M I F O S T N E D U T S E D A R G H T R U O F O S L I K S H S I L G N E L 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

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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

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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

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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

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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

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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

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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

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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 .

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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

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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 .

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… … … … … … … … … … … … … … … … … … … … … e l u d e h c S g n i h c a e T 1 .

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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 .

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ii v x

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.. … … … … … … … … ) 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 .

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e h T 1 .

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… … … … … … … … … … … … … … … … … … … … 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 .

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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 .

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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 .

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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

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.

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

(26)

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

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.

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

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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

(30)
(31)
(32)
(33)
(34)
(35)

)

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

(36)
(37)

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 ,

(38)

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

(39)

)

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

(40)
(41)
(42)
(43)
(44)
(45)
(46)

.

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

(47)
(48)
(49)

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

(50)

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

(51)

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

(52)
(53)

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

(54)
(55)
(56)
(57)
(58)

=

e

M

Σ𝑥

𝑛

: 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 .

(59)

.

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

(60)

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

(61)

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

(62)
(63)

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

(64)

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

(65)
(66)
(67)

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

(68)
(69)

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

(70)
(71)
(72)
(73)

.

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

(74)
(75)

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

(76)
(77)
(78)
(79)
(80)
(81)

Figur

Memperbarui...

Referensi

Memperbarui...