v i x .
d TeachingEngilshtoChlidren………... 1 3 .
2 LanguageGames………. 1 7 .
a DeifniitonofLanguageGames………... 1 7 .
b Typeo fLanguageGames………. 1 8 .
c TheRole so fGamesi nLearningEngilsh………. 2 1 .
3 ClassroomAcitonResearch……… 2 2 .
a Theoryo fClassroomAcitonResearch………. 2 2 .
b Characte irsitc so fClassroomAcitonResearch………... 2 4 .
c Mode lo fClassroomAcitonResearch………... 2 4 .
B Theoreitca lFramework………... 2 6
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod………. 2 8 .
B ResearchSetitng……….. 2 9 .
C ResearchParitcipants……….. 3 0 .
D Insrtuments……….. 3 0 .
E DataGatheirngTechnique……….. 3 4 .
F DataAnalysi sTechnique……… 3 6 .
G ResearchProcedure………. 3 8
N O I S S U C S I D D N A G N I D N I F H C R A E S E R . V I R E T P A H C
.
A ClassroonAcitonResearchCycle1……… 4 2 .
B ClassroonAcitonResearchCycle2……… 4 9 .
C ClassroonAcitonResearchCycle3……… 5 7 .
D ClassroonAcitonResearchCycle4……… 6 3 .
v x
S N O I T S E G G U S D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions………. 7 4 .
B Suggesitons………. 7 6
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. … … … … … … … … … … … … … … … S E C N E R E F E
R 7 8
i v x T S I
L OFTABLES
e l b a
T Page
. … … … … … … … … … … … … … … … … t s il k c e h C n o it a v r e s b O f o s m e tI 1 .
3 3 1
… … … … … … … … … … … … … … … … … … … … … e l u d e h c S g n i h c a e T 1 .
4 4 1
… … … … … … … … … 1 e l c y C e h T n i s e it i v it c A g n i n r a e L d n a g n i h c a e T 2 .
4 4 5
… … … … … … … … … 2 e l c y C e h T n i s e it i v it c A g n i n r a e L d n a g n i h c a e T 3 .
4 5 2
… … … … … … … … … 3 e l c y C e h T n i s e it i v it c A g n i n r a e L d n a g n i h c a e T 4 .
4 6 0
… … … … … … … … … 4 e l c y C e h T n i s e it i v it c A g n i n r a e L d n a g n i h c a e T 5 .
ii v x
S E R U G I F F O T S I L
e r u g i
F Page
.. … … … … … … … … ) 8 8 9 1 ( l e d o M h c r a e s e R n o it c A ’ s i m m e K d n a r r a C 1 .
2 2 5
e h T 1 .
4 Students ’Progressi nPre-Tes tandTes t1………. 5 6 …
… … … … … … … … … … … … … … … … … … … … e g a r e v A s s a l C e h T 2 .
4 6 9
. … … … … … … … … … … tl u s e R t s e T ’ s t n e d u t S e h T f o n o s ir a p m o C e h T 3 .
ii i v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
.
A PermissionLetter……… 8 0 .
B ResearchOf ifcia lStatementf romSDKanisiu sKalasan……… 8 2 .
C ResearchI nsrtuments……….. 8 4 .
1 ObservaitonCheck ilsts………... 8 5 .
2 InterviewGuidef o rStudents……….. 8 7 .
3 InterviewGuidef o rTeacher………... 8 8 .
D LessonPlan sandLearningMateirals………. 8 9 .
1 LessonPlanandLearningMateira lCycle1………... 9 0 .
2 LessonPlanandLearningMateira lCycle2………... 9 9 .
3 LessonPlanandLearningMateira lCycle3………... 1 07 .
4 LessonPlanandLearningMateira lCycle4………... 1 15 .
E RawData………. 1 24 .
1 Fris tCycleObservaitonCheckilst……….. 1 25 .
2 SecondCycleObservaitonCheckilst……….. 1 28 .
3 ThridCycleObservaitonCheckilst………. 1 31 .
4 Fou trhCycleObservaitonCheck ilst………... 1 34 .
5 Students’I nterviewResutl……….. 1 37 .
6 Teacher’sI nterviewResutl………. 1 46 .
x i x .
F Sampleo fStudents ’Tes tResutl………. 1 50 .
1 Sampleoft heStudents ’Pre-Tes tResutl………... 1 51 .
2 Sampleoft heStudents ’Tes t1Resu tl………... 1 57 .
3 Sampleoft heStudents ’Tes t2Resu tl………... 1 63 .
G Mediao fGames……….. 1 72 .
1 Mediao fGamesi nCycle1and2………... 1 73 .
2 Mediao fGamesi nCycle3and4………... 1 74 .
n e r d li h c e h
T needinteresitngacitvtiyi nl earningEngilsh ,soi tmakest hechlidren
. y li s a e h s il g n E n r a e
l The Engilsh teacher splay impo tran troles in the learning
e h t g n i s o o h c d n a s l a ir e t a m g n i s o o h c n i l u f e r a c e b d l u o h s s r e h c a e T . s s e c o r p
y a w e t a ir p o r p p
a s to t each Engilsh so t hati tca n improvet hestudents ’mastery fo
h s il g n
E .
n
I the Kanisiu sKalasan elementary school ,al lstudent sa re supposed to
. h s il g n E n r a e
l They have to maste rEngilsh bette.r I tinclude s4B students fo
. l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a
K Basedont heobservaitontha twa sconducted
e h t y
b researcher t o observe t he acitviites i n 4B clas ,s t he researche rconcluded
t t n a tr o p m i e m o
s hingsr elatedt ot heEngilshclas sacitviites .Theconclusion swere
t a h
t du irngt he t eaching acitviites, t heuseoft hel earning mediawa sno tenough .
a l c e h
T s sstiuaiton was no teffecitve .I talso had not energy to learn Engilsh
f o t s o m , s e d i s e B . y l e v it c
a the student s did no t pay atteniton t he teacher’ s
S . n o it a n i a l p x
e omestudent swalkedaround i nclas sand disturbe d othe rstuden s .t
s s e l d n a d e r o b e r e w s t n e d u t s e h t , s e it i v it c a g n i n r a e l h s il g n E e h t g n ir u D
. g n it s e r e t n
i They also needed an approp irate rteatmen tto help increasing the
.s ll i k s h s il g n E ’ s t n e d u t s
g n i o d r e tf
A theobservaitoni ntheEngilshclass ,t r she e earcheri nterviewed
. r e h c a e t h s il g n E e h
t Based on the resul to fthe interview ,the researche rfound
s m e l b o r p e m o
s intheEngilshclass .Accordingt ot het eacher ,mos toft hes tudent s
d i
d no tpay atteniton. The student swere interested doing othe rthings .T he
d e d e e n s t n e d u t
s learning t echniquetha twa ssutiablefor t hem .I twould increase
h s il g n E r i e h
.
B ProblemFormula iton
“ s i h c r a e s e r s i h t n i d e r e w s n a e b o t g n i o g s i h c i h w m e l b o r p e h
T How do
ll i k s h s il g n E e s a e r c n i s e m a g e g a u g n a
l s of fou trh grade student s o fKanisiu s
y r a t n e m e l e n a s a l a
K school?” .
.
C ProblemLimtia iton h c r a e s e r s i h
T focuse d on the use o flanguage game sto increase Engilsh
ll i k
s s fo fou trh grade student so fKanisiu sKalasan Elementary School . The
B 4 s s a l c y l n o h c r a e s e r s i h t f o s t n a p i c it r a
p .Therewere36 students .Thi sresearch
e t c u d n o
c d i nsemeste r2 .Languagegame swereimplemented du irngt hel earning
. s s e c o r
p The researche rdid no tgive ilmtiaiton on acetrain skli lo fEngilsh .The
g n ir u D . s ll i k s l l a g n i d u l c n i B 4 s s a l c o t s e m a g e g a u g n a l d e t n e m e l p m i r e h c r a e s e r
c o r p e h
t ess ,the researche robserved how language game scould increase the
n i s ll i k s h s il g n E ’ s t n e d u t
s theEng ilshclas .s
.
D ResearchObjecitves s i h t g n it c u d n o c y
B research ,theresearche rwanted t o solvet he students ’
r
p oblem sin l earningEngilshby using l anguagegames .Therefore,t her esearcher
l li
w beablet oi dentfiy howt helanguagegamesi ncrease sstudents ’Engilshskill s
.l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a K f o B 4 s s a l c f o
.
E ResearchBeneftis
T heresearche rexpectsthatt hisr esearch wouldgiveposiitvecontirbuiton
o
t the Engilsh teacher o fKanisiu sKalasan elementary school ,the student so f
s r e h c r a e s e r e r u t u f e h t d n a , l o o h c s y r a t n e m e l e n a s a l a K s u i s i n a
r o f y ti n u tr o p p o e v i g n a c h c r a e s e
r elementary schoo lto increase Engilsh a sa
n g i e r o
f language.
f , t s ri
F or t he Engilsh t eache rof Kanisiu sKalasan elementary schoo,l t he
e s e
r arche rexpectst hatt her esul toft hisr esearch giveposiitvecont irbuiton t o the
h s il g n
E teache rto increase students ’Engilsh skill sby using language games.
e h t , y ll u f e p o
H resul tof t hi sresearch gives acontirbuiton t o theEngilsh t eacher
r e h c a e t h s il g n E e h t s p l e h d n
a to solve thei rd fiifcutly i n theteaching Engilsh ,so
e h s t a h
t cant eacht hes tudent seasliy .Ther esearche ralsoexpect stha tther esul to f
e v i g n a c h c r a e s e r s i h
t somebeneftis t o Engilsh t eacher who wants to i mplement
h s il g n E g n i h c a e t n i s e m a g e g a u g n a
l inorde rtoi ncreasestudents ’Engilshskills.
r s i h t , d n o c e
S esearch i sbeneifcia lfort he futureresearcher swho wantt o
h c r a e s e r r e h tr u f o
d in the same ifeld .Hopefully ,the resul t o fthi sresearch
n u o f a e b n a c d n a n o it a m r o f n i l u f p l e h s e d i v o r
p daitonf ort hef uturer esearch.
e h t , d ri h
T resul to fthi sresearch wli lgive posiitve cont irbuiton to the
s t n e d u t
s fo Kanisiu sKalasan elementary school .Hopefully ,the student scan
increase thei rEngilsh by using language games .The researche rexpect sthi s
researchcangiveoppo truntiyt othestudentst obeawaret ha tEngilshi si mpo tran t
. e r u t u f ri e h t r o f
.
F De ifniitono fTerms
e r a e r e h t , h c r a e s e r s i h t n
I some t ermstha twould be used .Therefore, t he
n i g n i d n a t s r e d n u s i m d n a n o it a t e r p r e t n i s i m d i o v a o t s m r e t e s o h t s e n if e d r e h c r a e s e r
.
3 FourthGradeStudent so fKanisiu sKalasanElementarySchool I
R h a t n ir e m e P n a r u t a r e P n o d e s a
B No .28 ,1990 states t hat thede ifniiton
h c i h w , n o it a c u d e c i s a b f o m r o f ti n u a s i l o o h c s y r a t n e m e l e e h t f
o run sa s xi -yea r
m a r g o r p n o it a c u d
e . Int hisr esearch,t hes ubjec toft heparitcipan twasfou trhgrade
. l o o h c s y r a t n e m e l e f o s t n e d u t
s Fou trh grade student sare chlidren in the age o f
. d l o s r a e y n e t o t e n i
n The focu so fthe paritcipaiton wa sin the clas s4B. The
. B 4 s s a l c n i s t n e d u t s 6 3 e r e w s t n a p i c it r a p
s u i s i n a
K Kalasan elementary schoo li slocated in Kalasan ,Yogyakatra .
a e s e r e h
T rche rchoseKanisiu sKalasan elementaryschoo lbecauset her esearche r
s i n a K d n a h s il g n E n i y ti li b a ’ s t n e d u t s e s a e r c n i o t s e it i n u tr o p p o y n a m w a
s iu s
s a w l o o h c s y r a t n e m e l e n a s a l a
9 I I R E T P A H C
W E I V E R E R U T A R E T I L
Int hi schapte,rt her esearche rpresent sadiscussionundelryingthetheo ire s
s l a e d t s ri f e h T . n o i s s u c s i d f o s t n i o p r o j a m o w t e r a e r e h T . h c r a e s e r e h t o t d e t a l e r
h t h ti w s l a e d d n o c e s e h t d n a n o it p ir c s e d l a c it e r o e h t e h t h ti
w eoreitca lframework
h c r a e s e r e h t f
o .
.
A Theore itca lDescrip ito n
Theoreitca ldescirptionpresent ssomet heo iresr elatedtoi ncreasestudents ’
s ll i k s h s il g n
E o ffou trh grade o fKanisiu sKalasan elementary schoo.l There are
s e ir o e h t r o j a m e e r h
t int hisr esearch ,namelyEngilsh f o ryoungl earner ,slanguage
, s e m a
g andclassroomacitonr esearch .
.
1 Engilshf orYoungLearners .
a De ifniitono fyoungl earners s
r e n r a e l g n u o
Y are group o f ifve to twelve year sold .Phliilp s(1993)
s e u g r
a ttha youngl earner smeanchlidrenf romt hef ris tyea roff ormals chool(ifve
. e g a f o s r a e y e v l e w t r o n e v e l e o t ) d l o s r a e y x i s r
o In t hi sage ,chlidren want to
d n u o r a r i e h t n i g n i h t y r e v e n r a e
l (p.3) .Suyanto (2007 )also notestha tthe young
r e n r a e
l sare the elementary students fo six to twelve year sold .They can be
v e
d ided i nto 2 group ,s t hereareyounge rgroup (six t o eigh tyear sold )and olde r
group( ninet ot welveyear sold)( p.15 .)
l g n u o
Y earner sare special .Phliilp s(1993 )argue stha tyoung learners
)
2 Speaking
o it c a r e t n
I n and communicaiton wereimpo trantt hing t o young l earners ni
e h
t learning Engilsh .Usually ,chlidren wan tto use the language tha tthey have
d e n r a e
l tocommunicatewtihother .s I nthespeakingacitvtiy,t heEngilsht eacher s
a p o t e v a
h yatteniton du irng t hespeakingacitvtiyi n ordert omontiort heproces s
e v i g d n
a correcitonf ors tudents ’mistakes .
)
3 Reading
n
I reading acitvtiy, t he studentshave not t o comprehend the meaning o f
n I .t x e t e h t f o t x e t n o c e h t d n a t s r e d n u n a c y e h t t u b d r o w h c a
e thereading acitvtiy ,
n e r d li h c r o f s c i p o t e t a ir p o r p p a e h t e s o o h c d l u o h s r e h c a e t e h
t .The t opic sshould
e h t o t e t a l e
r reall fie ,so t hey aremorei nterested .Therearesomepointst ha tcan
e h t p l e
h student sunderstandt het exti nr eadingacitvtiy.
)
a Usingpicturea samedia
)
b Givings omequesitons
)
c Showingt he itlteandaskingt hes tudentst oguess
)
d Avoidinglongs entences
)
4 W iritng
f o e n o s i l li k s g n it ir
W Engilsh skli ltha tthe student shave to maste r ti .
rt s , g n il l e p s f o l li k s e h t s d e e n t i e s u a c e b l li k s x e l p m o c a s i g n it ir
W ucture ,and
g n it ir W . y r a l u b a c o v f o g n ir e t s a
m i sdivided into two catego ire sbased on the
.l e v e l e c n e t e p m o c ’ s t n e d u t s
)
a Copying t hewords ,sentences ,ort hesho trt exts .Copying i si mplemented f o r
a good relaitonship du irng the learning process . Teaching Engilsh wli l be
s w o n k r e h c a e t e h t f i l u f s s e c c u
s the students ’ need . So , the teache r ha s to
n
u derstand the students ’characte irsitc sin orde rto help the teache rdeilve rthe
e h T . y li s a e s l a ir e t a
m teachers houldprepares omeacitviitest ha tmaket hes tudent s
t s e r e t n
i in learning Engilsh .The acitvtiy in clas sshould include the al lEngilsh
c it s a i s u h t n e h s il g n E n r a e l n a c y e h t t a h t o s y r a l u b a c o v h s il g n E d n a s ll i k
s a .lly
, s e d i s e
B the stiuaiton in clas sin lfuence sthe students ’learning .Therefore ,the
. s s a l c e l b a y o j n e e h t e t a e r c o t s a h r e h c a e
t According ot Phiilps( 1993 ,)t heresome
s t n i o
p thatt het eachers houldknowtomakeenjoyableclass(p .5) .
)
1 Theacitviite sshould besimpleenough f ort hestudentsto understandwhati s
. m e h t f o d e t c e p x e
)
2 Thet askshouldbesutiablet ot hestudents’abiilites:i tneedst obeachievable .
l e e f o t s t n e d u t s e h t e t a l u m it s ll i w t
I saitsifedwtiht hei rwork .
)
3 Theacitviite ss houldbel argelyorallybased-indeed ,wtihveryyoungchlidren
e m it s s a l c f o n o it r o p o r p e g r a l p u e k a t ll i w s e it i v it c a g n i n e t s il
)
4 W irttenacitviite sshouldbeusedspa irnglywtihyounge rchlidren .Chlidren o f
g n it ir w f o s c i n a h c e m e h t n i t n e i c if o r p t e y t o n n e tf o d l o s r e a y n e v e s r o x i
s in
e g a u g n a l n w o r i e h
t .
.
2 LanguageGames .
a De ifniitonofl anguagegames 7 8 9 1 ( d l e if d a H o t g n i d r o c c
A ) ,a game i sacitvtiy wtih rules ,a goal ,and
n u f f o t n e m e l
e (p .1). Game sarefun and chlidren ilkeplayi .ng Besides ,Wirght ,
it c a n a d n a , g n i g n e ll a h c n e tf o , g n i g a g n e d n a g n i n i a tr e t n
e vtiyi nwhicht hel earner s
y a l
p and usually interac twtih others (p .1). Using games may cetrainly be an
e v it c e f f
e way o fmaking repetaiton o flanguage fo ryoung learners .Games wli l
t y ti n u tr o p p o e h t e v i
g o chlidrent oi magineandbu lid thecooperaitonwtihothers .
e r p x e d l u o c n e r d li h
C s sthei rthinking and thei rfeeilng freely .Lewi s& Bedson
t a h t n o i n i p o e v i g ) 9 9 9 1
( language game sare heatlhy challenge to a ch lid’ s
t h g u o h t l a c it y a n
a (p .6) .The rule so fthe games se tclea r ilmi twtihin which
n o i s i c e d l a r u t a n s ’ n e r d li h
c -making processes mus t funciton. The purpose o f
s i s e m a
g increasingt hes tudents ’moitvaitonandhelpingt hes ociailzaitonprocess .
.
b Typeofl anguagegames n
I thelearning proces ,s t het eache rcan usemanygamest o t each Engilsh.
d e d i v o r p e v a h s e m a g y n a m , s y a d a w o
N inEducaiton ifeld. I taimstogiveva irou s
s e m a
g in learning process .Severa lgames and severa lthemes can moitvate the
e p y T . s s e c o r p g n i n r a e l n i n e r d li h
c s o fgame scan help t het eachert o i mplement
e m a g e t a ir p o r p p
a s for t hestudent sand t hei rage .According t o Lewi s& Bedson
e r a s e m a g f o s e p y t e h t ,) 9 9 9 1
( (p .16- )1 : 8
)
1 Movemen tgames
e v it c a y ll a c i s y h p e r a n e r d li h c e h t ,s e m a g e s e h t n I
)
2 Cardgames
s a e v r e s y l p m i s r o , e m a g a n i e u l a v r o g n i n a e m a e v a h n a c s d r a c e h
T symbol s
r o
f object so raciton .s
)
3 Boardgames
)
4 Dicegames
e li t a s r e v y l b i d e r c n i s i tI
)
5 Drawinggames
r o f l u f p l e h s i tI . d lr o w e h t s d r a w o t y ti v it i s n e s d n a y ti v it a e r c s e ri u q e r g n i w a r D
. k l a t o t t n a t c u l e r e r a o h w n e r d li h c y h s
)
6 Guessinggames
t s m i a t
I oguesst heanswert oaquesitonofs omekind .
)
7 R -oleplaygame s
e l o
R -play game scan be seen a ssimple ,guided drama acitviites .Role-play
t a l u m it
s e sachlid’si maginaitonandtest so frtuecommunicaiton.
)
8 Singingandchan itnggames
m a g g n it n a h c d n a g n i g n i
S e so tfeni nvolvemovement ,bu tdecided t o ilstt hem
.s y a l p c i s u m e c n i s y l e t a r a p e s
)
9 Teamgames
k r o w m a e t e v it e r e p o o c e ri u q e r o s l a t u b , s e ir o g e t a c r e h t o e h t o t g n o l e b n a c t I
) 0
1 Wordgames
.s d r o w h ti w g n i y a l p f o t n e m y o j n e s ’ n e r d li h c e z il it u s e m a g e s e h T
g n i d i c e
D thet ypeofgamesi nl earningEngilshi sno tenough .Thet eache r
n i r e d i s n o c d l u o h
s theconsrtucitng t hegames .I twli leilminatemany o ffears i n
. s e m a g e h t g n it c u rt s n o
c According to Wiecker t(1985) ,consrtucitons o fgame s
r e d i s n o c o t e v a
h somestep sbeforei mplemen itng t hegames .There aret hestep s
.
B Theore itca lFramework g
n i h c a e
T Engilsh to young learner s is no tsufifcien tto learn only the
o y r o e h
t fEngilsh .Therefore ,theo ire so fyoung learner sare proposed by some
s tr e p x
e in thi sresearch .The young learner sshould develop thei rabiilite sin
n E . y l e t a ir p o r p p a h s il g n E e s u o t e l b a e r a y e h t t a h t o s h s il g n
E gilsh learning
n i s s e c o r
p 4 Bclassneedi mproving .Thes tudent sarenotacitvei nclas sdu irngthe
y ti n u tr o p p o t o n e v a h y e h T . s s e c o r p g n i n r a e
l topracitcet hei rEngilsh .Thes tudent s
e v i e c e r d n a r e h c a e t e h t o t n e t s il y l n
o anythingf romt het eache rdu irngtheEngilsh
. s s a l
c Thes tudent sarealsoeasyt oge tboredi nclas .s
s r e n r a e l g n u o y f o y r o e h t e h
T i sdivided into fou rpatrs .The fris tpar ti s
9 1 ( s p il li h P y b d e if it n e d i s i r e n r a e l g n u o y f o n o it i n if e
d 93 )andSuyanto ( 2007 .) I t
s m i
a to identfiy who young learner sare .In thi sresearch ,the researche rhas to
g a u g n a l e h t g n it n e m e l p m i e r o f e B . s t n a p i c it r a p e h t o h w w o n
k e games , the
s e v r e s b o r e h c r a e s e
r thecharacteirsitc sof t he student sand t hestudents ’needs in
e h
t learningEngilsh .Thet heory o fyoungl earners ’characte irsitcsi sproposedby
( r e m r a
H 2001 )and Suyanto (2007) .The researche rshould know the spesi ifc
s c it s ir e t c a r a h
c o ffou trh grade students so tha ti twli lhelp understand wha tthe
s t n e d u t
s ’ needs in the learning Engilsh .Conducitng t his research, t heresearche r
s a
h toknowhowt hechlidrenl earnal anguage .Du irng t heteaching andl earning
. d e t n e m e l p m i e r e w s ll i k s h s il g n E l l a , s s e c o r
p I twill give the oppo trun tiy to
s s a l c e h t n i s ll i k s h s il g n E l l a e c it c a r p o t s t n e d u t
s .Thet eache rshould considert he
e t a rt s g n i h c a e
t gywhichmeet sstudents’i nteres tsincet hi swli laffectt hestudents ’
n i s t s e r e t n
u i s i n a K f o s t n e d u t
s sKalasan elementary schoo lhad dfiifcutly to learn Engilsh . e
h
T researche r though t tha t game s were one o f approp irate techniques fo r s
t n e d u t s y r a t n e m e l
e ,so tha tthe researche rwould implemen tsome language c
h s il g n E n i s e m a
g las sand saw how tii ncreased students ’Engilsh skills .I twa s e
g a u g n a l t a h t d e t c e p x
e game scould increase Engilsh skills o fclas s4B, so tha t .
r e tt e b d n a l l e w n u r d l u o c s s e c o r p g n i n r a e l h s il g n
E In doing so ,the researche r n
i p e t s t s ri f e h t s a d e v r e s b
o doing t heaciton research .Ther esearche rwould take d
e m i a t I .s s a l c n i d e n e p p a h t a h t s e it i v it c a l l a n o s e t o
n toseehowf art hestudent s d
a
h dfi ifcutly in l earning Engilsh. According t o Kemmi sand McTaggatr (1988) , c
i m a n y d a h g u o r h t s r u c c o h c r a e s e r n o it c
a and complementary process ,which d n a n o it a v r e s b o , n o it c a , g n i n n a l p f o : ” s t n e m o m “ l a it n e s s e r u o f f o t s i s n o c
s a ( n o it c e lf e
r ctied in Burns ,1999 ,p .32) .In thi sresearch ,classroom aciton research wa sconducted based on Kemmi sand McTaggar’t sresearch model .I t
i s p e t s r u o f f o d e t s i s n o
c n each cycle .They were plan ,aciton ,observaiton ,and .
n o it c e lf e r
n o d e s a
B the problemst ha toccured i n the clas s4B o fKanisiu sKalasan s
y r a t n e m e l
e choo l abou t increasing students ’ Engilsh skills , the researche r d
e t c u d n o
c aciton research t o i mplement l anguage game sa sat eaching t echnique n
o it a t n e m e l p m i e h t e b ir c s e d o t r e d r o n
i o flanguage game sand to increase .
s ll i k s h s il g n E ’ s t n e d u t s
.
B ResearchSetitng
e h
T researche r conducted the research in SD Kanisiu s Kalasan , .
a tr a k a y g o
Y I tlocated on JL .Solo KM .13 Ti tromatrani ,Kalasan ,Sleman .The t
n a p i c it r a
e h s d n a r e h c a e
t implemented the language game sin the Engilsh class . The h
c r a e s e
r wa sstatred on March 6 ,2012 .The t eaching pracitce and i mplemenitng s
e m a g e g a u g n a l e h
t werestatredonMarch20 ,2012unit lAp ir l24 ,2012 . .
C ResearchParitcipants
c it r a p e h
T ipant soft her esearchwerestudent so f4Bclas sofSD Kanisiu s a
tr a k a y g o Y , n a s a l a
K in the 2011/2012 academic year . nI SD Kanisiu sKalasan d
a
h two classe soff ou trhgrade, t heywereclas s4Aand 4B. I n t hisr esearch ,the e
n o e s o h c r e h c r a e s e
r class t ha twas B4 class .The student so f4 B class w ere 3 6 .
s t n e d u t
s The paritcipant swere chosen based on some consideraiton .Frist ,the f
o s t n e d u t
s 4 Bclassneededa rteatmentt oi ncreaset hei rEngilshs kills .Second ,al l d
n a t s r e d n u o t s m e l b o r p e m o s d a h s t n e d u t
s the Engilsh l esson i n the class .They e
u q i n h c e t a d e d e e
n to help t hem i n l earning Engilsh .Thrid, t hestudent sneeded h
t evairaitonoft eachingacitviites toavoidt heboredomstiuaitoni nclas .s .
D Instrument s
n
I thi sresearch ,someinsrtument swereemployed to gathert hedata .The s
t n e m u rt s n
i employed were observaiton , test , and interview. The following .t
n e m u rt s n i h c a e t u o b a l i a t e d e r o m s e v i g n o it a n a l p x e
.
1 Observaiton
d e t c u d n o c s a w n o it a v r e s b o e h
T in thi s research related to the u
g n a l f o n o it a t n e m e l p m
i agegamest oi ncreasestudents ’Engilshskills .According s
i n o it a v r e s b o , ) 9 9 9 1 ( s n r u B o
t a mainstay o f aciton research . I t enables s n o it c a r e t n i m o o r s s a l c n o p u y ll a c it a m e t s y s t c e lf e r d n a t n e m u c o d o t s r e h c r a e s e r
r u c c o y e h t k n i h t e w s a n a h t r e h t a r r u c c o y ll a u t c a y e h t s a , s t n e v e d n
a .( )p 8 .0
n o it a v r e s b
o toimprovet eachings rtategyandt ogiver elfecitondu irngtheteaching d
n
a learning acitv tiy .The observe rwa sEngilsh t eacher .In t hi sobservaiton, t he r
e v r e s b
o (Engilsh teacher )observed the implementaiton o flanguage game sin g
n i h c a e
t -learning proces sbased on t he guideilnes ,which wa sobservaiton sheet . n o it a v r e s b o ’ s t n e d u t S . n o it a v r e s b o ’ s t n e d u t s n o y l n o d e s u c o f n o it a v r e s b o e h T
c i h w n o it a v r e s b o e h t o t d e r r e f e
r hwa sperformedbys tudents .Theobservaitonwa s c
u d n o
c ted every itmet her esearchert aughtt hestudent susingl anguagegame .s I n e
h
t observaiton,t her esearche rtookcheckils tandnote sspace ,sot hatt heobserve r o
b a n o it a m r o f n i t n a tr o p m i e h t e ti r w d l u o
c u et t h implementaiton o flanguage r
e tf a s e m a
g fliilnginthecheckilst. n
I the observaiton ,the researche rmenitoned three major tiems to guide f
o s a i b e h t d i o v a o t d n a r e v r e s b
o whatt o beobserved .The tiemswerepresented .
w o l e b e l b a t n i
1 . 3 e l b a
T Item so fObserva itonCheckilst
. o
N Items
. 1
. 2
. 3
s e it i v it c a ’ s t n e d u t s n o n o it a v r e s b O
h c r a e s e r e h t n i d e t n e m e l p m i s e m a g e g a u g n a l e h t n o n o it a v r e s b O
n o n o it a v r e s b
O students ’achievement
. 2 Tes t
t s e t e h
T o rassessment wa s one o f the impo tran t insrtument sin thi s .
h c r a e s e
r By assessing the students ,the researche rcould measure the students ’ .
h s il g n E n i g n i d n a t s r e d n u d n a , y ti li b a , e g d e l w o n
k The tes twould be form a
. t s e t n e tt ir
t e h t , e r o f e r e h
T es twould be usefu lfo rthe researche rto montio rthe s
s e r g o r p ’ s t n e d u t
s o f Engilsh mastery and t o ifnd ou t whethe r o r no t the l
p m
i ementaitonofl anguagegame scouldincreases tudents’Engilshs kills . )
a P - tret es e r p e h
T -tes twa sconducteda tbeginningoft hisr esearch;i twasi nt hef ris t e
l c y
c .Thepurposeo fthe p -retes twast o see t hebasic knowledge o fstudents i n h
s il g n E g n i s
u a ndtoseet hestudents ’Engilshskillsmasterybeforet he eres arche r t
n e m e l p m
i e dlanguagegame .s )
b P - tostt es t s o p e h
T -tes twa sconducted a tthe end o fthe second and fou trh cycle . d
e t c u d n o c s a w t s e t s i h
T toseet hestudents ’progressi nl earningEngilshatfert he a
e s e
r rcheri mplementedthelanguagegames .Thist es talsohadpurposeto ifndou t d
l u o c s e m a g e g a u g n a l r e h t e h
w increases tudents’Engilshs kill so rno.t .
3 Interview s n i t s a l e h
T rtumen t wa s interview . According to Wallace (1998) , interview s were by deifniiton oral , more ilke conversaiton s (p . 124) . The
.t n e m u rt s n i r e h f o e n o s a s e n il e d i u g w e i v r e t n i d e s u r e h c r a e s e
r The researche r
d e t c u d n o
c interview atfer i mplemenitng l anguagegamesi n et h learning Engilsh . e
h
T interviewwasdfiferentf romt hef risti nterview .Thepurposes oft hei nterview e
r e
w to gathe rthe informaiton abou tteacher’ sopinion o fthe implementaiton s
e m a g e g a u g n a
l to increase students ’ Eng ilsh skills ,teacher’ sopinion abou t r
e tf a s s e r g o r p ’ s t n e d u t
s the implementaiton o f language games , teacher’ s t
o s , n a i s e n o d n I d e s u w e i v r e t n i e h T . n o it c a t x e n s ’ r e h c a e t d n a , n o it s e g g u
s hatt he
d l u o w r e h c a e
=
e
M
Σ𝑥𝑛
: s e t o N
) e g a r e v a ( n a e M : e M
s e r o c s ’ s t n e d u t s f o l a t o t e h T : x ∑
n :Thenumbe ro falls tudents
e h t , p e t s t x e n e h
T researche rconductedt hei nterviewtoal lstudent so f4 B s
s a l
c . eT h student swerei nterviewed one by one .The researche rused i nterview r
u o f f o d e n i a t n o c t a h t s e n il e d i u
g quesitons .Du irng t he i nterview, t heresearche r r
e w s n a ’ s t n e d u t s e h t n w o d e ti r w d l u o
w s .Theinterviewresul to feachstuden twa s t
n e r e f fi
d .Ther esearche ranalyzedeachanswe randdrewt heconclusions basedon e
h
t students ’opinion aboutt he i mplementaiton of l anguage game sand students ’ n
o it s e g g u
s s.
r e h c r a e s e r e h
T also conductedt hei nterviewwtiht heEngilsht eacher .The w
e i v r e t n
i wa sconductedatfert hei mplementaitonofl anguagegames .Thet eache r n w o d e t o r w r e h c r a e s e r e h t e li h w , r e b m u n r e p a i s e n o d n I n i s n o it s e u q e h t d e r e w s n a
’ r e h c a e
t sanswers .A tfe rdoing the interview ,the interview resul twa sanalyzed .
e n o y b e n
o Fromt het eacher’ sanswers ,ther esearche rdrewt heconclusionabou t m
e l b o r p e h
t s tha toccurredi nEngilshclas sandaboutt eacher’ sopinionandf uture .s
e m a g e g a u g n a l s d r a w o t n o it c a
.
G ResearchProcedure
n
I conducitng t hisr esearch,t hereweresevera lstepst her esearche rhad t o .s
w o ll o f s a d e n i a l p x e e r e w s p e t s e h T . t u o y r r a c
.
1 Thef ris tstepbeforeconducitngther esearchwa schoosingt het opicoft he .
.
2 The nex tstep a tfe r ifnding approp irate topic ,the researche rconducted d n a s e m a g e g a u g n a l t u o b a n o it a m r o f n i d n if o t d e m i a t I . y d u t s y r a r b il
e s o h c r e h c r a e s e r e h t , n e h T . h c r a e s e r n o it c
a theplaceoft heresearch .The s
e
r earche r chose Kanisiu s Kalasan elementary schoo l a sthe research ,
n e h T . e c a l
p the researche rasked permission to the p irnciple and the o t e k il d l u o w t a h w d n a h c r a e s e r e h t t u o b a d e n i a l p x e d n a r e h c a e t h s il g n E
.l o o h c s t a h t n i o d .
3 A tfe rgetitng permission and agreemen tfrom Engilsh teache r o f SD a
K s u i s i n a
K lasan , the researche r asked permission lette rfrom Sanata e
h t t c u d n o c o t y ti s r e v i n U a m r a h
D research and deilvered i tto Kanisiu s .
l o o h c S y r a t n e m e l E n a s a l a K .
4 The researche rprepared to make insrtument sto gathe rthe data o fthe s
t n e m u rt s n i e h T . h c r a e s e
r wereobservaiton,i nterviewguideilne ,andt est . .
5 Classroomacitonr esearchwa sconductedi nt hisr esearch .Therewerefou r d
e t c u d n o c e b d l u o w s e l c y
c . The nex t step , the researche rconducted n
i n o it a v r e s b
o the clas s and interviewed wtih the teache r abou t the ’
s t n e d u t
s characte irsitcsand theproces sof t eaching and l earning Engilsh s
s a l c n
i .Then, t heresearche rand t heEngilsh teacherdiscussed aboutt he s
l a ir e t a
m t hat to be used .The researche rprepared t he mateirals t ha thad il
g n E y b n e v i
g sh t eacher .Theresearche ralsopreparedt hei nsrtuments. I n e
h
t classroomacitonr esearchcycle,t hiss tepi scalledplanning . .
6 The nex t step in classroom aciton research cycle wa s acitng . The , n e h T . e l u d e h c s g n i h c a e t e h t t u o b a r e h c a e t h s il g n E e h t d e k s a r e h c r a e s e r
r e h
e g d e l w o n
k before implemenitng the language games . A tfe r tha t the i
r e h c r a e s e
r mplemented thel anguagegamest o t each Engilsh .At t heend h
tr u o f d n a d n o c e s e h t f
o cycle ,the researche rprovided the test .The e
m a g f o n o it a t n e m e l p m i e h t r e h t e h w e e s o t t s e t e h t f o e s o p r u
p s increased
. t o n r o s ll i k s h s il g n E ’ s t n e d u t s e h
t Du irng t hei mplementaiton ofl anguage n
a s a r e h c a e t h s il g n E e h t , s e m a
g observer observed the clas sacitviite s d
e s
u observaiton sheet .The observaiton sheet had purpose to avoid the .
d e v r e s b o e b o t t a h w f o s a i
b Thi sstepi scalledobserving .Then,i nt heend ,s
s a l c e h t f
o the researche rmade a relfeciton from the note sand the .t
e e h s n o it a v r e s b o .
7 Basedonther esul toft her elfeciton ,ther esearche rknewwha tsheshould e
l c y c t x e n e h t n i o
d .If t he fris tcycle did no tincrease students ’Engilsh s
ll i k
s ,in the cycle two, t he researche rmade re-planning .The researche r d
e t n e m e l p m
i othe rgamest o t eachEngilsh .Thi scycle – planning ,aciton , e
r , n o it c e lf e r , n o it a v r e s b
o -planning– occurredonceagain. .
8 In t he end o fthe implementaiton, t heresearche rinterviewed the Engilsh r
e h c a e
t and the student sin orde rto know the teacher’ sand students ’ n
o i n i p
o about t hei mplementaiton of language gamesi n orde rto i ncrease s
ll i k s h s il g n E ’ s t n e d u t
s .
.
9 The nex tstep wa sanalyzing the data. I taimed to answe rthe problem .
h c r a e s e r s i h t n i n o it a l u m r o f . 0
1 4
V I R E T P A H C
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
s t n e s e r p r e t p a h c s i h
T ther esearch ifnding sand discussion which si found r
u
d ing the implementaiton o flanguage game sin clas s4B o fKanisiu sKalasan l
o o h c s y r a t n e m e l
e .Thediscussionandt he ifnding sarerepo tredbased ont hedata ,t
e e h s n o it a v r e s b o m o r
f interview ,and t hreet ests. In t hisr esearch,t heresearche r u
d n o
c ctedclassroomsciton r esearch .Ther esearche rconductedf ou rcycles .Table .
e l u d e h c s g n i h c a e t f o l i a t e d e h t s t n e s e r p 1 . 4
g n i h c a e T 1 .
4 Schedule
. o
N Cycle Day /Date Time Topic
1
1 Tuesday , 2 1 0 2 , 0 2 h c r a
M 11.40– 13.00
d n a , s r o l o c , s e h t o l C
s e c ir p
) g n it ir W d n a g n i n e t s i L ( 2
2 Tuesday, 2 1 0 2 , 3 l ir p
A 11.40– 13.00
d n a , s r o l o c , s e h t o l C
s e c ir p
) g n i k a e p S ( 3
3 Tuesday, 2 1 0 2 , 7 1 l ir p
A 11.40– 13.00
t a s e it i v it c A d n a s g n i h T
) g n i d a e R ( e m o H 4
4 Tuesday , 2 1 0 2 , 4 2 l ir p
A 11.40– 13.00
t a s e it i v it c A d n a s g n i h T
l a ir e t a m e h t d e r a p e r p r e h c r a e s e r e h
T swhich wer e going to be used in g
n i h c a e
t the students .In the cycle one ,the researche rwould focu son ilstening ir
w d n
a itng skill .The mateirals tha twereused i n l earning proces sbased on t he k
o o b e s r u o
c (Grow wtih Engilsh) .In othe rhand, t he topic abou tp irce sw asno t e
d i v o r
p d i n t hecoursebook .Therefore, ther esearche rprepared t hehandout .The d
e d i v o r p t u o d n a
h wa sno tonlyaboutt hep irce sbu talsoabou tcolor sand clothes , e
h t o
s student sgott headdiitona lmateirals .Beside ,s t her esearche ralso prepared thesimplepre-tes.t I taimedt o know t hestudents ’ablitiyo fEngilsh. I n t eaching
e h t ,s e it i v it c a g n i n r a e l d n
a researche rwould would agame .In thecycleoneand ,
o w t e l c y
c the researche rimplemented words games .Observaiton shee ta sthe rt
s n
i umen twa sone o fimpo tran tpatrs to analyze the research data in the cycle .
r e h c a e t h s il g n E e h t s a w r e v r e s b o e h T . e n
o The t eaching and learning acitviite s e
l c y c n i n a l
p onehadbeencomp liedandi twa spresentedi nt able4.2 .
2 Learningacitviites n
I the p -re acitvtiy ,the researche rgreeted the students .Before beginning e h t h ti w l a ir e t a m s u o i v e r p e h t d e ll a c e r s t n e d u t s e h t , y a d e h t t a n o s s e l e h t
. r e h c r a e s e
r The researche rasked some quesiton sto the students .Fo rexample u
o y e v a h t a h W
“ learnedl as tweek?” ,“Wasi tdfiifcutl?” ,and“Couldyoumeniton e
m o
s word sandsomemeanings?”Thenex tacitvtiy, t hestudent sgott hepre-t tes s
e m a g e g a u g n a l e h t g n it n e m e l p m i e r o f e
b .Thepurposeoft hepre-tes twastoknow n
r a e l s t n e d u t s e h t p e e d w o
h e dEngilshand howf art hestudent scould understand .r
e h c a e t h s il g n E r i e h t h ti w n o s s e l h s il g n E e h t h c t a c d n
a The itmet ha twa sgivent o s
e t u n i m n e e t n e v e s t u o b a s a w t s e t e h t o
a
m teiral swerebased on t hetopicst hathad been given by Engilsh teacher i n the g
n it e e m s u o i v e r
p .
I n thewhlist-acitvtiy,t her esearche rasked t o student saboutt het opict ha t d
e n r a e l e b d l u o
w .I nthefris tcycle,t het opicwa sabou tclothes ,colors ,andp irces . s
t n e d u t s e h
T opene dthei rcoursebookt oseet het opicandwha tthey would learn y
a d e h t t
a .The topic about p irce swas no tprovided in the course book .The rt
s i d r e h c r a e s e
r ibuted the handou tto add some mate irals .A tfe rreceiving the e
h t d a e r o t d e ir t s t n e d u t s e h t , t u o d n a
h ils to f the vocabulaire sand t ired to t
s ri f l a ir e t a m e h t d n a t s r e d n
u . Then , the student s followed the researche r to . d r o w h c a e f o g n i n a e m e h t n r a e l o t d e tr a t s d n a s d r o w e h t e c n u o n o r
p The
e t s il ’ s t n e d u t s e h t e c it c a r p o t d e m i a t I .s e m it y n a m t i d i d r e h c r a e s e
r ning skli land .
g n il l e p s d n a n o it a i c n u n o r p ’ s t n e d u t s e h
t A tfert hestudent sunderstoodt hel esson , h
t er esearcheri mplementedgames rf o thestudents .Thegame swereabou twords . l l a m s e m o s d n a c i p o t e h t o t d e t a l e r s e r u t c i p e m o s d e r a p e r p r e h c r a e s e r e h
T paper s
n i a t n o
c e d alphabets .The researche rshowed one picture and asked wha tthe .
s a w e r u t c i
p Then,t her esearche rchoseonestuden twho r aised thehand t o come T
. t n o r f n
i her esearche raskedt hestudenttochooset healphabets ont het ableand d
e g n a r r
a ti on t he whtieboard based on t hepicture . fI t he answe rwas i ncorrect , o
t e c n a h c a t e g d l u o c s t n e d u t s r e h t
o correctt heanswer . fIt heanswe rwa scorrect d
e u n it n o c r e h c a e t e h
t to thenex tquesiton .The gamewould bei mplemented fo r tf
A . s e t u n i m y t n e w t t u o b
a e r doing the games , the students did the clas s n
o i s s u c s i
d .Du irng the discussion seciton ,the student shad to give the opinion u
o b
k s a o t d i a r f a d e k o o l o s l a y e h T .
ti quesitontot her esearcher .Beforeexplainingt he l
a ir e t a
m s on t ha tday ,thestudent sdid apre-testt o measuret hei rEngilsh ablitiy . s
t n e d u t s e h t ,t s e t e h t g n ir u
D did t het es tand ilstened t he researcher’si nsrtuciton .
ll e w
r e h c r a e s e r e h
T also analyzed theaspec tabou tthe implementaiton o fthe e
g a u g n a
l game .sI nt hef ris tcycle ,theword sgame swereimplementedi nEngilsh s
s a l
c .Du irng the implementaiton ,the student swere happy and interested in y
a l
p i ngthegame .Basedont her esul to ftheobservaitoncheckils tands omenotes , d
e w o h s t
i tha tmos toft hestudent sdidt her esearcher’ sinsrtuciton ,atlhoughsome g
n i o d d e y o j n e l li t s s t n e d u t
s other t hings .The researche rneeded t o pay atteniton s
t n e d u t s e h t o t e r o
m inorde rtomakethes tudentsf ocu son et h game .Nevetrheles , s
e h t p l e h d l u o c s e m a
g tudent sunderstand the lesson .The implementaiton o f s
a w s e m a
g approp irate ot the4Bstudents .Mos to fthestudent swereeasyt ocatch . y l k c i u q c i p o t w e n n r a e l d l u o c y e h t d n a d e r o b l e e f t o n d i d y e h T . n o s s e l e h
t I t
n o it a v r e s b o e h t n o n e e s e b d l u o
c check ils tsecond aspec t– poin tfour .The e
r e w s t n e d u t s e h t t a h t e t o n a e t o r w r e v r e s b
o enthusiasitcandt hes tudent swereno t .
e m a g f o n o it a t n e m e l p m i e h t g n ir u d d e r o
b Even though no tal lstudent scould b
, y l k c i u q d n a t s r e d n
u u t they enjoyed playi ng the game du irng the learning .
s s e c o r p
l u s e r e h t n o d e s a
B t o f the observaiton , the researche r found some m
e l b o r
p s du irngt hei mplementaiton o flanguagegames .Mos toft hestudent sdid e
g n a r r a t o
n theword scorreclty .Theyknewwha tthepicturet ha twa sshowed by r
e h c r a e s e r e h
g n i n r a e l h s il g n E n i d e t s i x e s m e l b o r
p process .Ther esearcherr eailzed theproblem d
l u o h s r e h c r a e s e r e h T . s s a l c h s il g n E n i d e r r u c c
o provide games tha t could i
k s ll a e v o r p m
i ll sandalsoconsider no thewayoft eachingandexplaining . In addiiton ,in the fris tcycle ,the researche rconducted a ep -r tes tto the
o f e b s t n e d u t
s re implemenitng language games .The purpose o fthe pre-tes twa s e
h t d n a t s r e d n u s t n e d u t s e h t r a f w o h w o n k o t d e t n a w r e h c r a e s e r e h
t i rEngilshs kill s r e h c r a e s e r e h t p l e h d l u o w y a w s i h T . n o s s e l h s il g n E t u o b a e g d e l w o n k r i e h t d n a
y ti li b a ’ s t n e d u t s e h t e r u s a e
m and managethei mplementaitono fgames .Basedon e
r p e h t f o t l u s e r e h
t -test ,the researche rconcluded ath tsome student shad high tl
u s e
r na d someoft hem go tal ow r esul.t Thedetai loft hestudents ’scoreoft he e
r
p -tes t wa s provided in appendix . According to schoo l rules , the Krtie ira l
a m i n i M n a s a t n u t e
K (passing grade )of t he Engilsh subjec twa s65 .On t he pre ,
t s e
t 1 9 student so r5 7 2. % oft he student so f36 student sdid no tpastt hepassing e
d a r
g . I nothe rhand ,17 student so r47.2%oft hestudent scould passt hepassing .
e d a r
g Theclas saverageoft hepre-tes twa s68.75 .Basedont her esutloft hepre -t
s e
t ,t her eseache rwouldi ncreaset hestudents ’Engilshskills .A tfe rdoingt hepre r
e h c r a e s e r e h t ,t s e
t implemented t he games i n cycle one i n order t o i mprove t he .
s ll i k s h s il g n E ’ s t n e d u t s
.
B ClassroomAcitonResearchCycle2
.
1 Planning e h
T second cycle dh a same topic wtih the fris tcycle .I twas clothes , o
c lors ,andp irce .s I n t hecyclet wo,t her esearche rwouldf ocu sonspeakingskill . 3
l ir p A , y a d s e u T n o d e t c u d n o c s a w t
.
3 Relfecitng
n o it a t n e m e l p m i e h t r e tf
A o flanguage game sin the second cycle ,the t
u o d e ir r a c r e h c r a e s e
r ther e lfeciton .Ther esearche rcollectedt hedataofr elfeciton t
a
g hered from observaiton sheetand somenote smadeby t he Engilsh t eache ra s it
t e g r e tf A . r e v r e s b o e h
t ng the data ,the researche ranalyzed i twtih the Engilsh r
e v r e s b o e h T . r e h c a e
t also gave the commen tand sugessiton in orde rto make .
r e tt e b s s e c o r p g n i n r a e l h s il g n E
e h t n o d e s a
B resul toft heobservaiton , ti showed somei mprovement sbu t d
s t n i o p e m o
s id no tshow the improvement .The fris taspec twa sabou tthe e
s b
o rvaiton to the students’ acitviite .s nI the poin tone ,the student swere no t t
f o e m o s e s u a c e b s s e c o r p g n i n r a e l e h t n i g e b o t y d a e
r hemwerebusyt ocha twtih r
e h t
o f irends when the researche rcame to the class .The researche rasked the tr
a t s d n a t e i u q e b o t s t n e d u t
s e dthel esson . l
u s e r e h
T to fthe observaiton showed tha tthe student scould make the n o it n e tt a d i a p s t n e d u t s e h T . s s e c o r p g n i n r a e l e h t g n ir u d n o i s a u ti s s s a l c e v it c e f f e
e r o
m to t het eacher’ sexplanaiton atlhough somestudent swerestli lbusy t o cha t s
d n e ir f ri e h t h ti
w . Inquesiton-answers eciton,s omes tudent swouldbes lien tfit he r
e h c r a e s e
r wantedt hestudentst oaskquesiton.I nothe rhand, t hestudent swanted fi
n o it s e u q k s a o
t ht eresearche rcame t o t he student sone- yb - eo .n Besides ,some w
s n a o t e v it c a e r e w s t n e d u t
s e rteacher’ squesiton bu tthe clas swa stoo noisy e
h t e s i a r t o n d i d s t n e d u t s e h t e s u a c e
b i rhand to answe rthe quesiton .In the s
b o e h t , e t o n s ’ r e v r e s b
o erve rwrotet ha tsomestudent shadt iredt oaskt hought he a
i s e n o d n I d e s u s t n e d u t
e l c y
c two than in cycle one atlhough some problem sstli lexisted in cycle two . e
v o r p m i d l u o h s r e h c r a e s e r e h t , e r o f e r e h
T and solvesome problemst ha toccure d .s
s a l c n i
n
I the second cycle ,the researche rconducted a t est t o the students .The i
n r a e l n i e c n e t e p m o c ’ s t n e d u t s e h t e r u s a e m o t s a w t s e t e h t f o e s o p r u
p ng Engilsh
d n
a to know tha tlanguage game scould give thegood impac tin increasing the students ’Engilsh ablitiy. Based on the resul to fthe test ,some student scould
p m
i rovet herit es tscore .Someoft hemcouldpasst hepassinggradeand t heothe r r
e d n u e r o c s d a h l li t
s the KKM (Krtieria Ketuntasan Minimum) T . he researche r e
r p e h t f o t l u s e r e h t d e r a p m o
c -tes tand t he fris ttest .I tshowed that t hestudent s n
it n e m e l p m i r e tf a h s il g n E r i e h t e v o r p m i d l u o
c g the games .In the pre-tes tthe t
sudent swho did no tpas sthe passing grade were 52.7% o fstudent sand the r
g g n i s s a p e h t d e s s a p o h w s t n e d u t
s ade were 47.2% .I tmean talmos thal fof t he m
e l b o r p d a h s t n e d u t
s s in learning Engilsh .A tfe rthe researche rimplemented e
m a
g s in the second cycle ,some o fthe student sshowed the improvement in d
n e e h t n I . h s il g n E g n i n r a e
l oft he cycle t wo, t heresearche rconducted a test i n ’
s t n e d u t s e h t e r u s a e m o t r e d r
o Engilsh skills .Based on t heresul toft hef ristt es t s
a w t a h
t heldi nt hecyclet wo,t hestudent sshowedtheprogress .Atlhoughoneo f h
t estudent swa sabsent .Therewere11.11%oft hestudent sgo tbelowt hepassing e
d a r
g .Meanwhlie ,86.11%oft hestudent spassedt hepassinggrade .Thestudents ’ d
e s a e r c n i s s e r g o r
p .I twa ssuppo tred by the students ’opinion in the interview n
o i s s e
