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DESIGNING MONOPOLY BOARD GAME

AS MEDIA FOR LEARNING SIMPLE PAST TENSE

FOR EIGHTH GRADE STUDENTS OF SMP N 1 SLEMAN

TITLE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Girinda Kapindi

Student Number: 141214035

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2019

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

vi

ABSTRACT

Kapindi, Girinda. (2019). Designing Monopoly Board Game as Media for Learning

Simple Past Tense for Eighth Grade Students of SMP N 1 Sleman. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

English is one of compulsory subjects taught in Indonesia. In Indonesia,

English as compulsory subject starts at junior high school level. Based on the

experiences of the researcher’s internship program at SMP N 1 Sleman on grade

eight, the researcher found that the students had difficulty and had no intention in

understanding simple past tense. Another difficulty found was the unavailability of

learning media which could trigger them on learning simple past tense. Referring

to those difficulties, the researcher made a Monopoly board game as media for

eighth grade students of SMP N 1 Sleman. The designed game was aimed to

motivate the students in learning simple past tense.

This research was conducted to design Monopoly board game as media for

learning simple past tense for the eighth grade students. Therefore, the researcher

formulated two research questions: (1) How is Monopoly board game as media for

learning simple past tense for eighth grade students of SMP Negeri 1 Sleman

designed? (2) What does Monopoly board game as media for learning simple past

tense for eighth grade students of SMP Negeri 1 Sleman look like?

In order to answer the first research question, the researcher implemented

five steps of Research and Development (R&D) method by Borg and Gall (1983).

The R & D was integrated with nine steps of constructing games by Bell and

Wiekert (1985). In designing Monopoly board game, the researcher started with

research and information collecting, planning, developing preliminary form of

product, preliminary field testing, and the last step was main product revision. In

addition, this research used two instruments to gather the data in the need analysis

and validation i.e. questionnaires and test. The participants of this research were 31

eighth grade students of SMP Negeri 1 Sleman and three English Language

Education Study Program’s lecturers of Sanata Dharma University.

The second research question was answered by presenting the Monopoly

board game as media for learning simple past tense for eighth grade students. This

game contained of three main parts those were the board, the cards, and the rules.

There were four types of exercises in the cards. They were Verb Form, Error

Recognition, Jumbled Sentence, and Short Answer. The researcher conducted

the evaluation by distributing questionnaires to the three lecturers. The result of the

questionnaires showed 83.3 as the interval mean score of the Monopoly board game

and was categorized as “Excellent”. As the result, the Monopoly board game was

concluded acceptable for the eighth grade students.

Keywords: Monopoly board game, eighth grade students, simple past tense


vii

ABSTRAK

Kapindi, Girinda. (2019). Designing Monopoly Board Game as Media for Learning

Simple Past Tense for Eighth Grade Students of SMP N 1 Sleman. Yogyakarta:

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris adalah salah satu mata pelajaran wajib yang diajarkan

di Indonesia. Di Indonesia, bahasa Inggris sebagai mata pelajaran wajib dimulai

di tingkat sekolah menengah pertama. Berdasarkan PPL peneliti di SMP N 1

Sleman pada kelas VIII, peneliti menemukan bahwa siswa mengalami kesulitan dan

tidak memiliki niat dalam memahami simple past tense. Kesulitan lain yang

ditemukan adalah tidak tersedianya media pembelajaran yang dapat memicu

mereka untuk belajar simple past tense. Mengacu pada kesulitan-kesulitan itu,

peneliti membuat permainan papan Monopoli sebagai media untuk siswa kelas VIII

SMP N 1 Sleman. Permainan ini bertujuan untuk memotivasi siswa dalam belajar

simple past tense.

Penelitian ini dilakukan untuk merancang permainan papan Monopoli

sebagai media untuk pembelajaran simple past tense untuk siswa kelas VIII. Oleh

karena itu, peneliti merumuskan dua pertanyaan: (1) Bagaimana permainan papan

Monopoli sebagai media untuk pembelajaran simple past tense untuk siswa kelas

delapan SMP Negeri 1 Sleman dirancang? (2) Seperti apa bentuk papan permainan

Monopoli sebagai media untuk pembelajaran simple past tense bagi siswa kelas

delapan SMP Negeri 1 Sleman?

Untuk menjawab pertanyaan yang pertama, peneliti menerapkan lima

langkah metode Riset dan Pengembangan (Litbang) oleh Borg dan Gall (1983).

Litbang diintegrasikan dengan sembilan langkah membuat permainan oleh Bell

dan Wiekert (1985). Dalam mendesain permainan papan Monopoli, peneliti

memulai dengan penelitian dan pengumpulan informasi, perencanaan,

pengembangan bentuk awal produk, pengujian awal lapangan, dan langkah

terakhir adalah revisi produk utama. Selain itu, penelitian ini menggunakan dua

instrumen untuk mengumpulkan data dalam analisis kebutuhan dan validasi yaitu

kuesioner dan tes. Partisipan dalam penelitian ini adalah 31 siswa kelas VIII SMP

Negeri 1 Sleman dan tiga dosen Program Studi Pendidikan Bahasa Inggris

Universitas Sanata Dharma.

Pertanyaan penelitian kedua dijawab dengan menyajikan permainan

papan Monopoli sebagai media untuk pembelajaran simple past tense untuk siswa

kelas delapan. Permainan ini berisi tiga bagian utama yaitu papan, kartu, dan

aturan. Ada empat jenis soal dalam kartu. Mereka adalah Verb Form,

Recognition Error, Jumbled Sentence, dan Short Answer. Peneliti melakukan

evaluasi dengan membagikan kuesioner kepada ketiga dosen tersebut. Hasil

kuesioner menunjukkan 83,3 sebagai skor rata-rata interval dari permainan papan

Monopoli dan dikategorikan sebagai "Sangat Baik". Sebagai hasilnya, permainan

papan Monopoli disimpulkan dapat diterima untuk siswa kelas VIII.

Keywords: Monopoly board game, eighth grade students, simple past tense


viii

ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ

and Mother Mary for always giving me everything what I need. I would also thank

to Him for giving me loving people who always supported me in doing my thesis.

My deepest gratitude expresses to my beloved advisor, Drs. Pius

Nurwidasa Prihatin, M.Ed., Ed.D., for his patience, guidance, and advice. I would

also like to express my thanks to Miss Patricia Angelina, S.Pd., M.Hum., as my

academic advisor. Without their guidance, I would not reach this point.

I would like to express my gratitude to my Babe Yulianus Sumarja and my

Mak Kuntari Subiyati. They are my motivation and greatest reason for finishing

my thesis. I also would like to thank to my sister, Lulutiana Pisani and all my

family who always supported me.

I also would like to thank the family of SMP Negeri 1 Sleman for their

willingness to become my inspiration to write this thesis. I would like to thank to

Class VIII A for always welcoming and supporting me. Also, my deepest gratitude

to Ibu Sumiyarsih, S.Pd., for supporting me in doing my thesis.

My very special thanks to Rene Santa Danastri, Brigitta Arni Pritadewi,

and Elisabeth Susanti Hestiwi for always be my side since senior high school. My

very special thanks also to Verina, Wendi, Jason, and Vianney for willingly

accompany and help me with the thesis. I would like to thank Ringgo for his help

on my design. I would like to thank Atta, Bene, Agus, Yosep, Ucok, and Panji

who always giving me laughter everytime. My special thank also goes to all of my


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PBI 2014 Class B small, Class A, and every friend in university who give me

experiences, loves and supports. In addition, special thank also goes to my brothers

in Warung who always support me by giving me delicious food.

Girinda Kapindi


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TABLE OF CONTENTS

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

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

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

LEMBAR PERNYATAAN PERSETUJUAN ............................................................ v

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS .................. v

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

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

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

TABLE OF CONTENTS ........................................................................................ x

LIST OF TABLES ............................................................................................... xiii

LIST OF FIGURES ............................................................................................. xiv

LIST OF APPENDICES ....................................................................................... xv

CHAPTER I ............................................................................................................ 1

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

B. Research Questions ...................................................................................... 4

C. Research Significance .................................................................................. 4

1. Eighth Grade Students of SMP Negeri 1 Sleman ..................................... 4

2. English Teachers of SMP Negeri 1 Sleman .............................................. 4

3. Future Researchers ................................................................................... 5

D. Definition of Terms ...................................................................................... 5

1. Simple Past Tense .................................................................................... 5

2. Monopoly Board Game ............................................................................ 6

3. Learning Media ........................................................................................ 6

4. Junior High School ................................................................................... 7

CHAPTER II ........................................................................................................... 8

A. Theoretical Description ................................................................................ 8

1. Jean Piaget: The Cognitive Theory of Language Development ............... 8

2. Adolescent Learners ................................................................................. 9

3. Game for Language Learning ................................................................. 10

4. Constructing Games ............................................................................... 11

B. Theoretical Framework .............................................................................. 13


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CHAPTER III ....................................................................................................... 16

A. Research Method ........................................................................................ 16

1. Research and Information Collecting ..................................................... 18

2. Planning .................................................................................................. 18

3. Developing Preliminary Form of Product .............................................. 19

4. Preliminary Field Testing ....................................................................... 19

5. Main Product Revision ........................................................................... 20

B. Research Setting ......................................................................................... 20

1. The Setting of Research and Information Collecting ............................. 20

2. The Setting of Preliminary Field Testing ............................................... 20

C. Research Participants ................................................................................. 20

1. The Participants of Research and Information Collecting ..................... 21

2. The Participants of Preliminary Field Testing ....................................... 21

D. Instrument and Data Gathering Technique ................................................ 21

1. Questionnaire .......................................................................................... 21

2. Simple Past Tense Test ........................................................................... 22

E. Data Analysis Technique ........................................................................... 23

1. Analyzing Data from Research and Information Collecting .................. 23

2. Analyzing Data from Preliminary Field Testing .................................... 24

CHAPTER IV ....................................................................................................... 25

A. Designing Monopoly Board Game as Media for Learning Simple Past

Tense ................................................................................................................. 25

1. Research and Information Collecting for Designing .............................. 25

2. Planning the Design ................................................................................ 28

3. Developing Preliminary Form of the Design ......................................... 31

4. Preliminary Field Testing of the Design ................................................ 31

5. Main Product Revision ........................................................................... 33

B. Presenting Monopoly Board Game as Media for Learning Simple Past

Tense ................................................................................................................. 35

1. The Board ............................................................................................... 35

2. The Cards ............................................................................................... 36

3. The Rules ................................................................................................ 36

CHAPTER V ......................................................................................................... 38


xii

A. Conclusions ................................................................................................ 38

B. Recommendations ...................................................................................... 39

1. For English Teachers .............................................................................. 39

2. For Future Researchers ........................................................................... 40

REFERENCES ...................................................................................................... 41

APPENDICES ...................................................................................................... 43


xiii

LIST OF TABLES

Table 4.1 The Percentage of Statement Agreement .............................................. 26

Table 4.2 The Description of Evaluators .............................................................. 31

Table 4.3 The Result of Obtaining Data from Evaluation .................................... 32


xiv

LIST OF FIGURES

Figure 3.1 The Integrated R &D Cycle and Constructing Games ........................ 17

Figure 4.1 The Illustration of Monopoly Board Game ......................................... 35


xv

LIST OF APPENDICES

Appendix 1 The Letter of Permission from KESBANGPOL ................................ 44

Appendix 2 The Letter of Permission from Faculty ............................................. 45

Appendix 3 Questionnaire for Research and Information Collecting ................... 46

Appendix 4 Test for Research and Information Collecting .................................. 48

Appendix 5 The Result of the Test for Research and Information Collecting ...... 50

Appendix 6 Questionnaire for Preliminary Field Testing ..................................... 51

Appendix 7 The Board of Monopoly Board Game ............................................... 53

Appendix 8 The Cards of Monopoly Board Game ............................................... 54

Appendix 9 The Rules of Monopoly Board Game ............................................... 55


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CHAPTER I

INTRODUCTION

In chapter one, the researcher presents the introduction of the research.

There are four sections in this chapter. The sections are research background,

research questions, research significance, and definition of terms in this chapter.

A. Research Background

English is one of compulsory subjects taught in Indonesia. In Indonesia,

English as compulsory subject starts at junior high school level. However, some

pre-schools have use English as one of their subjects but not as compulsory subject.

Even though Indonesian people have become more familiar with English, English

is still believed as difficult subject to be understood. It is difficult for Indonesian

because English is considered as a foreign language (EFL) in Indonesia. Close

(1962) states that English presents special difficulties in each country and in each

different set of circumstances. Most Indonesian’s students are difficult to

understand English because it requires understanding on distinctions of verb-tense.

While in Indonesia, there is no such things like distinctions of verb-tense.

Based on the experiences of the researcher’s internship program at SMP

Negeri 1 Sleman on grade eight, the researcher found that the students were difficult

to understand and have no intention on learning simple past tense. Even though

grammar was also slightly taught in this school by the teachers before starting a

new chapter or even when correcting the students’ assignments, the students still


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found it difficult to understand grammar and simple past tense. Moreover, because

that was their first time learning simple past tense, the students found some

difficulties on learning it. In the previous semester, the students learnt about present

continuous tense that in some ways are different with simple past tense especially

on the use of verbs. Thus, sometimes it makes the students difficult on learning

simple past tense.

Another problem that the researcher found was the unavailability of learning

media which could trigger the students on learning English. The English teachers

in this school tend to use only book and module to be the learning media. Hence,

the students feel bored with the learning media they always use. Furthermore, SMP

Negeri 1 Sleman using Curriculum 2013 in which the students are required to be

active in the learning process by themselves. In this case, using a new and

innovative media is needed to attract them towards the topic being discussed. By

using new and innovative learning media, the students gain more attention and

interest on learning by themselves. Briggs (1970) defines learning media as physical

means which are used to send messages to the students and stimulate them to learn.

The learning media should not only engage the students on learning, but involve

them into the activity. In addition, it will be easier for the students to learn simple

past tense when they are being involved in the learning process through media.

Eighth grade students are included in teenager level. According to

Departemen Kesehatan Republik Indonesia, children in age between 10 up to 19

years old are considered teenagers. People in this range of age still have high

eagerness in playing. Elizabeth Hurlock (1973) states that in this stage, teenagers


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really love to play (as cited in Farida, 2013). Considering these facts, the researcher

found out a way to make the students can play yet engage them on learning simple

past tense. By combining both aspects, the researcher designed a board game named

Monopoly as media for eighth grade students learning simple past tense. The

researcher chose Monopoly board game as the learning media because this game

already well known among Indonesian and people mostly know how to play this

board game. Through this game, the students can learn simple past tense and play

as well. In addition, games can bring situation which language become life in the

classroom (Lee, 1986).

The Monopoly board game is expected to motivate the students to learn

simple past tense and, in some way, can improve their speaking skill and social

skill. Thus, the aim of teaching and learning process is to organize environment

around the students that can motivate them to do activities of learning (Hatunar,

Bharati, & Sutopo, 2014). This Monopoly board game requires the students to

rearrange sentences, make sentences, and also explain why the statements on the

cards are true or false. Thus, this game can make the students practice their speaking

skill and their critical thinking skill as well. Furthermore, since this game should be

played by 2 up to 5 people, this game makes the students communicate and socialize

with their friends. According to Lewis and Bedson (1999), language game as an

activity has a visible set of rules which guide the children’s actions, and an element

of strategy-children must successfully apply their language and other skills. The

Monopoly board game guides the students to apply their knowledge in using


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English and to use their ability on speaking. The Monopoly board game also making

the students experience the use of language by themselves.

B. Research Questions

Based on the background above, this research addresses two (2) research

questions. Those research questions are formulated as:

1. How is Monopoly board game as media for learning simple past tense for

eighth grade students of SMP Negeri 1 Sleman designed?

2. What does Monopoly board game as media for learning simple past tense for

eighth grade students of SMP Negeri 1 Sleman look like?

C. Research Significance

The researcher elaborates the research significance for the students,

teachers, and future researchers who may make use of this research. This research

is expected to be beneficial for them.

1. Eighth Grade Students of SMP Negeri 1 Sleman

The result of this research will engage the students of eight grade of SMP

Negeri 1 Sleman learning English through board game especially in learning

simple past tense in a fun way. The students can learn while playing using the

result of the research. The result of this research will become motivation in

learning new things using innovative media.

2. English Teachers of SMP Negeri 1 Sleman

The result of this research will be beneficial for junior high school English

teachers of SMP Negeri 1 Sleman in teaching simple past tense in a more


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innovative way. It will also inspire the teachers on using learning media more

creatively. Moreover, the result of this research can be modified and customized

into another English topic.

3. Future Researchers

This research can be an inspiration in designing any other innovative games

for English learning media. In addition, for future researchers who use R & D

method, this research can be used as a reference in conducting their researches.

Moreover, the future researchers can develop the result of this research to be better

learning media.

D. Definition of Terms

There are some terms used in this research which need to be briefly

explained. This section presents terms which are used in this research. Those terms

are as follows.

1. Simple Past Tense

Simple past tense is included in 12 English’s tense-forms. Simple past tense

is used when the speaker’s primary concern is a specific point or period in the past;

in other words, it is in a time before now (Close, 1962). In brief, simple past tense

is a tense which being used to express events which already ended in the past and

have nothing to do in the present.

Based on the eighth grade’s syllabus, the students have to learn two tense-

forms. The tenses they have to learn are present continues and simple past tense.

Present continues is learned at the end of the first semester, while simple past tense

is learned at the beginning of the second semester. In this research, the researcher


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focused only on simple past tense as the researcher experienced that the eighth

grade students of SMP Negeri 1 Sleman face more difficulties on learning simple

past tense.

2. Monopoly Board Game

Monopoly board game is one of board games which are already well-known

among people around the world and also in Indonesia. In this game, the players try

to enrich themselves by developing real estate in some countries around the world.

This game was designed by Elizabeth Magie in late 1800s and was introduced as

The Landlord’s Game (Dodson, 2011). Basically, this game was designed by Magie

to teach about economic’ matters in that years. However, the Monopoly board game

in this research will be slightly different from the common Monopoly board game.

The Monopoly board game was designed as media for eighth grade students

learning simple past tense as in students’ syllabus.

3. Learning Media

Learning media are tools used to learn something. According to Van Els et

al (1984), learning media are all tools which be used by teachers and learners to

achieve certain educational objectives. Learning media can be in form of movie,

animation, print pages, photos, audio tape, books, module, and games.

Additionally, the learning media which is developed in this research is Monopoly

board game. By using Monopoly board game, the students have a chance to play

while they are actively learning the language. Games can make the students feel

comfort involved in teaching and learning activities. Coady and Huckin (1997) say

that the fun elements in games can create a desire to communicate with other


7

players. These experts also said that games provide an opportunity for the real

using and processing of language while the students still focused on playing the

game.

4. Junior High School

In Indonesia, Junior High School is the same as Sekolah Menengah Pertama

or is often called SMP. According to Depdikbud (1994), Junior High School means

a secondary school that is taken after the students graduated from Elementary

School. The researcher uses the eighth grade students as the subject of this research,

which means they are on their second level in Junior High School. Eighth grade

students are in range of 14-15 years old.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of previous theories and researches to answer

the research questions. This chapter consists of theoretical description and

theoretical framework. Theoretical description discusses about the theories used by

the researcher, while theoretical framework discusses about how the theories help

the researcher to answer the research questions.

A. Theoretical Description

In this section, the researcher discusses the theoretical background of the

research in designing Monopoly board game. The theories focus on constructing

games, cognitive learning, adolescent learners, and game as learning media.

1. Jean Piaget: The Cognitive Theory of Language Development

Cognitive theory focuses on the development of children according the age.

As cited in Baharudin and Wahyudi (2015), Piaget’s theory deals with the students

themselves. Piaget viewed on how students’ minds work and develop on language

by pay attention on their surroundings. Language learning can happen when

students’ knowledge of language is challenged in their experiences using language.

According to cognitive theory, learning is an active process of mental for reaching,

remembering, and using knowledge (Baharudin & Wahyudi, 2015). The

characteristics of the growth of intelligence as Piaget’s view can be related to the

process of constructing instructions.


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The researcher uses the cognitive theory of language development by Piaget

to help the researcher find out the steps of language development of children and

what adult can support in their language learning. Because of using this cognitive

theory of language development, the researcher becomes more aware on what

treatment and what attitude to be done toward children who are in certain steps of

language development. Thus, the researcher can make appropriate learning media

for eighth grade students according to their language learning level.

2. Adolescent Learners

Junior high school students are considered in adolescence phase (Hurlock,

1973). In this phase, adolescent learners are eagerly to be involved in the teaching

and learning activities. Based on Farida (2013), adolescent learners’ critical

thinking ability is starting to develop to the higher level. Their critical thoughts lead

them to think before doing something. They tend not to obey the suggestion or

prohibition immediately. In the same time, adolescent learners’ intelligent,

memory, and comprehension are already improving as well.

Adolescent learners gain their motivation to learn when the learning

activities are attractive and able to take their attention. According to Wilson and

Horch (2002), adolescent learners are actively involved in learning as one of their

intellectual characteristic. In addition, adolescent learners will be willing to learn

when the learning media lead them to be involved in teaching and learning

activities.

These theories of adolescent learners’ characters helps the researcher to

establish the learning media which is appropriate to their characters. The


10

characteristics of adolescent learners become consideration in making the learning

media. Thus, the researcher made a learning media which can attract students’

attention and involve them in learning the topic given.

3. Game for Language Learning

Wright, Betteridge, and Buckby (2006) states that games have some

advantages in teaching and learning activities (p. 2). There are four advantages

choosing game as learning media. According to these experts, those advantages are

as follows.

a. Language learning is hard work

In learning language, the learners make an effort to understand, to adapt and

to use newly understood language in conversation in a written composition. The

learners have to make effort at every moment and maintain it over a long period of

time. Since learning language sometimes is a challenging thing to do, games can

help and encourage the learners to support their work.

b. Experiencing language

Games help the teacher to create the context in which the language is useful

and meaningful. Language can be useful and meaningful when the learners

experiencing to use it. In playing games, when the learners want to take part, they

need to understand what others are saying or have written. Furthermore, the learners

need to speak or write to express their opinion or give information. Hence, the

learners learn the language through taking part in playing games.

c. Repeated use of language items


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The contribution of using games is in the focus on the language form and

the frequency of the language be used. Games provide a way to use the language

repeatedly and use of particular language form. In addition, by giving information

and opinion, games also provide the features that will be used as the part of

communication using the target language.

d. Central learning

Games provide intense and meaningful practice of language. Then, they

must be regarded as the center to a learning and teaching activity and not merely a

way to pass the time. The teacher then have to make following activity which

connected to the games.

4. Constructing Games

According to Bell and Wiekcert (1985), there are eleven steps in

constructing games for learning media (p. xix). By following the steps of

constructing games, the fears and obstructions of using games as learning media

can be eliminated (Bell & Wieckert, 1985). The eleven steps of constructing games

are described as follows.

a. Develop the theme

The need of constructing a game is the first thing to consider. The

curriculum be assessed to determine the need while always keeping in mind the

relationship between the game and the real situation.


12

b. Determine the purpose

Writing some statements that clearly define the purpose and the scope of the

game is suggested in this step. After that, decide the purpose of the game whether

it to review or reinforce, or to motivate or challenge.

c. Determine the grade level

This steps deals with adapting the game with the range of students’ abilities

so that the skills and information to be learnt are match. This step can ensure the

better comprehension of the whole process.

d. Determine the number of players

How many students who will play the game should be taken into

consideration. The format, the type of materials, and the procedure are affected by

determining the number of players.

e. Determine the format

The format of the games depend on the purposes, the needs, and the abilities

of the students. The format of the games can be in a form of board game, card game,

role playing, or any other kind of games.

f. Determine the method of checking

The method of checking can be done by the media specialist, the teacher, an

aide, or the students. Self-checking also can be done if the time is limited.

g. Design and gather the materials

The materials be used should be attractive, functional, and made from

durable materials. Furthermore, element of chance such dice, spinners or coins

should be taken into consideration.


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h. Define the players’ roles

The players’ role and the resources available to the players have to be

described. The role of players can be individual roles, maintenance roles, or task

roles.

i. Decide upon the procedure and time

This step deals with how to play the game. The instructions of the game

should be brief and clear. The instructions have to tell the players what to do, who

will interact with whom, what transactions will take place, and what the duration of

the game will be.

j. Trial run

It is better to try the games on a small group to see if any problems arise.

Observing the whole games’ details and writing the problems during the trial.

k. Evaluation

After carrying out the games’ trial, the step continues to evaluation step. The

evaluation can be through postgame discussion with concrete and undertaking kinds

of questions, with the determination of winners, or with scoring.

B. Theoretical Framework

This research is dealing with designing a Monopoly board game. This game

is made for learning media for eighth grade students of SMP Negeri 1 Sleman to

learn simple past tense in a new innovative way. The researcher conducted this

research with help from several theories to solve the two research questions. The

researcher combined all the theories listed above to find out the best form of


14

Monopoly board game as learning media for eighth grade students of SMP Negeri

1 Sleman.

Before the researcher found what kind of learning media which is

appropriate for eighth grade students of SMP Negeri 1 Sleman, the researcher found

the characteristics of young adolescent by Wilson and Hosrch (2002). After that,

the researcher considered the cognitive theory of language development by Piaget

to make an appropriate Monopoly board game as learning media that suitable to the

their level of language development. In addition, the researcher also considered on

theory of using games for language learning by Wright, Betteridge, and Buckby

(2006) in order to combine the benefits of using games for language learning and

taken into designing the Monopoly board game.

In designing the Monopoly board game, the researcher needed theories on

Educational Research and Development by Borg and Gall (1983). According to

Borg and Gall (1983), “educational research and development is a process used to

develop and validate educational products” (p. 772). In order to design the

Monopoly board game, the researcher collaborated the steps on R&D by Borg and

Gall (1983) and the steps of constructing games by Bell and Wieckert (1985).

Moreover, Borg and Gall (1983) stated that the aims of using educational research

and development are to facilitate and ease the students to learn the topic through

learning media. Furthermore, the researcher found a new way to use board game as

learning media by involving the students’ want in learning a language interestingly.

Since the most important thing in language learning according Curriculum 2013 is

the communication, the learning media should guide the students toward


15

communication and interaction. The learning media should make the students

experience in using the language. In developing the learning media, the researcher

must consider a learning media which can make the students feel comfort so that

communication and interaction can take place.


16

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents the methodology to answer the

research questions. This chapter consists of five sections. The sections are research

method, research setting, research participants, instruments and data gathering

technique, and data analysis technique.

A. Research Method

To answer the two research questions stated in Chapter I, the researcher used

Research and Development steps by Borg and Gall (1983). According to Borg and

Gall (1983), “the R & D method is a process used to develop and validate

educational products” (p. 772). The products mean both material objects, such as

textbooks and instructional films, as well as immaterial objects, such as method of

teaching (Gall M. D., 1983). In this research, the product referred to Monopoly

board game. In addition, Borg and Gall (1983) stated that there are ten major steps

in the R & D cycle (p.775). The steps of R & D are research and information

collecting, planning, developing preliminary form of product, preliminary field

testing, main product revision, main field testing, operational product revision,

operational field testing, final product revision, and the last is dissemination and

implementation.

Nevertheless, the researcher decided to use five steps out of ten steps in R

& D cycle. The five steps of R & D were integrated with nine steps of constructing

games by Bell and Wieckert (1985). The researcher combined the R & D steps with


17

steps of constructing games by Bell and Wieckert (1985) since the product of this

research was Monopoly board game. The researcher integrated the five steps of R

& D cycle by Borg and Gall (1983) and nine steps of constructing games by Bell

and Wieckert (1985) into the following figure.

Figure 3.1 The Integrated R &D Cycle and Constructing Games


18

Furthermore, the five steps of R & D and nine steps of constructing games that the

researcher used were described as follows.

1. Research and Information Collecting

In this first step of Borg and Gall’s educational research and development,

the researcher conducted two ways in order to find information on what and how to

develop a learning media. The researcher firstly did literature review to find some

theories and previous researches related to design a game as learning media for

junior high school students. After that, the researcher collected some important

information regarding on what students’ needs, desires, and their problems on

English especially in the material would be used in the learning media. In order to

gain the information, the researcher distributed questionnaires to the students and

conducted a test for the students. The questionnaires were given to a class of eighth

grade of SMP Negeri 1 Sleman consists of 31 students. The questionnaire was about

their needs, desires, and problems on learning English. Afterwards, the test was

conducted to know how far the students understand the material would be used in

the learning media.

2. Planning

In this step, the researcher made a plan of the learning media based on the

information that the researcher got from the first step. In making the plan of the

learning media, the researcher adopted step one until nine of constructing games by

Bell and Wieckert (1985). The researcher then decided the design of learning media

which could combine all the needs, desires, and the problems on learning English

by the guidance from the steps of constructing games.


19

3. Developing Preliminary Form of Product

In the next step, the researcher developed the plan of the learning media into

an appropriate and interesting learning media. The researcher decided to make

Monopoly board game as learning media in this research. The Monopoly board

game developed was designed to fulfill the students’ needs and desires of learning

English. The researcher combined the game with the English material without

omitting the originality of the game itself. Then, the researcher designed the

Monopoly board game using designing software in order to make the layout of the

Monopoly board game so that the game has a modern look. Moreover, the

researcher considered the students’ taste so that the learning media developed

looked interesting to the students.

4. Preliminary Field Testing

Evaluation from evaluators were needed in this step in order to get

suggestions and comments on the Monopoly board game. The researcher made

assessment guidelines to obtain score, suggestions, and comments. Thus, the

assessment guidelines distributed to three lecturers of English Language Education

Study Program in Sanata Dharma University. The three lecturers were chosen

because they have higher educational background than the researcher and they have

a lot more experiences in teaching and designing learning media. Afterwards, the

evaluation’s results were important to revise the learning media and to develop

better learning media. The researcher revised the Monopoly board game based on

the evaluation from the evaluators.


20

5. Main Product Revision

The result of revised Monopoly board game from the previous step was

presented in this step. The evaluation from the evaluators helped to revise the

learning media’s weaknesses. In addition, the learning media be revised to be more

suitable learning media for the eighth grade students of SMP Negeri 1 Sleman

according to the suggestions and comments from the evaluators. Main product

revision was the last step used by the researcher in designing the designed game.

B. Research Setting

The setting of the research is divided into two parts. The first setting was for

obtaining data of research and information collecting. The second setting was for

obtaining data of the preliminary field testing.

1. The Setting of Research and Information Collecting

The research and information collecting step was conducted in SMP Negeri

1 Sleman which located at Jalan Bhayangkara 27, Medari, Caturharjo, Sleman,

Yogyakarta. The research was conducted in one of eight grade classes. The

researcher conducted the research in June 4th, 2018.

2. The Setting of Preliminary Field Testing

The preliminary field testing was conducted in Sanata Dharma University

on November 21st – December 3rd, 2018.

C. Research Participants

The research participants of this research were divided into two: the

participants in research and information collecting; the participants in preliminary

field testing.


21

1. The Participants of Research and Information Collecting

The participants in research and information collecting were 31 students of

a class of eighth grade of SMP Negeri 1 Sleman. The participants were chosen by

purposive sampling because the participants were selected according to the purpose

of this research. The researcher obtained information about the students’ needs,

desires, and problems on learning English be used in learning media.

2. The Participants of Preliminary Field Testing

The participants in the preliminary field testing were three lecturers of

English Language Education Study Program at Sanata Dharma University. From

the participants of preliminary field testing, the researcher expected to get

evaluation, suggestion, and comments for revising the learning media. So that, the

learning media appropriate to the eighth grade students.

D. Instrument and Data Gathering Technique

In this research, the researcher used two types of instruments. The

instruments used were questionnaires and test. “Questionnaires were used

extensively in educational research to collect data about phenomena that are not

directly observable: inner experience, opinions, values, interests, and the like”

(Gall, Gall, & Borg, 2007). The instruments described as below.

1. Questionnaire

The first instrument used was questionnaire. Gall, Gall, & Borg (2007)

stated that questionnaires are printed forms that ask the same questions of all

individuals in the sample and for which respondents record their answers in verbal

form. The questionnaires were consisted of fifteen statements in the form of close-


22

ended statements. Thus, the participants gave their opinion on the statements using

degree of agreement: agree, strongly agree, disagree, and strongly disagree. The

questionnaires were distributed to 31 eighth grade students of SMP Negeri 1 Sleman

before the researcher designed the educational product. This instrument was

expected to give information about the students’ needs, desires, and their

experiences in using learning media.

The second was questionnaires of evaluators’ validation. The evaluation

questionnaires were given to evaluate the learning media. The evaluation

questionnaires were consisted of ten close – ended statements using degree of

agreement. The statements were about the content, the instructions, the activity, and

the layout of the learning media. Three lecturers of English Language Education

Study Program at Sanata Dharma University were the evaluators to evaluate the

learning media. The evaluators were expected to give feedback, opinion, and

comments of the learning media.

2. Simple Past Tense Test

The test was conducted to know how far the students understand with the

material be used in learning media. Hence, the researcher knew the level of

difficulty be used in the learning media from the result of the test. Furthermore, the

researcher decided on what types of exercises be used in the learning media. The

test was given to 31 eighth grade students of SMP Negeri 1 Sleman. In addition, the

test consisted of twenty numbers which were divided into four sections: changing

verb base into verb past, choosing true or false, rearranging sentences, and making

sentences.


23

E. Data Analysis Technique

The researcher analyzed the data in order to answer the research questions.

In this research, there were two parts of data. The first data was from the research

and information collecting and the second data was from the data of preliminary

filed testing. The analysis techniques were explained as follows.

1. Analyzing Data from Research and Information Collecting

For analyzing the data from questionnaires distributed to the students, the

researcher made a table to recapitulate the number of participants who chose certain

responses. The researcher put the number of students who chose certain agreement

in each statement. After that, the researcher counted the percentage in each

statement. In analyzing the percentage, the data was calculated using formula as

below.

𝔫

𝑁× 100%

Note:

n = the total number of the students who choose certain agreement

N = the total number of the students

The researcher divided the total number of students who chose certain

agreement with the total of the students participated in the research. Then, the

results were multiplied by 100% and put into ‘Percentage’ column.

Furthermore, for analyzing the data got from the test, the researcher made a

table of the students’ test score. The researcher checked the students’ answer and

counted the score of each student. The total of correct answers was multiplied with


24

four. Then from all of the result, the researcher counted the mean to count how

many students were below and above the average.

2. Analyzing Data from Preliminary Field Testing

Another data that researcher got were from validation questionnaires for the

learning media. In this part, there were ten statements which represented the criteria

of material evaluation. To obtain the evaluation, the researcher provided ten points

scale in each statement. The scale 1 (one) meant the weakest point and 10 (ten)

meant the strongest point for the score in each statement. Thus, the maximum total

score of the all of the statements were 100 (one hundred) for each evaluator. In

order to find the mean score from the data, the researcher divided the total score

from the three evaluators and divided by three. The score then included into one of

the interval of mean score. The interval of mean score was divided into, Poor (1-

20); Fair (21-40); Neutral (41-60); Good (61-80); Excellent (81-100). This

technique aimed to check the appropriateness of the learning media for the eighth

grade students of SMP Negeri 1 Sleman.


25

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the result and discussion of the research questions

formulated in Chapter I. In this chapter, there are two sections. The first section

discusses about designing Monopoly board game. While the second section

discusses about presenting the final designed learning media.

A. Designing Monopoly Board Game as Media for Learning Simple Past

Tense

In this research, the researcher applied the Educational Research and

Development by Borg and Gall (1983) and the guidelines of constructing games by

Bell and Wieckert (1985). The researcher used the first five steps to answer the first

research problem. The further discussion of the steps designing Monopoly board

game is presented as follows.

1. Research and Information Collecting for Designing

The researcher conducted research and information collecting by

identifying the students’ needs, desires, and problems on learning English. The

information was needed to develop appropriate learning media for eighth grade of

SMP Negeri 1 Sleman. In order to obtain students’ needs, desires, and problems on

learning English, the researcher distributed questionnaires and conducted a test to

31 students of eighth grade of SMP Negeri 1 Sleman.

In this step, the researcher distributed questionnaires to 31 students of eighth

grade of SMP Negeri 1 Sleman. The questionnaires consisted of 15 close-ended


26

statements using degree of agreement scale. The first five statements were about

the students’ needs on learning simple past tense and the rest were about their

experiences and desires in learning English. In addition, the questionnaires were

written in Indonesian in order to be understandable by the students.

Table 4.1 The Percentage of Statement Agreement

No. Statements

Percentage (%)

Strongly

Agree Agree Disagree

Strongly

Disagree

1 Saya mempelajari Simple Past Tense

agar mengerti Recount dan Fabel 61,3 38,7 0 0


agar dapat menulis Recount 58,1 41,9 0 0


agar dapat mengerti banyak hal lain 48,4 51,6 0 0

4

Saya butuh media pembelajaran

selain buku cetak atau LKS untuk

belajar Simple Past Tense

29 61,3 9,7 0

5

Saya butuh media pembelajaran

seperti permainan untuk belajar

Simple Past Tense

45,2 32,2 22,6 0

6 Saya pernah belajar Simple Past

Tense menggunakan permainan 13 54,8 32,2 0

7

Saya pernah belajar Simple Past

Tense menggunakan media lain selain

buku cetak dan LKS

22,6 61,3 16,2 0

8 Saya ingin belajar Simple Past Tense

agar mengerti Recount dan Fabel 54,8 42 3,2 0


dengan teman-teman 25,8 64,5 9,7 0

10

Saya ingin belajar Simple Past Tense

menggunakan media lain selain buku

cetak dan LKS

38,7 54,8 6,5 0


menggunakan permainan 38,7 54,8 6,5 0


sambil bermain bersama teman-teman 48,4 51,6 0 0

13 Saya ingin mencoba suasana baru

untuk belajar Simple Past Tense 25,8 64,5 9,7 0


27

No. Statements

Percentage (%)

Strongly

Agree Agree Disagree

Strongly

Agree

14

Saya ingin belajar Simple Past Tense

menggunakan permainan papan

seperti Monopoly

45,2 35,5 19,3 0

15

Saya ingin mencoba memainkan

Monopoly untuk belajar Simple Past

Tense

32,2 54,8 13 0

From the questionnaires, it was found that 29% of the students strongly

agreed that they need another learning media besides book or module. Whereas,

61.3% of the students agreed with the statement and only 9.7% of the students

disagree. There were 19.7% of the students who did not want to learn simple past

tense using Monopoly board game. However, 45.2% of the students strongly agreed

to learn using Monopoly board game and 35.5% of the students agreed with the

statement. From the result, the researcher could conclude how was the percentage

of students who were eager to use game as media to learn simple past tense.

In order to collect information of the students’ problems in learning simple

past tense, the researcher conducted a test for the students. The test was done for

the reference of deciding the level of difficulty and reviewing the best exercises be

used on the Monopoly board game’s cards. The researcher conducted a test toward

31 students of eighth grade of SMP Negeri 1 Sleman. The test was done in written

form which consisted of 20 questions divided into four parts. From the result of the

test, the researcher could find which type of exercise where most of the students

answered wrongly.

The result of the test showed that most students were above the mean of the

test. The mean of the test was scored 81.1 which also showed high mean score of


28

the class. There were 17 students who are above the mean score of the test, while

14 students were below the mean score of the test. Since more than a half of the

students were above the mean score, the researcher concluded that the level of

difficulty in the game would be in the same level as the test. Furthermore, the

researcher changed one of the exercises i.e. making sentences with short answer

exercise because most the students answered wrongly at the making sentences part.

2. Planning the Design

In this step, the researcher planned the integrated learning media to gain the

students’ engagement of learning simple past tense. In order to make an engaging

learning media, nine steps of constructing games by Bell and Wieckert (1985) were

conducted in this R & D step. The result of the research and information collecting

were used as the main consideration in planned the learning media.

a. Developing the theme

The theme is the materials be used in the games. In other words, the theme

means the subject or the topic be used in the games (Bell & Wieckert, 1985). In

eighth grade of SMP Negeri 1 Sleman, there were 15 topics discussed in the

syllabus. According to the researcher’s experience in teaching at eighth grade of

SMP Negeri 1 Sleman, the students had low engagement of learning simple past

tense. Because of this reason, the researcher decided to use simple past tense as the

theme of the game. in addition, SMP Negeri 1 Sleman using Curriculum 2013 so

that the researcher also determined in achieving a purpose of Curriculum 2013 that

is connecting the learning process with daily-life learning which in this case is

managing money.


29

b. Determining the purpose

The researcher decided the purposes of the Monopoly board game in this

step. The main purpose of the Monopoly board game was to engage the students to

learn simple past tense. Another purpose of the Monopoly board game was to

familiarize the students with simple past tense.

c. Determining the grade level

The type of exercises and the level of difficulty were decided in this step

from the result of the test. From the result of the test, the researcher decided to

change one type of the exercise where most of the students answered wrongly. The

researcher changed with another easier type of exercises to suit the level of

difficulty. The exercises were also arranged to be assessed easily so that the students

could correct each other’s answer easier.

d. Determining the number of players

Monopoly board game could be played up to 4 people. Since in this

Monopoly board game needed a student to be an assessor, the researcher made the

number of players up to 5 people. Thus, in a class, the students should be divided

to play in small groups consists of 3 up to 5 people.

e. Determining the format

Based on the purposes of the designing the game, the researcher decided to

use Monopoly board game as the format of the game. Monopoly board game

provided challenging yet relaxing atmosphere of playing game also real situation of

bargaining and negotiating. For that reason, the Monopoly board game aimed to


30

engage the students to learn simple past tense while the students still playing the

game.

f. Determining the method of checking

The method of checking could be done by media specialist, the teacher, an

aide, or the students themselves. The researcher decided to check the Monopoly

board game to evaluators. In this research, the Monopoly board game was checked

by evaluators who have years of experiences in teaching and are accustomed in

designing learning media.

g. Designing and gathering the materials

The materials of the game should be attractive, functional, and made from

durable materials. Considered with the materials, the researcher decided to use

colorful and durable thick paper. In this Monopoly board game, the researcher used

Ivory 230 papers for the cards of the game and Ivory 310 papers for the boards and

the box of the game. In addition, the researcher used plastic dices and plastic

miniature of houses and hotels. Hence, the Monopoly board game could be stored

and played for a long time.

h. Defining the players’ roles

The players’ roles in this Monopoly board game were individual roles. This

Monopoly board game used individual roles means that the players command on

their own behavior and reap the rewards or consequences of that behavior by

themselves. They play for their own selves and to survive in the game. In order to

survive in this Monopoly board game, the players have to manage their money

smartly.


31

i. Deciding upon the procedure and time

The researcher made the rules of playing the Monopoly board game. The

rules of game were written in two languages, English and Indonesian. The

researcher wrote the rules of game in two languages in order to make the students

understand clearly about the rules.

3. Developing Preliminary Form of the Design

In this third step of R & D cycle, the researcher designed the Monopoly

board game based on the plan from the previous step. The Monopoly board game

was designed into a game which was suitable for the needs and purposes of making

Monopoly board game as learning media for eighth grade students of SMP Negeri

1 Sleman. The researcher combined the material of simple past tense with the

Monopoly board game’s rules so that the students could learn the language without

omitting the essential part in the original Monopoly board game. The researcher

used a software namely CorelDRAW X7 in designing the board and the cards of the

Monopoly. The form of Monopoly board game see appendix.

4. Preliminary Field Testing of the Design

The designed learning media was being evaluated by evaluators in this step.

The evaluators in this research were three lecturers of English Language Education

Study Program of Sanata Dharma. The researcher conducted the evaluation by

distributing questionnaires for the three lecturers. The questionnaires were aimed

to evaluate the whole designed Monopoly board game. The description of the

evaluators is presented as follows.


32

Table 4.2 The Description of Evaluators

Evaluators Sex Educational Background

Teaching Experiences

(years)

F M Diploma S1 S2 S3 <1 1-5 >5

Lecturer 1 √ √ √



The table of the description of evaluators shows that two of the lecturers

have been teaching more than five years. While, one of the lecturers have been

teaching for five years. In addition, all of the evaluators come from the same

educational background. The three evaluators are known as lecturers who teach and

have interest in designing learning media.

Thus, there were two parts in the questionnaires. The first part of the

questionnaires used statements of agreement in range score 1 up to 10. The

questionnaires were aimed to give score of appropriateness of the Monopoly board

game. The result of the first part was presented below.

Table 4.3 The Result of Obtaining Data from Evaluation

*ST = Statement

Evaluator ST

1

ST

2

ST

3

ST

4

ST

5

ST

6

ST

7

ST

8

ST

9

ST

10

Total

Score

1 9 9 9 9 9 9 8 9 10 9 90

2 9 9 9 8 10 10 10 9 9 9 92

3 - 8 7 7 8 7 6 9 8 8 68

Total Score 250

Mean Score 83.3

After counting the mean score, the researcher measured the result of the

Monopoly board game evaluation based on the interval of mean score. From the

calculation of the mean score, the researcher acquired 83.3 as the mean score. Based


33

on the interval of mean score by Osgood, Suci, Tannenbaum (1957), the mean score

of Monopoly board game was categorized as “Excellent”. Hence, the Monopoly

board game were appropriate to be applied for eighth grade students.

The second part of the evaluation questionnaire was aimed to get comments

and suggestions from the evaluators for the better learning media. Based on the

evaluators’ comments, the designed learning media was already good and

appropriate for the eighth grade students. The evaluators commented that the layout

was interesting and could engage the students to use the designed learning media.

The evaluator also commented that the properties i.e. the dices, the houses, the

hotels, and the money of the designed learning media were well-prepared.

Furthermore, the evaluators suggested that the designed learning media not only

focused in simple past tense, but also could be expanded into various learning

material.

Nevertheless, the designed learning media also have some weaknesses. The

evaluators mentioned that there were some misspelled words and grammatical

errors in the game card and the instructions. One of the evaluators mentioned that

the time given for the students to answer the questions was too long. In addition,

the evaluator mentioned that the TREASURE cards which consisted of knowledge

of simple past tense should be added more.

5. Main Product Revision

In this last step of R & D be used in this research, the researcher revised the

Monopoly board game according the comments and suggestions given by the

evaluators. The evaluators given some comments and suggestions on some parts of


34

the Monopoly board game. Therefore, the researcher revised some parts in the

designed learning media including the cards and the rules by following the

comments and suggestions given.

The first suggestion was to double-check the words and grammar be used.

There were found some misspelled words and grammatical mistakes in the rules

and in some game cards of the Monopoly board game. Thus, the researcher revised

the misspelled and grammatical mistakes in the rules and the cards. The researcher

then revised the mistakes on the misspelled and the grammatical mistakes according

to the revision from the evaluators on the rules.

The second suggestion was to make clearer form of the sentences on the

Jumbled Sentence exercise on the game card. One of the evaluator asked to put

hyphen (-) after each words in Jumbled Sentences exercise so that the students could

be easier to distinguish between each word. For the final revised Monopoly board

game, the researcher add hyphen after each word.

The comments and suggestions given by the evaluators helped the

researcher to develop better Monopoly board game as media for learning simple

past tense for eighth grade students of SMP Negeri 1 Sleman. The Monopoly board

game became more appropriate for eighth grade students after being revised based

on the comments and suggestions by the evaluators. Furthermore, the layouts’ color

and size of the Monopoly board game already interesting and appropriate for eighth

grade students. Hence, there was no revision on the board of the Monopoly board

game.


35

B. Presenting Monopoly Board Game as Media for Learning Simple Past

Tense

In this section, the researcher presents the further description of the

Monopoly board game as media for learning simple past tense to answer the second

research question. This section consists of explanation of the board, the cards, and

the rules of the Monopoly board game. The brief description of the Monopoly board

game was described as follows.

1. The Board

The board of the game in this research based on the common Monopoly

board game. The appereance of the Monopoly board game was mainly similar with

common Monopoly board game. In the Monopoly board game in this research used

names of countries around the world. However, the researcher changed the

language from Indonesian into English. The further appereance of designed

Monopoly board game is presented through the illustration on Figure 4.1.

Figure 4.1 The Illustration of Monopoly Board Game

Figure 4.1 shows half of the illustration of Monopoly board game. The board of

Monopoly board game consisted of forty boxes. The boxes were divided into Start

box, Tax boxes, Jail box, Free Parking box, Go to Jail box, Treasure boxes The


36

students had to pick a card from CHALLENGE when they stopped on the yellow

box with icon of magnifying glass. While, the students had to pick a TREASURE

card when they stopped at green box with treasure chest’s icon. The countries in the

game’s board were divided into eight blocks, from A to H. In the board, there were

also two rest areas where the students no need to do something when stops in that

block. For detailed Monopoly board game see Appendix 7.

2. The Cards

In the Monopoly board game, there are two kinds of cards. The researcher

changed the common cards into TREASURES and CHALLENGES. The

TREASURES cards consist of simple past tense materials. Whereas, the

CHALLENGES cards consist of four exercises namely, Short Answer, Error

Recognition, Jumbled Answer, and Verb Form. In the Short Answer card, the

students have to change the word in parentheses into simple past tense and read the

whole sentence. The Error Recognition requires the students to find the mistake in

the sentence and change with correct simple past tense. In the Jumbled Sentence

cards, the students have to rearrange the jumbled sentences into correct sentence.

The last exercise namely Verb Form, the students are required to change the present

verb in the cards with past verb. See Appendix 8 for the detailed cards.

3. The Rules

The researcher adapted the basic rules of the common Monopoly board

game. Almost all the rules in common Monopoly board game are used. Yet, in this

Monopoly board game, the rules in the cards which are slightly different from

common Monopoly board game. The rules of Monopoly board game also organized


37

the money distributed to the students. The rules of Monopoly board game used two

languages, i.e. English and Indonesian. Two languages were used in order to make

the students understand the rules of the game clearly. For detailed rules, see

Appendix 9.


38

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two sections. The first section deals with the

conclusions from the two questions formulated in this research. The second section

presents some recommendations addressed to the English teachers and future

researchers.

A. Conclusions

The purpose of this research was to design Monopoly board game as media

for learning simple past tense for eighth grade students of SMP Negeri 1 Sleman.

Therefore, the first research question dealt with the process of designing Monopoly

board game as media for learning simple past tense for eighth grade students of

SMP Negeri 1 Sleman. While, the second research question dealt with the

presentation of the Monopoly board game.

In order to answer the first research question, the researcher adapted the

combination of Educational Research and Development by Borg and Gall (1983)

and guidelines of constructing games by Bell and Wieckert (1985). There were five

steps of Borg and Gall’s R & D which were integrated with nine steps of

constructing games by Bell and Wiesckert (1985). Research and information

collecting was done by carrying out the need survey through questionnaires and a

test. In the planning steps, the researcher made a plan of designed learning media


39

by developing and determining the theme of the game, the purposes, the grade level,

the number of players, the format, method of checking, the materials be used, and

the players’ roles, and the procedures and time allocation. The developing

preliminary form of product was carried out by the researcher by designing the

learning media based on the plan. In preliminary field testing, the designed learning

media was evaluated by three evaluators using evaluation questionnaires. From the

result of the evaluation, the designed learning media categorized as an “Excellent”

and appropriate for the eighth grade students of SMP Negeri 1 Sleman. In the last

step of R & D conducted, the researcher revise the designed learning media based

on the evaluation given by the evaluators.

The second research question was answered by the presentation of

Monopoly board game as media for learning simple past tense for eighth grade

students of SMP Negeri 1 Sleman. As seen through the layout, the appearance of

designed learning media is similar to common Monopoly board game.

Nevertheless, the rules on designed learning media is mostly same with the common

Monopoly board game.

B. Recommendations

This section provides recommendation for English teachers and future

researchers who are interested in developing Monopoly board game or any other

learning media. The recommendation are presented as bellow.

1. For English Teachers

The researcher recommends that the Monopoly board game be implemented

as learning media in the school. Moreover, the researcher recommends to vary the


40

material be used in the Monopoly board game. The English teachers can also be

more creative to use another learning media for the students so that the students will

engage in learning English.

2. For Future Researchers

The researcher recommends for the future researchers who will conduct

researches using R & D to consider the students’ needs, wants, and problems in

learning English. Hence, the designed learning media would be more appropriate

and better for the students. Since the designed learning media still has some

weaknesses, the researcher recommends to continue developing and elaborating the

designed learning media.


41

REFERENCES

Adi, S. S. (2016). The development of English language learning instruments using

audio-based media. IOSR Journal of Research & Method in Education, 1-

12.

Baharudin, H., & Wahyudi, E. N. (2015). Teori belajar dan pembelajaran.

Yogyakarta: Ar-Ruzz Media.

Bell, I. W., & Wieckert, J. E. (1985). Basic media skills through games (2nd

Edition). Colorado: Libraries Unlimited, Inc.

Close, R. A. (1962). English as a foreign language: grammar and syntax for

teachers and advanced students. London: George Allen & Unwin Ltd.

Darwish, S. H., & Taqi, H. A. (2013). Teaching English at elementary level: quality

differences between theory and practice. Journal of Education and Practice,

90-100.

Dodson, E. J. (2011, December). The true history of the monopoly game - Henry

George Institute. Retrieved from How Henry George's Principles Were

Corrupted Into the Game Called Monopoly: henrygeorge.org

Farida, A. (2013). Pilar-pilar pembangunan karakter remaja: metode

pembelajaran aplikatif untuk guru sekolah menengah. Bandung: Nuansa

Cendekia.

Gall, M. D. (1983). Educational research an introduction: third edition. USA:

Pearson Education.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: an

introduction (8th Edition). Boston: Pearson Education, Inc.

Graddol, D. (1997). The Future of English? The British Council.

Hatunar, D. E., Bharati, D. A., & Sutopo, D. (2014). Modifying a monopoly game

for teaching written vocabulary for the seventh graders of Terang Bangsa

junior high school. English Education Journal, 122-129.

Hurlock, E. B. (1973). Adolescent development. McGraw-Hill, Inc.

Jersild, A. T., & Tasch, R. J. (1949). Children's interests and what they suggest for

education. New York: Bureau of Publications Columbia University.

Lee, W. R. (1986). Language teaching games and contests. Oxford: Oxford

University Press.

Lewis, & Bedson. (1999). Games for children. Oxford: Oxford University Press.


42

McLeod, S. (2009, June). Jean Piaget. Retrieved from Simply Psychology:

https://www.simplypsychology.org

Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of

meaning. Urbana: University of Illinois Press.

Outline on Research Design: 7. Research Instrument. (n.d.). Retrieved from

https://people.uvawise.edu/ResInstruments/00ResInstruments.html

Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning

(3rd ed.). Cambridge: Cambridge University Press.


43

APPENDICES


44

Appendix 1. The Letter of Permission from KESBANGPOL


45

Appendix 2. The Letter of Permission from Faculty


46

Appendix 3. Questionnaire for Research and Information Collecting

Kuisioner

Identitas Diri

Nama :

Jenis Kelamin : Laki-laki/ Perempuan

Petunjuk Pengisian :

Pilihlah salah satu dari empat pilihan jawaban yang telah disediakan dengan

memberikan tanda centang ( √ ) pada kolom yang tersedia.

Pilihan Jawaban :

SS : Sangat Setuju

S : Setuju

TS : Tidak Setuju

STS : Sangat Tidak Setuju

Silahkan mengerjakan,

No. Pernyataan SS S TS STS

1. Saya mempelajari Simple Past Tense agar mengerti

Recount dan Fabel

2. Saya mempelajari Simple Past Tense agar dapat

menulis Recount

3. Saya mempelajari Simple Past Tense agar dapat

mengerti banyak hal lain


47

No. Pernyataan SS S TS STS

4. Saya butuh media pembelajaran selain buku cetak

atau LKS untuk belajar Simple Past Tense

5. Saya butuh media pembelajaran seperti permainan

untuk belajar Simple Past Tense

6. Saya pernah belajar Simple Past Tense

menggunakan permainan

7. Saya pernah belajar Simple Past Tense

menggunakan media lain selain buku cetak dan LKS

8. Saya ingin belajar Simple Past Tense agar mengerti

Recount dan Fabel

9. Saya ingin belajar Simple Past Tense dengan teman-

teman

10. Saya ingin belajar Simple Past Tense menggunakan

media lain selain buku cetak dan LKS


permainan

12. Saya ingin belajar Simple Past Tense sambil

bermain bersama teman-teman

13. Saya ingin mencoba suasana baru untuk belajar

Simple Past Tense


permainan papan seperti Monopoly

15. Saya ingin mencoba memainkan Monopoly untuk

belajar Simple Past Tense


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Appendix 4. Test for Research and Information Collecting

Name: Date:

Please change each word into Past Tense form!

1. Bring = ________________________________________

2. Write = ________________________________________

3. Say = ________________________________________

4. Walk = ________________________________________

5. Think = ________________________________________

Please choose between TRUE or FALSE!

Jenny helped her brother with his homework. TRUE | FALSE

That boy fall from his bicycle last week. TRUE | FALSE

Sarah’s football team won the game at last tournament. TRUE | FALSE

That grandpa were an Indonesian soldier at 1960. TRUE | FALSE

Was Jason and Juki on a same class last year? TRUE | FALSE

Please rearrange these sentences!

1. went – 6 – to – They – cinema – o’clock – at

___________________________________________________________

2. robber – night – The – last – police – the – bank – caught

___________________________________________________________

3. purple – yesterday – school – lost – her – Kelly – at – purse

___________________________________________________________

4. ago – moved – four – Canada – to – years – They


49

___________________________________________________________

5. large – yesterday – for – ate – I – dinner – pizza

___________________________________________________________

Please change into Past Tense form and make a sentence from each word!

1. Ride

___________________________________________________________

2. Come

___________________________________________________________

3. Watch

___________________________________________________________

4. Buy

___________________________________________________________

5. Give

___________________________________________________________


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Appendix 5. The Result of the Test for Research and Information Collecting

No Participants Score

1 Student 1 50

2 Student 2 100

3 Student 3 95

4 Student 4 65

5 Student 5 95

6 Student 6 85

7 Student 7 80

8 Student 8 75

9 Student 9 70

10 Student 10 45

11 Student 11 90

12 Student 12 90

13 Student 13 55

14 Student 14 70

15 Student 15 85

16 Student 16 100

17 Student 17 85

18 Student 18 85

19 Student 19 60

20 Student 20 90

21 Student 21 80

22 Student 22 75

23 Student 23 80

24 Student 24 100

25 Student 25 85

26 Student 26 90

27 Student 27 95

28 Student 28 80

29 Student 29 80

30 Student 30 85

31 Student 31 95

𝒙 ̅ 81.13

𝒙 ̅˃ 14

˂ 𝒙 ̅ 17


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Appendix 6. Questionnaire of Preliminary Field Testing

Questionnaire of Evaluators Validation

The questionnaire is intended to obtain data from the respondent to give feedback

concerning the Monopoly Board Game. As a respondent of the research, you are

requested to evaluate the Monopoly Board Game.

Respondent’s Identity

Name :

Educational Background : □ Diploma (D1, D2, D3) □ S2

□ S1 □ S3

Teaching experiences : year(s)

You are expected to state your evaluation by circling a number that represents your

evaluation.

No Statement

1

The students’ need

Very bad-

formulated 1 2 3 4 5 6 7 8 9 10

Very well-

formulated

2

The appropriateness of the Monopoly board game to 8th grade

students

Very

inappropriate 1 2 3 4 5 6 7 8 9 10

Very

appropriate

3

The subject discussed

Very bad-

covered 1 2 3 4 5 6 7 8 9 10

Very well-

covered

4

The instruction of Monopoly board game

Very

complicated 1 2 3 4 5 6 7 8 9 10 Very clear

5

The learning activities

Very boring 1 2 3 4 5 6 7 8 9 10 Very

interesting

6

The interaction with others

Very

unsupported 1 2 3 4 5 6 7 8 9 10

Very

supported


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No Statement

7

The daily-life learning to practice managing money

Very

unsupported 1 2 3 4 5 6 7 8 9 10

Very

supported

8

The color be used

Very

unattractive 1 2 3 4 5 6 7 8 9 10 Very attractive

9

The pictures be used

Very boring 1 2 3 4 5 6 7 8 9 10 Very

interesting

10

The layout, overall

Very boring 1 2 3 4 5 6 7 8 9 10 Very

interesting

Please give your comments and suggestions toward the Monopoly Board Game.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

THANK YOU


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Appendix 7. The Board of Monopoly Board Game


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Appendix 8. The Cards of Monopoly Board Game

Chance the -y as double consonant final into an -i in regular verb before add -ed. (i.e. study, carry, empty)Sam _____ (be) at the beach with his

friends.We are busy with our homework.

got - this - up - morning - - earlyI begin

Some verbs are not change (i.e. cut - cut).


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Appendix 9. The Rules of Monopoly Board Game

RULES OF GAME

(for 3 up to 5 players)

MONEY

Every player gets $ 200,000, divided into:

$ 50,000 = 2 pieces $ 5,000 = 3 pieces $ 500 = 4 pieces



START-UP

All the players decide one person who becomes the Bank also serve as the Corrector. Players roll dice in

turn, the highest play first. The game pieces start at START. The first player rolls the dice and moves the

game piece to the left according the dice number and so on.

TREASURE AND CHALLENGE

If the game piece lands on Treasure, the player must take a card from Treasure and read out loud to other

players. If the game piece lands on Challenge, the player must take a card from Challenge and answer the

exercise written. The player is given 2 minutes to answer the exercise. The player only given 1 chance to

answer. When the player makes mistake 3 times, the player has to go to Jail.

Short Answer

The player has to change the word in parentheses into Simple Past Tense and read the whole sentence.

Error Recognition

The player has to find the mistake in the sentence and change with correct Simple Past Tense sentence.

Jumbled Sentence

The player has to rearrange the sentence into correct sentence.

Word

The player has to change the Present Verb (V1) into Past Verb (V2).

LANDS ON PROPERTY THAT ARE NOT OWNED BY ANYONE

If the game piece lands on property that has not owned by anyone, the player can buy the property from

the Bank. After buying the property, the player get a card from the Bank.


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LANDS ON PROPERTY OWNED BY SOMEONE

If the game piece lands on property owned by someone, the player has to pay the tax to the owner

according to the card.

BONUS

Every player gets $ 20,000 from the Bank after passing START.

DICES

If the dices show same number, the player keeps moving. If the dices show same number for 3 times, he

player has to go to jail. The player can go out from the jail if the player skip the turn 3 times or roll same

dices or pay $ 20,000.


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PERATURAN PERMAINAN

(untuk 3 sampai 5 pemain)

UANG

Setiap pemain mendapatkan $ 200,000, dibagi menjadi:

$ 50,000 = 2 lembar $ 5,000 = 3 lembar $ 500 = 4 lembar



PERMULAAN

Semua pemain menentukan yang menjadi Bank merangkap Korektor. Para pemain melempar dadu

bergantian, pemain dengan nilai tertinggi bermain duluan. Permainan dimulai dari START. Pemain pertama

melempar dadu dan melaju sesuai nilai dadunya dan begitu seterusnya.

TREASURE DAN CHALLENGE

Jika berhenti pada Treasure, pemain harus mengambil kartu Treasure dan membacanya secara keras

agar pemian lain dapat mendengarnya. Jika berhenti pada Challenge, pemain harus mengambil kartu

Challenge dan menjawab soalnya. Pemain diberi waktu 2 menit untuk menjawab. Pemain hanya diberi 1

kesempatan untuk menjawab. Jika pemain membuat kesalahan 3 kali, pemain tersebut masuk penjara.

Short Answer

Pemain harus mengganti kata dalam kurung menjadi Simple Past Verb dan membaca seluruh kalimatnya.

Error Recognition

Pemain harus menemukan kesalahan pada kalimat dan mengganti dengan kalimat Simple Past Tense yang

benar.

Jumbled Sentence

Pemain harus menata kalimat tak beraturan menjadi kalimat yang benar.

Word

Pemain harus mengganti Present Verb (V1) menjadi Past Verb (V2).

BERHENTI PADA PROPERTI YANG BELUM DIMILIKI

Jika berhenti pada properti yang belum dimiliki siapapun, pemain dapat membeli properti tersebut dari

Bank. Lalu, pemain mendapat kartu dari Bank.


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BERHENTI PADA PROPERTI MILIK SESEORANG

Jika berhenti pada properti milik seseorang, pemain tersebut harus membayar pajak kepada pemilik sesuai

dengan kartu kepemilikan.

BONUS

Setiap pemain mendapatkan $ 20,000 dari Bank setelah melalui START.

DADU

Jika dadu menunjukan nilai yang sama, pemain tetap melaju. Jika dadu menunjukan nilai yang sama tiga

kali, pemain masuk penjara. Pemain dapat keluar dari penjara jika pemain tersebut melewati 3 kali

gilirannya atau melempar dadu dengan nilai sama atau membayar $ 20,000.


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