THE EFFECTIVENESS OF APPLYING GAMES TOWARDS THE LEARNING MOTIVATION AND THE ENGLISH PERFORMANCE OF WIDYA WACANA’S STUDENTS

OF YEAR 5

CHAPTER I INTRODUCTION

A. Background English has the important role in this super modern and globalization era. Many countries from all over the world use English as the international language. English can be a bridge toward the communication of the different people with the different languages and cultures from the whole world. There are many aspects that can be connected to English, such as commerce, technology, social aspects, cultures, and many more. Without English, it is impossible for the people from the different countries to make the connection in all aspects of life. Therefore, English helps many countries to develop themselves by increasing many possibilities to extend their capacity to make the connection and cooperation so easily. Indonesia, as one of the countries facing the globalization era, also really needs English. By communicating with English, the Indonesian people can make some links with many people from other countries. This condition can really bring Indonesia to the better future and development. The free trading that also happens in Indonesia can be easily done by the good communication in English, as an example. That is one of many proofs that reaffirm English as an important language in bringing Indonesia to the good development in the future.

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Because English has handled the very important role for the development of Indonesia, it is really important to teach English to the students of Indonesia as early as possible. Teaching English to the young learners, in this case are the elementary school’s students is really wise to be done. The younger students learning English, the better they can master it. It is because in the young age, English can be learned better by the elementary school’s students than if it is learned in the older age, for instance, in the mature age. By teaching English as early as possible, it is also expected that the young learners can obtain and master English as well as possible for the important key in increasing the better development of Indonesia. As the young learners, the students of elementary school usually get the simple English materials that can be understood easily by them, such as materials about family, government, transportation, body, things around us, and shape. The materials are relatively simple and easy to be learned by the beginners of English like them. The good strategies are really needed in teaching English to the young learners of the elementary school. Those are needed to ease the English teaching process to the young learners. As beginners, it is common if they can not always master the materials. However, the good and attractive way of teaching English will affect the students to study English as easy as possible. In the other words, it will attract the motivation of the students, so it will automatically attract their English performance. Also, as young learners, students always want some fun and interesting activities, so they will not get bored in studying English. If they study in such a tense situation, it will make them difficult to understand the English materials. Therefore,

so they can be motivated to learn English and they can accept the materials easily. The topic chosen is the effectiveness of applying games towards students’ learning motivation and students’ . year 5. that is applying games. As the effective strategy in teaching English to the elementary school’s students. 2) How the games can make such an effective way toward the students’ English performance. Surakarta. and year 6. the writer really loves children and thinks that teaching English to the young learners is really enjoyable and challenging. by using game. the writer applied the games to attract the students’ desire in learning English. Besides.3 the effective strategy in teaching English to the elementary school’s students will ease them in understanding the English materials. Besides. the writer had done the job training in Widya Wacana II Elementary School. Remembering that English is not always difficult to be learned by the young learners. the writer used game as the facilitator to make students enjoy in learning English. the writer thought that it will make them learn English easily. as follows: 1) How the games can be so effective toward the students’ learning motivation. reaffirms the writer’s desire to help the students in learning English in a new way with such an enjoyable situation. Also. the following are the main topics that have been formulated. they can also produce the good English performance. The strategy. In order to limit the scope of report. Considering the situation above. The writer had a good chance to be an English teacher teaching the students of year 4.

The Institution. the readers can accept some benefits with a good perception and knowledge about the effective way in teaching young students by applying games. . Surakarta It is hoped that the institution can obtain some advantageous inputs from this final project report in increasing the more quality teaching. To find out the effectiveness of applying games towards the students’ English performance.4 English performance. Benefits It is hoped that this Final Project Report will give some advantages for: 1. C. Finally. Widya Wacana II Elementary Shcool. The English Teacher It is expected that the English teachers can get some beneficial knowledge toward the effective English teaching by applying games. 2. B. Objectives The objectives of this Final Project Report are: 1. 3. The Readers Hopefully. 2. the topic also becomes the great consideration in finishing this final project report. To identify the effectiveness of applying games towards the student’s learning motivation.

According to Harmer (1991:239). or tendencies through experience. skills. a teacher should make his/ her lesson interesting 2. or experience of gaining knowledge or skill through schooling or studying. or exercise. Hadfield (1990). habits. teaching is an activity carried out by someone to give knowledge to others.5 CHAPTER II LITERATURE REVIEW A. learning. “Teaching is guiding. a teacher is an entertainer in a positive sense not in negative sense. practice. points out that learning is the act. and setting the condition for learning” (Brown. Avedon & Brian (1971) states that learning is the process of acquiring modifications in existing knowledge. Harmer states that there are some issues that the teachers should point out to be a good teacher: 1. Teaching is very important matter for the teachers in guiding and enabling the students to learn. a teacher must love his/ her job 4. a teacher should have lots of knowledge 3. enabling the learners to learn. process. Moreover. facilitating. a good method of teaching will affect the result of learning. Teaching and Learning According to Jeremy Harmer (1991). 2000:7). learning can be defined as the cognitive process of acquiring skill or . Therefore. and getting the knowledge as much as possible. Besides. the success of a teaching method depends on good organization and on the students knowing exactly what they are to do. Therefore.

action games. Both teaching and learning are very important. Educational or informative games. board games. exchanging.6 knowledge by means of study. in which players or teams race to be the first to reach the goal.g. Game has some components. puzzles. The variety of techniques is really important in language teaching. 1998:4). 5. Actually. game can be defined as a structured or semi-structured activity. and element of fun. arcade games. a game is an activity with some rules engaged in for an outcome. and can not be separated. 2.).g. usually undertaken for enjoyment. practice. they are: 1. Strategy games (e. strategy. Games According to Sdorow. Also. searching. challenge. Other vehicular simulators games. puzzles. 4. and sometimes also used as an educational tool. which is divided into two kinds: competitive games. and cooperative games. a goal. and interactivity. because they will result in its requiring skill. combining. They support each other. 3. etc. card games. etc. B. arranging. Sensorimotor games (e. adventure games. A game is an activity with rules. and/or experience. role-playing games. The variety of games’ techniques will ease the language learning. game makes use of a variety of techniques. and chance. According to Wright (1984). The techniques of game used include guessing. rules. matching. games can be generally classified into 5. in which players or teams work together towards a common goal (Hadfield. . Sports games.). collecting. they are goals. A game’s tools and rules are also important.

Considering . are the games that children play that enable them to learn the language. and sometimes speak of a primitive language (a new language). According to Carrier (1990). According to Lois Shawver. Games are often used as short warm-up activities or when there is sometimes left at the end of the lesson. there are some effective ways in using games in the classroom: 1. 2004:371). They can be learned without the children knowing what the words mean. in the simple context. language games. relaxed atmosphere. language game is a system of manipulating spoken words to render them incomprehensible to the untrained ear.In the easy. Actually. “They (games) are highly motivating and entertaining.7 Here. the students remember things faster and better (Woolkfolk &McCune Nicholich. 1996:147). states that language game is the whole process of using words as one of the games by means of which children learn their native language. language game is also important to be discussed. Children learning English are taught such mechanical responses before they understand the meaning of what they do and say (Wittgenstein. making the acquisition of input more likely (Richard-Amato. Yet. 2. Richard-Amato (1996) states that a game should not be regarded as a marginal activity filling in add moments when the teachers and class have nothing better to do. Carrier (1990:10). Games can lower anxiety. The words can be memorized along with actions corresponding to the words. thus. and they can give shy students more opportunity to express their opinions and feelings” (Hadfield 1990:118). 1965). which is created by using games. Wittgenstein (1965). Teachers should consider the level of the game to fit students’ language level. points out that one of the best ways of doing teaching is through games.

3. 1963). Teachers should be able to play and overact sometimes to help the students feel comfortable to join the activity. learning motivation is needed in learning process. motivation is a desire to achieve a goal. combined with the energy to work towards that goal. and maintain behavior toward a goal (Sdorow. learning motivation is something (motivation/ desire) that makes a learning process happens. because it can affect the success of students in learning something. Therefore. Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts (Kendler. direct. C. More motivated students tend to use more strategies than less motivated students. Kendler (1964:265). Motivation is really important. states that one of the factors that influence the choice of strategies used among students learning a second/ foreign language is motivation. According to Woolkfolk & McCune Nicholich (2004). Motivation and Learning Motivation Motivation is psychological processes that arouse. According to Woolfolk & McCune Nicholich (2004:357). . they tend to be more successful (Kendler. Motivation can affect the learning process. hence. The most important factor is that games should be used when they can give students both fun and educational meaning. Considering when the game should be used. otherwise. 1963). Motivation is one of the factors that influence the choice of strategies used by students learning a foreign/second language.8 students’ characteristics. 4. 1998:374). there will be a waste of time. This means that the teachers should thoroughly understand the game and its nature and be able to lead the game.

feats. According to Woolfolk & McCune Nicolich (2004:366). can highly motivate the students in joining the language learning process. such as games. 2004:372). Performance Schultz (1988) states that performance is the manner in which or the efficiency with which something reacts or fulfills its intended purposes. doing better than others. performance is one type of goals which focus on achieving normative-based standards. etc. Actually. the learners usually do not care about the learning process. the need of the students is the enjoyable and good situation of the class. and the learners do not know what to do. the good and enjoyable situation of the class and the good method of teaching are really needed in increasing the motivation of the learners towards the learning process. when the class becomes something scary. “To make the students feel comfortable and safe with the lesson. In this case. 1971). The situation of the class and the teaching method of the teachers are really affected the motivation of the learners. acts. “When the teachers consider about the attitude and the need of the students. Therefore. unpredictable.9 Actually. or doing well without . the teachers can organize some extra activities” Woolkfolk & McCune Nicholich (2004). According to Locke and Wright (1984). The fulfillment towards the need of the students is also important. the motivation of participating the lesson will be greater” (Woolfolk & McCune Nicolich. D. Performance is getting the job done. extra activities. or the execution (accomplishment) of work. it is very important to motivate the learners in the language learning process. and producing the result that you aimed at (Avedon.

Therefore. According to Hadfield (1990). Performance improvement is not something done once. In the other words. it is the act of doing something successfully. it is really appropriate to be used in the class. particularly if they are used to reinforce or introduce a grammatical rule or structure. a deed. games contain the enjoyable activities and fun situation. From the definitions above. because the students have a chance to use the language with the purpose in the situation provided. Improving performance is about achieving more and making more of a difference.10 a lot of efforts. games can contribute to students’ skills if they are incorporated into the classroom. As games have many advantages towards the language learning process. Games are very effective and supportive activities in contributing to students’ language skills and students’ performance. it is quite a good idea to incorporate games in daily classes. It is a continuous process of review and action.involvement goals. Also. an act. which make the good condition of the class that enable the students to increase the performance in the language learning process. . performance can be defined as a thing done or carried through an achievement. Therefore. Performance is also called normative goals or ego. and a feat. playing games in the classroom can enormously increase students’ ability in using the language. It is not about doing more.

Surakarta Widya Wacana II Elementary School is a private elementary school administered by Widya Wacana Foundation which is a Christian Foundation. Widya Wacana II Elementary School. This school is divided into 3 main parts of buildings. It is located at Jalan Veteran 174-176 Surakarta. . teaching activities.11 CHAPTER III DISCUSSION In this chapter. and students’ bathrooms (four boy’s bathrooms and three girl’s bathrooms). class A and B. A. There are four main points that will be discussed. the writer will discuss the main points about this final project report. namely. containing the headmaster’s room and the teachers’ room. There are 12 classrooms. there are other buildings as the facilities of this school. because in each grade there are 2 parallel classes. There are also two-separated parking areas. a teachers’ bathroom. Also. and a library beside it. Description of Widya Wacana II Elementary School Surakarta 1. the teaching process by applying games. 1951. a kitchen behind the office room. and the effectiveness of applying games towards students’ motivation and students’ English performance. This private school represents one of the high quality elementary schools in Surakarta. There are a small medical room. an office room. built on October 31. for the teachers and the students in the different location. classrooms. such as a computer room. The second part of building is the office room. and some other facilities. school description.

quality educational institution by applying the Christian-base teaching method. religion. and computer. 2. The Vision and Mission of Widya Wacana II Elementary School Surakarta a. . such as English. there are twelve teachers who have the responsibility to lead the teaching and learning activities in each class. b.12 Widya Wacana II Elementary School has a big square in the middle of the school that is used for ceremony. This school has one head-mistress who has the duties to handle every single school activity and other matters related to school’s development. to teach. There are also other teachers teaching some subjects. Also. and to guide the students to be the graduates as the good human resources who have the good skills and master the knowledge and technology. and playing activities. There are three small canteens to fulfill the needs of the students and the teachers to eat and drink. sport. The vision of Widya Wacana II Elementary School To carry out and develop the high . The mission of Widya Wacana II Elementary School To educate. also have the understanding about the meaning and the purposes to be the Christian people having the life foundation to apply the God-Words in the daily life. sport activities.

Besides. . the writer used the book entitled Start with English. The students of year 5 only study the Basic English lesson. Finally. Actually. simple vocabularies. which is a book published by a Singapore publisher. she introduced the new vocabularies to her students. The writer also observed the teaching method used by the English teacher. such as the simple communication (both spoken and written). The writer used the English Exercises for Elementary School (LKS) as the hand-out book in teaching English materials. class 5A and class 5B. Class Observation Before doing the teaching activities in Widya Wacana II Elementary School. because it contains many exercises and simple materials that make her easy to teach them. and then she gave the material containing the grammar. the writer had done the class observation in the class of year 5. This hand-out book really helps the writer to teach the students of year 5. The English teacher used the hand-book provided by the institution in teaching the English materials to her students.13 B. The book is entitled Study with Gogoo. and simple English grammar. Both of them have no more than 30 students. The objects observed also include the teaching method used by the English teacher and the teaching and learning activities happening in the class. The book is also completed with nice pictures in each topic provided. The job training Activities 1. she asked her students to do the tasks related to the material. she also permitted her students to ask some questions about the material that they did not understand before giving the tasks for them. There are two parallel classes for the students of year 5. First. at the average age between 10-11 years old.

the condition will make them relax and enjoy following the English class. The writer always started the lesson by saying greeting to them. 2.00 am. “Good morning.14 Actually. Class Activities The teaching and learning process in Widya Wacana II Elementary School begins at 07. the students will be accustomed to speak or to communicate simple English. She tried to warm the situation of the class. “Good morning. students!”. Therefore. They made noises by chatting each other and disturbing their friends if the class was monotonous and did not have something that attracted them. By greeting. The writer had the chance to teach English on Monday and Thursday. Miss!”. She wanted every student feel enjoy to join the class. the writer used games as the facilitator in making the enjoyable atmosphere of the class. the students of year 5 are really enthusiastic in learning English in a fun situation without leaving the teaching and learning process seriously. without having fear ness about the lesson. the students there can accept the materials easily if they are far away from stress in the class and the tense situation. She said. and they would answer. She said to the students that she would study English . Based on the writer’s observation. the writer asked some questions related to the topic that would be learned to the students to stimulate them to join the interactive class. and the students replied to greet her. She had 80 minutes to give the English lesson to the students. She also said to the students that English is really an enjoyable lesson. Actually. Besides. This is the routine greeting done in the class before the teaching and learning process happens.

Syllabus Making The writer had to make a syllabus to help her in creating the effective teaching and learning process. the writer always tried to be closer and closer to the students when she taught them. Also. 3. but they would consider that a teacher was a “friend” giving them useful knowledge. She also ensured the students that everyone could master English easily if they loved English. Below is the syllabus that will be discussed in this final project report.15 with them in fun and enjoyable situation where they could accept the material easily. . because they were not in the tense situation. because it can really ease the teaching and learning process then. It is so important to create the good relationship between the teacher and the students firstly. as follows: Level of learners Topic Standard of Competence : Students of year 5 of elementary school : Shape : Spoken and written communication using many kinds of appropriate expressions accurately and fluently in a simple monologue of a simple description. The writer was focused to increase the speaking and writing skill of the students. including the vocabulary mastering. The well-arranged and complete syllabus was expected to give the examples of the materials taught and the theoretical information towards the teacher as the basic of the curriculum development philosophy. they would not feel that a teacher is a “strange” person teaching them in a tense or monotonous situation. Actually. Therefore. the writer planned the activities during the English lesson before to reach the expected goals.

16 Table 1. The Syllabus Basic Competence Actional Competence 1. Speaking Finding every meaning in a simple expression / word and spoken monologue in terms of a simple description • • • • 3. Writing Writing words. Reading Understanding the text in terms of a simple description • • • A:Can you draw a circle? B:Yes. etc. circular. Listening Understanding the short spoken monologue in terms of a simple description Topic Shape • Giving correct responses about word speech in conversation text Answering questions about conversation according to the topic Question – Response and doing simple monologue in terms of a simple description about shape Identifying about shape words which have been learned Reading the texts about shape by using correct pronunciation and intonation Reading and answering questions about shape Writing kinds of shape Writing monologue in terms of completing dialogue about shape • • • • A:What is the shape of a wheel? B:It is a circle. I can. phrases. circle. semicircle. • 4. Adjective: oval. semicircular. Outcome of the study Language Forms Keywords • 2. and simple sentences • • • • A:What are you drawing? B:I am drawing a box. Noun: oval. . A:What is the shape of this thing? B:This is a square. A:What is a wheel like? B:It is circular. etc.

The Stages of the Teaching Process Basically. To make it happen. Production In the teaching process of English. or in the other words. there are three steps involved in the process of teaching English in year 5. Warming Up (Motivating Strategies) The earliest step in the teaching process is warming up (Motivating Strategies). the writer attracted them by saying greeting cheerfully. Actually. The writer used English first to ask them. as follows: 1. which was different from the routine English lesson that made them enjoy and master the materials easily. . Furthermore. If they answered in Indonesian. Warming up (motivating strategies) 2. 1. the writer used English in the class to make the students accustomed to it. It is called motivating strategies because this step is the right step where the writer had the chance to motivate the students to follow the lesson desirably and enjoyably. so they would not be fear or doubt in joining the lesson. First. it is important for the students to be active and to be enjoyable with the lesson. the writer let the students to answer the questions as they could. Presentation 3. the writer would change or translate their answers into English. they did not know the English version for the answers. the teaching process was begun by giving the chance for them to answer the questions simply.17 C. and then she translated it into Indonesian. She also said that she would give the enjoyable lesson. The teaching process by applying games in year 5 a.

she asked in an enjoyable way to attract students’ attention. it is common if they could not always answer in English well. Eliciting some vocabularies 3. and permitting them to make a note the vocabularies written. Mentioning the objectives of the lesson Before starting to explain the lesson. Then. Besides. and 4. the writer also introduced the topic that they were going to learn about. It made them understand clearly about the questions. Asking some questions 2. She gave the way to pronounce the vocabularies to the students. She also spread the motivation to them by giving rewards towards their answers. and then she translated the questions into Indonesian. the writer asked some questions to the students. Then. Introducing the topic. she asked them to read the vocabularies by themselves as the checking wat whether they could pronounce the vocabularies well or not. Actually. . the students would answer the questions spontaneously as well. As the students of year 5 are beginners in English. Sometimes.18 This step is divided into some parts: 1. they answered in Indonesian. and mentioned the objectives of the lesson that they had to master in the end of the lesson. The writer then translated those answers into correct English vocabularies by writing them on the whiteboard. She also asked the studnets to follow the pronunciation of the vocabularies after her. She asked in English first.

While showing the interesting pictures to them. It was so amazing that the writer could know the way they practiced the dialogue. Also.” By doing the interactive communication. Then. the writer also gave simple dialogue in a form of short simple texts for them. the writer usually asked the students to open the hand-out given to them. they would really know kinds of shape and the name of the kinds of shape. she explained the grammar from the dialogue texts. Actually. the writer started to explain the material clearly and understandably. for instance: • • The teacher: “Do you know what that is?” The students: “That is a rectangle. Then. Finally. . After that. the students could increase better pronunciation and spelling. there were many students who wanted to come in front of the class. Therefore. she asked them to practice the dialogue in front of the class with their partners while saying that she really loved the active students. The writer also made some corrections towards their way to pronounce well. she explained the meaning of the dialogue texts. As an example. Actually. she showed the pictures about kinds of shape to the students. the writer made the interactive-communication. She asked the students to practice the dialogue texts with her for first. This step is done by presenting the new material for the students. It is important to increase their speaking ability. Besides. she asked them whether they had understood or not about the material learned. Then. Presentation The presentation strategy is the second step in the teaching process.19 2. the communicative activities forced them to be motivated in joining the class without fear ness or shyness.

The games were made as simple as possible in groups to ease them in doing the games well without neglecting the cooperative and fun aspect. Moreover. Also. games have so many advantages. Actually. thus making the acquisition of inputs more likely. They can help the students to be more active and cooperative. they knew and understood about the grammar taught before. Also. as follows: . games can lower anxiety of the students. Production In the two previous steps. In this step. b.20 3. she applied games in this step to measure the level of memorizing and understanding of the students. They are highly motivating and entertaining. The Games Applied in the Teaching Process Actually. because the writer only guided them as simple as possible. Here. the role of the students was very active. the students were asked to apply what they had learned in a form of doing some tasks or exercises. The aim to apply games in the classroom is to help the students increase their motivation and performance. Applying games is the good strategy that eases the students in studying English fast and easily. the students had known the vocabularies about shape and had practiced the dialogue texts well. The last step was the production step. the writer used some kinds of games as the facilitators to help the students memorize even master the material well and easily. and they also can give shy students more opportunity to express their options and feelings.

b. 2. Arranging Letters • • a – v – l – O =… i– r – C – l – c – e =… . These two games are quite similar. Puzzle Doing puzzle is interesting for the students. etc. They are simple and easy to be done.5 students. The students can do them in groups. Completing the Missing Letters and Arranging Letters. The following is the example of the puzzle about kinds of shape: . They had to do this in groups that consist of 4 . etc. Completing the Missing Letters 1. The example of those games can be seen as follows: a.21 1. • R _ c _ _ n _ l _ =… 2. • C _ _ c l _ =… . They had to do the games as fast as possible to be the winner.

The name of the game is word – guessing and writing game. The writer gave some pictures for each group based on the amount of the students in each group. If they were wrong. Of course. they did not have score.22 3. so they will not make any meaningful mistakes in playing the game because there is no missinterpretation. The best group would be the winner. If they could say the name of the shape well. the writer expects to increase the ability of the students in speaking and writing skills well. one student from each group represented their group in front of the class. By applying the games. This game could stimulate them to remind the vocabularies easily. but games also increase the motivation and the . Their ability in speaking and writing also increased automatically. In this game. the students were really active and enthusiastic. Both how to pronounce and how to write were important. Firstly. Then. Secondly. the students had to guess or say the name of the things based on the pictures. In this session. the writer proved that games are not only fun and enjoyable.Guessing and Writing Game The writer also made another creative game to be applied in the class as the other good strategy. The purpose of giving demonstration is to to ease them to do the game. By applying this game. the writer prepared some pictures such as about kinds of shape. She also gave the demonstration to ease the playing of the game by the studnets. they had to write their right answers on the whiteboard. The rules of this game are quite simple. they had to guess or say the names of those kinds of shape. Word . she divided the class into 5 – 6 groups where each group consists of 4 – 5 students. Then. she explained the rules of the game well and understandably to the students. and then they had to write the name of the things into a good order.

From the first time of applying games in the class. It means that the writer could measure how far their understanding and ability toward the material given. the writer had big attention from the students that made them more enthusiastic to join the English learning process. games also persuade all students to cooperate or to join the lesson more enjoyable and interesting. they loved English more . As a result from the increasing of their motivation. The Effectiveness of Applying Games towards Students’ Learning Motivation and Students’ English Performance Games have many advantages towards the teaching and learning process. Therefore. This teaching strategy is really highly motivating and interesting to be applied in the class. D. applying games is believed to ease the students increase the good performance and to gain the self confidence in learning and mastering English more and more. Besides spreading fun and enjoyable situation. Certainly. Games do not make the range between the writer and the students. the game above is just one of many effective games that have to be applied in the class. In fact. they were better in understanding and mastering the material in an enjoyable situation than if they studied in a tense-monotonous situation that can increase their anxiety towards the English lesson. it is really easy to reach the expected goals towards the language learning process. The good strategy in teaching will affect the positive acquisition result.23 English performance of the students of year 5. The writer really accepted many advantages during applying games in the English lesson. Furthermore.

It proves that applying games in teaching English has nice effectiveness towards students’ learning motivation to learn English more and more. their ability in doing the tasks was better and better. Moreover. As had been observed by the writer. It proved that games can really affect the good students’ English performance. the students could do the tasks or exercises better through playing games than if they did the tasks in an usual teaching method. In fact. The English ability of the students increased rapidly because they had the chance to be more active. games can really help the students in increasing their English performance. they were waiting for the other chance to join the English lesson applying games. . Moreover. Applying games in the class can really produce some advantages toward the students. and at the same time challenging.24 and more. games gave the chance for very shy students to be more and more active in class. Therefore. The teaching method of applying games can really affect the acquisition of the good mark of the students. It is not always true that games only have fun aspect without having the educational one. The students are highly motivated since games are amusing. interesting. In every chance of teaching English. they were very optimistic to join every step of teaching and learning process. They also gave warm reception to follow the English lesson. As a result. the writer states that the effectiveness of applying games towards students’ learning motivation and students’ English performance can be seen as follows: 1.

Besides. Also. speaking.25 2. and cooperate. Games can enormously increase students’ ability in using English. 6. Games encourage the students to interact. the mark of doing tasks can increase well. even. and not just problems that at times seem overwhelmly. 3. thus making the acquisition of input more likely. Moreover. Games provide language practice in the various skills. because they can actually speak like this outside the classroom. 4. Games can lower students’ anxiety and stress. writing. they will learn a grammatical rule and have a chance to use it. games will link the students to the real world. Games help the students see beauty in a foreign language. . because they can learn English better and faster by playing games. communicate. games can give shy students more opportunity to express their opinions and feelings. and listening. because they have a chance to use English in the situation provided. reading. They do not worry about errors and punishments. 5.

the writer asked them to play the games based on the rules that had been explained before. 2. Demonstrations were applied to help them to understand and to follow the rules well. puzzle. The games can stimulate the students to be more and more active and to be cooperative each other. presentation. they are warming up (motivating strategies). such as completing the missing letters. such as increasing students’ learning motivation and students’ English performance. arranging letters. teaching English applying games in the year 5 of Widya Wacana II Elementary School proves that games are really highly motivating because . The English teaching process by applying games can be divided into three steps. before the games were played by them. and word-guessing and writing game. In fact. There are some games applied in the production step. By teaching English applying games in the class. Actually. Conclusion There are some conclusions that can be gained based on the discussion in Chapter III. the writer explained the rules of the games first. The conclusions are as follows: 1. The use of game itself was hold in the last step that is the production step.26 CHAPTER IV CONCLUSION A. There are some advantages that can be gained. Then. Playing games can make them feel enjoyable and comfortable to join the English learning process. and production. the writer can prove that applying games in the English teaching and learning process is an effective strategy to be done.

etc. namely writing. they can master the materials easily and do the tasks well without having any meaningful errors. It is really expected to apply games in order to help the students in learning English easily and fast in an enjoyable situation. It is expected that the institution provides any kinds of game tools. it really becomes an effective strategy in teaching English successfully. Suggestion Based on the conclusions that have been explained. such as kinds of flash cards. and listening. Therefore. This effective strategy is expected to be good method applied by the English teachers in the English teaching and learning process. The Institution. games can increase students’ ability in the various skills. .27 they are amusing. puzzle boxes. Finally. Surakarta The role of game tools is really important as it is one of the factors that support the success of English teaching and learning process. the writer wants eagerly to give some suggestions. the application of games in the English teaching can really affect and increase students’ learning motivation and students’ English performance. The English Teachers. In the other words. reading. Besides. In doing tasks by applying games. It is also expected that those game tools can help the students to be more enthusiastic and motivated to join the English lesson. It is not wasted-thing to apply games in the English class. and challenging. they are also hardly perfect. B. as follows: 1. 2. interesting. Widya Wacana II Elementary School. speaking.

1990. 2000. The Practice of English Language Teaching.S. D. Howard H. H. Sdorow. Learning Through Games.A. . Fisher. Jeremy. & A. Massachusetts: Addison-Wesley Publishing Company. Principles of Language Teaching and Learning. 1984. Take 5: Games & Activities for The Language Learners. 1998. Wright. Hadfield. Games for All Reasons. Psychology: Fourth Edition.28 BIBLIOGRHAPY Amato. 1996. Basic Psychology. Ltd. P. UK. Depok: Inisiasi Press. Interacting in the Language Classroom. & Mc Cune-Nicholich. Carrier. Kendler. the Study of Games. A Collection of Games and Activities for Low to Mid – Intermediate Students of English. Inc. Lesterm. 1990. Games for Language Learning. Brian. M. 1963. 1965. USA: The Mc Graw-Hill Companies. Richard. Making It Happen.E & B. London: Longman. Harmer. M. Anita E. Avedon. New York: Addison-Wesley Publishing Group. Woolfolk. Wittgenstein. New York: The Macmillan Company. Hongkong: Thomus and Nelson and Sons. M. Mendidik Anak-anak Bermasalah (Psikologi Pembelajaran II). New York: Longman. J. Schultz. Brown. New York: John Wiley & Sons. Cambridge University Press. Andrew. Philosophical Investigations. 2004. 1971. New York: Meredith Publishing Company. Ludwig. 1988. 1991. Inc.

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