THE EFFECTIVENESS OF APPLYING GAMES TOWARDS

THE LEARNING MOTIVATION AND THE ENGLISH PERFORMANCE

OF WIDYA WACANA’S STUDENTS OF YEAR 5

CHAPTER I

INTRODUCTION

A. Background

English has the important role in this super modern and globalization era.

Many countries from all over the world use English as the international language.

English can be a bridge toward the communication of the different people with the

different languages and cultures from the whole world. There are many aspects that

can be connected to English, such as commerce, technology, social aspects, cultures,

and many more. Without English, it is impossible for the people from the different

countries to make the connection in all aspects of life. Therefore, English helps many

countries to develop themselves by increasing many possibilities to extend their

capacity to make the connection and cooperation so easily.

Indonesia, as one of the countries facing the globalization era, also really

needs English. By communicating with English, the Indonesian people can make

some links with many people from other countries. This condition can really bring

Indonesia to the better future and development. The free trading that also happens in

Indonesia can be easily done by the good communication in English, as an example.

That is one of many proofs that reaffirm English as an important language in

bringing Indonesia to the good development in the future.

1
 2

Because English has handled the very important role for the development of

Indonesia, it is really important to teach English to the students of Indonesia as early

as possible. Teaching English to the young learners, in this case are the elementary

school’s students is really wise to be done. The younger students learning English,

the better they can master it. It is because in the young age, English can be learned

better by the elementary school’s students than if it is learned in the older age, for

instance, in the mature age. By teaching English as early as possible, it is also

expected that the young learners can obtain and master English as well as possible

for the important key in increasing the better development of Indonesia.

As the young learners, the students of elementary school usually get the

simple English materials that can be understood easily by them, such as materials

about family, government, transportation, body, things around us, and shape. The

materials are relatively simple and easy to be learned by the beginners of English like

them.

The good strategies are really needed in teaching English to the young

learners of the elementary school. Those are needed to ease the English teaching

process to the young learners. As beginners, it is common if they can not always

master the materials. However, the good and attractive way of teaching English will

affect the students to study English as easy as possible. In the other words, it will

attract the motivation of the students, so it will automatically attract their English

performance. Also, as young learners, students always want some fun and interesting

activities, so they will not get bored in studying English. If they study in such a tense

situation, it will make them difficult to understand the English materials. Therefore,
 3

the effective strategy in teaching English to the elementary school’s students will

ease them in understanding the English materials.

Considering the situation above, the writer had done the job training in

Widya Wacana II Elementary School, Surakarta. The writer had a good chance to be

an English teacher teaching the students of year 4, year 5, and year 6. Also, the writer

really loves children and thinks that teaching English to the young learners is really

enjoyable and challenging.

As the effective strategy in teaching English to the elementary school’s

students, the writer applied the games to attract the students’ desire in learning

English. Remembering that English is not always difficult to be learned by the young

learners, the writer used game as the facilitator to make students enjoy in learning

English. Besides, by using game, the writer thought that it will make them learn

English easily.

In order to limit the scope of report, the following are the main topics that

have been formulated, as follows:

1) How the games can be so effective toward the students’ learning motivation.

2) How the games can make such an effective way toward the students’ English

performance.

The strategy, that is applying games, reaffirms the writer’s desire to help the

students in learning English in a new way with such an enjoyable situation, so they

can be motivated to learn English and they can accept the materials easily. Besides,

they can also produce the good English performance. The topic chosen is the

effectiveness of applying games towards students’ learning motivation and students’

 4

English performance. Finally, the topic also becomes the great consideration in

finishing this final project report.

B. Objectives

The objectives of this Final Project Report are:

1. To identify the effectiveness of applying games towards the student’s

learning motivation.

2. To find out the effectiveness of applying games towards the students’

English performance.

C. Benefits
It is hoped that this Final Project Report will give some advantages for:

1. The Institution, Widya Wacana II Elementary Shcool, Surakarta

It is hoped that the institution can obtain some advantageous inputs from this

final project report in increasing the more quality teaching.

2. The English Teacher

It is expected that the English teachers can get some beneficial knowledge

toward the effective English teaching by applying games.

3. The Readers

Hopefully, the readers can accept some benefits with a good perception and

knowledge about the effective way in teaching young students by applying

games.
 5

CHAPTER II

LITERATURE REVIEW

A. Teaching and Learning

According to Jeremy Harmer (1991), teaching is an activity carried out by

someone to give knowledge to others. “Teaching is guiding, facilitating, learning,

enabling the learners to learn, and setting the condition for learning” (Brown,

2000:7). Moreover, Harmer states that there are some issues that the teachers should

point out to be a good teacher:

1. a teacher should make his/ her lesson interesting

2. a teacher should have lots of knowledge

3. a teacher must love his/ her job

4. a teacher is an entertainer in a positive sense not in negative sense.

Teaching is very important matter for the teachers in guiding and enabling

the students to learn, and getting the knowledge as much as possible. Therefore, a

good method of teaching will affect the result of learning. According to Harmer

(1991:239), the success of a teaching method depends on good organization and on

the students knowing exactly what they are to do.

Avedon & Brian (1971) states that learning is the process of acquiring

modifications in existing knowledge, skills, habits, or tendencies through experience,

practice, or exercise. Besides, Hadfield (1990), points out that learning is the act,

process, or experience of gaining knowledge or skill through schooling or studying.

Therefore, learning can be defined as the cognitive process of acquiring skill or

 6

knowledge by means of study, practice, and/or experience. Both teaching and

learning are very important. They support each other, and can not be separated.

B. Games

According to Sdorow, a game is an activity with some rules engaged in for

an outcome. A game’s tools and rules are also important, because they will result in

its requiring skill, strategy, and chance. A game is an activity with rules, a goal, and

element of fun, which is divided into two kinds: competitive games, in which players

or teams race to be the first to reach the goal, and cooperative games, in which

players or teams work together towards a common goal (Hadfield, 1998:4).

Actually, game can be defined as a structured or semi-structured activity,

usually undertaken for enjoyment, and sometimes also used as an educational tool.

Game has some components; they are goals, rules, challenge, and interactivity. Also,

game makes use of a variety of techniques. The variety of techniques is really

important in language teaching. The techniques of game used include guessing,

searching, matching, exchanging, collecting, combining, arranging, card games,

board games, puzzles. The variety of games’ techniques will ease the language

learning.

According to Wright (1984), games can be generally classified into 5, they

are: 1. Educational or informative games, 2. Sports games, 3. Sensorimotor games

(e.g. action games, arcade games, etc.), 4. Other vehicular simulators games, 5.

Strategy games (e.g. adventure games, role-playing games, puzzles, etc.).

 7

Here, language game is also important to be discussed. According to Lois

Shawver, language game is a system of manipulating spoken words to render them

incomprehensible to the untrained ear. Wittgenstein (1965), states that language

game is the whole process of using words as one of the games by means of which

children learn their native language, and sometimes speak of a primitive language (a

new language). Actually, language games, in the simple context, are the games that

children play that enable them to learn the language. They can be learned without the

children knowing what the words mean. The words can be memorized along with

actions corresponding to the words. Children learning English are taught such

mechanical responses before they understand the meaning of what they do and say

(Wittgenstein, 1965).

Carrier (1990:10), points out that one of the best ways of doing teaching is

through games. Games can lower anxiety, thus, making the acquisition of input more

likely (Richard-Amato, 1996:147). “They (games) are highly motivating and

entertaining, and they can give shy students more opportunity to express their

opinions and feelings” (Hadfield 1990:118).In the easy, relaxed atmosphere, which is

created by using games, the students remember things faster and better (Woolkfolk

&McCune Nicholich, 2004:371). Games are often used as short warm-up activities

or when there is sometimes left at the end of the lesson. Yet, Richard-Amato (1996)

states that a game should not be regarded as a marginal activity filling in add

moments when the teachers and class have nothing better to do. According to Carrier

(1990), there are some effective ways in using games in the classroom: 1. Teachers

should consider the level of the game to fit students’ language level, 2. Considering
 8

students’ characteristics, 3. Considering when the game should be used, 4. Teachers

should be able to play and overact sometimes to help the students feel comfortable to

join the activity. This means that the teachers should thoroughly understand the game

and its nature and be able to lead the game. The most important factor is that games

should be used when they can give students both fun and educational meaning,

otherwise, there will be a waste of time.

C. Motivation and Learning Motivation

Motivation is psychological processes that arouse, direct, and maintain

behavior toward a goal (Sdorow, 1998:374). Motivation is also defined as the

impetus to create and sustain intentions and goal-seeking acts (Kendler, 1963).

According to Woolfolk & McCune Nicholich (2004:357), motivation is a desire to

achieve a goal, combined with the energy to work towards that goal.

Motivation is one of the factors that influence the choice of strategies used by

students learning a foreign/second language. More motivated students tend to use

more strategies than less motivated students, hence, they tend to be more successful

(Kendler, 1963). Motivation is really important, because it can affect the success of

students in learning something.

Motivation can affect the learning process. Kendler (1964:265), states that

one of the factors that influence the choice of strategies used among students learning

a second/ foreign language is motivation. Therefore, learning motivation is needed in

learning process. According to Woolkfolk & McCune Nicholich (2004), learning

motivation is something (motivation/ desire) that makes a learning process happens.

 9

Actually, it is very important to motivate the learners in the language learning

process. According to Woolfolk & McCune Nicolich (2004:366), the learners usually

do not care about the learning process, when the class becomes something scary,

unpredictable, and the learners do not know what to do. “When the teachers consider

about the attitude and the need of the students, the motivation of participating the

lesson will be greater” (Woolfolk & McCune Nicolich, 2004:372). The situation of

the class and the teaching method of the teachers are really affected the motivation of

the learners. Therefore, the good and enjoyable situation of the class and the good

method of teaching are really needed in increasing the motivation of the learners

towards the learning process. The fulfillment towards the need of the students is also

important. Actually, the need of the students is the enjoyable and good situation of

the class. “To make the students feel comfortable and safe with the lesson, the

teachers can organize some extra activities” Woolkfolk & McCune Nicholich (2004).

In this case, extra activities, such as games, can highly motivate the students in

joining the language learning process.

D. Performance

Schultz (1988) states that performance is the manner in which or the

efficiency with which something reacts or fulfills its intended purposes, or the

execution (accomplishment) of work, acts, feats, etc. Performance is getting the job

done, and producing the result that you aimed at (Avedon, 1971). According to

Locke and Wright (1984), performance is one type of goals which focus on

achieving normative-based standards, doing better than others, or doing well without
 10

a lot of efforts. Performance is also called normative goals or ego- involvement

goals.

From the definitions above, performance can be defined as a thing done or

carried through an achievement, a deed, an act, and a feat. In the other words, it is the

act of doing something successfully. Improving performance is about achieving more

and making more of a difference. It is not about doing more. Performance

improvement is not something done once. It is a continuous process of review and

action.

As games have many advantages towards the language learning process, it is

really appropriate to be used in the class. According to Hadfield (1990), games can

contribute to students’ skills if they are incorporated into the classroom, particularly

if they are used to reinforce or introduce a grammatical rule or structure. Therefore, it

is quite a good idea to incorporate games in daily classes. Games are very effective

and supportive activities in contributing to students’ language skills and students’

performance. Therefore, playing games in the classroom can enormously increase

students’ ability in using the language, because the students have a chance to use the

language with the purpose in the situation provided. Also, games contain the

enjoyable activities and fun situation, which make the good condition of the class

that enable the students to increase the performance in the language learning process.
 11

CHAPTER III

DISCUSSION

In this chapter, the writer will discuss the main points about this final project

report. There are four main points that will be discussed, namely; school description,

teaching activities, the teaching process by applying games, and the effectiveness of

applying games towards students’ motivation and students’ English performance.

A. Description of Widya Wacana II Elementary School Surakarta

1. Widya Wacana II Elementary School, Surakarta

Widya Wacana II Elementary School is a private elementary school

administered by Widya Wacana Foundation which is a Christian Foundation. This

private school represents one of the high quality elementary schools in Surakarta. It

is located at Jalan Veteran 174-176 Surakarta, built on October 31, 1951. This school

is divided into 3 main parts of buildings; classrooms, an office room, and some other

facilities. There are 12 classrooms, because in each grade there are 2 parallel classes,

class A and B. The second part of building is the office room, containing the

headmaster’s room and the teachers’ room. There are a small medical room, a

teachers’ bathroom, a kitchen behind the office room, and a library beside it. Also,

there are other buildings as the facilities of this school, such as a computer room, and

students’ bathrooms (four boy’s bathrooms and three girl’s bathrooms). There are

also two-separated parking areas, for the teachers and the students in the different

location.
 12

Widya Wacana II Elementary School has a big square in the middle of the

school that is used for ceremony, sport activities, and playing activities. There are

three small canteens to fulfill the needs of the students and the teachers to eat and

drink.

This school has one head-mistress who has the duties to handle every single

school activity and other matters related to school’s development. Also, there are

twelve teachers who have the responsibility to lead the teaching and learning

activities in each class. There are also other teachers teaching some subjects, such as

English, sport, religion, and computer.

2. The Vision and Mission of Widya Wacana II Elementary School Surakarta

a. The vision of Widya Wacana II Elementary School

To carry out and develop the high - quality educational institution by

applying the Christian-base teaching method.

b. The mission of Widya Wacana II Elementary School

To educate, to teach, and to guide the students to be the graduates as the good

human resources who have the good skills and master the knowledge and

technology, also have the understanding about the meaning and the purposes to be

the Christian people having the life foundation to apply the God-Words in the daily

life.
 13

B. The job training Activities

1. Class Observation

Before doing the teaching activities in Widya Wacana II Elementary School,

the writer had done the class observation in the class of year 5. The objects observed

also include the teaching method used by the English teacher and the teaching and

learning activities happening in the class.

There are two parallel classes for the students of year 5; class 5A and class

5B. Both of them have no more than 30 students, at the average age between 10-11

years old. The students of year 5 only study the Basic English lesson, such as the

simple communication (both spoken and written), simple vocabularies, and simple

English grammar. The writer also observed the teaching method used by the English

teacher. First, she introduced the new vocabularies to her students, and then she gave

the material containing the grammar. Finally, she asked her students to do the tasks

related to the material. Actually, she also permitted her students to ask some

questions about the material that they did not understand before giving the tasks for

them. The English teacher used the hand-book provided by the institution in teaching

the English materials to her students. The book is entitled Study with Gogoo, which

is a book published by a Singapore publisher. The writer used the English Exercises

for Elementary School (LKS) as the hand-out book in teaching English materials.

This hand-out book really helps the writer to teach the students of year 5, because it

contains many exercises and simple materials that make her easy to teach them. The

book is also completed with nice pictures in each topic provided. Besides, the writer

used the book entitled Start with English.

 14

Actually, the students of year 5 are really enthusiastic in learning English in a

fun situation without leaving the teaching and learning process seriously. Based on

the writer’s observation, the students there can accept the materials easily if they are

far away from stress in the class and the tense situation. They made noises by

chatting each other and disturbing their friends if the class was monotonous and did

not have something that attracted them. Therefore, the writer used games as the

facilitator in making the enjoyable atmosphere of the class. Actually, the condition

will make them relax and enjoy following the English class.

2. Class Activities

The teaching and learning process in Widya Wacana II Elementary School

begins at 07.00 am. The writer had the chance to teach English on Monday and

Thursday. She had 80 minutes to give the English lesson to the students. The writer

always started the lesson by saying greeting to them, and the students replied to greet

her. She said, “Good morning, students!”, and they would answer, “Good morning,

Miss!”. This is the routine greeting done in the class before the teaching and learning

process happens. By greeting, the students will be accustomed to speak or to

communicate simple English.

Besides, the writer asked some questions related to the topic that would be

learned to the students to stimulate them to join the interactive class. She wanted

every student feel enjoy to join the class, without having fear ness about the lesson.

She tried to warm the situation of the class. She also said to the students that English

is really an enjoyable lesson. She said to the students that she would study English
 15

with them in fun and enjoyable situation where they could accept the material easily,

because they were not in the tense situation. She also ensured the students that

everyone could master English easily if they loved English.

Actually, the writer always tried to be closer and closer to the students when

she taught them. Therefore, they would not feel that a teacher is a “strange” person

teaching them in a tense or monotonous situation, but they would consider that a

teacher was a “friend” giving them useful knowledge. It is so important to create the

good relationship between the teacher and the students firstly, because it can really

ease the teaching and learning process then. Also, the writer planned the activities

during the English lesson before to reach the expected goals. The writer was focused

to increase the speaking and writing skill of the students, including the vocabulary

mastering.

3. Syllabus Making
The writer had to make a syllabus to help her in creating the effective

teaching and learning process. The well-arranged and complete syllabus was

expected to give the examples of the materials taught and the theoretical information

towards the teacher as the basic of the curriculum development philosophy. Below is

the syllabus that will be discussed in this final project report, as follows:

Level of learners : Students of year 5 of elementary school

Topic : Shape

Standard of Competence : Spoken and written communication using many kinds

of appropriate expressions accurately and fluently in

a simple monologue of a simple description.

 16

Table 1. The Syllabus

Basic Topic Outcome of the study Language Forms Keywords

Competence
Actional Shape
Competence

1. Listening • Giving correct • A:What is Noun: oval,

Understanding responses about the shape of circle,
the short spoken word speech in a wheel? semicircle, etc.
monologue in conversation • B:It is a
terms of a text circle. Adjective: oval,
simple • Answering • A:What is a circular,
description questions about wheel like? semicircular,
conversation • B:It is etc.
according to circular.
the topic

2. Speaking • Question – • A:What is

Finding every Response and the shape of
meaning in a doing simple this thing?
simple monologue in • B:This is a
expression / terms of a square.
word and simple
spoken description
monologue in about shape
terms of a • Identifying
simple about shape
description words which
have been
learned
3. Reading • Reading the
Understanding • A:Can you
texts about draw a
the text in terms shape by using
of a simple circle?
correct • B:Yes, I
description pronunciation can.
and intonation
• Reading and
answering
questions about
shape
4. Writing
Writing words, • Writing kinds • A:What are
phrases, and of shape you
simple sentences • Writing drawing?
monologue in • B:I am
terms of drawing a
completing box.
dialogue about
shape
 17

C. The teaching process by applying games in year 5

a. The Stages of the Teaching Process

Basically, there are three steps involved in the process of teaching English in

year 5, as follows:

1. Warming up (motivating strategies)

2. Presentation

3. Production

In the teaching process of English, it is important for the students to be active

and to be enjoyable with the lesson. To make it happen, the teaching process was

begun by giving the chance for them to answer the questions simply. The writer used

English first to ask them, and then she translated it into Indonesian. Furthermore, the

writer let the students to answer the questions as they could. If they answered in

Indonesian, or in the other words, they did not know the English version for the

answers, the writer would change or translate their answers into English. Actually,

the writer used English in the class to make the students accustomed to it.

1. Warming Up (Motivating Strategies)

The earliest step in the teaching process is warming up (Motivating

Strategies). It is called motivating strategies because this step is the right step where

the writer had the chance to motivate the students to follow the lesson desirably and

enjoyably. First, the writer attracted them by saying greeting cheerfully, so they

would not be fear or doubt in joining the lesson. She also said that she would give the

enjoyable lesson, which was different from the routine English lesson that made

them enjoy and master the materials easily.

 18

This step is divided into some parts:

1. Asking some questions

2. Eliciting some vocabularies

3. Introducing the topic, and

4. Mentioning the objectives of the lesson

Before starting to explain the lesson, the writer asked some questions to the

students. She asked in English first, and then she translated the questions into

Indonesian. It made them understand clearly about the questions. Besides, she asked

in an enjoyable way to attract students’ attention. She also spread the motivation to

them by giving rewards towards their answers. Then, the students would answer the

questions spontaneously as well. As the students of year 5 are beginners in English, it

is common if they could not always answer in English well. Sometimes, they

answered in Indonesian. The writer then translated those answers into correct English

vocabularies by writing them on the whiteboard, and permitting them to make a note

the vocabularies written. She gave the way to pronounce the vocabularies to the

students. She also asked the studnets to follow the pronunciation of the vocabularies

after her. Then, she asked them to read the vocabularies by themselves as the

checking wat whether they could pronounce the vocabularies well or not. Actually,

the writer also introduced the topic that they were going to learn about, and

mentioned the objectives of the lesson that they had to master in the end of the

lesson.
 19

2. Presentation

The presentation strategy is the second step in the teaching process. This step

is done by presenting the new material for the students. Actually, the writer usually

asked the students to open the hand-out given to them. Then, the writer started to

explain the material clearly and understandably. As an example, she showed the

pictures about kinds of shape to the students. Therefore, they would really know

kinds of shape and the name of the kinds of shape. While showing the interesting

pictures to them, the writer made the interactive-communication, for instance:

• The teacher: “Do you know what that is?”

• The students: “That is a rectangle.”

By doing the interactive communication, the students could increase better

pronunciation and spelling. It is important to increase their speaking ability. Also, the

communicative activities forced them to be motivated in joining the class without

fear ness or shyness. Besides, the writer also gave simple dialogue in a form of short

simple texts for them. She asked the students to practice the dialogue texts with her

for first. Then, she explained the meaning of the dialogue texts. After that, she asked

them to practice the dialogue in front of the class with their partners while saying that

she really loved the active students. Actually, there were many students who wanted

to come in front of the class. It was so amazing that the writer could know the way

they practiced the dialogue. Then, she explained the grammar from the dialogue

texts. The writer also made some corrections towards their way to pronounce well.

Finally, she asked them whether they had understood or not about the material

learned.
 20

3. Production

In the two previous steps, the students had known the vocabularies about

shape and had practiced the dialogue texts well. Also, they knew and understood

about the grammar taught before. The last step was the production step. In this step,

the students were asked to apply what they had learned in a form of doing some tasks

or exercises. Here, the role of the students was very active, because the writer only

guided them as simple as possible. Also, she applied games in this step to measure

the level of memorizing and understanding of the students. The games were made as

simple as possible in groups to ease them in doing the games well without neglecting

the cooperative and fun aspect.

b. The Games Applied in the Teaching Process

Actually, games have so many advantages. The aim to apply games in the

classroom is to help the students increase their motivation and performance.

Applying games is the good strategy that eases the students in studying English fast

and easily. Moreover, games can lower anxiety of the students, thus making the

acquisition of inputs more likely. They are highly motivating and entertaining, and

they also can give shy students more opportunity to express their options and

feelings. They can help the students to be more active and cooperative.

Actually, the writer used some kinds of games as the facilitators to help the

students memorize even master the material well and easily, as follows:
 21

1. Completing the Missing Letters and Arranging Letters.

These two games are quite similar. They are simple and easy to be done. The

students can do them in groups. The example of those games can be seen as follows:

a. Completing the Missing Letters

1.

• R _ c _ _ n _ l _ =…

2.

• C _ _ c l _ =… , etc.

b. Arranging Letters

• a – v – l – O =…

• i– r – C – l – c – e =… , etc.

2. Puzzle

Doing puzzle is interesting for the students. They had to do this in groups that

consist of 4 - 5 students. They had to do the games as fast as possible to be the

winner. The following is the example of the puzzle about kinds of shape:
 22

3. Word - Guessing and Writing Game

The writer also made another creative game to be applied in the class as the

other good strategy. The name of the game is word – guessing and writing game. In

this game, the students had to guess or say the name of the things based on the

pictures, and then they had to write the name of the things into a good order. By

applying this game, the writer expects to increase the ability of the students in

speaking and writing skills well. The rules of this game are quite simple. Of course,

she explained the rules of the game well and understandably to the students. She also

gave the demonstration to ease the playing of the game by the studnets. The purpose

of giving demonstration is to to ease them to do the game, so they will not make any

meaningful mistakes in playing the game because there is no missinterpretation.

Firstly, she divided the class into 5 – 6 groups where each group consists of 4 – 5

students. Secondly, the writer prepared some pictures such as about kinds of shape.

The writer gave some pictures for each group based on the amount of the students in

each group. Then, they had to guess or say the names of those kinds of shape. Then,

one student from each group represented their group in front of the class. If they

could say the name of the shape well, they had to write their right answers on the

whiteboard. Both how to pronounce and how to write were important. If they were

wrong, they did not have score. The best group would be the winner.

In this session, the students were really active and enthusiastic. This game

could stimulate them to remind the vocabularies easily. Their ability in speaking and

writing also increased automatically. By applying the games, the writer proved that

games are not only fun and enjoyable, but games also increase the motivation and the
 23

English performance of the students of year 5. Certainly, the game above is just one

of many effective games that have to be applied in the class.

Furthermore, applying games is believed to ease the students increase the

good performance and to gain the self confidence in learning and mastering English

more and more. This teaching strategy is really highly motivating and interesting to

be applied in the class. Therefore, it is really easy to reach the expected goals

towards the language learning process. The good strategy in teaching will affect the

positive acquisition result.

D. The Effectiveness of Applying Games towards Students’ Learning

Motivation and Students’ English Performance

Games have many advantages towards the teaching and learning process. The

writer really accepted many advantages during applying games in the English lesson.

Besides spreading fun and enjoyable situation, games also persuade all students to

cooperate or to join the lesson more enjoyable and interesting. Games do not make

the range between the writer and the students. It means that the writer could measure

how far their understanding and ability toward the material given. In fact, they were

better in understanding and mastering the material in an enjoyable situation than if

they studied in a tense-monotonous situation that can increase their anxiety towards

the English lesson.

From the first time of applying games in the class, the writer had big attention

from the students that made them more enthusiastic to join the English learning

process. As a result from the increasing of their motivation, they loved English more
 24

and more. In every chance of teaching English, they were very optimistic to join

every step of teaching and learning process. They also gave warm reception to follow

the English lesson. Moreover; they were waiting for the other chance to join the

English lesson applying games. It proves that applying games in teaching English has

nice effectiveness towards students’ learning motivation to learn English more and

more.

As had been observed by the writer, the students could do the tasks or

exercises better through playing games than if they did the tasks in an usual teaching

method. It is not always true that games only have fun aspect without having the

educational one. In fact, games can really help the students in increasing their

English performance. The English ability of the students increased rapidly because

they had the chance to be more active. Moreover, games gave the chance for very

shy students to be more and more active in class. As a result, their ability in doing the

tasks was better and better. The teaching method of applying games can really affect

the acquisition of the good mark of the students. It proved that games can really

affect the good students’ English performance.

Applying games in the class can really produce some advantages toward the

students. Therefore, the writer states that the effectiveness of applying games

towards students’ learning motivation and students’ English performance can be seen

as follows:

1. The students are highly motivated since games are amusing, interesting, and

at the same time challenging.

 25

2. Games encourage the students to interact, communicate, and cooperate.

Moreover, games can give shy students more opportunity to express their

opinions and feelings.

3. Games can lower students’ anxiety and stress, thus making the acquisition of

input more likely.

4. Games help the students see beauty in a foreign language, and not just

problems that at times seem overwhelmly. They do not worry about errors

and punishments, even; they will learn a grammatical rule and have a chance

to use it.

5. Games provide language practice in the various skills; speaking, writing,

reading, and listening. Besides, the mark of doing tasks can increase well,

because they can learn English better and faster by playing games.

6. Games can enormously increase students’ ability in using English, because

they have a chance to use English in the situation provided. Also, games will

link the students to the real world, because they can actually speak like this

outside the classroom.

 26

CHAPTER IV

CONCLUSION

A. Conclusion

There are some conclusions that can be gained based on the discussion in

Chapter III. The conclusions are as follows:

1. The English teaching process by applying games can be divided into three

steps; they are warming up (motivating strategies), presentation, and

production. The use of game itself was hold in the last step that is the

production step. There are some games applied in the production step, such as

completing the missing letters, arranging letters, puzzle, and word-guessing

and writing game. The games can stimulate the students to be more and more

active and to be cooperative each other. Playing games can make them feel

enjoyable and comfortable to join the English learning process. Actually,

before the games were played by them, the writer explained the rules of the

games first. Demonstrations were applied to help them to understand and to

follow the rules well. Then, the writer asked them to play the games based on

the rules that had been explained before.

2. By teaching English applying games in the class, the writer can prove that

applying games in the English teaching and learning process is an effective

strategy to be done. There are some advantages that can be gained, such as

increasing students’ learning motivation and students’ English performance.

In fact, teaching English applying games in the year 5 of Widya Wacana II

Elementary School proves that games are really highly motivating because
 27

they are amusing, interesting, and challenging. Besides, games can increase

students’ ability in the various skills, namely writing, speaking, reading, and

listening. In doing tasks by applying games, they are also hardly perfect. In

the other words, they can master the materials easily and do the tasks well

without having any meaningful errors. Therefore, the application of games in

the English teaching can really affect and increase students’ learning

motivation and students’ English performance. Finally, it really becomes an

effective strategy in teaching English successfully.

B. Suggestion

Based on the conclusions that have been explained, the writer wants eagerly

to give some suggestions, as follows:

1. The Institution, Widya Wacana II Elementary School, Surakarta

The role of game tools is really important as it is one of the factors that

support the success of English teaching and learning process. It is expected

that the institution provides any kinds of game tools, such as kinds of flash

cards, puzzle boxes, etc. It is also expected that those game tools can help the

students to be more enthusiastic and motivated to join the English lesson.

2. The English Teachers.

It is not wasted-thing to apply games in the English class. It is really expected

to apply games in order to help the students in learning English easily and

fast in an enjoyable situation. This effective strategy is expected to be good

method applied by the English teachers in the English teaching and learning

process.
 28

BIBLIOGRHAPY

Amato, Richard, P.A. 1996. Making It Happen. New York: Addison-Wesley

Publishing Group.

Avedon, M.E & B.S. Brian. 1971. Learning Through Games; the Study of Games.
New York: John Wiley & Sons, Inc.

Brown, H. D. 2000. Principles of Language Teaching and Learning. New York:

Longman.

Carrier, M. 1990. Take 5: Games & Activities for The Language Learners. UK.

Hadfield, J. 1990. A Collection of Games and Activities for Low to Mid –

Intermediate Students of English. Hongkong: Thomus and Nelson and Sons,
Ltd.

Harmer, Jeremy. 1991. The Practice of English Language Teaching. London:

Longman.

Kendler, Howard H. 1963. Basic Psychology. New York: Meredith Publishing

Company.

Schultz, M. & A. Fisher. 1988. Interacting in the Language Classroom; Games for
All Reasons. Massachusetts: Addison-Wesley Publishing Company.

Sdorow, Lesterm. 1998. Psychology: Fourth Edition. USA: The Mc Graw-Hill

Companies, Inc.

Wittgenstein, Ludwig. 1965. Philosophical Investigations. New York: The

Macmillan Company.

Woolfolk, Anita E. & Mc Cune-Nicholich. 2004. Mendidik Anak-anak Bermasalah

(Psikologi Pembelajaran II). Depok: Inisiasi Press.

Wright, Andrew. 1984. Games for Language Learning. Cambridge University Press.