USING FUN SENTENCE GAME TO MOTIVATE THE ...

USING FUN SENTENCE GAME TO MOTIVATE

THE SEVENTH GRADE STUDENTS OF SMP NEGERI 15

YOGYAKARTA TO LEARN ENGLISH

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Frederica Cynthia Aviolita

Student Number: 131214014

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


ii

A Sarjana Pendidikan Thesis on





iii

A Sarjana Pendidikan Thesis on




By

FREDERICA CYNTHIA AVIOLITA



iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 12 July 2018

The Writer


131214014


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitan Sanata Dharma

Nama : Frederica Cynthia Aviolita

Nomor Mahasiswa : 131214014

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:




beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 12 Juli 2018

Yang menyatakan



vi

ABSTRACT

Aviolita, Frederica Cynthia. 2018. Using Fun Sentence Game to Motivate the

Seventh Grade Students of SMP Negeri 15 Yogyakarta to Learn English.

Yogyakarta: English Language Education Study Program. Department of

Language and Arts Education, Faculty of Teachers Training and Education,

Sanata Dharma University.

SMP Negeri 15 Yogyakarta is one of the schools in Yogyakarta which has

problem in English speaking process. The teachers in this school cannot speak

English too much during the learning process. It is because the students cannot

understand what their teachers are talking about if the teachers speak in English.

Especially for the seventh grade students, they love fun learning activities.

Therefore, the teacher needs to make a fun learning activites. A game can be a

good way to help the students in English learning process.

In this case, the researcher implemented Fun Sentence Game to motivate

the seventh grade students of SMP Negeri 15 Yogyakarta in learning English.

There are two research questions in this research which are (1) How can Fun

Sentence Game motivate the seventh grade students to speak English? and (2)

How do the SMP Negeri 15 Yogyakarta’s students perceive the use of Fun

Sentence Game in their English learning process?

This research is a Classroom Action Research (CAR). The researcher used

the theory from Kemmis and Mc Taggart (1992). The researcher did three cycles

in this research. Every cycle had four stages which were plan, action, observation,

and reflection. The research was conducted in March 2017 until August 2017. The

participants of this research were 35 students of 7C and an English Teacher of

SMP Negeri 15 Yogyakarta. The researcher used three instruments to gather the

data which were observation, questionnaire, and interview.

The result of this research showed that Fun Sentence Game motivates the

students in English learning process. Fun Sentence Game also increased the

students’ self-confidence. The students showed the progression in every cycle.

The progression showed that the students had motivation and self-confidence to

speak in English. Therefore, Fun Sentence Game can motivate the students to

learn English.

keywords: Fun Sentence Game, motivation, self confidence


vii

ABSTRAK

Aviolita, Frederica Cynthia. 2018. Using Fun Sentence Game to Motivate the

Seventh Grade Students of SMP Negeri 15 Yogyakarta to Learn English.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan

Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata

Dharma.

SMP Negeri 15 Yogyakarta merupakan satu dari sekolah - sekolah di

Yogyakarta yang mempunyai masalah pada kemampuan berbicara dalam Bahasa

Inggris. Di sekolah ini, guru tidak dapat sering berbicara dalam Bahasa Inggris

saat melakukan proses pembelajaran. Hal ini dikarenakan para murid tidak benar-

benar memahami tentang apa yang dibicarakan oleh guru mereka dalam Bahasa

Inggris. Terutama untuk murid kelas tujuh, murid di kelas ini menyukai aktivitas

yang menyenangkan. Dengan begitu, guru membutuhkan aktivitas yang

menyenangkan dalam pembelajaran Bahasa Inggris. Permainan bisa menjadi cara

yang baik dalam pembelajaran Bahasa Inggris.

Pada kasus ini, peneliti mengimplementasikan Fun Sentence Game untuk

memotivasi siswa kelas tujuh SMP Negeri 15 Yogyakarta untuk belajar Bahasa

Inggris. Ada dua pertanyaan penelitian yaitu (1) Bagaimana Fun Sentence Game

dapat memotivasi siswa kelas tujuh dalam berbicara Bahasa Inggris? dan (2)

Bagaimana persepsi siswa SMP Negeri 15 Yogyakarta dalam menggunakan Fun

Sentence Game di dalam pembelajaran Bahasa Inggris?

Dalam penelitian ini, peneliti mengimplementasikan penelitian tindakan

kelas oleh Kemmis dan Mc Taggart (1992). Peneliti melakukan tiga siklus dalam

penelitian ini. Setiap siklus mempunya empat tahapan yaitu perencanaan,

tindakan, observasi dan refleksi. Penelitian dilakukan pada Maret 2017 sampai

Agustus 2017. Peserta dari penelitian ini adalah 35 siswa kelas 7C dan satu guru

Bahasa Inggris SMP Negeri 15 Yogyakarta. Peneliti menggunakan tiga instrumen

dalam pengumpulan data yaitu observasi, kuesioner, dan wawancara.

Hasil dari penelitian memperlihatkan bahwa Fun Sentence Game

memotivasi siswa dalam pelajaran Bahasa Inggris. Fun Sentence Game juga

meningkatkan rasa percaya diri pada siswa. Para siswa menunjukkan kemajuan

dalam setiap siklus. Kemajuan tersebut menunjukkan siswa mempunya motivasi

dan rasa percaya diri dalam berbicara Bahasa Inggris. Oleh karena itu, Fun

Sentence Game dapat memotivasi siswa dalam belajar Bahasa Inggris.

kata kunci: Fun Sentence Game, motivasi, percaya diri


viii

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ and Mother Mary for giving

me the strength so I could finish this thesis. Their blessings are always

accompanying my steps. They hold me with love when hopes had taken wing.

Second, I am going to give my deepest thank to my beloved parents,

Erasmus Eri Suprobo, S.Pd. M.Pd. and Margaritha Rita Tri Wijayanti, S.Pd.

for supporting, loving, caring and protecting me to finish this thesis. I also thank

to my little sister, Patricia Shania Avioleta, for always caring and listening to my

anxiety.

Third, a gratitude goes to my advisor Christina Lhaksmita Anandari,

S.Pd., Ed.M. for her patience, love, support, and motivation so I can finish the

thesis. She gave me a lot of time to guide me during the thesis process. She also

listened and gave suggestion to every problem that I have faced on doing my

thesis. I also thank all PBI lecturers and staffs for their guidance, motivation and

help.

Fourth, I would thank to Siti Arina Budiastuti, M.Pd.B.I., as the

headmaster of SMP Negeri 15 Yogyakarta for her permission so I can conduct the

research in that school. I also thank Drs. Agus Riwarsa as the English Teacher of

7C who gave me opportunity to do the research in his class. I thank for his support

and suggestion during the research process. I would also thank the dearest 7C

students for their participations in my research.

Fifth, I thank my dearest friends Subekti Arum Krismawati, Yohana

Belinda Rosaria, S.Pd and Skolastika Listya Monika, S.Pd. They always

motivate me to do my thesis in every situation. I also want to thank all of PBI

students batch 2013 for giving a lot of memories during the learning process in

PBI.

Sixth, I would like to thank my friends in the church who always remind

me to do the thesis. Last but not least, I also want to thank Bonaventura Randy

Inka Permana, who always supports, cares, and inspires me in every situation.



ix

TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ....................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ................................................ iv

PERNYATAAN PERSETUJUAN PUBLIKASI ............................................. v

ABSTRACT ..................................................................................................... vi

ABSTRAK ......................................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................. viii

TABLE OF CONTENTS ................................................................................. ix

LIST OF TABLES ........................................................................................... xii

LIST OF FIGURES ......................................................................................... xiii

LIST OF APPENDICES .................................................................................. xiv

CHAPTER I. INTRODUCTION

A. Research Background ...................................................... 1

B. Research Questions .......................................................... 5

C. Research Significance ...................................................... 5

1. The seventh grade students of SMP Negeri 15

Yogyakarta ................................................................ 5

2. The teachers of SMP Negeri 15 Yogyakarta ............. 6

3. The Future Researchers ............................................. 6

D. Definition of Terms .......................................................... 6

1. Speaking Skill ........................................................... 6

2. Perception ................................................................. 7

3. Motivation ................................................................. 7

4. Self-confidence .......................................................... 7

5. Game ...................................................................... ... 8


x

............................................................................................................................ Page

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description .................................................. 10

1. Speaking Skill ......................................................... 11

2. Perception ................................................................ 11

a. The Perceiver ................................................... 12

b. The target ......................................................... 12

c. The situation .................................................... 12

3. English Speaking Process ....................................... 13

4. Adolescence ............................................................ 13

5. Motivation ............................................................... 14

6. Self-confidence ....................................................... 15

7. Game ....................................................................... 16

B. Theoretical Framework .................................................. 18

CHAPTER III. METHODOLOGY

A. Research Method............................................................ 20

B. Research Setting ............................................................. 21

C. Research Participants ..................................................... 22

1. The teacher .............................................................. 22

2. The students ............................................................ 22

D. Instruments and Data Gathering Technique ................... 23

1. Observation ............................................................. 23

2. Questionnaire .......................................................... 23

3. Interview ................................................................. 25

E. Data Analysis Technique ................................................ 25

1. Questionnaires .......................................................... 26

2. Interviews ................................................................. 26


xi

Page

CHAPTER IV. ANALYSIS

A. Research Results ............................................................. 29

1. First Cycle ................................................................ 30

a. Planning of First Cycle ..................................... 30

b. Action of First Cycle ......................................... 30

c. Observation of First Cycle ................................ 32

d. Reflection of First Cycle ................................... 34

2. Second Cycle ........................................................... 36

a. Planning of Second Cycle .................................. 36

b. Action of Second Cycle ..................................... 37

c. Observation of Second Cycle ............................ 39

d. Reflection of Second Cycle ............................... 41

3. Third Cycle ............................................................... 43

a. Planning of Third Cycle ..................................... 43

b. Action of Third Cycle ........................................ 44

c. Observation of Third Cycle ............................... 46

d. Reflection of Third Cycle .................................. 48

B. Discussion ........................................................................ 52

1. Students’ Positive Perceptions .................................. 52

2. Students’ Positive Motivation ................................... 56

3. Students’ Self-Confidence ........................................ 60

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ....................................................................... 65

B. Recommendations ............................................................. 67

1. For Teachers ............................................................... 67

2. For Students ............................................................... 67

3. For Future Researchers .............................................. 68

REFERENCES ................................................................................................... 69

APPENDICES ................................................................................................... 71


xii

LIST OF TABLES

Table Page

3.1 The Blueprint of the Questionnaire ............................................................ 24

4.1 Observation Checklist of 7C Students in First Cycle ................................ 32

4.2 Observation Checklist of 7C Students in Second Cycle ............................ 38

4.3 Observation Checklist of 7C Students in Third Cycle ............................... 44

4.4 The Result of the Questionnaire ................................................................. 47

4.5 The Distribution of Responses to the Students’ Positive Perception ......... 50

4.6 The Distribution of Responses to the Students’ Positive Motivation ........ 53

4.7 The Distribution of Responses to The Students’ Self - Confidence .......... 57


xiii

LIST OF FIGURES

Figure Page

3.1 Cycle of CAR by Kemmis ......................................................................... 21

4.1 Capture of ABC Song’s Video ................................................................... 31

4.2 Picture of Things in the Classroom ............................................................ 42


xiv

LIST OF APPENDICES

Appendix Page

A. Permission Letter from English Language Education Study Program ........ 72

B. Permission Letter from Dinas Penanaman Modal dan Perijinan ................ 73

C. Observation Checklist of 7C Students in First Cycle .................................. 74

D. Observation Checklist of 7C Students in Second Cycle ............................. 75

E. Observation Checklist of 7C Students in Third Cycle ................................ 76

F. Questionnaire ............................................................................................... 77

G. The Blueprint of the Questionnaire ............................................................. 79

H. The result of the Questionnaire ................................................................... 80

I. Sample of Interview Transcript ................................................................... 81

J. Sample of Lesson Plan ................................................................................ 83

K. Finding Words Exercise on Second Cycle .................................................. 89

L. Crossword Exercise on Third Cycle ............................................................ 90

M. Photos of Cycles ......................................................................................... 92


1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the research,

research questions, research significance, and definition of terms. The researcher

will also show the reason why teachers should use Fun Sentence Game in English

learning process.

A. Research Background

According to Nunan (2003), speaking is the productive oral skill. Speaking

is difficult when people are not accustomed speaking English. At the same time,

people should use good grammar and pronunciation. In speaking, people have

very limited time to pick some words that best express their ideas. In addition,

speaking is just like having a conversation - people say what they want to say

without taking a look at the theory.

This problem also happens in the education fields. Students experience the

difficulties in speaking English because they do not speak English in their daily

life. It becomes another job for teachers to make the students speak English every

day, especially in school. Some examples of speaking activities which are

commonly given to students are speech, storytelling, mini play performance, and

dialogue making. Although those activities are common in learning process, some

students feel that those activities are boring, especially for students in junior high

school who are more excited in challenging activities. As a result, the teachers are


2

forced to provide more speaking activities, particularly speaking activities which

are applicable for students.

SMP Negeri 15 Yogyakarta is one of the schools in Yogyakarta that has

problem in English speaking skill. The teachers in this school cannot speak

English too much during the learning process. It is because the students cannot

fully understand what their teachers are talking about if the teachers speak in

English. So, the teachers use both English and Indonesian when they explain the

materials. When using Indonesian, the teachers also need to repeat the instruction

several times. This affects the quality of the students and school. Even worse, it

may make the school become less competitive than other schools.

In SMP Negeri 15 Yogyakarta, each grade has different characteristics.

Based on the researcher’s observation, the eighth and ninth grade students were

more polite than the seventh grade students. It was because the seventh grade

students still brought their attitude that they learned in the elementary school to

junior high school. Meanwhile, the eighth grade students could follow what was

taught by the teacher. They were aware that they were teenagers now. Then, the

ninth grade students sometimes paid less attention to the directions. However,

when they were studying for national examination, they could focus towards their

teachers’ explanation. On the contrary, the seventh grade students showed

different behavior. They were immature because the students were experiencing a

time where they had many physical, emotional, mental and social changes.

Furthermore, the students in this age like to do something that is fun in the

learning process.


3

The English teacher in SMP Negeri 15 Yogyakarta used his own way to

improve students’ speaking skill. In the beginning, the teacher explained the

material quickly and gave an opportunity for students to ask about the material

that they did not understand. Then, the teacher asked the students to read and

memorize the material by themselves. After that, the teacher called the students

randomly and asked them to come in front of the classroom. Then, the students

were asked to speak anything that they had understood about the material. The

teacher asked the students to speak in some sentences, for example they could

explain the meaning, give example of the sentences, and explain a picture in the

book that was related with the material. Based on the observation, the students

always felt nervous when they were called. This feeling affected the students’

self-confidence and it made them difficult to speak.

In order to respond to that situation, the teacher needs to make fun learning

activities in order to make the students feel more interested in English learning

process. One possible way that can help the teacher to make fun learning activities

is by using media. It is believed that media can be good resources for the teacher

to make the learning situation less boring. There are a lot of media that can be

used in the learning process. Some examples of those media are pictures, cards,

books, games, and movies. In this case, the teacher should choose the fun media

which are still educational.

According to Ackerman (2009), “Play is our Brain’s favorite way of

learning” (p. 163). This statement is proven by some people who always feel

happy when they know that they will play a game. A game can be a good way to


4

help the students learn subject areas. Fun Sentence Game can be a game that

motivate the students to speak English. Fun Sentence Game is a game that is

adapted from ABC 5 Dasar. ABC 5 Dasar is a game that mentions words based on

an alphabet which matches with the theme. Although many people consider that

the game of ABC 5 Dasar is too old, it is a simple game that does not need any

equipment.

Although Fun Sentence Game is adapted from ABC 5 Dasar, but the focus

of the game are different. In ABC 5 Dasar, the participants only mention the word

and after that the participants replay the game to find the new alphabet. It is

different with the Fun Sentence Game because in this game the participants do not

only mention the word but also make a sentence from the word.

There are two simple reasons why the researcher uses “fun” and

“sentence” as the name of this game. First, the researcher uses “fun” because this

game is adapted from the game of ABC 5 Dasar, which is a fun game. This game

can be used in every situation for people of every age and every grade. People

who play this game will think harder to find the word that is needed. Second, the

researcher uses the word “sentence” because the goal of this game is the players

can use the word in the sentences well. They produce one sentence from one

word. If they play the game for more than one round, they will produce more than

one sentence.

In this game, the players speaking means the players only mention a

simple word and sentence without paying much attention to the grammar. In Fun

Sentence Game, the researcher also adds writing skill. The purpose of this game is


5

to make the students speak English bravely, increase their self-confidence, and

train them to write simple sentences. It can be a beginning for the students to

speak in English.

When playing Fun Sentence Game, all players get the same chance to

speak. In that way, the students are forced to speak confidently if they want to win

the game. The game aims to increase the students’ self-confidence. Therefore,

after the students have good self-confidence, they can build motivation directly.

Then, if the students have good motivation, they will speak English confidently.

B. Research Questions

In this research, the researcher intends to find out the answers to the

problems below:

1. How can Fun Sentence Game motivate the seventh grade students to speak

English?

2. How do the SMP Negeri 15 Yogyakarta’s students perceive the use of Fun

Sentence Game in their English learning process?

C. Research Significance

The researcher hopes that the research can be beneficial for :

1. The seventh grade students of SMP Negeri 15 Yogyakarta

The researcher hopes that the Fun Sentence Game can be one of the

interesting ways to motivate the students in English learning process. In this

game, the researcher expects that the students can learn a lot of vocabularies and

create sentences in English. Therefore, the students can decrease their anxiety and

build their self-confidence in English learning process.


6

2. The teachers of SMP Negeri 15 Yogyakarta

Fun Sentence Game is hoped to become the solution for teachers to solve

students’ problem in speaking English. This game can be a new way to teach

English. Therefore, the students can learn English well without the teacher

wasting extra energy to teach English.

3. The Future Researchers

The researcher hopes that Fun Sentences Game can be a reference to

support future researchers. Future researchers also can develop this game, so the

game can be more useful for teachers and students.

D. Definition of Terms

In this research, the researcher uses five keywords, which are :

1. Speaking Skill

Speaking is one of important aspects in English. According to Brown and

Yule (1989), “Speaking is to express the needs-request, information, service, etc”

(p. 14). It means that speaking is an action to get and give information between

two or more people. This action consists of speaker and listener who transfer

messages to each other.

In this research, speaking skill refers to the students’ abilities in expressing

their messages. In this game, students say a word in English and then make a

sentence from the word that they have said. The researcher uses the game to

motivate students to speak in English.


7

2. Perception

According to Gregory (1974), perception is a hypothesis, which is based

on prior knowledge. Hypothesis means that everyone can have a perception

because they have prior knowledge about something. Every person can give

perception freely. The perception cannot be forced to be the same between one to

another person.

In this research, perception refers to students’ and teachers’ knowledge

about the process of English learning process in the school. Their knowledge

helps the researcher to do the research. Based on the students’ and teachers’

perceptions, the researcher can find the solution of the research problems.

3. Motivation

According to Schunk (1995), motivation can influence what, when, and

how we learn. Based on this theory, motivation has a big part in the learning

process. Motivation can influence every aspect of the learning process. Good

motivation can produce good and constructive learning. If the students have the

motivation to learn, they will get good results of learning.

In this research, motivation is an important aspect in the learning process.

The researcher takes a look at students’ motivation after the researcher delivers

the game. The researcher provides a game that can motivate the students to speak

English bravely.

4. Self-confidence

According to Bandura (1986), self-confidence is the most influential

motivators to people’s daily lives that become a behavior. The expert shows that


8

self-confidence has a strong relationship with motivation. People who have

motivation get started from people’s self confidence. Self-confidence can affect

people’s behaviors. A good behavior is determined by the self-confidence that

someone has.

In this research, self-confidence is needed to motivate the students in

speaking English. The students who have self-confidence in speaking English will

not be shy and afraid. They feel more comfortable because speaking English

becomes their behavior.

5. Game

In this research, the game is expected to motivate students to speak in

English. According to Erzos (2000), “Games are highly motivating since they are

amusing and at the same time challenging” (p. 14). This statement is relevant to

the purpose of this study. The researcher chose ABC 5 Dasar to be adapted into

Fun Sentence Game to motivate the students. ABC 5 Dasar was a game that is

found in Central Java. At that time, this game was used to accelerate the

performance of brain’s thinking and mouth’s speaking. Similar with ABC 5

Dasar, Fun Sentence Game also accelerates the same performance. The difference

is about what they produce. In ABC 5 Dasar, the participants only produce words,

while in Fun Sentence Game, the participants produce the words and sentences as

well.

In this study, a game is an important part to motivate students in English

learning process, especially in English speaking process. Fun Sentence Game can

be one of the teaching ways that can help students to solve their problems in


9

speaking English. The game focuses on speaking. According to Ludewig and

Swan (2007), people like a game activity because there is competition that

increases the player’s motivation. Fun Sentence Game challenges the students to

answer quickly. Therefore, it increases the students’ motivation to answer faster

than the other friends. Then, it can make the students speak English more often

than usual. It can build the students’ self-confidence to speak in English.


10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the related theories used as the foundation of this

research. There are two sections in this chapter, which are theoretical description

and theoretical framework. The theoretical description is about the experts’

theories that are related to the research. Then, the theoretical framework is about

the relation between the research questions and the theories.

In this research, the researcher also looked at the previous research that

was related with the use of games to increase motivation. The researcher did this

to make sure that the research is different with the previous research. The

researcher also used the previous research to support this research. The researcher

found a research that had similar topic about improving speaking skills for

students in junior high school. The title is “Designing a Set of English speaking

process Materials Using Games for Conversations Class in SMP Taman Dewasa

Jetis Yogyakarta” by Sylvia Ridzky Sutrisno (101214016). In Sylvia’s research,

the topic is about improving speaking skills in conversation class. The differences

are about the research method and the subject of the research.

A. Theoretical Description

This part discusses the theories related to the topic of the research. The

theories include speaking, perception, English speaking process, adolescence

motivation, self-confidence and game.


11

1. Speaking Skill

According to Bygate (1997), speaking is a skill that deserves attention

every bit as much as literacy skills, in both first and second languages (p. 1). It is a

skill that deserves attention because the speaking skill is the first skill that is

judged by people. In speaking, the speaker cannot revise what has been said.

Therefore, people have to be careful on what they want to say.

Nagaraj (2008) states that the goal of class activity is the learner can learn

the target language and use it. Learning to speak the second language is very

difficult because the people need to speak in social interactions. The people need

to talk with others to increase the speaking skills.

Tarigan (1990) defines that speaking is a language skill that is developed

during childhood, it is produced from listening skill. During that period the

speaking skill is learned (p. 3- 4). Every person is taught about speaking since

they were children by their parents. Speaking skill also has relation with listening

skill as cause and effect relation. Some people speak to be listened by others or

some people speak because they want to respond to another person.

2. Perception

Robbins (2003) defines that perception is an individual’s process to

interpret the sensory impressions and get the meaning from the environment. The

sensory impressions are built by five senses, namely sight, hearing, taste, touch,

and smell. Those five senses influence the people’s perceptions. For example,

there is an apple. People who see an apple may have different perceptions with


12

others who taste the apple. Then, Saks and Johns (2011) state that there are three

components to make a perception, which are the perceiver, target, and situation.

a. The perceiver

It refers to people who have awareness and understanding about

something. There are three factors that can influence their perceptions:

motivational state, emotional state, and experience. Motivational and emotional

states have big parts to make a perception. If each person has different

motivational and emotional states, they also perceive the different situation. They

may employ “perceptual defense” which means that they see what they want to

see. Perceiver’s experience also influences the perception. The perceiver who has

perceived something has a different perception with a person who has not

perceived something.

b. The target

The target is something or someone who is being perceived. The amount

of gathered information can influence the perception about the target.

c. The situation

The situation such as timing, environmental, and degree of simulation can

also influence the perception. The different situation makes a different perception.

Every person has a part to make their own perceptions of something and the other

people cannot force it.

Therefore, based on three experts’ opinions, perception is about people’s

knowledge that is influenced by five senses in their body. It is also influenced by


13

the people’s position. Perception cannot be forced by other people because it is

owned by each person.

3. English Speaking Process

According to Lado (1964), the goal of English speaking process is

influenced by the techniques and procedures of the teachers to manage the class.

In this learning process, students and teachers have to reach the goals together.

Both of them have similar level of roles in the process of achieving out the goal.

Sometimes they have to be partners who help each other, yet the teacher still has

the ultimate authority in the class.

One factor that has many contributions in determining the success of the

learning process is how well a teacher manages the class. The teacher has to be

well-prepared every time when he or she comes to the class, no matter how many

students there are and how their characters are. The teacher has to apply the most

suitable teaching techniques and procedures to make the students interested in the

learning process. If this can be done successfully, the students may learn at their

best.

4. Adolescence

According to Erikson (1902 – 1994) in the adolescence level (ages 12–18),

children face the tasks of identity vs. role confusion. In this stage, the individual

wants to belong to society. In this level, the adolescents try to find for their

identity. The identity will be influenced not only by their family and their school

environment but also by their society, which has wider influence. The society also

influence the children’s motivation. A good society will increase a good


14

motivation because in this situation the children feel that the society supports

them.

In this level, the children face something new in their lives. Their parents

will give them a little higher responsibility than before. In this chance, the

children need to explore themselves to find their identity. At this stage, they need

support from the parents. If the parents deny their children’s identities once, they

will be confused and later they will face serious self-identity problems. On the

other hand, if the children have explored themselves and their children’s identities

are accepted by their parents, they can learn to control themselves and become

independent children.

5. Motivation

In order to understand and give an in-depth knowledge about motivation,

the researcher borrows three opinions from different experts. The first opinion is

taken from Schunk (1995) while the second is cited from Pintrich and Schunk

(1996) for the latter is more specific, the third opinion from Uno (2007).

According to Schunk (1995), motivation can influence what, when, and

how we learn. Based on that opinion, motivation is an important that has a big

part in the learning process. According to Pintrich and Schunk (1996), a key point

is that motivation influences learning and performance, what students do and learn

can influence their motivation. According to Uno (2007), there are intrinsic and

extrinsic motivations that can be proved by encouragement and necessity. First,

the intrinsic motivation comes from the inside of ourselves. The examples of

intrinsic motivations in learning are I want to speak English, I want to get a good


15

score, and I want to be the best in my class. Second, the extrinsic motivation

learning is motivations that come from the outside of ourselves which are from the

teachers, friends, parents, schools, and learning processes. The examples of

extrinsic motivation are the school has good facilities, the parents will give shoes

if their children get a good score, and the learning process is fun.

6. Self-confidence

According to Bandura (1986), self-confidence is the most influential

motivators in people’s daily lives. Based on that opinion, people who have

motivation get started from people’s self confidence. Self-confidence that is

formed everyday will be a people’s behavior. People who possess high motivation

surely have high self-confidence. Yet, people who do not have motivation will

produce low quality tasks. Those who have self-confidence believe in themselves

and will likely be able to accomplish the challenges successfully.

Hambly (1992) defines that self-confidence is a trust in ourselves, so

people can face every situation calmly. Self-confidence is about ourselves and

others. People who have self-confidence are not afraid to face every situation

because they have many ways to face it well. Even though they have to meet a lot

of people, they were not nervous to face the situation.

According to Anthony (1992), self-confidence is about people who can

accept, improve, and think positively about themselves, then they try to reach

what they want. Self-confidence is not only thinking about the self’s weakness but

also how to improve themselves to be better. People who have self-confidence can

accept everything in themselves.


16

7. Game

According to Erzos (2000), game is an interesting thing that can increase

motivation and can be used in all language skills. The motivation can be built

through a game. “Game” is a word that makes people who hear it becomes excited

. Games are not only amusing but also challenging. Then, it can be

concluded that games may increase students’ interest in learning.

Uberman (1998) states that game is a good learning variation to improve

the vocabulary. In playing a game, the players are not only doing the fun activity

but they also practicing English directly. Uberman also says that the children who

play a game can learn the language better than children who do not play a game.

A game should not be a complicated but it can be a simple game for

example Fun Sentence Game. This game only requires some participants and does

not need any specific stuff. This game challenges all participants to speak and

think faster. Fun Sentence Game was adapted from ABC 5 Dasar or sobyong in

Javanese. This game has been passed from one generation to the next. In the past,

children used to play this game for fun without realizing that actually the game

could help them to learn some particular subjects. If we consider closely the

benefit of implementing Fun Sentence Game in our daily teaching activities, this

game actually offers something which may accelerate the performance of the

brain’s thinking and the mouth’s speaking.

The goal of the game is the players can use the word in the good sentence.

The players can make the sentence in spoken bravely. The good sentence means


17

that the players use the word in the sentence that is appropriate with the topic. In

this game, the players do not pay much attention to the grammar.

There are some points in the observation checklist and questionnaires that

can help the researcher to scale the students’ activity. The researcher takes a look

at the points to see whether the students reach the goal of the game. The points are

the students’ preparation to follow the class and the students’ participation in the

learning process. The examples about the students’ preparation are the students

bring the dictionary, the students greet the teachers and the students have a big

desire to learn English. The examples about the second points are the students’

self-confidence to speak in English and the students’ motivation from Fun

Sentence Game in learning English.

The rules of Fun Sentence Game are simple. Students are divided into

small groups and each group consists of 4-5 students. After that, each group has to

choose the topic they want to play or the teacher can determine the topic for all

groups. The examples are animals, science, things, job profession or they can

adapt with the material of the day. If there are no words related to the topic, the

players can find other words freely. However, the letter is still appropriate with

the alphabet. Then, the player makes a sentence depends on the topic. For

example, the students choose the topic of animals. Then, the letter is “V” but they

cannot find the animals’ names that begin with “V.” Therefore, they can make

sentence “Vania buys some fish for her cat.”

To start the game, one player will shout “Fun Sentence Game” then at the

same time, all players must show one or more fingers on their hand. It should be


18

noted that a player may show one or more fingers. One player will count the

fingers. Each finger represents a letter. For example, player A shows 2 fingers,

player B shows 4 fingers, player C shows 6 fingers and player D shows 1 finger.

The total will be 13. The 13th alphabet is letter “m”, so each player has to find the

word starting with an “m” that is appropriate with the topic. For example, the

topic is things, then player A answers ‘map’, player B answers ‘machine’, player

C answers ‘moon’, and player D answers ‘mat.’ All players have to compete to

say the words rapidly and they are not allowed to say the same word.

What differs Fun Sentence Game with ABC 5 Dasar is about the focus of

the game. In Fun Sentence Game, the students have to make a sentence using the

word that they pick. Then the students write it on a piece of paper. The last person

who says the word or cannot answer with a good word will have to take the

punishment. The punishment is the last person must combine all group members’

words in good sentences.

B. Theoretical Framework

In this study, the researcher uses several theories to solve the problems

raised in this study. There are two problems that the researcher has found. The

first problem is about the seventh grade students’ perceptions about the English

speaking process in SMP Negeri 15 Yogyakarta. In the first problem, the

researcher uses four theories, namely perception, speaking skill, adolescence, and

English speaking process. The theories influence each other. Speaking skill is the

main problem of this research. Therefore, it is important to know what speaking

skill is. The answer of the first problem relates with the perception and speaking


19

skill. The theory of perception gives the points of view that every person may

have different perception, so in this problem the researcher gives a chance to the

respondents to explain their own perceptions.

A theory of English speaking process is needed to know the goal of this

learning. Based on that theory, the goal of this learning is determined by the

success of class management. If a teacher can manage the students well, the goal

that has been set can be surely obtained. It is also important to know a theory

about the behavior of junior high school students. Junior high school students who

are 13 - 15 years old are experiencing a transition stage. Therefore, they belong to

middle adolescent stage. It is important to know the level of adolescence

development because it can help us to find the best way to manage them.

The second problem of this research is implementing Fun Sentence

Game as one way to motivate the seventh grade students to speak English. In this

problem, the researcher uses three theories to solve the problem such as a theory

of motivation, self-confidence, and game. The game is expected to be a

motivation for the students. Their motivation is affected by their self-confidence.

If the students have self-confidence, they will gain more motivation in learning

activity.


20

CHAPTER III

METHODOLOGY

This chapter discusses methodology employed by the researcher. The

methodology consists of research method, research setting, research participants,

research instruments, and data analysis technique. In this chapter, the researcher

will explain about how, where and when the data were collected, and the subjects

of this research.

A. Research Method

According to Kemmis and Mc Taggart (1992), there are four steps in

Classroom Action Research (CAR) which are planning, action, observation, and

reflection. Every step is unique as they are interrelated. The cycle system in

classroom action research is like a spiral. After the reflection is done in the first

cycle, the researcher goes back to the planning part again. In this research, the

researcher did three cycles with the same participants.

All of the stages are significant. Therefore, in order to gain success, all of

the stages must be carried out. In the first stage, the researcher needed to make a

plan for the research. Planning is essential because it can determine the success of

the research. Then, the researcher conducted an observation. The observation is

used to obtain information about how the real condition in that class was. The

observation sheet was used to help the researcher gave the scale to the students’

activity. The researcher also noted down any important point on the sheet. The


21

next stage was CAR. In this stage, students had to do their actions in the

classroom. Finally, the last stage was the reflection. Reflection is an important

point that can develop skills and understandings on certain topics or knowledges.

The reflection helped the researcher to know about how the activity happened.

The researcher was able to understand some reasons why something went wrong

and how to make it better. Therefore, in the future research, the researcher can

apply the better one.

Figure 3.1. Cycle of CAR by Kemmis (1992)

B. Research Setting

This study was conducted in one class of seventh grade students in SMP

Negeri 15 Yogyakarta started from March 15 until August 15, 2017. The research

was done in the second semester of the school year. There were two main reasons

why this school was chosen. The first reason was the students had a problem in

speaking English. The second reason was that the students lacked of motivation in

speaking English. Therefore, to solve the problems the researcher did an

independent research about Fun Sentence Game to motivate the seventh grade

students in English speaking process.


22

C. Research Participants

The research participants of this study were one of English teacher and

thirty five students of SMP Negeri 15 Yogyakarta.

1. The teacher

In this study, the researcher asked one of English teachers to be the

participant. The researcher needed the teacher to observe the students before

doing the research. The researcher needed the information about the English

learning process activities to make sure whether Fun Sentence Game would be

effectively applied to SMP Negeri 15 Yogyakarta or not. Besides, the researcher

also needed the suggestions from the teacher about which class that could be the

participants of this research and how to implement the research to that class.

2. The students

The research was done in one class of seventh grade students in SMP

Negeri 15 Yogyakarta. The researcher distributed questionnaires to all 35 students

and picked 6 students to be interviewed. Interview was necessary as it could be

used to get more valid data. The interview was done after the school activity, so

the researcher chose the students who did not have any extracurricular. The

researcher needed the students’ perceptions and the researcher would apply this

Fun Sentence Game as the medium to motivate themselves in English speaking

process.


23

D. Instruments and Data Gathering Technique

1. Observation

According to Sudana (2011), observation is a way to measure an

individual’s process of an activity. In the learning activity, the researcher can

measure how the students’ behavior is, how the teacher’s behavior is, and how the

students’ participation in the learning process is. Based on the observation, the

researcher could formulate a conclusion according to the real activity in the

learning process, the ability, and the result of the activity.

2. Questionnaire

Suharsimi (2006) says that questionnaire is the list of questions that are

written by the researcher to get more information. The information is usually in

the form of respondents’ opinions, experiences, and personal information. In the

questionnaire, the researcher needs the universal answer, without too much detail.

In addition, Bimo (2010) defines that there are three kinds of

questionnaires, which are closed question, opened question, and open and closed

question. In the closed question, the researcher gives some choices to the

respondents, so the respondents only choose the answer depends on their

experiences. The respondents do not need to explain their reasons. The second

type is the open question. In this type, the researcher gives a chance to the

respondents to answer freely based on their experiences. The respondents give

their opinions to the questions. The third type is the open and closed question. In

this type of questionnaire, the researcher gives two kinds of questionnaires.


24

Therefore, the respondents do not only choose the answer but also explain their

opinion.

The researcher also made blueprint for the questionnaire to help the

researcher arranged the statements. The blueprint was developed as follows:

Table 3.1 The Blueprint of the Questionnaire

NO STATEMENTS THEORY

1

Students' perception about English

learning process : Statement number

1 and 2

Robbins (2003) says that perception is an

individual’s process to interpret the

sensory impressions and get the meaning

from the environment.

Students' perception about Fun

Sentence Game : Statement number 7

Saks and Johns (2011) state that

perception has three components, namely

the perceiver, the target and the situation.

2

Students' motivation about English

learning process : Statement number

3

Schunk (1995) states that motivation can

influence what, when, and how we learn.

Students' motivation about Fun

Sentence Game : Statement number

8, 9 and 10

Pinritch and Schunk (1996) state that

motivation influences learning and

performance, and what students do and

learn influences their motivation.

Uno (2007) say that there are intrinsic and

extrinsic motivations that can be proved

by encouragement and necessity.

3

Students' self-confidence about

English learning process : Statement

number 4, 5 and 6

Bandura (1986) states that self-confidence

is the most motivators to their daily lives.

Hambly (1992) defines that self-

confidence is trust to ourselves, so people

can face every situation calmly, self-

confidence is about ourselves and others.

Anthony (1992) say self-confidence is

about people who can accept, improve,

and think positively to themselves, then

they try to reach what they want.


25

3. Interview

According to Lerbin (1992), interview is the systematic way in the form of

question-answer that is used to achieve the research purpose. The interview is

used to get more detailed data. He also says that the example of the interview is

the unilateral question-answer. The unilateral question-answer means that the

researcher gives the question actively and the respondents also give the answer

actively.

According to Hadi (1992), an interview has two different functions namely

main method and compliment of the data. An interview as the main method means

that the researcher only uses the interview as the main method to answer the

research question. In this function, the researcher hopes that the result of the

interview is appropriate with the research question. Therefore, the researcher does

not need the other method to answer the research question. It will be different with

the interview as the complement. In this function, the researcher uses some

methods to answer the research questions in the research, for example

questionnaire and interview. The researcher usually gets the data from the

questionnaires but when the researcher needs the deeper answer, the researcher

does an interview to support the data from the questionnaire. Therefore, the

researcher only uses the interview as the compliment of the data.

E. Data Analysis Technique

After the researcher had gathered the data, the researcher analyzed the data

to get the answers of the research problems. The data were gathered from the

questionnaires and interviews.


26

1. Questionnaires

The researcher used the questionnaire results to complete the data. The

researcher distributed the questionnaires to the students in the class. In this

technique, the researcher would know the universal perceptions about the English

speaking process and Fun Sentence Game. There were a lot of perceptions and the

researcher needed to make a percentage. This percentage could help the researcher

to know which statement that has highest answer and how many students who

answered in that statement. Every question was made into a percentage to analyze

the data easier.

2. Interviews

The researcher used the interview to complete the data from the

questionnaires. The researcher did the interview to get the deeper answer because

the students did not explain the detail answer in the questionnaire. There were six

participants in the interview. The researcher conducted the interviews after class,

while some others students had extracurricular activities. The participants were

the students in the same class who were available to be interviewed in that time.

The researcher interviewed the students one by one in the class. Each student

needed 20-30 minutes for the interview. The students answered every question

well. Some of them not only answered the question but also talked about how Fun

Sentence Game was going on.

In the beginning of the interview, the researcher recorded the process of

the interview. Then, the researcher made the transcription from the record and had

note taking. The transcription helped the researcher to find some missing


27

information in taking note. After that, the researcher summarized the results and

made them into some important points. The points were made to analyze the

results easier. Then, the researcher made conclusion from the data.


28

CHAPTER IV

ANALYSIS

The researcher did the research when the researcher did Program

Pengalaman Lapangan in SMP Negeri 15 Yogyakarta. The researcher also asked

permission to the teacher to apply this research during the researcher’s teaching

practice. The teacher supported the researcher to do the research in the class.

Besides, the researcher also made letters of permission to the Dinas Penanaman

Modal dan Perijinan and the headmaster of SMP Negeri 15 Yogyakarta.

In this chapter, the researcher divides this chapter into two parts. They are

the findings and discussion about the use of Fun Sentence Game to motivate

students in English learning process. In the findings part, the researcher presented

the cycles of the research and the discussion is about the result of data collection.

In this research, the researcher did three activities to collect the data. Those

are did three cycles in the classroom, distributed the questionnaire to the students,

and interviewed the students. The researcher did the three cycles in the class on

March 10, March 14, and March 17, 2017. The researcher distributed the

questionnaires on May 22, 2017 at SMP Negeri 15 Yogyakarta. There were thirty-

five students from 7C. The questionnaires were divided into two parts, which are

open-ended and close-ended questions. Besides, the researcher also interviewed

six students from the same class to get the deeper information about the research.

The researcher chose the six students who did not have extracurricular after

school. The researcher held the interview on May 26, 2017. There were five


29

important questions in the interview and the students could answer the question

freely depended their perception.

A. Research Results

Based on the curriculum, the class discussed about “What do They Look

Like?” This topic was on chapter six of their manual book from Kementerian

Pendidikan dan Kebudayaan. The title was “When English Rings The Bell”, the

researcher could use the book as the supporting media. All of the students had the

book because the school’s library lent out the book for seventh grade students in

SMP Negeri 15 Yogyakarta.

Before the researcher applied the research, the researcher discussed the

topics with the English teacher of 7C. The topics were divided into three parts,

which were people’s actions, animals’ behaviors and things’ functions. The

teacher of the class had taught about the people’s actions, so the researcher had

opportunities to teach animals’ behaviors and things’ functions. The teacher

helped the researcher to make lesson plan based on the curriculum. The researcher

also applied the Fun Sentence Game in the class activity.

The researcher used the CAR designed by Kemmis which has four stages.

There are the planning, action, observation, and reflection. Based on the topics,

the researcher divided into three cycles in this research. In this part, the researcher

explained about the process of CAR.


30

1. First Cycle

The first cycle was conducted on March 10, 2017. It was conducted in

class 7C at 08.35 a.m. There were thirty-five students in the class. The purpose of

the first cycle was students could mention the animals' names from the picture and

make the sentence from the animals’ name. There were four stages in this cycle,

namely plan, action, observation, and reflection.

a. Planning of First Cycle

It was the first time for the researcher to apply the research. The

researcher could not make the specific plan because the researcher did not know

the real students’ need. Therefore, the researcher prepared the lesson plan for

English learning process, especially for speaking skill. Then, the researcher also

prepared the media such as laptop, projector, markers, animals’ pictures, and

dictionaries. The researcher also made the observation checklist to remember the

class situation and see the differences in every cycle. Based on the curriculum, the

topic in the first meeting was animals’ names.

b. Action of First Cycle

It was the first action for the researcher to apply the game in 7C class. The

researcher could not predict what would happen in the action. The action was

conducted in three steps which were pre-activity, main activity, and post activity.

In the pre-activity, the researcher introduced herself to the students. The

researcher checked the students by seeing the attendance list to know the students

well. The researcher also asked the nickname of the students to make the relation


31

become closer. Then the researcher explained the material which was going to

learn.

In the main activity, the researcher displayed some animals’ pictures on

the whiteboard and asked the students to mention the name of animals. The

researcher gave the example of sentences used simple present tense. Then, the

researcher played a video about the animals’ names based on alphabetical order.

The researcher downloaded the video from YouTube Channel, the link was

https://www.youtube.com/watch?v=Lz4WMH6ym8I. The duration of this video

was about two minutes. The title was “ABC Song” and the keyword was Lagu

Anak Bahasa Inggris Mengenal Binatang.

Figure 4.1. Capture of ABC Song’s Video

The researcher asked the students to pay more attention to the video which

was played not only once, but three times. After that, the researcher asked the

students to mention the other animals that were not mentioned in the video and

noted that. Next, the researcher divided the students into seven groups that had


https://www.youtube.com/watch?v=Lz4WMH6ym8I

32

five members for each group. The researcher explained how to play Fun Sentence

Game with animals’ names and the rules of the game. In this game, the students

mentioned the animals’ names that were appropriate with the letter, and then they

made the sentence from the word. In the beginning, the researcher had explained

about the simple present tense but in this game, the students made the sentences

without paying much attention to the grammar. For example : “I have two cats.”,

“The dog has four legs.”, “The birds have two wings.”, and etc. They wrote the

sentence on a piece of paper. The students played the game almost five times, so

each student got five words and sentences in this first game.

When the students played the game, the researcher walked around the class

and looked at every group. After the game, the researcher asked the students to

submit the paper of their sentences. Last, the researcher asked two students to

come in front of the class and read what they had made in the game.

In the post activity, the researcher and the students made the reflections

about the activity together. The researcher asked about what they had learned

from the Fun Sentence Game and whether they had found any difficulties. Then,

the researcher greeted the students and the class was finished.

c. Observation of First Cycle

In this stage, the researcher made an observation checklist. The

observation checklist was used the researcher to take a note about the real

situation in the class. The researcher made scale one until four to see the students’

participation.


33

Table 4.1. Observation Checklist of 7C Students in First Cycle

Date : March 10,2017

NO STATEMENTS SCALE

1 2 3 4

1 Students are ready to follow the learning process. √

2 Students are interested to follow the learning process. √

3 Students pay attention to teacher's explanation. √

4 Students participate in the learning process. √

5 Students receive to the teacher's explanation in English. √

6 Students answer the teacher's question in English. √

7 Students do what the teacher has asked. √

8 Students noted the important things. √

9 Students speak in English bravely. √

10 Students ask the unclear material to the teacher.

√

Scale 1 : There were 1- 7 out of 35 students who did it.

Scale 2 : There were 8 - 14 out of 35 students who did it.


Scale 4 : All the students did it.

When the researcher entered the class, the students were ready to follow

the learning process. It was proved by the time the researcher came into the class,

some students had prepared the English book on the table and two students also

cleaned the whiteboard. In addition, they also answered when the researcher

greeted them.

In the pre-activity, when the researcher played the video of ABC Song,

there were six students who still talked to their friends and did not pay attention to


34

the video. However, the others took a note of animals’ name without the

researcher’s instruction. After that, the researcher asked them to raise their hand

and made a sentence from one of the animals’ names, but only two students who

raised the hand. The others had to be called by their names. They seemed shy to

raise their hand and answer it. There were some students who asked the researcher

to make the sentences in Indonesian.

Then, the class situation became noisy when the researcher asked them to

make seven groups. Some of them did not understand about the instruction

because they were busy with themselves. It could be seen when the students asked

the researcher to repeat the instruction. Then, the researcher came into each group

and explained the instruction clearly.

All groups in the class played the game smoothly. The students looked

excited to play the game. The game became more excited when the student could

not answer it well and they had to arrange the good sentences from the words.

d. Reflection of First Cycle

In the beginning of the learning class, the students answered when the

researcher greeted them. It showed that the students welcomed to the researcher.

This situation could increase the researcher’s mood to teach the class. It seemed

like a simple thing but it would be a good beginning to start the learning process.

In this case, the researcher saw that the students love English learning process. It

influenced the learning situation when the researcher got a good welcome from

the students.


35

In the first cycle, the researcher used a video to attract the students’

attention. The topic was a video about animals in alphabetical order. When the

video was played, almost all of the students in the class were excited to watch the

video. It was appropriate with the researcher’s goal that video could attract the

students’ attention. However, six students in the corner of the class did not pay

attention to the video. It might be caused by the researcher who did not clearly

explain the reason of the video was played. In this situation, the researcher could

see that most of the students have a big desire to learn English. When the

researcher asked them to raise their hand and make sentences, some of them were

still shy to speak and waited for the researcher to call their names.

Then, the students played the game. They were excited to play the game,

but some of them were confused about the game. In the next situation, the

researcher had to explain the game’s rules more than once. The students seemed

excited to play the game. It seemed that they were brave to speak English

although there were some students still spoke in Indonesian. Some students in the

small group felt difficult to answer in English. They were confused to find the

words. The researcher could give more words about the topic. Based on the paper

of the words, the researcher observed that the students could make good simple

sentence from the word.

Besides, the researcher was aware that it was their first time to play the

game in that class. The students needed to adapt with the game. Although the

students had played the game, it would be a new game for them because we used

English in this game. The researcher and the students could reach the purpose,


36

which was the students could mention the animals' names from the picture and

made the sentences from the animal’s name. In the beginning the students could

mention the animals’ names on the whiteboard and they got more of the animals’

names from the video. The goal of Fun Sentence Game was reached because the

students could play the game well, they mentioned the words and use it into the

sentence based on animal’s names. In the next cycle, the researcher needed to

make more animals’ exercise to help the students enrich the English word.

2. Second Cycle

The second cycle was conducted on March 14, 2017. This cycle was

conducted in class 7C at 09.30. There were thirty-five students in the class, it

meant that all of students were already in the class. The purposes of the second

cycle were the students could identify and mention the animals' behaviors to their

classmate in spoken and written forms accurately. There were four stages in this

cycle that similar with the previous cycle namely planning, action, observation,

and reflection.

a. Planning of Second Cycle

In the second cycle, the researcher needed more preparation because there

were three notes from the first cycle in the observation sheet. The notes from the

first cycle were (1) some students still talked with their classmates when the

researcher played the video, (2) there were only some students who answered the

researcher’s questions, and (3) when they played the Fun Sentence Game, some of

them were confused about how to play the game. The researcher prepared the

lesson plan, observation sheet, and the media. The media were markers,


37

dictionaries, and exercise sheets. Based on the curriculum, the topic of the second

cycle was the animals’ behaviors.

b. Action of Second Cycle

It was the second action in the 7C class. In the beginning, the researcher

reviewed about the previous meeting. It was because the researcher wanted to

know the students’ understanding about animals’ names in the previous meeting.

In the second cycle, the topic was more specific namely animals’ behaviors.

Therefore, the researcher gave the information about the animals’ behaviors.

Similarly with the previous cycle, the action was divided into three steps, namely

pre-activity, main activity and post activity. These three steps were related one to

another.

In the pre-activity, the researcher greeted the students. Then, the researcher

checked the attendance list to remember the students’ names. The researcher also

remembered some names and the students asked the researcher to guess their

names. The researcher called the students’ nicknames to make the relationship

closer.

In the main activity, the researcher distributed an exercise on the animal’s

names. The exercise was used to remind the students about the previous lesson.

The form of the exercise was finding words. Then, they should find the animals’

names in the box and write it on the side of the box. They should write the

behaviors beside the animals’ name. After that, the researcher asked the students

to discuss the answer together. The classroom looked different because some

students put dictionaries on their tables.


38

In the second cycle, the researcher also explained about the animals’

behaviors, namely wild, tame, clever, walk, fly, cute and etc. Then, the researcher

asked the students to make a different group from the previous meeting and they

played the Fun Sentence Game. In this cycle, the students still mentioned the

animal’s names that were appropriate with the letter. After that, the students

mentioned the behaviors of the animal in the sentence, for example the letter was

“R” and the students said “rabbit”. Therefore, the sentence was “The rabbits jump

everywhere.”, and the letter “G”, they said “Goat”, the sentence was “The goat

eats leaves.” The students wrote the sentences in a piece of paper. The students

played the game only 3 times because some of them found the difficulties to

mention the behaviours, so it took too much time to think.

After that, the students write the sentence on a piece of paper. When the

students played the game, the researcher walked around to look how the game was

going on in every group. The researcher saw that some students could not answer

quickly, so they made the sentences from their friends’ word. The game was about

thirty five minutes. After the game was finished, the teachers asked the students to

submit the paper of sentences, then the researcher asked the students to come in

front of the class and read what they had made in a group. There were some

students who raised their hand and were ready to come in front of the class.

In the post activity, the researcher concluded the material. Then, the

researcher asked about the students’ difficulties in the learning process. The

researcher and the students also reflected what they had learned together.


39

c. Observation of Second Cycle

In this stage, the researcher made an observation checklist to help the

researcher observe the class.

Table 4.2. Observation Checklist of 7C Students in Second Cycle

Date: March 14,2017

NO STATEMENTS SCALE

1 2 3 4










10 Students ask the unclear material to the teacher. √





In the beginning of the learning, the researcher greeted the students and

called the nicknames of the students. The researcher also remembered some

students’ names. As usual, the students had prepared the book on the table and

cleaned the whiteboard. In addition, some students also prepared the dictionary


40

although the researcher did not ask them to bring it. It showed that the student

have a big desire to learn English. In the previous cycle, the students felt difficult

to mention the animals’ name, so in this cycle they brought the dictionary to help

themselves.

The researcher reviewed the previous material and gave an opportunity for

the students to explain in front of the class. Some students raised their hands and

tried to answer in English. Some of them made the sentences from the animals’

names in English correctly.

After that, the researcher distributed the simple exercises to the students.

There were twenty animals’ names in the box. However, the researcher had to

remind some students to take a note too. There were a lot of questions from them

about the other animals. Then, the researcher asked the students to find it in the

dictionary by themselves.

Then, the researcher asked the students to make a sentence from the

animals that they had known and add the behaviors of the animals. The students

gave good response to the researcher. The students raised their hands and hoped

that the researcher picked them. They also said, “I am miss, I am . . .” (Aku miss,

aku. . .). They made the simple sentences, which were “The elephant has two big

ears.”, “The cat has four legs.”, “The body of ant is small.”, and etc. Actually, the

students did not mention the animals’ behaviors correctly, some of them

mentioned about animals’ characteristic. In this case, the researcher needed to

explain about the animals’ behaviors, so the students could made the sentences

correctly.


41

In the group, when the researcher walked around in the class, there were

no students who asked about the rule of the game. The students made the

sentences from animals’ names and the characteristics. They made the sentences

about the colors, the size, and the food.

d. Reflection of Second Cycle

The researcher remembered the students’ names, it influenced the learning.

It made the relationship between the researcher and the students closer. In

addition, the students felt that the researcher cared about them. This situation was

good to make the students feel confident with the learning process.

One of the important things in the second cycle was the researcher

reviewed the previous material. Actually, the previous material also had a relation

to the next material. In addition, the review helped the students to remember the

previous material.

When the researcher gave an opportunity to the students to make the

sentences, there were many students who raised their hands to answer. It showed

that the students were excited to answer the question and the researcher was happy

observing at this situation. It meant that the students wanted to speak in English

bravely, so the researcher did not need to call the students’ name. There was one

student who said, “What if it is wrong?” (Miss, kalau salah gimana?). It showed

that they wanted to answer but they were afraid to make the wrong sentences.

Some of students mentioned the animals’ characteristic, but the researcher

appreciated the students’ participation. However, after that the researcher


42

explained about the differences between characteristics and behavior. It showed

that the students were not afraid to make mistakes in speaking English.

In the game process, the researcher walked around the class and the

students seemed to enjoy the game. They spoke English bravely. However, some

students still felt the difficulties to find the animals’ behaviour. Therefore, they

opened the dictionary to find the words. However, Fun Sentence Game could help

the students to enrich their English word. After the game finished, as usual the

researcher asked the students to come in front of the class and there were ten

students who wanted to speak in front of the class.

In the second cycle, the students showed the different results. The students

found the difficulties but they were enjoying the game. They had understood and

adapted to the game. There were also more participations from the students in the

learning. In this cycle, the researcher and the students could reach the purposes

which were the students could identify and mention the animals' behaviors to their

classmate in spoken and written form accurately.

In the beginning of the learning activity, the researcher explained the

animals’ behaviors and asked the students to mention the other examples.

Although some of them did not mention it well but they spoke bravely. After that,

the students could mention the animals’ behaviors based on the exercise. Then, in

the Fun Sentence Game, the students made the sentence based on the animals’

behaviors. This game was played in the group, so they said the animals’ behaviors

to their classmates. In the next cycle, the researcher needed the specific exercise to

help the students in making sentences that is appropriate with the topic.


43

3. Third Cycle

The third cycle was the last cycle in this research. The research was

conducted on March 17, 2017. The purposes of the third cycle were students

could mention the things' functions on the picture accurately, then the students

could mention it to their classmate in spoken and written form accurately.

Similarly, with the previous cycle, this cycle was divided into four steps, namely

planning, action, observation, and reflection.

a. Planning of Third Cycle

Based on the observation list on the second cycle, the researcher observed

that the students felt excited to play Fun Sentence Game in the second cycle.

There were also more students who wanted to answer the researcher’s question

compared to the first cycle. In the second cycle, the researcher should remind the

students to take a note about the lesson. Although the students found the

difficulties to play Fun Sentence Game, but they felt challenged to make the

sentences in English. The students opine that the Fun Sentence Game motivated

the students to find English words. Therefore, in the third cycle, the researcher

should make the students enjoyably playing the Fun Sentence Game and remind

the students to take a note.

The topic of the third cycle was the functions of things in the classroom.

The researcher prepared the lesson plan, observation list, and the media. The

media were laptop, LCD, markers, and exercise sheets. The exercise sheets were

about crossword. In the last cycle, the researcher did not need a lot of media to

illustrate the things, because the theme was the things in the classroom, so the


44

students could look around to the class. The researcher only showed a picture in

the whiteboard to attract the students’ attention.

Figure 4.2. Picture of Things in the Classroom

b. Action of Third Cycle

The third action was still conducted in class 7C. The researcher hoped that

the students were familiar with the game. Therefore, the researcher did not need to

explain the game again. Similarly with the two previous cycles, the action was

divided into three parts, namely pre-activity, main activity, and post activity.

In the pre-activity, the researcher greeted the students when the reseracher

entered the class. The students also answered the researcher’s greeting well. As

usual, the researcher checked the attendance list. In the third meeting, the

researcher almost remembered all the nicknames of the students, but sometimes

the researcher was wrong when calling the students’ names. In the beginning of

the class, the researcher looked that the students had prepared the book and

dictionary. The researcher hoped that the students had found some words about

the classroom’s things.


45

In the main activity, the researcher asked the students to look around the

classroom and write what they had seen using Indonesian. Then, they translated

those words in English. They could open the dictionary or ask their friends. The

students also could write the things that were usually in the classroom although

those things were not in their classroom. Then, the researcher also added some

words that were not written by the students.

Next, the researcher asked about the functions of the things and the

students answered well. Sometimes, they did not mention the words but they

showed the function by their hands. For example when the teacher asked about the

function of eraser, they did erase something and said “Ini apa miss namanya

miss…”, then the researcher asked them to find it in the dictionary. The things

were usually used by the students in their daily lives, so they knew the function

and translated it in English. In this cycle, they did not need to think harder.

The researcher also explained a little bit about how to make a sentence

about function of the things. The researcher only explain in general, such as if the

subject was only one so the sentence use the word “uses = use + s” and if the

subject were more than one so the sentence use the word “use”. The researcher

gave this information to help the students explained the function easier.

Then the researcher asked the students to make different groups before

playing Fun Sentence Game. The students looked that they were not excited to

play Fun Sentence Game again because two previous things also Fun Sentence

Game. However, the researcher said about the topic was about the classroom’s

things, so the students should find the words about things in the classroom. The


46

students said that it was the easiest topic, because the students saw the things in

their daily life.

After that, they mentioned the function of the things on a piece of paper.

For example “The students use pencil to write on the book.”, “The teacher use

marker to write on the whiteboard.” and etc. In the end of the game, the researcher

asked the students to submit the paper of sentences.

In the post activity, the researcher and the students made a conclusion of

what they had learned in that day. The researcher also asked about the students’

difficulties in the learning process. The researcher could not distribut the

questionnaires about the research in the last cycle because the time is limited and

the researcher was afraid that the students were not serious to answer it.

Therefore, the researcher needed the next day to distribute the questionnaires.

c. Observation of Third Cycle

Similarly with the previous cycles, the researcher also made the

observation checklist to observe the class. The researcher used it to remind the

real situation in the classroom during the research.

Table 4.3. Observation Checklist of 7C Students in Third Cycle

Date: March 17,2017

NO STATEMENTS SCALE

1 2 3 4




47

NO STATEMENTS

SCALE

1 2 3 4













When the researcher entered the class, the students had prepared the book

and the dictionary on the table. Some of them also opened the book on the page

that they would learn the material. It showed that they were ready to follow the

learning process.

In the previous meeting, the students were told by the researcher about the

topic for the third meeting. The chosen topic was about the things in the

classroom. They seemed interested in the topic because they knew the functions in

their daily lives.

The researcher gave a short explanation about the topic in English to the

students. The students asked about the unclear material. If they did not know the

Indonesian and they asked to the researcher, the researcher gave an opportunity to


48

the other students to answer it. There were some students who talked to the others

when the researcher explained the material.

However, when the researcher asked the students to mention the functions,

there were ten students who raised their hands. The researcher gave opportunity to

the students who had not answered yet in the previous meeting. Then, the students

mentioned the functions in English.

d. Reflection of Third Cycle

The students were aware to prepare the learning. It helped the researcher to

start the learning process as soon as possible. The researcher did not need to ask

the students to open the chapter. The other students who had not opened their

books, then asked to their friends about the number of the pages.

The topic of the third meeting was easy for them. The researcher hoped

that it could help the students to speak in English easier. On the other hand, the

topic made some students did not pay attention to the researcher’s explanation.

Actually, they had taken a note but they talked with the others too. The students

felt that they had known what the researcher was talking about. However, they

could answer the researcher’s question well.

The researcher saw the different expression when she asked them to play

Fun Sentence Game again. In the beginning, the students looked did not excited to

play the game but after the researcher said the topic, they looked excited while

playing the game. They had written the list of things in the classroom. They only

needed to answer quickly than the previous cycle. Therefore, they did not need to

make sentences from some words. They still wrote the words that they had


49

spoken. Based on the paper of sentences, the researcher observed that the students

could mention the function of the classroom’s things well.

In this activity, the students did not need a lot of time to think because they

were familiar with the topic. In the last cycle, the researcher and the students

could reach the purpose of the cycle. Those are students could mention the things'

functions in the picture accurately and they could mention it to their classmates in

spoken and written accurately. The researcher showed the picture of the classroom

and the students could mention the names and the functions of the things well.

After that, they played Fun Sentence Game and they could speak the things’

functions to their classmates, then write it on a piece of paper.

In conclusion, based on the three cycles, the students could reach the Fun

Sentence Game’s goal which were the students was the players can use the word

in the good sentence that was appropriate with the topic. Although, the students

found the difficulties in the second cycle but they felt the difficulties was the

challenge for them.

In addition, the researcher distributed the questionnaires to the 7C students

on May 22, 2017. There were thirty-five students from 7C. The questionnaires

were divided into two parts, namely open-ended and close-ended questions. In

part one, the researcher gave ten statements and the participants only chose the

right answers based on their opinions. There were two options, which were agreed

and disagreed. In part two, there were two questions and the participants answered

by their own perception.


50

Table 4.4 The Result of the Questionnaire

NO. STATEMENTS PERCENTAGE/ RESPONSE

AGREE DISAGREE

1 Saya menyukai pelajaran bahasa Inggris.

(I love English lesson.) 89% 31 11% 4

2

Saya tidak menemukan kesulitan dalam

pelajaran Bahasa Inggris. (I do not find

any difficulties in English learning

process.)

34% 12 66% 23

3

Saya mempunyai niat yang besar untuk

belajar Bahasa Inggris. (I have a big

desire to learn English.)

91% 32 9% 3

4 Saya suka berbicara dalam Bahasa

Inggris. (I love to speak in English.) 57% 20 43% 15

5

Saya tidak takut mengucapkan kata yang

salah saat berbicara Bahasa Inggris. (I am

not afraid to make mistakes in speaking

English.)

71% 25 29% 10

6

Saya merasa percaya diri saat berbicara

dalam Bahasa Inggris. (I feel confident to

speak in English.)

54% 19 46% 16

7

Permainan Fun Sentence Game membantu

saya untuk memperkaya kata-kata dalam

Bahasa Inggris. (Fun Sentence Game

helps me to enrich English words.)

86% 30 14% 5

8

Permainan Fun Sentence Game

memotivasi saya untuk mencari kata dalam

Bahasa Inggris. (Fun Sentence Game

motivates me to find English words.)

91% 32 9% 3

9


memotivasi saya untuk membuat kalimat

yang baik dalam Bahasa Inggris. (The Fun

Sentence Game motivate me to make good

sentences in English.)

91% 32 9% 3

10

Saya tertantang berbicara Bahasa Inggris

dalam permainan Fun Sentence Game. (I

am challenged to speak English when

playing Fun Sentence Game.)

69% 24 31% 11


51

Based on the questionnaires, the researcher divided the statements into

three points, namely perception, motivation and self-confidence. First, there were

three statements about students’ perception, which were statement number one,

two and seven. Statement number one and two were students’ perception about

English learning process process. There were 85% or 31 out of 35 students who

loved English learning process. However, there were 66% or 23 out of 35 students

who found the difficulties in English learning process. Statement number seven

was students’ perception about Fun Sentence Game. There were 86% or 30 out of

35 students who agreed that the Fun Sentence Game helped the students to enrich

English vocabularies.

Second, there were four statements about students’ motivation, which were

statement number three, eight, nine and ten. Statement number three was about the

students’ motivation to learn English. There were 91% or 32 out of 35 students

who agreed that they had motivation to learn English. Statement numbers eight,

nine and ten were about the relation between students’ motivation and Fun

Sentence Game. There were same percentages between statement number eight

and nine, which were 91% or 32 out of 35 students who agreed that Fun Sentence

Game motivated them to find English words and make a good sentence in

English. Besides, in the last statement, there were 69% or 24 out of 35 students

who agreed that the Fun Sentence Game challenged them to speak English.

Third, there were three statements about students’ self-confidence in

speaking English, which were statement number four, five and six. There were

51% or 20 out of 35 students who loved to speak English. Besides, there were


52

71% or 25 out of 35 students who were not afraid to speak English. In the last

statement, there were 54% or 19 students who had self-confidence to speak

English.

B. Discussion

In this discussion, the researcher discussed about the results of the

interviews and questionnaires with the research questions through the theory.

There were two research questions, (1) How Fun Sentence Game can motivate the

seventh grade students to speak English and (2) How do the SMP Negeri 15

Yogyakarta’s students perceive the use of Fun Sentence Game in their English

learning process. The researcher did the three instruments which were

observation, questionnaire, and interview to answer the research questions. The

results of the research were divided into three points, namely students’ positive

perception, students’ positive motivation and students’ self-confidence.

1. Students’ Positive Perceptions

Table 4.5 The Distribution of Responses to the Students’ Positive Perception in Fun Sentence

Game and English learning process

NO STATEMENTS PERCENTAGE/ RESPONSE

AGREE DISAGREE

1 Saya menyukai pelajaran bahasa

Inggris. (I love English lesson.) 89% 31 11% 4

2

Saya tidak menemukan kesulitan dalam

pelajaran Bahasa Inggris. (I do not find

any difficulties in English learning

process.)

34% 12 66% 23

7


membantu saya untuk memperkaya

kata-kata dalam Bahasa Inggris. (The

Fun Sentence Game helps me to enrich

English words.)

86% 32 14% 3

According to Robbins (2003), perception is an individual’s process to

interpret the sensory impressions and get the meaning from the environment.


53

Therefore, in this opportunity, the researcher explained about the students’

perceptions. There were three statements about students’ perceptions in the

questionnaire.

The first statement was about whether the students loved English learning

process or not. Most of the students agreed with that statement and it was proved

by 89% of the total respondents which were thirty-one out of thirty-five students

who loved the English learning process. There were only 4 students who

disagreed with that statement and did not love the English learning process.

The second statement was whether the students did not find any

difficulties in the English learning process. The second statement had different

answer between the other statements because there were more students who

disagreed with that statement. Twenty-three students disagreed with that statement

and twelve students agreed with that statement. It meant that there were more

students that found the difficulties in the English learning process. For the first

and second statements, it showed that the students loved English and they did not

find any difficulties in English learning process process. This perception could

help the students to learn English successfully.

The seventh statement was about whether the Fun Sentence Game helped

the students to enrich English words or not. Thirty out of thirty-five students

agreed with this statement. There were only five students who disagreed with the

statement. It meant that only five students who could not enrich English words

through the Fun Sentence Game.


54

Based on the three statements which had been mentioned, the researcher

found that English learning process process and Fun Sentence Game could give

positive perception to the participants. The results of the closed-ended

questionnaires were also supported by the data from open-ended questionnaires

and interviews. The results also showed the positive perceptions from the students

towards the Fun Sentence Game.

In the open-ended question, the researcher asked about students’

perceptions toward the use of Fun Sentence Game in English learning process.

The conclusion of their answers was the Fun Sentence Game helped the students

to speak in English. The students were having fun because they learned by playing

a game while also interacting with their friends. On the other hand, the students

said that they were nervous because they had to answer quickly.

Based on the interview’s results, student number five said that the Fun

Sentence Game helped them to speak in English and was a fun way to learn

English. Student number one’s statement can be seen as follows

“ …menyenangkan dan baru tahu kalau bisa diterapkan untuk belajar jadi

gak perlu bingung gimana caranya belajar. Aku menemukan cara belajar

berbicara dan mencari kata baru dalam Bahasa Inggris. Permainan ini juga

membuat berbicara lebih nyaman karena aku berbicara di depan teman – teman

bukan di depan guru. Aku kan sering berbicara dengan teman – teman tentang

apapun jadi bedanya cuma ini dalam pelajaran Bahasa Inggris…” (Student 1)

“… It is a fun game and I just found out that this game can be applied to

English learning process, so I am not confused anymore about how to learn

English. I have found the new way to speak and find the new words in English.

This game also make me speak English comfortably because I speak in front of

my friends, not my teacher. I usually speak with my friends about any topics, the

difference was about only the language is in English…” (Student 1)

Similarly with student number five, the student number two also gave a

positive answer.


55

“… setuju dengan permainan ini dipakai dalam pelajaran Bahasa Inggris,

jadi bisa lebih gampang ngomong Bahasa Inggris. Pelajaran juga terasa lebih

menyenangkan dengan adanya permainan, enggak membosankan...” (Student 2)

“… I agree that the game being used in English learning process, so I can

speak English easier. The learning is also more fun and not boring by using the

game…” (Student 2)

The students number six said that the game increased the vocabulary to

speak in English.

“… permainan ini bagus untuk menambah kata-kata dalam

Bahasa Inggris. Kalau sudah tahu kata-katanya jadi lebih mudah buat ngomong

Bahasa Inggris…” (student 6)

“… the game is good to increase the vocabulary. If we have known a lot of

vocabularies, it will be easier to speak English.” (student 6)

This perception is also approppriate with Uberman’s statement. Uberman

(1998) states that game is a good learning variation to improve the vocabulary. In

playing a game, the players are not only doing the fun activity but also practicing

English directly. The Fun Sentence Game helped the students to increase their

vocabulary and spoke English with their friends.

Based on the results of the questionnaires and interview, the researcher

concluded that the Fun Sentence Game gave a positive perception to the students.

According to Saks and Johns (2011), perception has three components, namely

the perceiver, the target, and the situation. As the perceiver, the Fun Sentence

Game was the first time to be played by all 7C students. The target was Fun

Sentence Game, all of the students had known about ABC 5 Dasar, but they did

not know about Fun Sentence Game. Therefore, the students got similar

information about Fun Sentence Game. The situation of playing this game was

also similar because the game was played in the learning activity in the same


56

class. Therefore, the 7C students had the similar of three components that made

them had almost same perception.

2. Students’ Positive Motivation

4.6 The Distribution of Responses to the Students’ Positive Motivation

by Playing Fun Sentence Game

NO STATEMENTS PERCENTAGE/RESPONSE

AGREE DISAGREE

3

Saya mempunyai niat yang besar untuk

belajar Bahasa Inggris. (I have a big desire

to learn English.)

91% 32 9% 3

8

Permainan Fun Sentence Game memotivasi

saya untuk mencari kata dalam Bahasa

Inggris. (The Fun Sentence Game motivate

me to find English words.)

91% 32 9% 3

9

Permainan Fun Sentence Game memotivasi

saya untuk membuat kalimat yang baik

dalam Bahasa Inggris. (The Fun Sentence

Game motivate me to make good sentences

in English.)

91% 32 9% 3

10

Saya tertantang berbicara Bahasa Inggris

dalam permainan Fun Sentence Game. (I

am challenged to speak English when

playing Fun Sentence Game.)

69% 24 31% 11

There were four statements in the closed ended questionnaires about

students’ motivation. Statement number three was about whether the students had

a motivation to learn the English language or not. Almost all students had the

motivation to learn English language. It was proved by 91% of students who

agreed with this statement and only 9% students who disagreed with this

statement. In addition, this statement was also related with self-confidence. If the

students had positive motivation, they had good self-confidence automatically.


57

For statement number eight and nine, those had the same percentage.

Those statements were about whether Fun Sentence Game motivated the students

to find English words and make a good sentence in English. Based on those

statements, there were thirty-two students who agreed with each statement. It

meant that the Fun Sentence Game could help the students in the English learning

process.

The last statement from the questionnaire was about whether the Fun

Sentence Game challenged them to speak English or not. There were 69% who

agreed and 31% who disagreed to the statement. The researcher tried to get the

deeper answer from the open-ended questions.

Based on the open-ended question, there was one question about the

motivation. The question was about how the Fun Sentence Game could give the

motivation to speak in English. Most of the students’ answers were they felt

motivated by Fun Sentence Game. There were many proofs that they were

motivated, such as the students were more active to find words in the dictionary

before playing that game, so they could answer quickly. Some of them said that

Fun Sentence Game was only a game but it could be a simple practice to speak in

English. However, the sentence that they had spoken was only a short sentence

but it could be a practice for the students to speak fluently. On the other hand, two

out of thirty-five students said that the Fun Sentence Game did not motivate them

because it was only a game.

Moreover, the results of the interview also proved the positive motivation.

The students said that Fun Sentence Game helped them to speak simple sentences


58

in English. The game was an interesting way to practice English. The student

number three said that after playing the game, he liked to speak English.

“ … Permainan ini membantuku dalam berbicara Bahasa Inggris karena

di permainan ini harus membuat kalimat pakai Bahasa Inggris jadi mau tidak

mau harus berbicara. Setelah bermain ini aku semakin suka untuk berbicara

Bahasa Inggris walaupun tidak banyak tapi aku berani menjawab pertanyaan

guru dengan Bahasa Inggris…” (Student 3)

“ … This game helps me in speaking English because I have to make

English sentences in the game, even I do not want to but it is the rules. After

playing this game, I like to speak English more although I do not speak too much

but I answer the teacher’s question in English bravely…” (Student 3)

The student number four said that the game helped her to speak in English.

She could interact with her friends.

“. . . Walaupun aku hanya berbicara satu kalimat dalam satu kata tetapi

aku dan temanku memainkan lebih dari 1 putaran.Jadi, aku membuat banyak

kalimat dalam 1 kali permainan.Ini membuatku semakin senang berbicara

Bahasa Inggris karena aku sudah membuat banyak kalimat di sini.Permainan ini

menyenangkan juga karena aku bisa berinteraksi dengan teman-temanku.Ini

membuat pertemanan kami semakin dekat. Di samping itu, kami juga bisa belajar

bersama. . .” (Student 4)

“. . . I only speak one sentence in every word in this game. My friends and

I also play this game not only one round but also some rounds, it means that I

produce some sentences in a game. It makes me happy to speak English because I

have made a lot of sentences in this game. This game is fun because I can speak

English and have interaction with my friends. It can make our friendship closer.

Besides that, we can learn together…” (Student 4)

The student number five said that the game made him remember the

material that he had learned with the teacher and he spoke English comfortably

and bravely. He also said that this game forced him to speak English.

“… Permainan Fun Sentence Game membuat aku harus mengingat

materi yang sudah diajarkan di awal pelajaran. Padahal selama ini aku tidak

terlalu memperhatikan jadi permainan ini membuat aku lebih memperhatikan.

Permainan ini juga memaksaku untuk berbicara Bahasa Inggris miss sebenarnya

tapi jadinya seneng soalnya gampang ternyata setelah dicoba…” (Student 5)


59

“… In the Fun Sentence Game, I have to remember the materials that have

been learned in the beginning. I do not really pay attention to the teacher’s

explanation before. This game forces me to speak English for the first time, but I

am happy because English is easy after I try to speak…” (Student 5)

Based on the results of questionnaires and interviews, the students got the

positive motivation from this game. According to Schunk (1995), motivation can

influence what, when, and how we learn. In this game, the students played the

game more than one round, it showed that they were interested with the game.

Besides, the students also got the benefits from this game. The students were

motivated in several ways, but the motivation helped them to speak English

bravely. It is appropriate with Pinritch and Schunk’s (1996) statement, motivation

influences learning and performance, and what students do and learn influences

their motivation. The motivation that they had gotten from the Fun Sentence

Game could motivate them to speak in English. It was also showed by the cycles

that the researcher had done. The students showed the progress from cycle one to

cycle three. In the cycle one, there were some students who raised their hands to

answer the questions. Then, in the cycle three, there were almost all students who

raised their hands to answer the questions.

In this situation, based on Uno (2007), the students got the extrinsic

motivation because the students got motivation from the learning process which

was the game. It is related with the statement from Erzos (2000), game is an

interesting thing that can increase motivation and can be used in all language

skills. The Fun Sentence Game could increase the students’ motivation to speak in

English.


60

3. Students’ Self-Confidence

4.7 The Distribution of Responses to the Students’ Self Confidence

NO STATEMENTS PERCENTAGE/RESPONSE

AGREE DISAGREE

4 Saya suka berbicara dalam Bahasa Inggris.

(I love to speak in English.) 57% 20 43% 15

5

Saya tidak takut mengucapkan kata yang

salah saat berbicara Bahasa Inggris. (I am

not afraid to make mistakes in speaking

English.)

71% 25 29% 10

6

Saya merasa percaya diri saat berbicara

dalam Bahasa Inggris. (I feel confidence to

speak in English.)

54% 19 46% 16

In this part, the researcher discussed the result of the research that was

related with self-confidence theory. According to Bandura (1986), self-confidence

is the best motivator to people’s daily lives. People who have self-confidence will

have good motivation. Therefore, the researcher showed and discussed the data

from the questionnaires and interviews related to students’ confidence.

There were three statements in the questionnaire about students’ self-

confidence. Statement number four was stated “I love to speak English.” There

were 57% or 20 out of 35 students who agreed and 43% or 15 out of 3 students

who disagreed with this statement. These results influenced the English learning

process process. The students who loved English enjoyed learning English in

every way. It would be different with the students who did not love English and

needed many ways to make them enjoy in the English learning process.

Statement number five was about whether the students were afraid to make

a mistake or not. There were twenty-five students who were not afraid to make a

mistake in speaking English, but ten students were still afraid to make a mistake.


61

The students who were not afraid showed that they were comfortable to speak in

English. It meant that they had a good self-confidence, although they were not

always said the word correctly, but they spoke it bravely. Hambly (1992) states

that self-confidence is a trust to ourselves, so people can face every situation

calmly, while self-confidence is about ourselves with others. Therefore, students

who had self-confidence, were not afraid to make a mistake in English speaking

process because they trusted to themselves and could handle the situation.

Statement number six was about whether the students felt confident to

speak in English or not. There were 54% students who agreed and 46% students

who disagreed with the statement. The difference between these two answers was

only 8%. It meant that some of them needed more motivation to build better self-

confidence.

In the interview, the researcher asked about the feelings of the students

when they played the Fun Sentence Game. Almost all of the six students said that

they were comfortable to play this game but they had different opinions about

that. Student number five said that he was happy to play because he was not

ashamed to make a mistake.

“. . . Aku senang karena permainan ini seru dan tidak menakutkan. Aku

bisa nyaman berbicara bahasa Inggris karena berbicara di kelompok kecil jadi

tidak malu kalau membuat salah, justru teman memberi tahu yang benar. . .”

(Student 5)

“. . . I am happy because the game is fun and not scary. I speak English

more comfortable because I speak in a small group so if I am not ashamed to

make mistakes, my friends also tell the correct one . . .” (Student 5)

This statement was appropriate with the theory from Erikson (1902 –

1994) in adolescence level (ages 12–18) that in this stage, the individual wants to


62

belong to a society. The students said that he was comfortable to play in a small

group. It was equal to the Erikson’s theory that people in the adolescence level

prefer to learn in society than as an individual.

In addition, Nagaraj (2008) states that the goal of class activity is the

learner can learn the target language and use it. Learning to speak the second

language is very difficult because the people need to speak in social interactions.

In the Fun Sentence Game, the students did social interaction in the classroom. It

could increase the students’ speaking skills.

On the other hand, there were two different answers from the student

number two and three. Each student had two answers that were contrary each

other. Student number two said that the game was difficult but also comfortable to

play.

“… Permainan ini susah karena jika aku tidak bisa menjawab, aku harus

membuat kalimat dari semua jawaban temen di kelompok. Tapi ini juga

menantang supaya aku bisa menjawab lebih cepat dari mereka. Aku juga merasa

nyaman bermain karena Cuma membuat satu kalimat dari setiap kata kecuali

kalau enggak bisa menjawab cepat…” (Student 2)

“This game is difficult because if I cannot answer, I have to make

sentences from my friends' answer. However, it makes the game more

challenging, so I have to answer quickly. I also feel comfortable because I only

make one sentence, except if I cannot answer quickly...” (Student 2)

Student number three said that she was happy to play the game but

sometimes she felt bad mood.

“…Aku senang karena bisa bermain sambil belajar. Aku juga enggak deg-

deg an dan bisa berbicara dalam Bahasa Inggris dengan nyaman tapi aku takut

jika aku tidak bisa menjawab dengan cepat. Nyebelinnya itu kalau ada yang

jawab kata yang sama Miss, kan jadinya aku harus cari kata lain…” (Student 3)

“…I am happy because we can play while learning. I am not really

nervous and can speak English comfortably. However, I am afraid if I cannot

answer quickly. Sometimes, I get a bad mood because my friend answers the same

word and I have to think again to find another word…” (Student 3)


63

The students had fun to play the Fun Sentence Game because the fifth

students stated that speaking English in front of their friends comfortably. In this

case, they had good self-confidence because they spoke English bravely. This

good self-confidence influenced their motivation. According to Anthony (1992),

self-confidence is about people who can accept, improve, and think positively

about themselves, then they try to reach what they want. In this situation, the

students could improve themselves and they were aware that English was difficult

but they wanted to speak English. Therefore, they forced themselves to speak

English.

Based on the results of questionnaires, interviews, and the cycles that were

done by the researcher, the researcher could answer the two research questions.

The first research question was about “How can Fun Sentence Game motivate the

seventh grade students to speak in English?” The students answered it in several

ways. They said that the Fun Sentence Game motivated them in speaking English

by increasing the vocabulary, interacting with the friends, and doing the

challenging punishment. It showed that the students got the positive motivation

from the Fun Sentence Game.

The second research question was “(2) How do the SMP Negeri 15

Yogyakarta’s students perceive the use of Fun Sentence Game in their English

learning process?” The students had the positive perception towards Fun Sentence

Game. The students felt that the game helped them to speak in English. They

found the difficulties that they could solve and they thought that the game was


64

still fun to be played. They were happy because the game was applied in the

learning activity. It made the learning more fun.

In addition, the students also increased their self-confidence to speak

English from the game. They felt comfortable because they could speak in small

groups, speak with their friends, and speak in simple sentences. This feeling was

important to build their self-confidence. Therefore, sometimes they were

comfortable to speak English in a big group or in front of the class and to different

listeners in a new group and more sentences.

Based on the result, the teacher and the students could achieve the English

speaking process process’ goals. According to Lado (1964), the goal of English

speaking process is influenced by the techniques and procedures of the teacher to

manage the class. The Fun Sentence Game could be one of the ways to manage

the class. It made the students have become more fun and they enjoyed learning in

the English class.


65

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter is divided into two parts, which were the conclusions and

recommendations. In the conclusion, the researcher explains about the research

results and discussion. In the recommendations, the researcher gives some

recommendations for the teachers, students, and future researchers.

A. Conclusions

The researcher conducted the research to find out how Fun Sentence Game

motivated seventh grade students of SMP Negeri 15 Yogyakarta in English

learning process. The researcher used Classroom Action Research that designed

by Kemmis and Taggart as the research method. The researcher did three cycles in

this research. Every cycle consist of four stages, namely planning, action,

observation, and reflection.

The researcher had collected the data from questionnaires, interviews, and

cycles in the class. Then, the researcher made a conclusion based on the data that

were collected. The researcher found that the Fun Sentence Game gave positive

perception, motivation, and self-confidence to the students. It was showed by how

the students gave good feedback to the Fun Sentence Game. The students said that

they were happy to play the game. Besides, they also found a new way to learn

English. Moreover, they spoke English more bravely than usual. They said that

making a simple sentence from the word is easy, so they do not afraid to speak.


66

Based on the Fun Sentence Game, the researcher has learned about two

important aspects. First, the researcher knows that Fun Sentence Game can be one

of the English teacher’s solutions to teach students. In this research the researcher

implemented the Fun Sentence Game in every cycle by using the different media

to start the game. The researcher used an animals’ video for the first cycle, finding

words exercise for the second cycle, and crossword exercise for the third cycle. In

the three cycles, the students could play Fun Sentence Game well. It showed that

Fun Sentence Game can be started by many ways. In addition, the researcher also

used the different topics in every cycle, it showed that Fun Sentence Game can be

applied in many topics. This game could be a solution for teachers to teach

students in a fun way.

Second, the researcher knows that Fun Sentence Game can motivate the

students and increase students’ self-confidence. In this research, after the game

was played in a small group, it influenced the students’ participations. There were

also differences on the students’ participations through the English learning

process. The students showed the progression in every cycle. In the first meeting,

there were some students who wanted to answer the question from the researcher.

Some of them also used Indonesian to answer it. The researcher asked them to

come in front of the class and they spoke in English. In the last meeting, almost all

students in the class raised their hand and wanted to answer the question. Then,

the researcher asked them to write on the whiteboard, so every student got the

opportunity to answer. The progression showed that the students had motivation

and self-confidence to speak in English. In addition, the Fun Sentence Game


67

proves that speaking English was not really difficult. In this case, they could

speak a simple sentence from a simple word. Then, they could develop that into

sentences.

In conclusion, the students could achieve the goal of the Fun Sentence

Game which was the players can use the word in the good sentence. The players

can make the sentence in spoken bravely. This game could be used for the

students who did not have self confidence to speak English. However, the teacher

should prepare some activities that more specific through the topic. Therefore, the

students were more ready to play Fun Sentence Game.

B. Recommendations

Based on the conclusion, the Fun Sentence Game gives positive

motivation to the students in English learning process. However, the researcher

found some recommendations for teachers, students and future researchers. The

recommendations can be used to make the game more effective.

1. For Teachers

There is two recommendations for teachers. First, teachers have to remind

the students to speak softly, so they do not disturb the other class. This game

makes students feel excited to answer, so they cannot control their voice. In this

case, the teachers have to remind them many times. Second, teachers have to plan

more pre-activity before the game. The pre-activity must be more specific through

the game. Therefore, it can help the students to play easier.

2. For Students


68

In this game, students need to speak using many words. Therefore, to

make the game more fluent, students have to prepare themselves by learning many

words. Each student can bring their own dictionary, so they do not disturb the

other friends. They can also make a list of words by the letters, alphabetically.

3. For Future Researchers

The recommendation for future researchers is future researchers can

interview the teacher after the implementation of Fun Sentence Game. The result

of the interview can be a validation of the research, so the researchers know the

teacher’s opinion after implementation of the game. In the beginning of the

research, the researcher also needs to make sure that the teacher can be

interviewed. It is important that the researcher to make an appointment with the

teacher to have an interview, so the researcher can remind the teacher about the

interview time.


69

REFERENCES

Anthony, R. (1992). Rahasia Membangun Kepercayaan Diri (terjemahan Rita

Wityadi). Jakarta: Binarupa Aksara.

Bandura (1986). Learning, Remembering, Believing: Enhancing Human

Performance Chapter: Self-Confidence and Performance, page 173.

Retrieved on November, 2016, from

https://www.nap.edu/read/2303/chapter/13#173. Washington, D.C.:

National Academy Press.

Bimo, W. (2010). Pengantar Psikolog Umum. Yogyakarta: C.V Andi Offset.

Brown, G. and Yule, G. (1989). Teaching the Spoken Language. Approach Based

on the Analysis of Conventional English. Australia: Cambridge University

Press.

Bygate, M. (1997). Speaking. New York: Oxford University Press.

Erikson, E. H. (1994). Identity and the Life Cycle. New York: W. W. Norton &

Company.

Ersoz, A. (2000). Six Games for the EFL/ESL Classroom. The Internet TESL

Journal, Vol. VI, No. 6, June 2000.

Hambly. (1992). How to Improve Your Confidence. New York: Sheldon Press.

Lado, R. (1964). Language Teaching: A Scientific Approach. New York:

McGraw-Hill, Inc.

Ludewig, A. & Swan, A. (2007). 101 Great Classroom Games. New York:

McGraw-Hill Education.

Kemmis, S & Mc Taggart, R. (1992). The Action Research Planner. Australia:

Deakin University Press.

Nagaraj, G. (2008). English in the World. English Language Teaching:

Approaches, Methods, Techniques. Orient Longman Private Limited.

Pintrich, P. & Schunk, D. (1996). Motivation in Education: Theory, Research &

Applications, Ch. 3. Englewood Cliffs, NJ: Prentice-Hall.

Robbins, S. P. (2003). Perilaku Organisasi Jilid 2. PT. Indeks Kelompok

Gramedia, Jakarta.


70

Saks, A. M. & Johns, G. (2011). Organizational Behavior. Canada: Prentice Hall

Canada

Santrock, J. W. (2011). Educational Psychology. New York : McGraw-Hill

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of

Applied Sport Psychology, 7(2), 112-137

Straughn, H. K. (2009). Life Spirals. St. Louis, Missouri: Chalice Press.

Tarigan D, HG. Tarigan. (1990). Teknik Pengajaran Keterampilan Berbahasa.

Bandung: Angkasa.

Uberman, A. (1998). The Use of Games for Vocabulary Presentation and

Revision. Forum Volume 36 No.1.


71

APPENDICES


72

APPENDIX A

Permission Letter from English Language Education Study Program


73

APPENDIX B

Permission Letter from Dinas Penanaman Modal dan Perijinan


74

APPENDIX C

Observation Checklist of 7C Students in First Cycle

Date: March 10,2017

NO STATEMENTS SCALE

1 2 3 4















NOTE :

The students were ready to follow the learning.

For example : They prepared the book on the table, cleaned the whiteboard and

answered the researcher's greeting.

When the researcher played the video, some students still talked with their

friends. Some students were taking notes from by the video.

There were only two students who raised their hands to answer the researcher's

question.

Some students did not understand about the game.


75

APPENDIX D

Observation Checklist of 7C Students in Second Cycle

Date: March 14,2017

NO STATEMENTS SCALE

1 2 3 4















NOTE :

Students prepared the book, the whiteboard and manual dictionary.

Students answered the researcher's greeting.

Many students took a note from the exercise.

Students asked some words that they have not known before.

Students could mention the animals' behaviors.

Students played the game well.


76

APPENDIX E

Observation Checklist of 7C Students in Third Cycle

Date: March 17,2017

NO STATEMENTS SCALE

1 2 3 4















NOTE :

Students prepared their book, the whiteboard and manual dictionary.

Some students still talked to others friends when the students explain the

material.

Students more prepared about the words.

Students could mention the function of things well.

The topic was familiar to the students.

Students played the game well.


77

APPENDIX F

Questionnaire

Siswa-siswi Kelas VIIC SMP Negeri 15 Yogyakarta yang saya kasihi,

Saya Frederica Cynthia Aviolita, mahasiswi dari Pendidikan Bahasa Inggris Universitas

Sanata Dharma Yogyakarta. Saya sedang melakukan penelitian untuk Skripsi saya yang

berjudul “Using Fun Sentence Game to Motivate Seventh Grade Students of SMP

Negeri 15 Yogyakarta to Learn English”. Kuesioner ini berhubungan dengan persepsi

siswa-siswi dalam menggunakan “Fun Sentence Game” dalam Pembelajaran Bahasa

Inggris. Hasil Kuesioner ini tidak akan memperngaruhi nilai akademik dan tidak akan

dipubliskan, melainkan untuk kepentingan penelitian semata. Atas bantuan dan kerjasama

para siswa-siswi, saya ucapkan terima kasih.

------------------------------------------------------------------------------------------------

KUESIONER

Nomor Absen Responden :

No. Pernyataan

Responses

Setuju Tidak

Setuju

1. Saya menyukai pelajaran bahasa Inggris.

2. Saya tidak menemukan kesulitan dalam pelajaran

Bahasa Inggris.

3. Saya mempunyai niat yang besar untuk belajar Bahasa

Inggris.

4. Saya suka berbicara dalam Bahasa Inggris.

5. Saya tidak takut mengucapkan kata yang salah saat

berbicara Bahasa Inggris.

6. Saya merasa percaya diri saat berbicara dalam Bahasa

Inggris.

7. Permainan Fun Sentence Game membantu saya untuk

memperkaya kata-kata dalam Bahasa Inggris.

8. Permainan Fun Sentence Game memotivasi saya untuk

mencari kata dalam Bahasa Inggris.

9. Permainan Fun Sentence Game memotivasi saya untuk

membuat kalimat yang baik dalam Bahasa Inggris.

10. Saya tertantang berbicara Bahasa Inggris dalam

permainan Fun Sentence Game .


78

Berilah tanda centang (√) pada kolom yang disediakan sesuai dengan jawaban

anda.

Jawab Pertanyaan di bawah ini secara jelas!

1. Bagaimana menurutmu Pembelajaran Bahasa Inggris di SMP Negeri 15?

2. Bagaimana permainan Fun Sentence Game dapat memotivasimu untuk berbicara

dalam Bahasa Inggris?


79

APPENDIX G

The Blue Print of the Questionnaire

NO STATEMENTS THEORY

1 Students' perception about English

learning process : Statement number 1 and

2

Students' perception about Fun Sentence

Game : Statement number 7

Robbins (2003) says that perception

is an individual’s process to interpret

the sensory impressions and get the

meaning from the environment.

Saks and Johns (2011) states that

perception has three components,

namely the perceiver, the target and

the situation.

2 Students' motivation about English

learning process : Statement number 3

Students' motivation about Fun Sentence

Game : Statement number 8, 9 and 10

Schunk (1995) states that motivation

can influence what, when, and how

we learn.

Pinritch and Schunk (1996) state that

motivation influences learning and

performance, and what students do

and learn influences their motivation.

Uno (2007) says that there are

intrinsic and extrinsic motivations

that can be proved by encouragement

and necessity.

3 Students' self-confidence about English

learning process : Statement number 4, 5

and 6

Bandura (1986) states that self-

confidence is the most motivators to

their daily lives.

Hambly (1992) defines that self-

confidence is trust to our self, so

people can face every situation

calmly, self confidence is about our

self and others.

Anthony (1992) says that self-

confidence is about people who can

accept, improve, and positive

thinking to themselves, then they try

to reach what they want.


80

APPENDIX H

The result of the Questionnaire

NO. STATEMENTS PERCENTAGE/ RESPONSE

AGREE DISAGREE

1 Saya menyukai pelajaran bahasa Inggris. (I love

English lesson.) 89% 31 11% 4

2

Saya tidak menemukan kesulitan dalam pelajaran

Bahasa Inggris. (I do not find any difficulties in

English learning process.)

34% 12 66% 23

3

Saya mempunyai niat yang besar untuk belajar

Bahasa Inggris. (I have a big desire to learn

English.)

91% 32 9% 3

4 Saya suka berbicara dalam Bahasa Inggris. (I love

to speak in English.) 57% 20 43% 15

5

Saya tidak takut mengucapkan kata yang salah saat

berbicara Bahasa Inggris. (I am not afraid to make

mistakes in speaking English.)

71% 25 29% 10

6

Saya merasa percaya diri saat berbicara dalam

Bahasa Inggris. (I feel confidence to speak in

English.)

54% 19 46% 16

7

Permainan Fun Sentence Game membantu saya

untuk memperkaya kata-kata dalam Bahasa Inggris.

(Fun Sentence Game helps me to enrich English

words.)

86% 30 14% 5

8

Permainan Fun Sentence Game memotivasi saya

untuk mencari kata dalam Bahasa Inggris. (Fun

Sentence Game motivates me to find English

words.)

91% 32 9% 3

9

Permainan Fun Sentence Game memotivasi saya

untuk membuat kalimat yang baik dalam Bahasa

Inggris. (Fun Sentence Game motivates me to make

good sentences in English.)

91% 32 9% 3

10

Saya tertantang berbicara Bahasa Inggris dalam

permainan Fun Sentence Game. (I am challenged to

speak English when playing Fun Sentence Game.)

69% 24 31% 11


81

APPENDIX I

Interview Transcript

R : Researcher

S : Student

R : Halo selamat siang. Sudah siap diwawancara?

S : Sudah dong miss. Tentang apa sih miss?

R : Tentang ABC 5 Dasar di pelajaran Bahasa Inggris yang kemaren, masih inget

to?

S : Masih dong miss.

R : Sebelumnya sudah pernah bermain permainan ini belum?

S : Sudah miss sama teman-teman, kalau dulu diajarin ibu namanya Sobyong

miss.

R :

Oiya biasanya kalau Orang Jawa menyebut dengan Sobyong kalau Bahasa

Indonesianya lebih sering dikenal dengan ABC 5 Dasar. Biasanya tema yang

dipilih apa?

S : Nama buah, judul lagu, nama binatang, nama jalan di Jogja, nama pahlawan

R : Wah banyak juga ya. Lalu bagaimana pendapatmu untuk permainan yang

diterapkan di dalam Bahasa Inggris?

S :

Kaget miss awalnya, ternyata bisa diterapkan di pelajaran. Tak kira Cuma

namanya yang sama ternyata permainannya memang sama. Menurutku,

dengan mengambil beberapa huruf lalu mencari vocab yang berhubungan

dengan huruf yang diambil, menambah vocab miss jadi menambah informasi.

R : Jadi awalnya enggak tau kalau memang permainan itu yang dipakai? Oiya,

nambah vocab ya terus ada yang lainnya enggak?

S :

Iya miss ternyata sama gamenya. Sama ngomongnya miss kan dari vocab

terus suruh ngomong Bahasa Inggris, awalnya Cuma 1 kalimat tapi

permainannya diulang-ulang jadi buat banyak kalimat pakai kata yang beda.

R : Menurut kamu membantu enggak atau biasa aja dalam pelajaran Bahasa

Inggris?


82

S :

Iya, sangat membantu sih miss ternyata, walaupun cuma game tapi bisa

dijadikan bahan belajar jadi belajarnya enggak spanneng miss, terus dalam 1

hari berarti kita sudah berbicara banyak kalimat miss.

R : Terus, perasaannya pas main ABC 5 Dasar gimana?

S :

Seru dan seneng juga miss, perlu banyak memikir untuk tidak menyebutkan

vocab yang sama terus gimana buat kalimat yang bener. Senengnya soalnya

permainan miss jadi enggak spaneng sama deg-deg an.

R : Menemukan kesulitan enggak waktu bermain?

S :

Tidak ada sih miss, mungkin cuma harus menghapal banyak kata lagi

sebelum bermain, kan kemarin pas yang awal itu enggak tau jadi masih dikit

kata-katanya tapi yang terakhir gampang miss barangnya ada di kelas soalnya.

Terus buat kalimat bahasa Inggris susah sih Miss tapi justru menambah ilmu

juga.

R : Berarti enggak menemukan kesulitan yang sulit banget ya? Kalau saran untuk

permainan ini ada enggak?

S : Mungkin ditambah banyak kata-kata miss sebelum mulai permainannya jadi

pas main kita bisa jawab semuanya.

R : Baik besok kalau ada permainan lagi, Miss kasih banyak kata-kata ya tapi

diapalin lho. trimakasih ya sudah mau menjawab dengan baik.

S : Iya Miss diapalin kok. Sama-sama ya miss.


83

APPENDIX J

Sample of Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMPN 15 Yogyakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / 2

Topik : Tingkah laku binatang

Alokasi Waktu : 2 pertemuan ( 1JPx 40 menit)

A. Kompetensi Inti

KI1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI2 :Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya

diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan

alam dalam jangkauan pergaulan dan keberadaannya

KI3 :Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata

KI4 :Mencoba, mengolah, dan menyaji dalam ranak konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan

membuat) dan ranah abstrak (menulis, membaca, menghitung,

menggambar, dan mengarang) sesuai dengan yang dipelajari di

sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

3.6 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informasi terkait dengan tingkah

laku/tindakan/fungsi orang, binatang, benda, sesuai dengan konteks


84

penggunaanya. (Perhatikan unsur kebahasaan kalimat declarative,

interrogative, simple present tense).

4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi

terkait tingkah laku /tindakan/fungsi orang, binatang, benda, dengan

fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai

konteks.

C. Indikator Pencapaian Kompetensi

3.6.1. Mengidentifikasi struktur teks dalam informasi terkait tingkah laku

binatang di sekitar. (kalimatsimple present tense)

3.6.2. Mengidentifikasi fungsi sosial dalam informasi terkait tingkah laku

binatang di sekitar. (kalimatsimple present tense)

4.6.1. Menyatakan tingkah laku binatang di sekitar dan relevan dengan

kehidupan siswa dalam interview dan kegiatan lain yang terstruktur

secara tertulis dan lisan.

4.6.2. Menanyakan tingkah laku binatang di sekitar kehidupan siswa interview

dan kegiatan lain yang terstruktur.

D. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:

1. Mengidentifikasi tingkah laku binatang secara lisan maupun tertulis.

2. Menyatakan tingkah laku binatang dengan teman sekelasnya secara lisan

ataupun tertulis dengan akurat, runtut dan berterima.

E. Materi Pembelajaran

Fungsi Sosial : Mengidentifikasi dan mengkritisi tingkah laku binatang.

Struktur Teks :

Memulai

Menanggapi (diharapkan/di luar dugaan)

Unsur Kebahasaan :

Pernyataan dan pertanyaan terkait tingkah laku binatang.

Kalimat deklaratif (positif dan negative) dalam simple present

tense.

Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan.


85

Topik : Tingkah laku binatang yang terdapat di rumah, sekolah,

dan lingkungan sekitar peserta didik yang dapat

menumbuhkan perilaku yang termuat di KI.

F. Metode Pembelajaran

1. Metode Ilmiah

2. Pembelajaran Kontekstual

G. Sumber Belajar

1. Kementerian Pendidikan dan Kebudayaan. 2013. Bahasa Inggris, When

English rings the bell. Jakarta: Politeknik Negri Media Kreatif. Hal.76 -

101

2. Binatang di sekitar lingkungan sekolah dan rumah.

H. Media Pembelajaran

1. Media : Gambar binatang dan lembar kerja.

2. Alat dan bahan : LCD, Laptop, spidol, laptop, kamus dan video.

I. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan

1) Guru memberi salam (greeting);

2) Guru memeriksa kehadiran siswa;

3) Guru menyiapkan peserta didik secara psikis dan fisik untuk

mengikuti proses pembelajaran;

4) Guru memberi motivasi belajar siswa secara kontekstual sesuai

manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari,

denganmemberikan contoh dan perbandingan lokal, nasional dan

internasional;

5) Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan

materi yang akan dipelajari;

6) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar

yang akan dicapai;

7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.

Kegiatan Inti

Mengamati

1) Siswa mengamati gambar binatang;


86

2) Siswa mengikuti interaksi menyebutkan identifikasi binatang selama

proses pembelajaran, dengan bimbingan guru;

3) Dengan bimbingan dan arahan guru, siswa menyebutkan tentang tingkah

laku binatang (fungsi sosial, struktur teks, dan unsur kebahasaan);

4) Siswa mengamati kalimat yang menyatakan tingkah laku/tindakan/fungsi

binatang;

5) Siswa mendengarkan kalimat yang menyatakan tingkah laku binatang.

Menanya

1) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

perbedaan struktur penggunaan dalam informasi terkait tingkah laku

binatang dalam bahasa Inggris;

2) Dengan bimbingan dan arahan guru, siswa mempertanyakan cara

menanyakan tingkah laku binatang;

3) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

cara menyatakan tingkah laku binatang.

Mengumpulkan data/informasi

1) Siswa menyebutkan binatang yang ada di sekitar sekolah dan tempat

tinggal;

2) Siswa mendeskripsikan binatang secara berpasangan dengan gambar

binatang yang dibagikan oleh guru;

3) Siswa menanyakan binatang peliharaan yang dimiliki teman sekelas

mereka.

Mengasosiasi/Mengolah Informasi

1) Siswa bekerja berkelompok untuk menuliskan tingkah laku binatang

dengan benar.

Mengomunikasikan

1) Peserta didik mempresentasikan tingkah laku binatang hasil diskusi di

depan kelas.

Mencipta

1) Siswa menyatakan tingkah laku binatang dalam bahasa Inggris dengan

akurat, runtut dan berterima secara lisan.


87

Kegiatan Penutup

1) Peserta didik dan guru melakukan refleksi terhadap kegiatan

pembelajaran dan manfaat-manfaatnya;

2) Peserta didik dan guru memberikan umpan balik terhadap proses dan

hasil pembelajaran;

3) Peserta didik menerima tugas mandiri untuk mendeskripsikan binatang di

lingkungan rumahnya sebagai tindak lanjut kegiatan pembelajaran;

4) Peserta didik memperhatikan informasi tentang rencana kegiatan

pembelajaran untuk pertemuan berikutnya;

5) Peserta didik dan guru mengucapkkan salam penutup.

J. Penilaian Hasil Pembelajaran

Pedoman penskoran: Setiap jawaban benar diberi skor 1 (satu)

INDIKATOR SKOR

Disajikan banyak huruf dalam kotak. Peserta didik mencari

nama hewan dalam Bahasa Inggris. Di bawah kotak

terdapat kata kunci untuk membantu peserta didik

menemukan jawaban. Peserta didik dapat menemukan 20

nama hewan dalam kotak

20

Rubrik untuk Penilaian Ketrampilan

Siswa Menjelaskan Tingkah Laku Binatang

NO ASPEK YANG

DINILAI KRITERIA SKOR

1

Kesesuaian isi

dengan tujuan

penulisan pesan

100% isi sesuai 5

80% isi sesuai 4

60% isi sesuai 3

40% isi sesuai 2

20% isi sesuai 1


88

2 Pilihan kata

100% pilihan kata tepat 5





3 Keterpaduan

kalimat

100% kalimat terpadu dan runtut 5





4 Penulisan kosa

kata

100% penulisan kosa kata tepat 5





5 Ketepatan tata

bahasa

100% penggunaan tata bahasa tepat 5





6 Originalitas

penulisan

100% tulisan hasil pemikiran sendiri 5






89

APPENDIX

Finding Words Exercise on Second Cycle

Finding 20 words about animals in this following table. Then, describe the

animals’ behavior.

The example : The fish swims in the pond.

The monkey eats bananas everyday.

The leopard run quickly.

Z E B R A V Y U F R M

G C B E W R A T L W O

O F I S H O A P O H N

R P R R V O L B W C K

I A D O G E N F B H E

L N P H T C E S N I Y

L D E A G L E K J C T

A A L E O P A R D K Q

A N S B X D S H E E P

K I T T E N I P H N Q

W L J E L L Y F I S H

E X C V I T U R T L E

A _ _

B _ _ D

C _ I C _ _N

D _ _

E _ G _ _

F I _ _

G _ R _ _ L _

H _ _ _ E

I _ _ E _ _ T

J _ _ _ Y F _ S _

K _ _ T _ N

L _ O _ A _ D

M _ _ K _ Y

O _ L

P _ _ DA

R _ _ _ IT

S _ _ E _

T _ R _ LE

W _ L _

Z _ _ R _


90

APPENDIX L

Crossword Exercise on Third Cycle

THINGS IN THE CLASSROOM

Write the things in the box after that make a sentence about the things’function appropriate

with the picture.

1. 4.

2. 5.

3. 6.

1. 19.

11. 18. 16. 17.

14. 15.

15. 2.

3.

4.

12. 13. 20.

5.

6. 7.

8.

9.

10.


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7. 14.

8. 15.

9. 16.

10. 17.

11. 18.

12. 19.

13. 20.

The example :

Ani uses the map to find a country.

Kiki uses the pen to write homework.

Ifa brings the picture to decorate the class.


92

APPENDIX M

Photos of Cycles


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