42

CHAPTER IV
THE RESULTS OF THE STUDY

A. Research Process
As mentioned in the previously chapter, I conducted an action research at
SMPN 2 Srandakan. This research was consisted of three cycles and every cycle
has pre-test and post-test to measure the students mastery of grammar. Every
cycle consisted of six steps, they were: 1) identifying the problem, 2) planning the
action, 3) implementing the action, 4) observing and monitoring the action, 5)
evaluating and reflecting the result of the observation, 6) revising the plan. Before
describe the wholeness of the actions, there is the summary of the research as
follows:
Table 15. Summary of the Research
Topic
: English Grammar
Class used for AR : 8th year of SMP 2 Srandakan
Case
: Students grammar mastery was low.
Proposed solution : Using puzzle to help the students learning
grammar
Cycle
: 3 cycles
Cycle I
Sub topics: Simple present tense, Simple past tense, Pronouns.

English

Identifying the problem:; Students still confused in using Tenses;

Students argued that English was difficult subject; Students grammar
mastery was low
Planning: I prepared everything related to the action; source of materials,
lesson plan, students worksheet, puzzles. Before implemented the action, I
gave the students pretest to measure their achievement in grammar, which
would be thought. The materials were taken from unit 1 Fauna that
consisted of simple present tense, simple past tense, and pronouns.
Implementing: I used puzzles and crossword puzzles as teaching aid to
help me transfer the materials. I asked the students to arrange the puzzles
depend on the materials. They were working individually and in group.
Observing and Monitoring: I found that almost of the students

43

considered that English was difficult subject matter. They became

unwilling and afraid to make mistake in learning English. When the
puzzles were implemented in teaching and learning process, the class
became life. Although some of the students could not finish the puzzle.
They became active and enthusiastic in learning grammar. They looked
enjoy because learning grammar using puzzles was something new for
them. It is supported with Winkels argument (1991: 310) that ..siswa
.yang bermotivasi instrinsik, yang merasa senang dalam belajar
disekolah, dan yang mampu mengolah dengan baik secara mendalam,
akan jauh lebih siap untuk mengadakan transfer belajar, dibanding dengan
siswa yang kurang bermotivasi, kurang berperasaan senang, dan kurang
mampu mengolah dengan baik.
Evaluating and Reflecting the result of the observation: At the end of
the cycle, the students posttest was given as an evaluation of the action.
The result of posttest would be compared with the results of the pretest to
measure their achievements before and after the action. I found that there
was raising mean score from 5.2 to 6.4. Even though, the teaching and
learning process run well, but the result of that process was not satisfied.
Their motivation in learning English was not optimal. There were the
students who did not the test well. They let the students answer sheet still
blank. They still confused if I gave them three grammatical items at once
Revising the plan: I would present one grammatical term to the students in
the next cycle. I had to encourage the students to learn English more. I told
them that English is very important, especially in global era.
Cycle II
Sub Topic : Present perfect tense

Identifying the problem: the students motivation was not optimal. It was
caused their English grammar achievement still low.
Planning: I gave the students pretest first, before implemented the action
to know their knowledge about the present perfect tense. The material that
would be thought was present perfect tense that involved in unit
Friendship. I prepared lesson plan, material, worksheet, and puzzle.
Implementing: I presented present perfect tense then asked the students to
do worksheet that consisted of 3 tasks. In task I, they answered the question
orally. Then, they had to complete the crossword puzzle in task II
individually. In task III, they were asked to arrange the puzzles in-group.
Observing and Monitoring: The process of teaching and learning process
in cycle 2 was more active than in cycle I. firstly, they still worried to make
mistake. It could be seen when they were answering the questions. They
were braver answer the questions together than individually. To encourage
them, I told the important things why we have to learn English. When I
asked them to arrange the puzzle, they were enjoying this activity without
pressure. They felt learning grammar was easier through puzzles. It could
raise their motivation in learning. This suitable with Tompkins argument in
Walgito (2004: 217) that motivation has relationship with emotions. These

44

emotions are appearing energy to drive, so there is motivational power. The

emotions are (1) interest or excitement, (2) enjoyment or joy, (3) surprise.
Evaluating and Reflecting the result of the observation: I took posttest
in the end of cycle. The mean score was increasing from 5.1 to 6.4. Cycle
II was more successful than cycle I. Teaching grammar using puzzles made
the students more active, because they were involved in this activity. This
condition made me enjoyed in handling my teaching process.
Revising the plan: I applied same steps on Cycle III. I used different
puzzle, so they were not bored with this activity. Cycle III was handled to
make sure whether puzzles were appropriate or not as a teaching aids to
improve students grammar mastery.
Cycle III
Sub Topic: Comparison Adjective
Identifying the problem: I need to convince that the puzzle was
appropriate technique to improve students grammar mastery.
Planning: in last cycle, I would present Comparison adjective that is
contained in unit Recreation. I prepared everything relation to the
material would be presented, namely; lesson plan, worksheets, puzzles. As
starting point, I took pretest to know students mastery about comparison
adjective.
Implementing: I explained Comparison adjective then asked the students
to do worksheet that consisted of 3 tasks. In task I, they answered the
question orally. Then, they had to make sentences based on the pictures in
task II individually. In task III, they were asked in-group to arrange the
puzzles depend on the pictures. I used quite different puzzles in order to
avoid boredom.
Observing and Monitoring: in the last cycle, they gave good attention and
participation during my implementation. All of the students were involved
in activities in the class. They became active, with group activities. Each
student gave ideas how to arrange puzzle in to correct answer. I like this
atmosphere. I was a facilitator in this activity. I gave the students
questioner to support my data that I have found.
Evaluating and Reflecting the result of observation: as evaluation, I took
posttest in the end of cycle. The mean score was increasing from 6.5 to 7.4.
Teaching grammar used puzzles made the students more active, because
they were involved in this activity. It was needed teacher creativity to make
various puzzles, so the boredom can be avoided.
Final reflection: the observation result showed that every cycle has increasing
both on the students motivation and on students mastery. It can be concluded
that using puzzles in teaching grammar can improve the students grammar
mastery, especially at eighth year of SMP 2 Srandakan. Nevertheless, a
weakness appears when the technique applied monotonously. Through the
appropriate technique, both the teacher and the students have best way in
teaching -learning process. The teachers are easier to transfer the material. It is
suitable with Wingkels opinion (1991: 189) that Dengan menggunakan

45

media pengajaran, tenaga pengajar dapat memperkaya dan memperdalam

proses belajar-mengajar dikelas, misal untuk membangkitkan motivasi,
memberikan orientasi, memberikan ilustrasi, mengadakan evaluasi,
memberikan tugas, memberikan ringkasan dan seterusnya.
The research was started when I taught extracurricular class at SMP N 2
Srandakan. I faced some problems during teaching and learning process. It came
from my students who argued that English is difficult to be learned, especially
English grammar. They still confused to define grammatical term in the text. The
effect of the problem concretely could be seen from the low achievement of the
students in either daily test or final test. It was not surprising that they failed on
UAS ( Ujian Akhir Sekolah) because of their English score.
I interviewed the English teacher class in the SMP 2 Srandakan, which
the research was carried out to know her opinion about the causal factor of the
problems. From the interviews, the teacher said that; (1) English is the spook for
the students, so that only about 10 % of them who able using English, 2) the
students motivation is low, (3) the students faced difficulties in using English
structure (grammar). (4) In order to avoid boredom, she tried to use role-play but it
was not effective, because the students became noisy. (5) She used traditional
teaching as technique to transfer the materials.
Considering of those cases, as a teacher I had responsibility for overcome the
problems. I handled classroom action research that was intended to solve the
problem. This research was conducted from February to April that was focused on
improving students grammar mastery using puzzles as teaching aid.

46

The research findings were taken from the result of the students
participations and achievements during the action research. The data were also
taken from observation, interview and the students documents. Then the
description of the action research can be explained briefly as follows:
1. Cycle 1
a.

Identifying the problem

The problem referred to the students achievement was still low and
students opinion that English was difficult subject matter.

b. Planning the action

Before action was implemented, I had prepared everything related to the
action. I prepared the source of the materials and the lesson plan as guidance in the
teaching. I made students worksheet that consisted of some tasks. Fauna unit
was chosen for the first material to be taught. This unit consists three grammatical
terms or structures, there are; simple present tense, simple past tense, and
pronouns.
I also prepared the pre-test and post test to know the students achievement
before and after the action. Thus, I took written pre-test on Thursday 2 February
2006 that used the material was taken from their handle book. The test was also
given at the end of the cycle as a posttest. Hence, the differences between the
results of the two tests can be known.

47

c.

Implementing

In this cycle, I used puzzle and crossword puzzle as teaching aids to help
me in transferring the material. This action was divided in four steps, namely;
warming up, presentation, practice and production. These four steps were
conducted in four meetings or 4x 90 minutes.

1) First meeting
a) Warming up
After greeting, I reminded the students that day they got pre test. The pre
test consisted of the material they had on eighth year of junior high school. The
materials were taken from their handbook.

b) Presentation
I asked the students to do the test that had been distributed. They did the
examination well.

c) Practice
I asked the students to arrange the sentences suitable with the material.

d) Production
The students completing the sentences

48

2) Second meeting
a) Warming up
On Thursday, 9th February 2006 at 1.45 pm I entered the class and brought
the puzzle in the boxes. All of the students entered the class, and then the class was
started at 02.00 pm. After greeting, I asked the students who were absent that day.
The students reminded to announce the result of pretest. One of them (eka) said,
bu, bagaimana hasil tes yang minggu kemaren? Pasti jelek ya bu? Bahasa inggris
itu sulit bu!. Whose mean; Mom, how were the results of the test last week? It
must be bad, isnt? English is difficult, mom.

The other agreed with Ekass

opinion and said, ya, bu sulit. Whose mean; Yes mom, it is difficult. I told them
that we were going to learn English using different way, which was puzzle. I
showed how to use the puzzle in learning English, especially grammar. They look
interested and said, o, begitu .mengasyikan, bu!. Whose mean; oh, just like
thatit is fascinating, mom!

b) Presentation
I told that they were going to learn grammatical terms in the Fauna unit.
I told them that fauna unit consists of three grammatical terms and for the first
presentation. Before learning grammar through puzzles, I would review on Simple
Present Tense and Simple past tense. Firstly, I asked the students to identify simple
present tense. When I asked them to answer my questions about the material, they
just whispered each other and looked afraid to answer. Then, I started to explain
simple present tense and gave some examples.

49

30 minutes later, I explained the next materials, simple past tense. I asked
the students to identify it. Then, I started to explain simple past tense and gave
some examples. I also explained how to arrange the correct sentences of the
materials using puzzles. The next activity, I asked some of the students to arrange
the puzzle in front of the class. They were practicing to arrange the puzzles depend
on the materials they got.

c) Practice
I asked the students to complete the crossword puzzle and asked some of
students to write the questions in the black board. While they wrote in the black
board, I checked around the other students works. Some of them did the
crossword puzzle correctly.

d) Production
In this stage, the students were divided in to ten groups and were asked to
make a simple crosswords puzzle. Then I asked them to exchange their crosswords
puzzle with others group to be corrected.

3) Third meeting
a) Warming up
What I did in this activity was quite same as the activity in first meeting.
After greeting, I asked the students what we had discussed in the last meeting.

50

There was still one grammatical item that would be continued in this meeting. I
asked the students what they know about pronouns.

b) Presentation
I distributed the copies of the material to the students and asked them to
pay attention. I gave a chance to the students asked for the difficult terms before I
explained the material. 15 minutes later, I explained the material and gave some
examples.

c) Practice
I distributed worksheets for the students. This worksheet consists of task I,
II, and III. On the task 1, I asked the students to answer the question orally. While,
the task II, I asked the students to solve the crossword puzzle individually.
Moreover, on the task III, the students made groups that consist of four students.
They were asked to arrange the puzzle to be correct sentences and identify it.

d) Production
In this stage, the students were asked to create sentences using the words
on the puzzles and identify it, for example; did Compsognathus like leaves?
(Simple past tense), do you have a pet? (Simple present tense)

51

4) Fourth meeting
a) Warming up
After greeting, I reminded the students that day they got pos test to know
the students achievement before and after the action. The posttest consisted of the
material that had presented.

b) Presentation
I distributed the posttest and asked the students to do that. After they had
finished the test, I checked the students answers with the students while reviewing
the material.

c) Practice
I asked the students to make sentences on task II

d) Production
The students gave correction to the sentences on task III

d. Observing and Monitoring the Action

Monitoring was very important to do, because it was done to know the
students involvement in the class during the implementation of the action. From
monitoring the teaching learning process, I found that almost of the students
considered English is difficult subject. It was seen when one of them said,

52

bahasa inggris itu sulit, bu! The others agreed with her opinion and said, ya
bu, sulit. Consequently, they became unwilling and afraid to make mistake in
learning English. Therefore, I responded their opinion and said, jangan bilang
sulit dulu, nanti kita coba belajar bahasa inggris dengan puzzle ini. Whose
means; do not say like that, we try to learn English using puzzles. I also gave
comment that it was natural when we have mistakes in learning something.
I observed all activities when the learning grammar by puzzle was
implemented. The activities teaching learning process became life. Although some
of the students could not complete the puzzle and they could not finish the
exercises well, but they became active and enthusiastic in learning grammar.
Moreover, the result of the posttest was good enough. There were increasing mean
score from the pre test that was 5.2 to 6.4. From forty students, 17 students who
got scores lower than mean score of pretest, while on the posttest, there were 14
students who got scores lower than mean score.
Nevertheless, I was not satisfied with the result because the involvement
and motivation of the students were not improving significantly. In the further
observation, I found that the students faced difficulties if they got three
grammatical terms at once, I worried it could be influence their achievement in the
next learning.

e.

Evaluating and Reflecting the result of the Observation

By observing and monitoring the action, I concluded that puzzle help them
to learning grammar easier. They enjoyed learning grammar without afraid to

53

make mistake, even they did not finish complete the crossword puzzle. It was
looked that the students motivation was not optimal. At the end of this cycle, I
gave the students a posttest to measure the students mastery in learning grammar.
The written posttest was held on Thursday 23 February 2006. Moreover, I
compared the result of the pretest and posttest to know the improvement of their
mastery. The results both of two tests can be described on the chart as follows:
Graphic 1. Students Scores on Cycle I

(n = 40 students)

There were found that in the pretest 17 students and in the posttest 14
students of the students did not do the test well. It could be seen this improvement
was not satisfy. From the reflecting of the observation, I concluded that cycle one
did not give satisfaction result.

f.

Revising the Plan

I had the problems that to be solved in the next cycle like, the students felt
that English is the difficult subject matter, so affected the students motivation in
learning English was not optimal. I would try to solve this problem and encourage

54

them in learning English by puzzle. I would realize them that English is important
to be learned. Therefore, to make easier for the students learning grammar, I would
give only one grammatical term in the cycle II.

2. Cycle II
a.

Identifying the problem

Based on the result of cycle one, it was necessary to me to think about the
ways to solve the problem faced in cycle one, that is the students motivation to
learn English was not optimal. Some of them taught that English is difficult
subject matter. Therefore, they reluctant to learn English hardly. It is a reason why
their English scores and participation in learning process were still low.

b. Planning the action

Before implementing the action, I made pair work as teaching activities to
encourage the students who were not active yet to be more active. I also made
students work sheet in order the action could be done well and the teaching
objective could be achieve as well. I would explain a grammar terms, present
perfect tense that is contained in unit Friendship.

c.

Implementation

As stated in cycle one, I used puzzles with different unit and grammar
terms. I also divided the action into four steps as the first cycle, namely warming
up, presentation, practice and production. This cycle conducted on 3 x 90 minutes.

55

1) First meeting
a) Warming up
After greeting, I told the students that day they got pre test for cycle II. The
materials were taken from their handbook.

b) Presentation
I asked the students to do the test that had been distributed. In this cycle II,
They did the examination more seriously.

c) Practice
I asked the students to arrange the sentences suitable with the material.

d) Production
The students were asked to complete the sentences on the task.

2) Second meeting
a) Warming up
After greeting, I asked the students who were absent that day. I gave
intermezzo to the students for a moment and told them the reason why English is
important to be learned. I encourage them to learn English more. I also told them
that do not be afraid to make mistake in learning something. I told the students that
we were going to learn next term whose topic present perfect tense, which is
involved in unit friendship

56

b) Presentation
I told the students that day they were going to learn present perfect tense,
which is involved in unit Friendship. Before explained the material, I gave the
copies of material and asked the students to pay attention. After the students have
read the material, I started too explained. The students followed my explanation
enthusiastically. I convinced they have understood with my presentation with
completing the simple crossword puzzle.

c) Practice
Approximated 60 minutes later, I distributed worksheets for the students.
This worksheet consisted of task I, II, and III. On the task I, I asked the students to
answer the question orally. Most of them could answer those questions correctly.
While, on the task II the students were asked to solve the crossword puzzle
individually. The last, on the task III, I asked them to work in a group. I asked
them to arrange the puzzles in to correct sentences and identified those sentences.
All of the students were involved and looked enjoy did this puzzles.

d) Production
In this step, the students were asked to make present perfect tense
sentences used the words on the puzzles. Then, they had to identify those
sentences, for example She has been a nurse for three years (positive sentence)

57

3) Third meeting
a) Warming up
After greeting, I reminded the students that day they got pos test. The
posttest consisted of the material that had presented.

b) Presentation
I distributed the posttest and asked the students to close their book. I asked
the students to do the test individually. They looked enthusiastic doing the test
because they want this test better than before. After they had finished the test, I
checked the students answers with the students while reviewing the material.

c) Practice
I asked the students to make sentences on the worksheet

d) Production
The students could do the test well. The mean score was raising 5.1 to 6.4.

d. Observing and monitoring

In cycle 2, observing and monitoring was also carried out during the
implementation of the action. I found that some of the students still worried to
make mistake when answered the questions. After being advised, that English is
important to be learned, the students attitude toward English was better than
before. Then, I used puzzles to be arranged depend on the material they had learn.

58

They were not pent up if they made some mistakes or failed to arrange the puzzles.
One of them said, kalau seperti ini belajarnya sambil bermain ya bu? whose
means; it likes learning while playing. He also said, lha wong cuma kaya ngisi
teka-teki silang jadi kalau njawabnya salah nggak papa, nggak ngerasa bodho
bu. Whose means; it just filling the crossword puzzle, if there was fault, it does
matter, it was not looking foolish.
The process of teaching and learning in cycle II was more active than in
cycle I. it could be seen from the fact that most of the students became more active
to response the teacher explanation. Some of them tried to answer and response
my questions and instruction. They were braver answer the question together. They
did the exercises more enthusiastic and did not easier to give up when faced
difficult questions. They looked enjoy doing this activities because they never got
this technique before. They felt learning grammar easier with puzzle. When I
asked the students to do the tasks, they prefer did the task in-group.
Good atmosphere were created in the class. This condition made me enjoy
in handling my teaching process. I only became facilitator because they were
active by themselves. This condition could be felt by other students in SMP 2
Srandakan. One of them said kelas 8A itu sedang ngapain to bu, kayake kok
asyik banget? Mbok kapan-kapan gantian kelas 8B bu!.

e.

Evaluating and Reflecting

As the evaluation in the cycle II, I gave a posttest on Thursday 16 march

2006. Later, I compared the scores of pretest and posttest to know the differences

59

before and after the action. There was found that the mean score was increasing,
5.1 in the pretest to 6.4 in the posttest. On pre test, there were 23 students who got
the score lower than mean score, while in the posttest there were 17 students. The
comparison both of two tests can be described on the chart as follows:
Graphic 2. Students scores on Cycle II

(n= 40 students)

By observing the result of monitoring, I could conclude that teaching

grammar used puzzles making them more active because most of them were
involved in learning process. Through the puzzles, they got new experience that
had brought a good influence to increase students motivation in learning grammar.
They could practice without being forced. Moreover, this technique is appropriate
to improving students motivation in learning grammar.

f.

Revising the plan

Based on the result above, I said that Cycle II was more successful than
Cycle I. to make sure whether the steps of Cycle II were appropriate or not, I tried

60

to the same steps in the next action on Cycle III with different grammatical term
and puzzles so, they were not bored with the activities.

3. Cycle III
a.

Identifying the problem

In order to make convincing whether the puzzles was appropriate technique

in improving the students mastering of English grammar, I conducted the third
cycle.
b. Planning the action
The teacher made a lesson plan, students work sheet, and puzzles in order
the action could be done well and the teaching objective could be achieve as well.
In this cycle, I would explain a grammar terms, comparison adjective that is
contained in unit recreations. Before implementing the action, I gave the students
pre test to know their mastery of comparison adjective on Thursday 23 march
2006.
c.

Implementation

As usual, I used puzzles with different unit and grammar terms. I also
divided the action into four steps, namely warming up, presentation, practice and
production as the first cycle. The cycle was conducted in 3 x 90 minutes.

61

1) First meeting
a) Warming up
After greeting, I told the students that day they got pre test for cycle II..
The materials were taken from their handbook.

b) Presentation
I asked the students to do the test that had been distributed. In this cycle II,
They did the examination more seriously.

c) Practice
I asked the students to arrange the sentences suitable with the material.

d) Production
The students completing the sentences

2) Second meeting
a) Warming up
After greeting, I asked the students who were absent that day. I told
the students that we were going to learn next term whose topic comparison
adjective. From the pre-test resulted that their score was good enough. It indicated
that they had the material before. Then, I wrote some questions about comparison
adjective in the black board and asked the students to answer it orally. Some of
them could answer correctly. They answer these questions confidently.

62

b) Presentation
Thursday 6th April 2006, I conducted the presentation of the third cycle to
convince whether puzzles were effective techniques in teaching and learning
grammar. During the action, the students gave full attention to my explanation and
they would ask me if faced some problems with the material.

c) Practice
Thereabouts 45 minutes explained the material. I distributed worksheets for
the students. This worksheet consisted of task I, and II. On the first task, I asked
the students to answer the question orally. This questions could be answered most
of them correctly. Moreover, on the task II the students did the task in a group.
They were asked to arrange the puzzles to be correct sentences depend on the
pictures. All of the students worked hardly and looked enjoy completing the
puzzles.

d) Production
In this step, the students were asked to create comparison adjectives
sentences depend on the pictures and the words on the puzzles.

3) Third meeting
a) Warming up
After greeting, I told the students that day they got pos test and it was the
last test of the action.

63

b) Presentation
I asked the students to close their book and distributed the posttest. I asked
the students to do the test individually.

c) Practice
I asked the students to do the test quietly. After they had finished the test, I
checked the students answers with the students while reviewing the material

d) Production
They looked enthusiastic and confident did the last test.

d. Observing and monitoring

In last cycle, observing and monitoring was also carried out during the
implementation of the action. Thereof, I found that the students become more
active than before. They gave good attention and participation during my
explanation. It could be seen that most of them always try to guest my question
and respond my instruction confidently. When the students had difficulties in the
process of learning, I helped and supported them. In fact, they looked enjoy
completing the puzzles that was given. In the last meeting, the students were given
a questioner as the data to be analyzed. The questioners consists of five questions,
there are;
1. Bagaimana pelajaran bahasa Inggris menurut anda?
2. Apakah guru pernah menggunakan media/alat bantu dalam
pengajaran bahasa Inggris?

64

3. Apakah pernah menggunakan puzzles dalam pengajaran bahasa

Inggris?
4. Belajar bahasa Inggris menggunakan puzzle menurut anda
bagaimana?
5. Perlukah guru menggunakannya sebagai media Bantu untuk
belajar bahasa Inggris?
After analyzed the questioner was resulted; 1) 57.5% of the students argued
that English was difficult subject, 2) 95% of the students told that the teacher used
tape as teaching aid in the listening activities, 3) 100% of the students confessed
that they never used puzzle before in the teaching learning process, 4) 80% of
them said that puzzle was the challenging activities, 5) 95% of them agreed that
puzzle is important to be used in teaching learning process.

e.

Evaluating and Reflecting

As evaluation, I gave posttest on Thursday 13th April 2006. There was

found that 70% of the students did the test well and confidently. The students
scores both of two tests can be described on the chart as follows:
Graphic 3. Students scores on Cycle III

(n=40 students)

65

The mean score of the posttest was 7.4. There were twelve students got the
score lower than mean score. While, the mean score of the pre test was 6.5. There
were 19 students who got the lower scores than mean score. Therefore, I compared
the result of pretest and posttest to convince that using the puzzles could help the
students learn grammar easier.

6. Final reflection
The observation result showed that every cycle has increasing both on the
students motivation and on students mastery. It can be concluded that using
puzzles in teaching grammar can improve the students grammar mastery,
especially at eighth year of SMP 2 Srandakan. Nevertheless, a weakness appears
when the technique applied monotonously. Through the appropriate technique,
both the teacher and the students have best way in teaching -learning process. The
teachers are easier to transfer the material.

B. Research Findings
In particular, concerning with the results among of the cycles, it can be
concluded that there are improvements of the students grammar mastery that is
showed with the raising of scores. Moreover, the students motivation in learning
English was also increasing.

66

The research findings can be showed as follows:

Table 16. Research Findings
Research Findings
Learning Atmosphere

Before Research
The class was strained
Students were passive
because they afraid to
make mistake.

Students
achievement

After Research
The class became live
and relaxed
Students were more
active and enthusiastic
following the class.
They had no worried,
when
they
made
mistake.
Students like did this
activity in-group

Students achievement
was low

Students achievement
was increasing

Students
Students did not give
involvement in the
full attention
class

Students were more

active.

Students motivation

motivation

Students motivation
was improving

opinion English Grammar was

English
difficult

English Grammar was

easier through puzzles

The students became

English
noisy when the teacher
asked them to do some
exercises

The students
more
enjoy
exercises
puzzles.

Students
about
grammar
Learning
grammar

Students
was low

were
did
using

The research findings would be supported with students scores during the
actions. The scores were taken from pretest and posttest in every cycle. The result
of teaching grammar had increasing from cycle one to cycle two, likewise in cycle

67

two to cycle three. The percentage of the students scores whose over the mean
score can be described on the chart as follows:
Graphic 4. The students scores
(% )

65

60

57.5

70
52.5

42.5

( % of the students scores above the mean score. N=40)

Those research findings proved that puzzles gave influence in teaching and
learning English grammar. Puzzle can improve students grammas mastery as long
as it was not monotonous activity. Puzzle as teaching aid made the students more
enjoy and enthusiastic learning grammar. They were motivated to involve the
activities in the class without being forced.