IMPROVING STUDENTS’ INTEREST IN SIMPLE PAST...
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IMPROVING STUDENTS’ INTEREST IN SIMPLE PAST
TENSE CLASS THROUGH GAME
(A Classroom Action Research with 8A students of SMP Islam Siti Sulaekha
Sriwulan Sayung Demak in the Academic Year of 2010-2011)
THESIS
Submitted in partial fulfillment of the requirement
For the degree of bachelor Education
In English Language Education
Ahmad Jamaludin Malik
053411403
TARBIYAH FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
ii
Semarang, June 09, 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
In Semarang
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : Improving Students’ Interest in Simple Past Tense Class
through Game. (A Classroom Action Research with 8A
students of SMP Islam Siti Sulaekha, Sriwulan Sayung
Demak in the Academic Year of 2010-2011).
Name : Ahmad Jamaludin Malik
Students number : 053411403
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to the submitted to Education Faculty Wakisongo
State Institute for Islamic Studies to be examined at Munaqosah session.
Wassalamu’alaikum Wr. Wb.
Advisor I
Siti Tarwiyah, S.S., M. Hum.
NIP. 19721108 199903 2 001
iii
Semarang, June 10, 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
In Semarang
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : Improving Students’ Interest in Simple Past Tense Class
through Game. (A Classroom Action Research with 8A
students of SMP Islam Siti Sulaekha, Sriwulan Sayung
Demak, the Academic Year of 2010-2011).
Name : Ahmad Jamaludin Malik
Students number : 053411403
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to the submitted to Education Faculty Wakisongo
State Institute for Islamic Studies to be examined at Munaqosah session.
Wassalamu’alaikum Wr. Wb.
Advisor II
Abdul Wahid, M. Ag
NIP. 19691114 199403 10
iv
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp. 7601295 Semarang 50185
RATIFICATION
Name : Ahmad Jamaludin Malik
Students number : 053411403
Title : Improving Students’ Interest in Simple Past Tense
Class through Game (a Classroom Action Research with
8A students of SMP Islam Siti Sulaekha, Sriwulan Sayung
Demak in the Academic Year of 2010-2011).
had been ratified by the team of final project examiner of education faculty of
Walisongo State institute for islamic Studies Semarang on:
Day: Monday
Date: June 20 2011
The Team of Examiner
Chairman, Secretary,
H. Mursid, M. Ag. Siti Tarwiyah, S.S., M. Hum.
NIP. 19670305 200112 1 001 NIP. 19721108 299903 2 001
Examiner I, Examiner II,
Dra. Hj. Siti Mariam, M. Pd. Dr. Muslih, MA.
NIP.19650727 199203 2 002 NIP. 15027692 600000 1 00
Advisor I Advisor II
Siti Tarwiyah, M. Hum. Abdul Wahid, M. Ag
NIP. 19721108 199903 2 001 NIP. 19691114 199403 1003
v
MOTTO
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(QS. Al-‘Ankabut : 69)1
“GIVE RESPECT TO THE PROCESS, BECAUSE THERE IS NO
INSTANT SUCCESS”
“DON’T WASTE YOUR TIME OR TIME WILL WASTE YOU”2
1 PT. Karya Toha Putra, Mushaf Al-Qur’anul Karim, legitimated by Department Agama
Indonesia, (Semarang: PT. Karya Toha Putra, 1999), p. 405. 2 Muse, Knight of Cydonia Song Lyric, from Black Hole and Revelation Album.
vi
DEDICATION
This thesis is dedicated to :
1. My beloved parents, especially for my father. I’m sorry disappointing you.
May Allah always love you and give you happiness in every where you
are. For my father & mother, thank you very much for everything. I love
you very much.
2. My elder brothers and sisters. Thank you very much for your material and
spiritual supports. I don’t know how to thanks to you all. I love you.
3. My closest friends in “Muna” and “Daarun-Najaah”. Too many memories
and impressions together with you all. I can’t forget you friends.
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A Thesis Statement
I certify that this thesis is definitely my own work I completely responsible for the
content of this thesis. Other writer’s opinion or findings included in the thesis are
quoted or cited in accordance with ethical standards.
Semarang, June 10, 2011
The researcher
Ahmad Jamaludin Malik
NIM. 053411403
viii
ABSTRACT
Ahmad Jamaludin Malik, 2011, Improving Students’ interest in Simple Past Tense
Class through Game (A Classroom Action Research with 8A Students of SMP
Islam Siti Sulaechah, Sriwulan Sayung Demak). Thesis. English Department. S1
Education Degree. Walisongo State Institute for Islamic Studies. Keyword:
Interest, Game in Language Learning, Past Tense.
English lesson, especially grammar area is not desired lesson for many
students in Junior high School. The reason is English grammar has variation of
verb changes according to its tenses. It made their interest in grammar class was
low. But this was not unsolved problem. So, researcher would improve the
students’ interest in grammar class through games. The objectives of this study
are to describe how to implement teaching English grammar through game and to
find out the improvement of students’ interest in grammar class after being taught
using game. The subject of study is 8A students of SMP Islam Siti Sulaechah
Sriwulan Sayung Demak in the academic year of 2010-2011.
In order to achieve the objectives of this study, researcher conducted the
research through a classroom action research. The researcher conducted 3 cycles
by implementing 2X45 minutes of teaching-learning process using games. The
game used were; “Card Game” at the first cycle, which the students were asked to
work in the big groups, “Scrambled Sentence” game at the second cycle, which
the students were asked to work in pairs, and “Grammar Casino” game at the third
cycle, which the students were asked to work individually.
The result of the study is students experienced the significant improvement
of their interest. It enhanced 34.5% from the preliminary research. It was
categorized as medium level. Although there were some students showed their
negative attitude responses, but it was better than before. Students also got the
improvement of their interest level at the second and third cycle with 56.6% and
55.78% of interest level. It showed that teaching English grammar through games
was able to improve students’ interest.
In line with the result, the writer suggests to English teachers to use some
interesting, joyful and creative media to support their teaching, so that their
students are interested in the lesson they teach. They also need to put class
situation and course topics into account.
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ACKNOWLEDGEMENT
First and foremost, I deliver the greatest attitude to Allah Almighty for the
Blessing and Mercy who has led me finished this my thesis, peace and blessing to
the Allah’s Messenger, Muhammad SAW.
The deepest gratitude is addressed to Mr. Dr. Suja’i, M. Ag., as a Dean of
Education Faculty of Walisongo State Institute for Islamic Studies, Miss Siti
Tarwiyah, M. Hum as my first advisor, and Mr. Abdul Wahid, M. Ag as my
second advisor, who have sacrificed their vacant time to guide, gave suggestions,
corrected, and encouraged me in completing my thesis.
My appreciation is goes to all of English Department lecturers especially, and
Tarbiyah faculty lecturers of IAIN Walisongo Semarang generally who have
patiently taught and given a lot of their worth knowledge to me along of my study
in this Education Faculty.
In this chance, I would like to thanks to Miss Dra. Choirotun Salafiyah as the
Head Master of SMP ISS Sriwulan Sayung Demak, Mr. Abdurrahman, S. Pd as
English teacher of 8A class of SMP ISS Sriwulan Sayung Demak, and also Mr.
Misbahul Munir, S. Pdi who helped me in collecting data of my thesis.
Then, I would give regard especially to my parents, brothers and sisters. Thank
you very much for your worthy supports. And not forget, thank you to my friends
and all people who supported and helped me in finishing my thesis.
Semarang, June 10, 2011.
The writer
Ahmad Jamaludin Malik
053411403
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TABLE OF CONTENT
Page of Title ……………………………………………………………. i
Page of Advisor Approval ……………………………………………… ii
Approval ……………………………………………………………….. iv
Page of Motto …………………………………………….……………. v
Dedication ……………………..……………………….………….. vi
Page of Thesis Statement………………………………………………. vii
Abstract ……………………………………………….……........ viii
Acknowledgement …………………………………………….…… ix
Table of Content …………………………………………………. x
Appendix ……………………………………………………………… xii
CHAPTER I : INTRODUCTION
A. Background of the Study ……………………………………… 1
B. Reason for Choosing the Topic ………………………………… 3
C. Question of the Study ………………………………………… 4
D. Objective of the Study ………………………………………… 4
E. Significance of the Study ……………………………………... 4
F. Scope of the Study ……………………………………………. 5
CHAPTER II : REVIEW OF RELATED LITERATURE
Improving Students’ Interest in Simple Past Tense Class through Game. 6
A. Literature Review ……………………………………………... 6
1. Definition of Interest ……………………………………… 6
2. Factor that Influence Students’ Interest …………………… 8
3. Indicator of Interest ………………………………………. 10
4. English Grammar Learning ………………………………... 15
5. How to Teach Grammar …………………………………… 18
6. Game in language learning ………………………………. 21
B. Previous research …………………………………………….. 25
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CHAPTER III : METHOD OF INVESTIGATION
A. Design of Research ……………………………………………. 28
1. Definition of Action Research …………………………….. 28
2. Characteristics of Action Research ……………………….. 29
3. The Steps in Action Research …………………………….. 30
B. Setting and Participation ……………………………………… 36
C. Variable and Instrument ……………………………………… 36
D. Procedure of Collecting Data …………………………………. 38
E. Method of Analyzing Data ……………………………………. 39
CHAPTER IV : RESULT OF THE STUDY
A. Research Findings ……………………………………………. 42
1. Preliminary Research …………………………………….. 42
2. Cycle 1 …………………………………………………… 43
3. Cycle 2 …………………………………………………… 47
4. Cycle 3 …………………………………………………… 50
B. The Problem in Teaching-Learning Process Using Games …. 52
CHAPTER V : CONCLUSION
A. Conclusion …………………………………………………… 54
B. Recommendation …………………………………………….. 55
REFERENCES
APPENDIXES
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LIST OF APPENDIXES
Appendix 1 List of students of SMP Islam Siti Sulaechah Sriwulan Sayung
Demak in the Academic Year of 2010/2011) and Their Symbols.
Appendix 2 Framework of Students’ interest Indicators
Appendix 3 Questionnaire Items
Appendix 4 Observation Checklist Form
Appendix 5 Lesson plan of cycle 1
Appendix 6 Game of cycle 1 (Card Game)
Appendix 7 Result of Questionnaire in cycle 1
Appendix 8 Result of Observation Check list in cycle 1
Appendix 9 Lesson Plan of cycle 2
Appendix 10 Game of cycle 2 (Scrambled Sentence)
Appendix 11 Result of Questionnaire in cycle 2
Appendix 12 Result of Observation Check list in cycle 2
Appendix 13 Lesson Plan of cycle 3
Appendix 14 Game of cycle 3 (Grammar Casino)
Appendix 15 Result of Questionnaire in cycle 3
Appendix 16 Result of Observation Check list in cycle 3
Appendix 17 Students’ Improvement from Questionnaire Data
Appendix 18 Students’ Improvement from Observation Data
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CHAPTER I
INTRODUCTION
A. Background of the Study
There is an opinion in the education world that students get problem to
acquire theoretical English material such as grammar, if it is practiced by
lecturing method only. Because this method causes them bored, sleepy, and
sometimes feel hard to understand teacher’s explanation. It can be caused by
the unclearness of teacher’s explanation or student’s inattentive in listening
teacher’s explanation, so the student is left of the information from his
teacher. In the fact, we often find that teacher who uses lecture method often
gets his/her students less show their interest to follow teaching-learning
process. Some of them are sometimes blank, sleepy (more over sleep), or
talking with their friends, although there are also some students who seriously
follow teacher’s explanation. We can’t deny that students’ interest has a
strong role in acquiring material of study.1 Because by having good interest in
mastering English, students will have perseverance and they will study hard,
so that they are really success in mastering English. We know that Allah said
in holly Qur’an;
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And they are who strive in Our (cause),- we will certainly guide themto Our paths, for Verily Allah is with them who do right. (Al-‘Ankabut: 69)
This matter show, that Islam also teaches us as a Moslem, we should
do everything (good activities and true according to Islam) very seriously.
Thereby Allah the almighty and most worthy of praise will give guidance to
them who crass in try, so that their aim that they want can be reached. This is
1 Shelley Vernon atttp://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=106206, accesed on June12, 2009.
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2
the same as when our student want to learn very seriously, in this case is
studying English grammar lesson, of course they will master it. And of course
they will try seriously by their selves, if in their heart is found interest to learn
the lesson. While interest, itself, although we can not create it, but we as
teacher can stimulate so that, it can appear at the students.
According to Abu Ahmadi, one of willingness process is the existence
of motive.3 While ideally, the aim of a child learns in the school is to look for
science / to know and deepen what are they studying of in the school. But
generally, the children at level of Junior High School, which still including in
‘playing-age’ children, motive to mastering a lesson not fully yet they have.
Mostly, person who own the motive are the parents of the student. Beside
that, many lesson-subjects given to the student make their interest only
focused at one or two subject, not for those entireties. While for the subject of
English, from the experience of the researcher’s teaching learning process
observation in class 8A of SMP Islam Siti Sulaecha, Sriwulan Sayung
Demak, had proven that grammar was less enthused by a big amount of
students. From confession of some students said that English is too
complicated and it is bewildering for them. This matter can be caused by
language structure/grammar in English has significance difference compared
to Bahasa Indonesia that representing as their first language. One of the
matters is about tenses that differentiating verb pursuant to time of the
happening of an activity/occurrence. English, -especially tenses in its
structure- is equal to the other lesson, is not as difficult as conceived by the
students if they have hard willingness to studying it. So, it is better for
teacher able to give motivation support to the students to improving their
interest to study English. And one of the strategies is transfer their motive to
something that makes them enjoys and interested. This is one of the reasons
why the researcher chose the title. Researcher wants to try to solve the
problem about why it is difficult for teacher to improve students' interest to
acquire English course material in grammar class. While English grammar
3 Abu Ahmadi, Psikologi Umum, (Jakarta: PT. Rineka Cipta, 1998), 2nd printed, p.126
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course itself, shouldn't be difficult for the teacher or students, if it is taught by
using the effective way. Even, it can be fun.
Then, how about teaching English using game? Game is one of the
media which is effective enough improve enthusiasm/children motivation.
Because most of all children, even adult, they take a fancy to the game. It
means, researcher considers that game is one of media that is interested for
students in all age. Because, there are some points make them interested in the
game, such as challenge to win, prize, joys, etc.
…. students are often more motivated to play games than they are todo desk work. Plus, during the game, the students are focused on theactivity and end up absorbing the language subconsciously. One canalso add that fun learning games usually contain repetition, whichallows the language to stick.4
So, in this research, researcher tries to implements one of teaching
method in grammar class, especially past tense by using game. In this method,
researcher acts as teacher enter lesson items in a few games variation. In this
research researcher want to prove how far the role of game media usage in
teaching grammar class to improving students’ interest to study English in
grammar at the past tense area. Through this research (Thesis), researcher
hopes students not only enjoy the game, but also mastering the lesson that will
be given by teacher. This is an action research, so researcher will use more or
less three different games in three different cycles.
B. Reasons for Choosing the Topic
1. Researcher chooses grammar as a skill area that will be researched,
because researcher looks at the developing case from the last until know,
grammar is less enthused by students in many school, especially class 8A
students of SMP Islam Siti Sulaecha, Sriwulan Sayung Demak. First
reason, there are judgments in generally that sector grammar is more
difficult than the other skill area, such as speaking, listening, etc. because
4 See at: http://www.simplyesl.com/articles/97/1/Teaching-Grammar-with-Fun-Learning-Games/Page1.html, accused on June 12, 2009.
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of its structure differ with students’ first language. Second, often students
prefer the practice things than theoretical, such as grammar.
2. Researcher chooses game as an instrument in this action research, because
the researcher predicts that games will able to improve students’ interest to
learn English grammar, especially past tense. Beside the reason, game is
one of instrument that is preferred by students in all ages and all level.
3. Researcher chooses SMP ISS Sriwulan Sayung Demak as the place of the
research because big amount of students in this school were known respect
less to lessons given by the teachers, especially English lesson. This matter
is caused because their interest to the lessons, especially English was low.
4. Researcher chooses 8A class of the school because past tense is taught in
this class.
C. Questions of the Study
Based on the explanation above, the research question will be about;
1. How are games implemented to improve students’ interest in grammar
class at 8A students of SMP Islam Siti Sulaekha Sriwulan Sayung Demak?
2. How much the improvement of the interest of the 8A students of SMP
Islam Siti Sulaekha, Sriwulan Sayung Demak in grmmar class after being
taught using game?
D. Objectives of the Study
In line with research question, this study has purposes as follows:
1. To describe implementation of teaching English grammar using game to
improve students’ interest at 8A students of SMP Islam Siti Sulaekha
Sriwulan Sayung Demak.
2. To find out the improvement of the interest of 8A students of SMP Islam
Siti Sulaekha, Sriwulan Sayung Demak in grammar class after being
taught using game.
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E. Significances of the Study
The result of this study might be useful for the students and the
English teachers, students, also other language researcher.
1. For teaching-learning purpose, this research is expected to help English
teachers as reference or designing their course syllabus and determining
specific learning outcomes in grammar course.
2. By experiencing a variation of the teaching method using games, students
are hoped can take English Grammar course in a good part.
3. The result of study is hoped can be very beneficial for language observer
or other field of study, with the goal to develop the effective teaching
methods.
F. Scope of the Study
In order to make the study easier and more appropriate, the writer
will decide the scope of the study as below:
1. Researcher focuses on the teaching implementation of this action
research using game to improve students’ interest in grammar class.
2. This research is only use past tense as a sample of grammar, because it
is representative enough to describe the grammar difficulties for
students, considering of its different basic structures with students’
first language.
3. The object of the study is the 8A students of SMP Islam Siti Sulaekha,
Sriwulan Sayung Demak. But researcher hopes it’s able to representing
the students’ interest problems in other education institutions.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Improving Students’ Interest in Simple Past Tense Class through Game
A. Literature Review
1. Definition of Interest
According to Oxford dictionary, interest is a noun (n). The meanings of
interest are: 1. “Desire to learn or know about some body or some thing (sing,
U). 2. Quality that attracts attention or curiosity (U). 3. Activity or subjects
with you enjoy doing or learning about.”1
According to those meaning above, can be concluded that student’s
interest to acquiring grammar lesson is how much student’s desire and
curiosity in following English grammar lesson, and is the student feels enjoy
enough when he/she is taught the lesson.
Interest is a centralization of attention not intentionally that is born with
fully will, interest taste, willing, and delight.2 Slameto, still from this
reference, declares that interest is a feeling to like and interested at one
particular matter or activity without some body orders. According to him,
interest intrinsically is acceptance of relation between someone, him/herself,
with something outside him/her self. Stronger or closer those relation, so
greater is the interest.3
1 Oxford University press, Oxford Learner’s Pocket Dictionary, (New York: OxfordUniversity press, 2004), 3rd Ed., p.226.n=noun, U=Uncountable, C=countable, pl =plural, Usu=Usually, sing=singular.
2 Qym, Pengertian Minat at: http://qym7882.blogspot.com/2009/03/pengertian-minat.html,accesed on March 21, 2009
3 Ibid, Qym cites from Slameto, from Tomi Darmawan, 2007.
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Then, researcher gets conclusion from several definitions above, that
interest is a special attention towards a certain matter that is created fully will
and depending from talent and the environment. Interest can be said as strong
push for somebody to do everything in realize aim achievement that be the
willing.
Interest and motivation theorist said that interest can appear from
individual interaction with the environment.4 According to this reference
situation of the environment, is it pleasant or not, has a strong effect to build a
person’s willing to do an activity. Of course, with the joyful and comfortable
environment will able to make some one’s interest higher to do an activity
than in the contrary. Then, Schiefele (1991) said that interest researches had
distinguished with two concepts, individual interest and situational interest.
a. Concepts of Interest
1) Individual Interest
Individual interest is defined as an evaluative orientation that
relatively stable at the certain areas, or more exactly at the specific
classes of an object, event or idea.5 It’s said stable, because this
interest has a principal characteristic inside of somebody, or event it’s
the exclusive interest owned by every body. Individual interest has a
personal meaning and sometimes it’s associated with the high level of
knowledge and value, positive emotion, and increased esteem value.
This interest that makes each person instinctively wants to develop and
always advance to the highest level achievement of the life. Individual
interest appear stable more in the children, although children also
4 Peter Aubuson, et.all., “The IMPACTS Study (Interest, Motivation, Personal Achievementand Classroom Teaching in Science)), A Journal of IMPACTS Study of Science Teaching, (Sydney,University of Technology, June 2003). p.4
5 Ibid., p.4
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always in the process of consolidating, merging and developing new
interests.
2) Situational Interest
Different from individual interest that has a stable feature inside
of the person; situational interest is more influenced from external
factors. Because this interest itself is defined as an emotional situation
brought by a situation stimuli.6 This interest sometimes appear in the
attitude of a person when he/she is responding a specific idea, object
or event as a visual form expressed from internal locus of the
individual interest. This interest is inclined shorter and shallow than
individual interest, and sometimes it’s pushed with the specific
features of an activity or task/text.
2. Factors that Influence Students’ Interest
Curran, J. M. and Rosen, D. E. tested some factors that according to
them can influence students’ attitude, (which is show students’ interest). And
they found that there are four factors that have 77 percent attitude variations
toward the course. Those are teacher, room, course topic and the execution. 7
a. Teacher/Instructor
Teacher is the main factor that determines students’ interest. Because
the teacher is the person who rules the class situation, determines what the
course topic is, and regulate how the course execution of the class that
he/she will take.
b. The Room (Physical Environment)
6 Ibid., p.57 Curran, J. M. and Rosen, D. E. (2006). Student Attitudes toward College Courses: An
Examination of Influences and Intentions. Journal of Marketing Education, 28 (2), 135-148. athttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/studentatt.htmNovember, 2010.
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But the teacher/instructor is not the only factor that influences the
students’ interest and/or attitude in the class. There are some significant
factors in addition to the instructor, also determining students’ interest in
the class that he/she may take. One of them is the class (room) situation,
or called as the physical environment. Of course, students will feel more
comfortable put in the clean, neat and not a stuffy room. Even, it doesn’t
close the possibility to take the class in open-air nature to create a fresh
class, if it’s needed. But this is not the main factor that will be involved in
this research.
c. Course Topic
Different with the classroom, course topic together with the
instructor and course execution is one of the main factors that may be
involved more in this research. It is happened, because the research will
focus on the game (that is part of topic course and the execution), as a
teaching-media to influence students interest. Only required course is
included in the study. That is past tense grammar course. Researcher
covers topics about which students will have a range of interests, from not
being interested at all to the course topic being introductory to a major.
The researcher points out that is the subject matter of a course influences
students’ interest relate to a course, then their level of interest must be
acknowledged as a contributing factor on course evaluations.
d. Course Execution
Course execution is the very important factor to improve students’
interest in our lesson we teach. This factor is can’t separated from
teacher/instructor factor, because teacher/instructor is the person who
execute the course, and who determine the success of the course. The
teachers have to plan their teaching strategy very well, and ascertain that
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there is no technical mistakes will happen. Lesson planning is very
important to make our course execution work successfully. It is better for
teacher to use some creative teaching methods to make students always
interested in our lesson.
3. Indicator of Interest.
In order to know how far is the students’ interest will be improved, it’s
better to identify the indicator of interest itself. Students’ interest can be
observed from students’ attitudes/behaviors in follow learning process in the
class.8 If the students are interested in a course given from the teacher, they
will show good/appropriate attitude as their responses to express what they
feel. For example, listening to the teacher explanation seriously, follow
teacher instructions and rules appropriately, rising hand to express his/her
ideas, or other attitudes that supporting the class situation to conducive. Then
researcher includes these as Positive Responses. While, if the students aren’t
interested with the class, they will show inappropriate attitude (Negative
Responses).
There are some indicators of students’ interest in learning a course as
follows:
a. Learning Experience
It is about experiences students have in a course we means. It can be a
students’ learning prestations relating to the course.
b. Having high emotional attitude.
A student who is interested in learning a course has high emotional
attitude. For example; he is favorable to follow the lesson, always do his
home work well.
c. Topic of Conversation
8 Zakridatul Agusmaniar Rane, Factors that Influence Students’ Learning Achievement, APaper of an English Education Subject, in FKIP-UNHALU.
11
What is a student talking about (discussing about) with adult or the same
age people able give clues about his interest how strong is the iinterest. It
means in the certain topic of discussion a student will show his interest
and enthusiastic.
d. Reading Book
Generaly if a student is given delideracy to choose certain reading books,
the student will chhose an interesting reading book according to his talent
and interest.
e. Asking for Questions
When in the teaching-learning process going on a student always active in
asking for questions, and the questions are related to the course materials
have been teaching, it shows that the student has a high interest on the
course/lesson.9
While according to Slameto, students who are interested in learning a
course have characteristics as follow:
a. Having a stable tendency to paying attention and memorizing object of
study they have learned continuously.
b. Having glad feeling on something they are interested in.
c. Getting a satisfaction and credit to on something they are interested in.
d. Attracting on the activities they are interested in.
e. Prefer on something they are interested in than the other things.
f. Something that they are interested in will be manifested in activities
and/or actions.10
Those characteristics above are talking about the reason why
students are interested in the lesson. But, in the other side researcher think
that it’s needed also to investigate students’ bad feeling when they are
9. See at: http://sobatbaru.blogspot.com/2008/10/tinjauan-tentang-minat-belajar-siswa.html,accessed on March 31, 2011.
10 See at: http://www.informasiku.com/2010/12/minat-belajar-untuk-meningkatkan.html,accessed on March 31, 2011.
12
facing the course, that might be will be showed from their attitudes or
behaviors in the class. These are some troublesome students’ behaviors
which teacher often finds in the class that shows they are not interested in
the lesson has been teaching:
a. Talking and inattention
b. Unpreparedness, missed deadlines and tests, and fraudulent excuse
making
c. Lateness and inattendance
d. Disturbing other students
e. Sleeping or other careless forms of the class conductivity
Those negative attitudes can be caused by some factors, such
as The Contingent on Individual Student Situation and The Structural
of the Course.11
1) Contingent on individual student situation
Students can use some problematic attitudes in the class
because of any situational issues, such as, health problem,
personal or family problems, adjustment or developmental issues
(sg; immaturity or self-esteem issues), or general academic
difficulties.
2) Structural to the course
Some of the unwanted students’ behaviors can be caused
by the teacher’s policies or course structure. If we want our
students act the appropriate attitudes, it’s important for us as the
teacher to acts more appropriate than them. It’s the better way to
11 See at: http://www.cmu.edu/teaching/designteach/teach/problemstudent.html, February 172011
13
give examples of good attitudes according to our each
positions/capacity. The teachers must practice the active learning
methods and make the class more fun to be followed, so that our
students never feel boredom.
Those criterions are form of various students’ interest indicators in
acquiring the course. From those theories researcher concludes indicator
of students’ interest in grammar class are as follows:
a. Does the student get good mark (score) in English (grammar)
examinations? If yes, how often?
b. Is the student enthusiastic to follow English grammar classes? If yes,
how often he/she is?
c. Student’s curiosity in learning grammar course. This point can be
applied by the student to do activities that make his/her English
grammar skills developed. For example making use to read articles in
magazine about English grammar, practicing his/her English
grammar skills in his/her daily activities, watching English programs
on TV, etc.
d. Student’s responsibility in the class. This point can be seen from
his/her attitudes when he/she is taught in the class. Does he/she
always attending class, paying attention, active to asking questions to
the teacher when he/she doesn’t know the material, active in
discussion, informing his/her knowledge about English grammar
materials to his/her friends, doing home work, etc.
e. Student’s intensity to show his/her troublesome behaviors in grammar
class. When the student is not interested in the course, he/she will
show troublesome behaviors/attitudes in the class more often than
other students who are interested in the course.
14
Then those indicators will be the key for researcher to make the
observation check list framework and also to determining steps to
developing and preparing expressions and/or questions to measure
students’ interest in this research. Researcher uses observation checklist
to investigate students’ attitude that can be seen visually in the class.
While questionnaire is used by researcher to investigates students’
personally feeling as their reaction toward the course. Researcher divides
those detail into two dimensions in questionnaire framework; verbal and
non verbal indicator. So, from both of those two dimension, formula of
students’ interest indicators can be determined as follow.
Indicators of Students’ InterestVARIABLE DIMENSION INDICATOR EXPRESSION OPTIONAL ANSWER
Nev Sel Som Oft Alw
Students’interest inlearningEnglishgrammarcourseexpressed inverbal andnon verbal
Verbal
InformationI inform my friendseverything aboutEnglish grammar whenI have a chance
Asking forQuestion
I ask the English teacherabout anything relatingto the grammar course
Telling I tell English story
Discussing I like to discuss English(grammar) topics.
Otherresponse. ……………….
Nonverbal
Reading
I make use of myself toread articles/writtentexts in magazinesrelating to the Englishgrammar.
ListeningI listen to informationabout English grammaron the radio.
Watching
I watch Englishprogram/s to knowanything about Englishgrammar on TV.
15
Attendance I attend Englishgrammar course.
AttentionI pay attention toEnglish (grammar)lesson
DoingHomework
I do my English(grammar) homework
Learning I learn English(grammar) at home
Mark of thecourse
I get good mark inEnglish (grammar) class
OtherResponse
Nev = Never Oft = OftenSel = Seldom Alw = AlwaysSom = Sometimes12
Then the students’ troublesome attitudes will be investigated
by observation together with students’ positive attitudes (responses) as
the comparison. Those students’ troublesome attitudes that may be
appearing in the class will be included as the students’ negative
responses. Researcher can detect them from research observation
design. Then researcher will calculate percentage of those attitudes
compared with the positive responses. This observation of students’
attitudes in the class will help researcher to know how much students
are interested in the course.
4. English Grammar Learning.
As one of the international communication language, English has very
important role to be learned by various society layers, begin from student in
the schools until general society. Almost in many association aspects,
English is always we meet, either through written also spoken. The uses to
study English are 2, theoretically and practically.
12 http://data.tp.ac.id/dokumen/penilaian%20hasil%20belajar, March 31 2011
16
a. The use theoretically, that is the use to study English so that sentence
arrangement as according to operative English grammar with based on
existing theory.
b. The use practically, that is the use to study English so that what we say
and write easy or clear, also understandable for another person
practically.13
Such as the other language, that if we want to master English, of
course necessary to study English grammar. Even though we use English
theoretically or practically, we have to use grammar properly, so the
sentences or messages we want to transfer to some body else are clear and
understandable. While the use theoretically, grammar is absolutely needed to
produce the correct English sentences.
a. Definition of English grammar
English grammar is a science that teaches about manner to speaks,
read and write and make with composed English sentence truly and good.
According to Stanley J. Cook (1980), “grammar is a written description of
the rules of language”. 14 There are many grammar in the world, such us
grammar of Spanish (Grammtica De Lengua Espanola), grammar of Zulu,
Nahwu and Shorof of Arabic etc. some of them are longer, but much are
shorter. But all of them have the same goals, to teach written description of
the language rules. In Arabic, we also find that a sentence must be arranged
truly (grammatical), so it has a meaning. Such as mentioned in this
statement: 15“. ”
13 A. Faidlal Rahman Ali, Fundamentals of English Grammar (A Practical Guide), FirstEdition, Pustaka Widyatama, 2007. p.1
14 Stanley J. Cook and Richard W. Sutter, The Scope of Grammaar (A Study of ModernEnglish)., Mc. Graw-Hill book Company, Printed in United State, America, 1980, p. 2
15 ,")"( , : , ..
17
English, itself, it is recognized there is sentences division based on
the time of happening of the events or activity of the sentences, itself. And
those divisions are differed with the verb of the sentences. This verb-
change (eq: V1 to V2) is the matter that often makes students feel hard to
study English, especially its Grammar, while, they did not use this rule in
their first language. The simple movement of sentence division is simple
past tense, which the verb is changed to verb2 from simple present tense.
The researcher uses past tense to represent the material of grammar, as a
tool to test the students’ interest movement. Because past tense is a simple
part of tenses, that has experienced the verb-change.
b. Past Tense
According to Faidal Rahman, past tense is one of tenses that show
events in the last time, activity act, the change and/or activity that is done
at the last time in the simple form, and also known the time of event or the
activity happened.16 This research is only use past tense as a sample of
grammar, because it is representative enough to describe the grammar
difficulties for students, considering of its different basic structures with
students’ first language.
1). Formula of Simple Past Tense
a) Nominal
Eg; I was a student
They were in the classroom
16 A. Faidlal Rahman, Op. Cit., p.270
Subject (He She, It) + To be (Was) + noun/adjective/preposition/adverb
Subject (He She, It) + To be (Were) + noun/adjective/preposition/adverb
18
b) Verbal
Eg; I worked here with you.
He taught English.
c. Regular and Irregular Verb.
1). Regular verb
Thomson and Martinet (1986: 161) stated that the form of
regular verb can be divided by; adding ed, add d only, spelling notes,
add change (y) by (i) before adding ed.
Eg; Clean - Cleaned
Close - Closed
Admit - Admitted
Carry - Carried
2). Irregular verb
Sholihul Hadi cited in his thesis from Frank (1972; 61), that if
we want to use irregular verbs of a tense, we must know the “principal
Parts” of the verb it self. 17 The first principal part of a verb is the
simple form of the verb. The second one is the past form. And the
third one is the past participle. Sometimes all three principal parts are
different, sometimes the second and the third ones are alike,
sometimes the first and the third ones are alike, or event sometimes all
three principal parts are alike.
17 Shoihul Hadi, A Profile of The Students’ Mastery of Simple Past Tense, a thesis in Art &Language Faculty, Semarang State University, 2002, p.18
Subject (I, You, We, They, He She, It) + V2
19
Eg; 1st 2nd 3rd
begin began begun
dig dug dug
become became become
cast cast cast
5. How to Teach Grammar
Grammar is not the most exciting subject in the world, but it is
important. Many job applications and cover letters are passed over because
the applicant did not use proper grammar. That is one of the causes, why
English is learned, complete with its grammar. Grammar used to be taught
using a language book, learning about parts of speech and doing language
exercises such as diagramming sentences. Now grammar is usually taught
with writing, and it is taught through mini-lessons. Whatever methods applied
in grammar teaching, the main goal is we hope our students able to hand the
grammar rules and apply these in true context.
While the professional community in general agrees on the importance
of form- focused instruction, there are still degrees of opinion on what kind of
instruction should be offered to learners. Four primary issues characterize this
ongoing professional discussion. Those are:
a. Should grammar be presented inductively or deductively?
b. Should we use grammatical explanations and technical terminology in a
CLT classroom?
c. Should grammar be taught in separate “grammar only” classes?
d. Should teachers correct grammatical errors?18
1) Should grammar be presented inductively or deductively?
18 H. Douglas Brown, Teaching by Principles (An Interactive Approach to LanguagePedagogy), 2nd edition; San Francisco, San Francisco State University, p.365-37
20
These two approaches are often contrasted with each other
when question about grammar teaching arise. But in most contexts,
inductive approach is more appropriate.
2) Should we use grammatical explanations and technical terminology in
a CLT classroom?
Sometimes, we are as teacher so enthusiast to explain our
students with the detail of Metalinguistic knowledge. But we forget
that our students may be so busy just to focus on our grammar lesson
that full with the complexity of rules and terms. Grammatical
explanation and the terminology must be extended with care. We have
to use the correct rules to enhance our grammatical explanations, so it
can be received by students.
3) Should grammar be taught in separate “grammar only” classes?
In some certain conditions, such as lesson hours prepared in
the curricula, grammar is better to added separately, because intending
it’s meaningful as a language foundation. It’s suitable with
intermediate to advanced students.
4) Should teachers correct grammatical errors?
Some little research evidences that grammatical correction by
teacher able to improve students’ language skill. But, of course it will
seize any time. It’s better if we engage our students to make their self-
correction by our guidance of correction principals.
• Technique of Teaching Grammar
The following techniques are some technique examples for
teaching grammar.
1) Charts
21
Charts and graphs are useful devices for practicing patterns,
clarifying grammatical relationships, and even for understanding
sociolinguistic and discourse constrains.
2) Objects
Objects brought into the classroom can provide a kinesthetic,
hands-on dimension to your teaching, beside liven up the context.
3) Maps and Drawing
Maps are the practical and simple visual aids in a classroom
and it is useful for jigsaw, information gap, and other interactive
techniques. They can also serve to illustrate certain grammatical
structures.
4) Dialogues
Dialogues are an age-old technique for introducing and
practicing grammatical points.
5) Written Texts
A text might be used to get at a certain verb tense at the very
simple, mechanical level. 19
Those techniques are very beneficial input for the researcher to
developing his game implementation in grammar class. Researcher
uses Written Text technique to implement Scrambled Sentences game
in the course. Then he uses Dialogues technique to implement the
Card game. And it’s possible for the researcher to uses Object
technique in some game implementations.
6. Game in Language Learning.
a. Definition of Game
19 Ibid, p. 368-373.
22
According to Oxford dictionary, the meanings of game are; n 1.
[C] Form of play or sport with rules… 4. [C] Children activity when
they play with toys, pretend to be somebody else, etc.20
Games are fun and don’t make students tired of them. These are
also the welcome change of pace for teacher to make variation of
learning activities in the class. So, the games are very useful, because
they are best used to review or practice material that has already been
introduced. And they are also compatible used in grammar lesson. For
example, fill the blanks of verb 2 for past tense material. And maybe the
games which are provided in the teaching practice of the action research
are card game, snakes and leaders, grammar casino, etc.
Most of students claim that language learning is difficult work.
One time they must make an effort to understand, to repeat accurately,
to manipulate newly understood language and to use the whole range of
known language in conversation or written composition. While, we have
to know that effort is required at every moment and must be maintained
over a long period of time. Games help and encourage many learners to
sustain their interest.21
Games also help the teacher to create contexts in which the
language is useful and meaningful. The learners want to take part and in
order to do so must understand what other are saying or have written,
and they must speak or write in order to express their own main point of
view or give information.
Enjoyment of games is not restricted by age, some individuals,
regardless of age, may be less found of games than others, but so much
depends in the appropriateness of the games and the role if the player. It
20 Oxford Learner’s Pocket Dictionary, op. cit., p.175.21 Andrew Wright, Games for Language Learning, New Edition, Cambridge University Press,
1994, p.1.
23
is generally accepted that young learners and adults are very willing to
play games. (This partly depends on the learners' socio-cultural
background). It is important to note that the most advanced and
dedicated students can enjoy and value games if the content and
language used are relevant to them.
It follows from the above that the real questions are not, 'which
age group are games for?' or 'which level?' but are more specific:
1). Will the game take you a long time to prepare, compared with
the amount of useful work you will get from it?
2). Will it be relatively easy for you to organize in the class room?
3). Is it likely to interest the particular group of learners you have in
mind?
4). Is the language or is the language skill you are concerned to
teach intrinsic to the activity? Or are you (honestly!) just forcing
it into the game?
5). Is the amount of language and the type of use enough to justify
the use of the game? Or do you have another good reason for
introducing it? 22
If your answer is 'yes' to each of these questions, then the game
you have in mind is highly efficient means of satisfying your learners'
needs. From some questions above, researcher concludes that the
success of game implementation in the class is not just because how to
determining the group of target of game or game level applied to the
target, but more to stable preparation for the teacher to applying the
game in the class. Those preparations are beginning from the teacher
ability and readiness to prepare the game itself, predicting difficulty
level (either in the rule of the game or the language) for the students,
22 Ibid., p. 3.
24
skill target of learning achievement that can be realized using the game,
and off course the effectiveness of the game itself in the class.
b. The Use of Games in Grammar Class
Beyond the fact that the games are fun and a welcome change of
pace, they are also useful. They can serve as a painless review or
previously studied material as the competitive aspect of the game is not
taken too seriously. In several of the games, group of students have to
work together toward a common goal, whether it be solving problem, or
building up points or trying to win. in the process of working together,
the students necessarily have to interact with each other to help, support,
suggest, encourage, share, and event correct and challenge each other.
Inevitably, some teasing, joking, cheering, and play pervade the
classroom in short, the games give every one, teacher included a chance
to play and be playful. In the language classroom, play is useful. Mainly
in grammar class specifically, this is a language area that often make
students or event the teacher feel hard to endure. But it will be no
problem if we use game. We can use many variations of games to make
our students enjoy the grammar class, or event they will waiting for a
next lesson. Why? Because in grammar class we will find too much
challenges. And with a game we will make those challenges and
difficulties more funny and interesting. For example in past tense
material the students will feel hard to mastering the material, such us
memorizing the irregular verbs with the conservative way. But with
many variations of games, the material can be enjoyable to be followed.
because we find some points in the game that make people interested,
such as, competition, challenge, may be a prize there, willing to be a
winner or the champion, etc.
25
Class Organization
Andew Wright (1994): Some scripts on every game suggest
which form of class organization is appropriate of the types of
grouping, pair and group work are very important if each learner is
have sufficient oral practice in the use of language.23
a). Class work.
In class work, it is easy to demonstrate that learners say
only one or two sentences in a lesson or, indeed, in a week. The
greatest 'mistake' (if oral ability is an aim) is for the learner not
to speak at all. Although some mistakes of grammar or
pronunciation or idiom may be made in pair or group work, the
price is worth paying. If the learners are clear about what they
have to do and the language is not beyond them, there need be
view mistakes.
b). Group work
Some games require for to six players; in this cases group
work is essential. Membership of groups should be constant for
the shake of good will and efficiency.
In class work, it is easy to demonstrate that learners say only
one or two sentences in a lesson or, indeed, in a week. The
greatest 'mistake' (if oral ability is an aim) is for the learner not
to speak at all. thus, although some mistakes of grammar or
pronunciation or idiom may be made in pair or group work, the
price is worth paying. If the learners are clear about what they
have to do and the language is not beyond them, there need be
view mistakes.
c). Pair work.
23 Ibid., p. 5
26
This is easy and fast to organize. It provides opportunities
for intensive listening and speaking practice. Pair work is better
than group work if there are discipline problem. Indeed for all
these reasons we often prefer to organize games in pair or
general class work, rather than in group work.
B. Previous Research
Some researches those have been done until now related with this topic
are:
A research by Meizaliana (A4C006004) 2009, Linguistics Faculty,
Diponegoro University, with the title: Teaching Structure Through Games to
The Students of Madrasyah Aliyah Negeri 1 Kepahiang, Bengkulu. This is an
experimental research to find out the difference between Teaching English
Structure (Grammar) Conventionally and Using Games Technique, with post-
test and pre-test procedure. The result is known from T-test be used by
Meizaliana, that there is a difference of teaching grammar between both of the
methods with the comparison: Teaching grammar using games, X = 41.79.
While teaching grammar conventionally, X = 32.95. Then Meizaliana
concluded: “It means that teaching Structure through Games is better than
Teaching Structure conventionally”.24
A research by Mohd. Hilmi B. Hamzah & Juliana Emilia Dourado,
Education Faculty, Technology University of Malaysia, with the title: Using
Grammar Games in Teaching Grammar: A Case Study in SMK Damai Jaya.
This study examined the effects of games in teaching grammar, particularly in
the use of the simple present tense and simple past tense to gain insights on
students’ and teachers’ responses towards the use of games in teaching and
learning grammar items. The result of the research is students who practiced
24.http://eprints.undip.ac.id/18150/1/MEIZALIANA.pdf, accessed on March 30, 2011.
27
grammar with games felt more motivated and enthusiastic in what they were
doing. Descriptive data gathered implies that teachers were positive of the
potential of using games to teach grammar. From the finding the researchers
claimed that the use of games in teaching and learning of grammar be actively
promoted as a successful way of acquiring grammatical competence.25
A research by Barbara B. Meyer & Carol P. Etheridge with the title:
Improving Student Interest in the Spanish 1 Classroom through Democratic
Teaching. This is an action research which describes the curricular and activity
changes in Barbara’s classroom when a new curriculum was adopted. This
research shows that Interest-orientated classrooms can increase the amount of
learning that takes place among students.26
In Addition to all those previous research, in this research, researcher
will use some different games. Some recently games, such as Grammar Casino
and new Card Game are implemented in some cycles in the teaching learning
process of the action research to make students more interested.
25http://eprints.utm.my/10214/2/Juliana_Emilia_Dourado.pdf, accessed on March 30, 201126 http://cscanada.net/index.php/sll/article/viewFile/1553/1774accessed on March 30, 2011
28
CHAPTER III
METHOD OF INVESTIGATION
A. Design of the Research
There are many kinds of research design in conducting a research.
In this study, the writer tended to conduct an action research on the 8A
students of SMP Islam Siti Sulaekha Sriwulan Sayung Demak to investigate
their improvement of interest in learning English grammar using game.
1. Definition of Action Research
According to Kemmis and Mc. Taggart in Nunan, “action
research is a group of activities and a piece of descriptive research
carried out by a teacher in his or her own classroom, without changing
the phenomenon under investigation”.1 While, Harmer states that action
research is the name given to a series of procedures teachers can engage
because they wish to improve aspects of their teaching or because they
wish to evaluate the success and/or appropriateness of certain activities
and procedures.
In the classroom, problems are always found, that can be a reason
for the teacher to conduct an action research to achieve the target that
becomes her expectation in the process of teaching and learning.
According to Arikunto, the advantages of action research are:
a. The research result is beneficial in improving teachers’ way in
teaching.
b. Teacher develops professionally since he/she is able to evaluate
his/her own teaching.
c. Teacher gets a chance to actively develop his/her knowledge and
skills.
d. It improves students’ ability in their learning process.2
1 David Nunan, Research Methods in Language Learning, (New York: CambrideUnivesity Press, 1992), p. 18
2 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2006), p. 107
29
From the definition above, it can be concluded that action
research is a research which is done by a teacher in his/her own
classroom systematically through his/her self-reflection to solve the
problem faced by the students with the purpose of improving his/her
teaching so that the result of the teaching is improved as he/she will.
Action research has the advantages to know about teachers and learners
deeper. As teachers, we have to know the weaknesses of the students and
how affective our methods are. So, teacher didn’t do wrong if he/she
uses an action research.
2. Characteristics of Action Research
Action research is different from other research. It has its own
characteristics. According to Gabel, there are six characteristics of action
research:
a. On the job problem oriented
The problem of teaching and learning which are investigated in
action research are the problems found in every day life.
b. Problem-solving oriented
The main aim of action research is to solve problem.
c. Improvement oriented
Action research is meant to make changes and improvement by
making use of the elements in the process of development.
d. Multiple data collection
An action research consists of several methods which are used to
collect the data, such as observation, tests, interview, and
questionnaire.
e. Cyclic
A cyclic consists of certain steps that are planning, acting, observing,
and reflecting. They are implemented in an action research.
f. Participatory/collaboration
Cycle 2 4). REFLECTING
30
The researcher cooperates with other people to heighten the validity
of the observation.3
In addition, Graham Hithcock said that the evaluation of action
research is systematic, about both products and process, concerned with
policy and practice, defines and explores effectiveness.4
From those characteristics, researcher concludes that action
research has the specific/special characteristics different with the other
research designs. Those characteristics are systematic enough and
prospective enough to solve any developed educational problems
nowadays.
3. The Steps in Action Research
A classroom action research is conducted cyclic. According to
Kemmis Cited by Mills, a cycle consists of four steps. They are
planning, action, observation and reflection. The steps can be seen in the
figure below.
The steps which are carried out are presented below:
3 Dorothy Gabel, An Introduction an Action Research.http://physicsed.buffalostate.edu/danowner/actionresearch.html, [retrieved on 25/07/2010]
4 Graham Hithcock and David Hughes, Research and the Teacher (A QualitativeIntroduction to School-Based Research), London; British Library Cataloguing in Publication Data,p. 31.
31
a. Planning
Planning is the important step in conducting an action research. It is
conducted before the research starts her action research. The purpose
of this activity is to know the problems them the researcher and the
collaboration find a good solution to the problems.
b. Action
Doing an action is the main phase of action research. It is followed
by observation and reflection. This phase is the implementation of
the plan that the researcher has made to solve the problems.
c. Observation
In this steep, the researcher has to observe all events or activities
during the research.
d. Reflection
A reflection is an effect to inspect what has been done. The result of
reflection is used to establish the next steps of the research. In other
word, a reflection is the inspection effort of success or the failure in
reaching the research purpose.
From the explanation above, it can be said that planning always
becomes the first step in dong any activities. Without planning, the activities
the researcher does will have no direction. Planning becomes the references
in doing the action. While, action is the second step which is the realization
of the planning the researcher has made. Then, observation is needed to
know the quality of the action. Based on the observation, the researcher can
determine whether it is necessary to revise the action or not in order to
achieve the purpose the research.
These are the steps in conducting the classroom action research in
this study:
1. Preliminary Research
Before conducting the research the writer does the activity which is
called preliminary research. The activity is looking for the problem faced
by the students. The activity is done by interviewed Mr. Abdurrahman as
32
the English teacher of the eight grade students of SMP Islam Siti
Sulaekha Sriwulan Sayung Demak. From the explanation of Mr.
Abdurrahman, the writer thought that the major problem of the students
is the low interest of students in English grammar.
Besides the writer also did observation during the teaching learning
process to find out the students activity in the class. From the result of
the observation, the writer found the fact that the students’ activity and
participation during the lesson was low, and this is unsatisfactory, with
the students’ interest level of this class as a whole not more than 25%. It
motivated the writer to help the students and teacher to solve the
problem.
2. Cycle 1
- Planning
Planning is the first step of research procedure. This activity
covers the problem identifications. This is the most important step in
conducting classroom action research by knowing the problems; the
writer will find a good solution to solve the problem.
After knowing the condition generally, the writer wants to
give solution to the problems. The writer plans to solve the problem
by trying to improve the students’ interest. It is done by giving new
technique in teaching English. By using games, it is hoped that
students will be interested in learning English.
The writer began by arranging the lesson plan. Then
preparing the instruments those would be used in teaching learning
process. The writer prepares the materials which are taken from
“Kurikulum 2004, Standar Kompetensi Mata Pelajaran Bahasa
Inggris, SMP, MTs, SMA, MA book, published by Departemen
Pendidikan Nasional, 2003, the writer also took supporting material
from other sources. The writer also prepared the game, checklist to
observe the students’ activity and also questionnaire.
- Action
33
The action is aimed to solve the problems. In this phase the writer
will implement a game as media to teach English in the class. The
students will be taught by researcher him self for the first cycle.
Students will be taught about “recount text” that consists of past
tense. First step is the researcher as teacher explains the topic before
they are taught by the game. After that, teacher explains the rule of
the game. Then they play the game which is related to the topic. In
this first cycle students will play Card Game to investigate students’
ability to work in a big group. In the final activity, students are asked
to express their feeling and also their attitudes when they are taught
by the game, by fill the questionnaire given by teacher/researcher.
- Observation
The writer will observe the teaching learning process. This
observation is armed to find out the data related to this study.
Researcher will focus on the students’ attitudes as their responses to
facing the course to be observed. But it doesn’t close the possibility
for the writer to notes any supporting information from other data
that could be observed. The writer will use the observation checklist
as his guide to investigate students’ attitudes.
- Reflection
Reflection is the activity of evaluating for researcher, critically about
the progress or change of the students, class or even the teacher. In
this phase the writer can observe whether the game given will result
any progress in teaching learning process. In this step researcher will
try to find out the weakness of the course executions. After that,
researcher will try to correcting the weakness, for then, it can be
source to developing action to perfecting to the next cycle.
3. Cycle 2
34
- Planning
In the second cycle, the writer plans to give the other game as media
to teach English grammar referring to the reflection from the first
cycle. The writer begins by arranging the lesson plan and preparing
the instrument.
- Action
The students will be taught by their English teacher about “Simple
Past Tense”. The first activity is the teacher will examine the
students about the previous course material, and give little short
additional explanation. After that, the students will be explained
about the rule of a new game before they play it. In this cycle
students will play Scrambled Sentences game to investigate their
ability to work in pairs. In the final activity, students are asked to
express their feeling and also their attitudes when they are taught by
the game, by fill the questionnaire given by teacher/researcher.
- Observation
The writer will observe the teaching learning process. This
observation is armed to find out the data related to this study.
Researcher will focus on the students’ attitudes as their responses to
facing the course to be observed. But it doesn’t close the possibility
for the writer to notes any supporting information from other data
that could be observed. The writer will use the observation checklist
as his guide to investigate students’ attitudes.
- Reflection
In this phase the writer will observe whether the game given will
result any progress in teaching learning process. In this step
researcher will try to find out the weakness of the course executions.
After that, researcher will try to correcting the weakness, for then, it
can be source to developing action to perfecting to the next cycle.
4. Cycle 3
35
- Planning
In the third cycle, the writer plans to give the other game as media to
teach English grammar referring to the reflection from the second
cycle. The writer begins by arranging the lesson plan and preparing
the instrument.
- Action
The students will be taught by their English teacher about “Simple
Past Tense”. The first activity is the teacher will examine the
students about the previous course material, and give little short
additional explanation. After that, the students will be explained
about the rule of a new game before they play it. In this cycle
students will play Grammar Casino game to investigate their ability
to work individually. In the final activity, students are asked to
express their feeling and also their attitudes when they are taught by
the game, by fill the questionnaire given by teacher/researcher.
- Observation
The writer will observe the teaching learning process. This
observation is armed to find out the data related to this study.
Researcher will focus on the students’ attitudes as their responses to
facing the course to be observed. But it doesn’t close the possibility
for the writer to notes any supporting information from other data
that could be observed. The writer will use the observation checklist
as his guide to investigate students’ attitudes.
- Reflection
In this phase the writer will observe whether the game given will
result any progress in teaching learning process. In this step
researcher will try to find out the weakness of the course executions.
After that, researcher will try to correcting the weakness, for then,
researcher can determine the mayor students’ problem in acquiring
the grammar course.
B. Setting and Participants
36
This action research was conducted in SMP Islam Siti Sulaekha which is
located in Pondok Raden Patah Street, Sriwulan Sayung Demak. Most of the
students come from around of Sriwulan village.
The subject providing the data of this study was the 8A students of SMP
Islam Siti Sulaekha, in the academic years 2010/2011. There were 24
students in the class. It consists of 10 boys and 14 girls.
C. Variable and Instrument
1. Variable
F.N. Kerlinger in Suharsimi said that variable as a concept, such
as men in concept of gender. While Sutrisno Hadi defined variable as
variation of indications. So, variable is the vary research object.5
In this study, the variable is the use of games in teaching English
grammar. To find out the effectiveness of the songs usage in teaching
English it was done validity test and evaluation as the successful
measurement which can be seen from the students’ attitude, interest and
result of the achievement test in the teaching learning process.
Students’ interest in learning English is indicated by the students’
attitude, desire, effort, purpose, and reason why students study or learn
English, especially its grammar.
2. Instrument
The data for this study were collected by using some instruments
the following presents the description of the instruments.
a) Questionnaire
Arikunto defined questionnaire as a number of written
questions which are used to gain information from the respondents
about themselves or their knowledge, belief, etc. Questionnaires hold
a number of attractions for the researcher who wishes to collect
5 Suharsimi Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktik), 6th revisededition, Jakarte; PT. Rineka Cipta, p.116.
37
information from a large number of people but having limited time
and resources. “Questionnaires are particularly useful for gathering
simple information on what people do or have done (although care
must be taken to allow for the limitation of memory in the question
asked) and what alternative people know”. 6
The writer has reasons for choosing questionnaire as his
instrument. The reasons as follows, it can collect information from a
large number of students and on the other side, and the students as
respondents can completed and return it in certain period of time.
In this study, the writer used the closed format questionnaire
of Likert scale to measure the improvement of the students’ interest
in learning English grammar. The questionnaire it self was actually
written in bahasa Indonesia. The writer thought that it would be
easier for the respondents to understand the questions or statements
stated in the questionnaire because of their grade that still mastering
the low level vocabularies.
b) Observation Checklist
Observation technique at the beginning was used in
ethnography. Ethnography is the important study of a culture. Then
many researchers used concepts of ethnography in order to
understand a culture.7
In conducting this classroom action research, the researcher
decides to use observation form. The observation appraised the
activities during teaching and learning process. How teacher carry
out the material and what teacher will manage the classroom, and
also student’s response. It can also be used to appraise the students’
interest during teaching learning process, to see their difficulties,
their problems, and their understandings to the material given.
6 Suharsimi Arikunto, Ibid., p. 1517 Syamsudin AR., M.S., Metode Penelitian Pendidikan Bahasa, Bandung, PT. Remaja
Rosda Karya, p. 99.
38
D. Procedure of Collecting Data
In this study, several procedures are used in order to get the
empirical data required for supporting data collection although this research
is naturally qualitative.
The researcher was conducted in several ways:
1. Questionnaire
Questionnaires here are to find out the students’ interest after
being taught using game. The questionnaires were administered to the
second year students of SMP Islam Siti Sulaekha Sriwulan Sayung
Demak. The result of the questionnaires distributed to the students would
be a reference to determine on how effective is the use of games can
improve their interest in learning English grammar. Data from this
questionnaire is to looking for data about students’ interest level from
students’ perspective by their selves.
The questionnaire items are pointed out from indicators of
interest framework explained before this chapter. Then, from that
framework researcher concluded it into 13 items. It can be seen in
appendix.
2. Observation
In this study, observation checklists were used to observe the
subject of the study in some aspects. The aspects were classified into two
categories, Positive Response and Negative Response. Included as
positive responses are attending to the class, paying attention, following
teacher instructions, asking questions related to the course material and
active in group discussion. While included in negative responses are
lateness and inattendance, sleepy/sleeping, talking/inattentive, disturbing
other students and making disorder.
39
This is observation checklist form of students’ attitudes in
grammar class:
E. Method of Analyzing the Data
After collecting the data, the researcher will analyze the data. It can
be defined as the process of analyzing data. The data in this research are the
result of the questionnaires and observations.
1. Questionnaire
In this study to measure the students’ interest researcher uses
closed format questionnaire which is analyzed by using Likert Scale.
The Likert Scale begins with a series of statement, each of which
expresses an attitude that is either clearly favorable or unfavorable. The
Students’ Attitude Amount/Intensity
- Positive responses
1. Attending to the class
2. Paying attention
3. Following teacher instructions
4. Asking questions related to the course material
5. Active in group discussion
Total of Positive Responses (PR)
- Negative responses
1. Lateness and inattendance
2. Sleepy/sleeping
3. Talking/inattentive
4. Disturbing other students
5. Making disorder
Total of Negative Responses (NR)
40
scoring system is by valuing several statements: Never (Nev), scored
with 0; Seldom (Sel), scored with 25; Sometimes (Som), scored with 50;
Often (Oft), scored with 75; and Always (Alw), scored with 100.
The questionnaires are distributed in the end of the teaching
learning process after students taught English using game in 13
statements.
The criteria of students’ interest in learning English can be seen
as follows:
Minimum score =)statementsof(number13
)statementsof(number13 x0 = 0
Maximum score =)statementsof(number13
)statementsof(number13 x100 = 100
Criteria categories = 5
Range =5
0100 − = 20
Criteria:
Score 0 = very low
Score 1 – 25 = low
Score 26 – 50 = medium
Score 51 – 75 = high
Score 76 – 100 = very high8
The result of the students’ answer of the questionnaire then will
be described in percentage and matched to the criterion.
2. Observation
The result from the observations will have the same role with
questionnaire in the data analyzing as the researcher perspective. The
descriptions of the observations explain the students’ activity in the class
related to their interest in learning English grammar using observation
8 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 1995),p. 251
41
checklist. In observation checklist, there are several Positive Attitudes
items and Negative Attitude items, which to calculate the result of this
observation total of positive attitude responses decreased (-) Total of
negative attitude responses. Then from this observation calculation
criteria/level of students’ interest as a whole can be described as follows:
1% - 25% = Low
26% - 50% = Medium
51% - 75% = High
76% - 100% = Very high
42
CHAPTER IV
RESEARCH FINDING
A. Result of the Study
This study was conducted by using a classroom action research. It
consisted of several activities. First activity was the preliminary research. In
this phase, the writer interviewed the English teacher and did the observation
to find out the problem faced by the students. It was held on Monday, 2nd of
May 2011. After did the preliminary research, the writer held the cycle I on
Wednesday, 4th of May 2011, cycle 2 on Monday, 9th of May 2011 and cycle
3 on Wednesday, 11th of May 2011.
1. Preliminary Research
A preliminary research was conducted at the beginning of the
research. It was done by interviewed the English teacher and observed
the classroom activity during the English lesson before being taught
using songs. First activity was interview. The writer interviewed the
English teacher to find out the problems faced by the students. Mr.
Abdurrahman said that the students’ interest and ability toward English,
especially about its grammar were low. It might be caused of some
possibility reasons, such as the limited time of lesson and the less facility
supported in English lesson, for example there is no language laboratory
yet beside the high naughty level of big amount of students in that class.1
Besides the interview the writer also did the observation. It was
done on 2nd of May 2011. An observation checklist was used in this
activity.
From the observation, the writer found some facts that happen in
the classroom during the English lesson. It could be described as bellow:
1 Interview is with Mr. Abdurrahman, S. Pd, (English Teacher of Eight Grade), Monday,2nd of May 2011, in SMP Islam Siti Sulaekha, Sriwulan Sayung Demak.
43
the English teacher explained the material systematically and
communicatively. Teacher did not use English in his explanation. It
might be the apprehension for teacher that the students would not
understand if the teacher used English. When the teacher explained the
material, there were only few students who pay attention to the teachers’
explanation. Teacher gave warning to the students that did not pay
attention. In the teaching learning process, the students did not being
active in asking the teacher related to the material learn. Most of them
were busy with their activities, even there were some students gave
unwanted responses to the teacher, such as talking with loudly sound and
inappropriately. Too many students gave negative responses in the class
with their various troublesome attitudes verbal or nonverbally. From
observation checklist, researcher noted there were about 29% of students
who gave the negative attitude responses, and there were only 33%
students who gave the positive attitude responses. From those
information researcher could found that students’ interest level of the
class as a whole is only 4%.
From the description above, it can be conclude that the students;
attention, participation, activity were low during the English lesson. It’s
indicated that students’ interest of 8A students of SMP Islam Siti
Sulaekha Sriwulan Sayung Demak in English grammar class still need to
be developed. Then, the writer hopes that the use of games in teaching
English grammar will make the students more active in participation and
the most important matter is that the students’ interest will improve.
2. Cycle I
a. Planning
The writer planed to use a game to teach English grammar.
The writer determined topic and arranged lesson plan to be used in
learning process. In cycle 1 the researcher planned to teach “past
tense” in the recount text and used game entitled “Card Game” by
44
downloading the game file from internet at one stop English.com as
the tool.
b. Acting
The action was aimed to solve the problems. In this phase the
writer implemented a game (Card Game) as media to taught English
in the class. The students had been taught by researcher himself.
Students were taught about “recount text” that consists of past tense.
First step was the teacher explained the topic, mainly related to the
game features before they were taught by the game. Teacher
explained how to make past tense sentences in affirmative, negative
and interrogative forms. After that, teacher explained the rule of the
game. Then they played the game which was related to the topic. In
this first cycle students played Card Game, which the aim was to
investigate students’ ability to work in a big group. In this teaching-
learning process by Card Game, students were divided into 5 groups,
which each group was consisted with 5 students. Because there were
23 students from 24 of total students who were attending the class, so
there were 2 groups consisted with 4 students. Then, teacher gave 6
cards to each group. Every group was asked to gather the identical
cards as much as they could do, by asking using past tense sentences
to other groups to be the winner. The result of this step was big
amount of students were active in participating the game. Although
there were found some of boys participated the game arrogantly, but
the game had walked successfully. From 6 cards had been given, a
group (group 3) won the game by collecting 4 identical cards,
continued other groups with 3, 2, 2 and 1 cards. In the final activity,
students were asked to express their feeling and also their attitudes
when they were taught by the game, by fill the questionnaire given
by teacher/researcher.
Result of the questionnaire was better than at the pre cycle
with the mean of the students’ score was 38.5. It classified in
45
medium category. According to agreement of the school side,
researcher did not use achievement test to measure the students’
language skills, because the students’ language skills scores had been
made by the original teacher of this class. So, researcher could focus
in measuring students’ interest development.
The calculation of the students’ interest score from
questionnaire can be seen as follows:
studentstheofnumberThescorestheoftotalThemotivationstudentsofmeanThe ='
=21
810
= 38.5 (Medium)
c. Observing
The writer used the observation activity during the lesson.
This observation was to observe the students’ activity and
participation that could be seen from their attitudes in classroom. In
this step researcher did the teaching learning process as a
teacher/instructor. While for observation work researcher was asking
for help to Mr. Abdurrahman as this class teacher originally to do the
observation by using observation checklist framework had been
made by researcher.
From the observation checklist, students’ interest of the class
can be described as follows: big amount of the students’ paid
attention to the teacher explanation (15 students), students who
actively in asking question to their teacher if they did not understand
the material yet were about 9 students. There were about 17
students who really follow teacher instruction, and about 13 students
who active in group discussion. But researcher still found high
intensity of students’ troublesome attitudes. Researcher noted there
were about 19 unwanted attitudes had been made by students, that
show their uninterested in this class. It could be caused by their usual
46
behavior that inclined negative in their daily life brought from their
environments outside of the class. In this observation, researcher get
additional notation about there were more or less 3 students whom
must been given a special care, because of their acute bad attitudes.
This is the calculation result from observation:
Total of Positive Attitude Responses = 77.
Total of Maximum Positive Attitude Responses can be gotten = 115
Percentage of Positive Attitude Responses =115
10077X = 66.95%
Total of Negative Attitude Responses = 19
Total of Maximum Negative Attitude Responses can be gotten = 115
Percentage of Negative Attitude Responses =115
10019X = 16.52%
Total of Positive Attitude Responses - Total of Negative Attitude
Responses = 66.95% - 16.52% = 50.43% (Medium)
d. Reflecting
From action and observation step at this cycle, researcher notes some
points as follows:
1. Students’ interest level has experienced significant rising.
Mean of students’ interest from questionnaire and observation =
243.505.38 + = 44.47 (Medium)
2. There were some students who still showed their unwanted
attitudes in the teaching learning process, and some of them
needed more intensive attention from the teacher because of
their respect-less to their teacher at this cycle. The possibility, it
could be caused by researcher as the teacher and instructor in
this class did not have close relation yet enough than the original
teacher of the class. So, researcher would ask for help to the
teacher of this class to do action step at the next cycle to make
47
them showing their obedient attitudes in the class when they
were being taught by their teacher.
3. The use of Card Game in this cycle was to investigate the
students’ ability when they worked in a big group.
Unfortunately, researcher found that in every group, not all
member of each group did their role. Some of them were
depended on their friend to solve their problems. This matter
needed to be repaired, so all of students in the class could do
their role to solve their problems by their selves.
3. Cycle 2
a. Planning
The writer planned to use other game entitled “Scrambled
Sentence” as the tool to teach English grammar. This game was
prepared to investigate the students’ ability to work in pairs. The
writer prepared the lesson plan, the material, questionnaire, and
observation checklist. In this cycle, the students would be taught
about “Simple Past Tense” again. Researcher got the game material
from Index Card Games for ESL book by Raymond C. Clark.
b. Acting
As the reflection from the first cycle, the teacher role in this
cycle was handed out by Mr. Abdurrahman as the teacher of the class
as usually. In this action teacher began his teaching by opening and
greeting. Then the teacher also asked the students about the material
from the previous meeting. The next step the teacher explained about
Simple Past Tense. Teacher explained the usage, the pattern, time
signals, regular and irregular verb and also the examples. Then
teacher explained the rules of the game before the students played
the game. Then they were divided into pairs. Because there were 21
students who attended the class, so they were divided into 10 pairs,
with an exception there was a group which the member was 3
48
students. Teacher gave each pair a scrambled sentence. Each pair
was asked to arrange their sentence to be the correct one. Then they
were asked to write their work on the blackboard in front of the class.
A pair that could write their sentence correctly at the first time was
the winner. This activity had done successfully. Almost all of the
students followed the teacher instructor, although there were little
technical mistakes had been made by teacher.
After the students were taught using this game they were
asked to feel questionnaire to express their interest to the lesson. But
there were some students didn’t give their questionnaires. From 21
students who attended the class researcher only found 17
questionnaires had been gathered. The calculation of the students’
interest score from questionnaire can be seen as follows:
studentstheofnumberThescorestheoftotalThemotivationstudentsofmeanThe ='
=17759
= 44.6 (Medium)
c. Observing
Researcher found the exiting fact in this observation. Because from
the observation checklist was noted, it showed the significant
improvement of students’ interest of the class as a whole. Students’
positive attitude responses more increased than before, and their
negative attitude responses of the lesson more decreased than before.
This is the calculation result from observation of cycle 2:
Total of Positive Attitude Responses = 84.
Total of Maximum Positive Attitude Responses can be gotten = 105
Percentage of Positive Attitude Responses =105
10084X = 80%
Total of Negative Attitude Responses = 12
Total of Maximum Negative Attitude Responses can be gotten = 105
49
Percentage of Negative Attitude Responses =105
10012X = 16.52%
Total of Positive Attitude Responses - Total of Negative Attitude
Responses = 80% - 16.52% = 68.58% (High)
d. Reflecting
From action and observation step at this cycle, researcher notes some
points as follows:
1. Students’ interest level has risen than before.
Mean of students’ interest from questionnaire and observation =
258.686.44 + = 56.6 (High)
2. Original teacher of the class could handle the situation of the
class although there were 1 or 2 students still showed their un-
interest attitudes to the lesson. But there were some mistakes had
been made by teacher about the game procedures. It was
happened, because the teacher didn’t do the maximum
preparation to the material as researcher wanted. Because each
pair of the class ought to been given some scrambled sentences,
not just one. So, researcher needed to implement one cycle more
to repair this matter.
3. Teaching strategy using pair work to make all of students more
active to follow the teacher’s instructions was not fully success
yet. There were only about 50% of students of the class who
work together in pairs. The other ones still depended on their
partner to solve their problems. Because of the reason, researcher
would try to ask to the students to work individually in the next
game of cycle 3. Researcher hoped, that the next cycle would
make all of students would be interested in the lesson.
50
4. Cycle 3
a. Planning
Researcher planed to teach English grammar using a game entitled
“Grammar Casino” to investigate students’ ability when they
worked individually to solve their problems by themselves.
Researcher got the game material from internet website at:
http://www.mes-english.com/games/grammarcasino.php. From
reflection step at previous cycle, researcher would act as teacher of
the class to avoid some procedural mistakes. Beside that, researcher
also asked for help for Mr. Abdurrahman’s participation to manage
the class situation, so that teaching learning process walked
successfully, more than just observed the students’ attitudes.
b. Acting
Researcher as the teacher of the lesson in this cycle began the
teaching-learning process by opening and greeting. After that,
teacher asked some questions to the students about previous lesson.
Then teacher explained more additional explanation about some
features of simple pas tense; such as “passive voice” of simple past
tense and also “regular and irregular verbs”, negative and
interrogative sentences and gave the examples. After ascertain there
were no questions more from the students, teacher began the game.
Teacher explained the rule of game first. Then each student was
given a piece of paper which consisted with 10 past tense sentences
in affirmative, interrogative or negative forms. Some of sentences
were correct, but any others were incorrect. Students were asked to
give mark (V) to the “Good“ box. if they predicted that a sentence
was grammatical. Or gave mark (V) to the “Not Good” box, if they
guessed that a sentence ungrammatical. Students were given 100
points at the beginning. Then they wrote in their bet line. If they are
confident, they can bet a lot. If they aren’t so confident, they can bet
a little. (Teacher required a minimum bet of 10 points). When they
51
finished their job, they were asked to exchange their job to their
friends beside them to correcting it. Students waited for the answer
from the teacher. Once the teacher told the students the answer, they
checked to see if the sentences were correct or not. If they were
correct, they added their bet to their point total. If they were wrong,
they subtracted their bet from their point total. The student with the
most points at the end of the game was the winner. From total 24
students of the class there were 20 students attended the class. All of
them were looked so enthusiastic to join the game, although such as
some meeting before, there were 1 or 2 trouble maker students in the
class. But it didn’t a serious matter. Those students just wanted to be
cared by the teacher or their friends. But naturally they were good
students, because there was no student who didn’t do their individual
job in the game. The lesson was success as a whole.
Such as some cycles before, after students were taught using a game,
they filled questionnaires to express their in interest feeling to the
lesson. This is the result of the questionnaires:
studentstheofnumberThescorestheoftotalThemotivationstudentsofmeanThe ='
=20
25.911
= 45.56 (Medium)
c. Observing
In this cycle, the result of the observation was almost same with the
previous cycle. The students’ activity and participation during the
lesson were improved than the preliminary research/before taught
using game. It indicated that the students’ interest also improved. It
can be said that the use of game to teach English grammar can
improve the students’ interest and motivation to learn English,
especially its grammar.
52
This is the calculation result from observation of cycle 3:
Total of Positive Attitude Responses = 72.
Total of Maximum Positive Attitude Responses can be gotten = 100
Percentage of Positive Attitude Responses =100
10072X = 72%
Total of Negative Attitude Responses = 6
Total of Maximum Negative Attitude Responses can be gotten = 100
Percentage of Negative Attitude Responses =100
1006X = 6%
Total of Positive Attitude Responses - Total of Negative Attitude
Responses = 72% - 6% = 66% (High)
d. Reflecting
In this reflecting step, researcher notes some points as follows:
1. The teaching-learning process through "Grammar Casino”
game in class 8A of SMP Islam Siti Sulaekha walked
successfully as a whole.
2. All of students in the class participated to join the game
enthusiastically and all of them did their individual job.
3. Mean of students’ interest from questionnaire and observation =
26656.45 + = 55.78 (High).
B. The Problems in Teaching Learning Process Using games
Researcher didn’t find any significant problems in teaching
implementation using game in English grammar class of 8A Students of
SMP Islam Siti Sulaekha Sriwulan Sayung Demak. The head master of the
school and English teacher of the class supported this research, and this
research can be said success as a whole. Researcher just found a little
confusion in the class at the first cycle caused by some troublesome
students. Obviously, those students were moved from other schools because
53
of their ugliness. But gradually, their arrogant attitudes decreased at the next
meetings, and there were inclination to paying attention than to make
confessions. Then for cycle 2 and 3 the problem was limited at the time
limitation, especially for the cycle 2. This school is under shelter of a social
foundation, which there is also an Elementary School, and also at the same
environment. When cycle 2 would be taken place, class 6 of the Elementary
School coincided to take a National Examination. So that, students of Junior
High School (SMP) began their learning 2 hours later than as usually, and
they experienced hour reduction of learning. Because of the reason the
teacher and researcher as observatory, as a team of the cycles made an
involuntary technique mistakes, but fortunately those matters could be
overcome well.
From the explanation above, the writer concluded that the use of
games in teaching English grammar can improve the students’ interest. It
could be seen from their attitude, desire, effort. The students were being
more active in participating during the lesson than before. Their negative
attitude slowly changed better and better along the teaching-learning process
and this positive change always increase to the next meetings. It gives
positive affect to their interest and motivation in learning language,
especially English grammar.
54
CHAPTER VCONCLUSION
A. Conclusion
Based on the brief explanation about students’ interest, strategy to improve it
in English grammar lesson, and also about the finding of the research, the
writer concludes:
1. In this classroom action research, researcher conducted three cycles using
three different games in every cycles to improve students’ interest in
grammar of simple past tense class. At the first cycle researcher
implemented Card Game in the teaching-learning process to improve
students’ interest in the lesson. In this process, students were asked to
work in groups. Each group was asked to ask and answer questions using
past tense form related to the cards to other groups. The group with the
most correct grammatical sentences and collect the identical cards from
other groups at most was the winner.
At the second cycle researcher implemented Past Tense Scrambled
Sentence game in the teaching-learning process to improve students’
interest in the lesson. In this process students were asked to work in pairs.
Each pair was asked to arrange the scrambled sentences to be the correct
ones. A pair who arranged the most correct grammatical sentences at most
was the winner.
At the third cycle researcher implemented Grammar Casino game in the
teaching-learning process to improve students’ interest in the lesson. In
this process students were asked to work individually. Each student was
asked to analyze the past tense sentences in the game. Were the sentences
grammatical or ungrammatical ones? The student who answered the
correct answers at most was the winner.
2. From researcher’s observation at the pre-cycle, it showed that students’
interest of 8A SMP Islam Siti Sulaekha Sriwulan Sayung Demak in
English grammar lesson was low. It could be seen from their attitudes in
55
teaching learning process. There were just no more than 10 students who
paying attention to the course seriously or follow teacher instructions.
Most of them showed their troublesome attitudes in the class. The class
situation was so crowded, because of students’ inattentive attitude and
they were talking loudly each other to their friends.
But, slowly their interest experienced increasing when they were being
taught using game (Card Game) at the first cycle, with the interest level of
total students of the class 44.47% (medium), although the class situation
still crowded. It caused because they didn’t do their role very well to work
in group. This matter could be solved at the second cycle with the interest
level of total students of the class 56.6% (high), although not perfect yet.
But every student really did their job by themselves at the third cycle,
with the interest level of total students of the class 55.78% (high).
So, researcher concludes that students’ interest to English grammar class
experienced significant improvements after they had been taught using
games from cycle to cycle (medium category at the first cycle, and high at
the second and third cycle). It means that teaching English grammar
through game able to improve students’ interest.
B. Recommendation
In order to improve students’ interest in English grammar class, the
writer has some suggestion to the English teacher especially, and students’
interest developer generally:
1. We are as the teachers have to convince our students that we are not
danger for them, and there is no gain from the teacher to make them
afraid. It’s important to make our students feel more comfortable to us. So
that, we can hope our students will receive our lesson materials
conveniently too.
2. We have to make the class situation always fresh and comfort, so that it
makes teaching and learning process more conducive. It is important to
the teacher to ascertain that the class situation is clear from everything
55
could disturb teaching and learning process. Try to make your class
always joyful and fun.
3. The teachers have to plan their teaching strategy very well, and ascertain
that there is no technical mistakes will happen. Lesson planning is very
important to make our course execution work successfully. It is better for
teacher to use some creative teaching methods to make students always
interested in our lesson.
4. The teachers are very suggested to choose the interesting course materials
for the students, especially in English grammar course which many
students didn’t think that the lesson is not their lesson priority.
REFERENCES
,"" , , ,. .
,")"( , : , ..
Ahmadi, Abu, Psikologi Umum, Jakarta, 3rd edition, PT. Asdi Mahasatya, 2003.
Ali, A. Faidlal Rahman, Fundamentals of English Grammar (A Practical Guide),First Edition, Jakarta, Pustaka Widyatama, 2007.
Arikunto, Suharsimi, Prosedur Penelitian (Suatu Pendekatan Praktik), 6th ReviseEdition, Jakarta, PT. Rineka Cipta, 2006.
Clark, Raymond C., Index card Game for ESL, Third Revised Edition, USA, Prolingua Associates Publisher, 2002a.
_______ A Collection of Index card Games for Learners of English, ThirdRevised Edition, USA, Pro lingua Associates Publisher, 2002b.
Cook, Stanley J., The Scope of Grammaar (A Study of Modern English), Printedin United State, America,Mc. Graw-Hill book Company, 1980
Departemen Pendidikan Nasional, Kurikulum 2004 (Standar Of Competence),Jakarta, Departemen Pendidikan Nasional, 2003.
Frank, Marcella, Modern English (A Practical Reference Guide), Prentice-HallInc., New Jersey; 1972.
Hadi, Shoihul, A Profile of The Students’ Mastery of Simple Past Tense, a thesisin Language & Art Faculty, Semarang State University, Semarang, 2002.
Hadi, Sutrisno, Statistik, Andi, Yoyakarta; 2001.
Hithcock, Graham and David Hughes, Research and the Teacher (A QualitativeIntroduction to School-Based Research), London; British LibraryCataloguing in Publication Data, 1995.
Haryono, Edi, Menulis Skripsi, 1st edition, Yogyakarta, Pustaka Pelajar, 2005.
Larsen, Diane, Freeman, Language Teaching Methods, Office of EnglishLanguage Programs Material Branch, United States Department of StateWashington D.C., 1990.
Nunan, David, Research Methods in Language Learning, Cambridge UniversityPress, Published by the Press Syndicate of the University of Cambridge,The Pit Building, Trumpingtone Street, Cambridge, United Kingdom,Printed in United States of America, 1992.
Oxford University Press, Oxford Learner’s Pocket Dictionary, 3rd edition, OxfordUniversity press, New York, 2004.
PT. Karya Toha Putra, Mushaf Al-Qur’anul Karim, legitimated by DepartmentAgama Indonesia, (Semarang: PT. Karya Toha Putra, 1999).
Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods inLanguage Teaching, Second Edition, Cambridge University Press,Published by the Press Syndicate of the University of Cambridge, The PitBuilding, Trumpingtone Street, Cambridge, United Kingdom, Printed inUnited States of America, 2001.
Riduwan, Skala Pengukuran Variabel-Variabel Penelitian, Bandung; Alfabeta,2009.
Sugiyono, Memahami Penelitian Kualitatif, CV. Alfabeta, Bandung, 2005.
Syamsudin, Metode Penelitian Pendidikan Bahasa, Bandung, PT. Remaja RosdaKarya, 2006.
Wright, Andrew, Games for Language Learning, New Edition, Cambridge,Cambridge University Press, 1994.
http://data.tp.ac.id/dokumen/penilaian%20hasil%20belajar.
http://www.informasiku.com/2010/12/minat-belajar-untuk-meningkatkan.html.
http://www.simplyesl.com/articles/97/1/Teaching-Grammar-with-Fun-Learning-Games/Page1.html
Students of 8A SMP ISS Sriwulan Sayung Demak
And Their Symbols
No. Student’s Name Students’Symbol
1 Agus Faizin A2 Agus Sukirman B3 Ali Sobirin C4 Anita Safitri D5 Arga Pratama E6 Chairul Adib F7 Desi Ratnasari G8 Dwi Musdiyanto H9 Faisal Tanjung I10 Ida Kusmiati J11 Lailatul Hasanah K12 Lailatul Arafah L13 Lia Indriyani M14 Mustakaini N15 Nur Kurniawan O16 Sri Lestari P17 Sudarna Q18 Tri Hartatik R19 Vicky Sara Lia S20 Zahra Naduatus S. T21 Yesica Anggraini S. U22 Novita Dwi Wijayanti V23 Yogi Prabowo W24 Vonny Irwandari X
(Table 1)Indicators of Students’ Interest Framework
To Make Questionnaire
VARIABLE DIMENSION INDICATOR EXPRESSION OPTIONAL ANSWERNev Sel Som Oft Alw
Students’interest inlearningEnglishgrammarcourseexpressed inverbal andnon verbal
Verbal
InformationI inform my friendseverything about Englishgrammar when I have achance
Asking forQuestion
I ask the English teacherabout anything relatingto the grammar course
Telling I tell English story
Discussing I like to discuss English(grammar) topics.
Other response. ……………….
Nonverbal
Reading
I make use of myself toread articles/written textsin magazines relating tothe English grammar.
ListeningI listen to informationabout English grammaron the radio.
Watching
I watch Englishprogram/s to knowanything about Englishgrammar on TV.
Attendance I attend English grammarcourse.
Attention I pay attention to English(grammar) lesson
DoingHomework
I do my English(grammar) homework
Learning I learn English(grammar) at home
Mark of thecourse
I get good mark inEnglish (grammar) class
Other ResponseNev = Never Oft = OftenSel = Seldom Alw = AlwaysSom = Sometimes* Source from http://data.tp.ac.id/dokumen/penilaian%20hasil%20belajar, Marsh 31 2011
From that framework, question list ready given to the students as a questionnaire formas follow:
Questionnaire ItemsAnswer these questions by giving mark (X) at the Optional Answer (a, b, c, d or e) asthe most correct answer according to you. Answer a. (Never) if you never do it, b.(Seldom) if you seldom do it, c. (Sometimes) if you sometimes do it, d. (Often) if youoften do it and, e. (Always) if you always do it!
1. I inform my friends everything about English grammar when I have a chance.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
2. I ask the English teacher about anything relating to the grammar course.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
3. I make use of myself to read articles/written texts in magazines relating to theEnglish grammara. Never d. Oftenb. Seldom e. alwaysc. Sometimes
4. I listen to information about English grammar on the radioa. Never d. Oftenb. Seldom e. alwaysc. Sometimes
5. I watch English program/s to know anything about English grammar on TV.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
6. I attend English (grammar) course in the school.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
7. I pay attention in English (grammar) lesson.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
8. I learn English (grammar) lesson at home.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
9. I practice my English (grammar) skills in my daily activities.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
10. I get good mark (score) in English (grammar) exams.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
11. I am enthusiastic to follow English (grammar) lesson.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
12. I like to discuss English (grammar) topics.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
13. I read English (grammar) books in/out of class.a. Never d. Oftenb. Seldom e. alwaysc. Sometimes
Table (2).
Observation Form of Students’ Attitude in Grammar Class.
Students’ Attitude Amount of Students
- Positive responses
1. Attending to the class
2. Paying attention
3. Following teacher instructions
4. Asking questions related to the course material
5. Active in group discussion
6. ……………. (Other positive response)
Total
- Negative responses
1. Lateness and inattendance
2. Sleepy/sleeping
3. Talking/inattentive
4. Disturbing other students
5. .……………... (Other negative response)
Total
LESSON PLAN(First cycle)
School : SMP Islam Siti Sulaecha, Sriwulan, Sayung Demak.
Subject : English
Class/Semester : VIII/II
Skill Focus : Speaking
Time Allotment : 2 x 45 minutes
Standard of competence : To communicate verbally and written by using
appropriate kind of language fluently and accurately in
interaction and or monologue text especially in narrative,
recount, descriptive and anecdote text.
Basic Competence : Expressing various meaning (interpersonal/ideational) in
transactional text and/or tongue monologue especially in
recount text.
Learning Objectives : By the end of the class, students will have been able to
use past tense to express their thought orally and get the
improvement of their interest.
Indicator : - Students are able to identify the past verb- Students are able to make sentences in past tense.- Students are engaged in classroom activities.
Material : Recount text/past tense
Method : Communicative approach
- Explaining
- Instructing
- Group working
Media : Card Game
Teaching and Learning Activity
First Activity
- Greeting
- Checking the students’ attendance.
Main ActivityA. Building Knowledge of the Field (BKOF)
- Questioning and answering things related to the material“What do you know about past tense?”, “What kind of verb used in past tense?”
- Mention the objectives which are going to be achived and explain the rule and the
key of the game.
B. Modeling of Text (MOT)
- Group 1 : “Did Bob play Tennis?”- Group 2 : “Yes, he did.”- Group 2 : ”Did Sarah ask question?”- Group 3 : “No. she did not.”
C. Joint Construction of Text (JCOT)
- Group work discussion; 4 or 5 students gathered in one group (ex; group A) and
analyze the pictures of the cards, what did the people in the cards do. Then they
ask question by using past tense sentences they make according to the cards to
other group (ex; group B) orally. Group B answer the question by using past tense
form also, and do as group A do to other groups, so on.
D. Independent Construction of Text
- Students comprehend the past tense sentences have been made in the process of
the game activities, individually.
Closing- Teacher concludes the lesson material.
- Teacher gives questionnaires to the students related to their interest of the lesson.
Source : - One stop englilsh.com
- Departemen Pendidikan Nasional, Kurikulum 2004, Standar
Kompetensi Mata Pelajaran Bahasa Inggris, SMP, MTs, SMA, MA,
Departemen Pendidikan Nasional, 2003.
Assessment- Instrument : Test (material test and questionnaire for interest influences)
- Form : Spoken and Written
- Technique : - Students are assigned to work in group to 5 to make sentences in
past tense orally, based on principles in the card as the spoken test.
- Students fill questionnaire individually as written test.
- Scoring guidance:
- Oral : - Each group that able to ask or answer a question is scored =1.
- Total score is 6.x 10 = 10.6
- Because it is a group work, so the individual score is according to
the group he/she has had.
- Written :- Each item of questionnaire consist 5 optional answer (a, b, c, d,
e) with the stipulation score:
Score 100 for answer (a). Score 25 for answer (d)
Score 75 for answer (b). Score 0 for answer (e)
Score 50 for answer (c)
- Total score = Total score of all questions
Total number of questions
- Total score of true answers are: 100
Semarang, April 18, 2011 The Researcher Collaborator
Ahmad Jamaludin Malik Abdurrahman, S. Pd. NIM: 053411403 NIP: -
LESSON PLAN(Second cycle)
School : SMP Islam Siti Sulaecha, Sriwulan, Sayung Demak.
Subject : English
Class/Semester : VIII/II
Skill Focus : Writing
Time Allotment : 2 x 45 minutes
Standard of competence : To communicate verbally and written by using
appropriate kind of language fluently and accurately in
interaction and or monologue text especially in narrative,
recount, descriptive and anecdote text.
Basic Competence : Expressing meaning nuance with the developmental steps of
the correct rhetoric in the written text, especially recount text.
Learning of Objectives
By the end of the class, students will have been able to use past tense to express
their thought written and get the improvement of their interest.
Indicator : - Students are able to identify the past verb
- Students are able to make sentences in past tense.
- Students are engaged in classroom activities.
Material : Past tense / recount text
Method : Communicative approach
Media : Scrambled sentences game.
Teaching and Learning ActivityFirst Activity
- Greeting
- Checking the students’ attendance.
Main ActivityA. Building Knowledge of the Field (BKOF)
- Questioning and answering things related to the material“What do you know about past tense from previous lesson?”, “What kind of verbused in past tense?”, “What is regular and Irregular verb?”
- Mention the objectives which are going to be achived and explain the rule and the
key of the game.
B. Modeling of Text (MOT)
- flew Yesterday they their to Chicago with friends.
- saw We them at Saturday the afternoon beach last.
C. Joint Construction of Text (JCOT)
- Pair work discussion: Two students arrange the past tense scrambled sentences to
be the correct ones writtenly.
D. Independent Construction of Text
- Each students comprehend and note the correctest past tense sentences they have
arranged in the process of the game activities individually.
Closing- Teacher concludes the lesson material.
- Teacher gives questionnaires to the students related to their interest of the lesson.
Source : - Raymond C. Clark, Index Card Games for ESL, Vermont, Pro
Lingua Associates, 2002.
- Departemen Pendidikan Nasional, Kurikulum 2004, Standar
Kompetensi Mata Pelajaran Bahasa Inggris, SMP, MTs, SMA, MA,
Departemen Pendidikan Nasional, 2003.
1. Assessment- Instrument : Test
- Form : Written
- Technique : - Students are assigned to join the game as pairs and compete to be a
winner firstly by arrange the correct sentences as many as they can.
- Students fill questionnaire individually.
- Scoring guide: - Each a correct arranged sentences is scored = 2
- Total score of true answers are = 5 x 2 = 10
- Questionnaire :- Each item of questionnaire consist 5 optional answer (a, b, c, d, e)
with the stipulation score:
Score 100 for answer (a). Score 25 for answer (d)
Score 75 for answer (b). Score 0 for answer (e)
Score 50 for answer (c)
- Total score = Total score of all questions
Total number of questions
- Total score of true answers are: 100
Semarang April 18, 2011 The Researcher Collaborator
Ahmad Jamaludin Malik Abdurrahman, S. Pd. NIM: 053411403 NIP: -
LESSON PLAN(Third cycle)
School : SMP Islam Siti Sulaecha, Sriwulan, Sayung Demak.
Subject : English
Class/Semester : VIII/II
Skill Focus : Reading
Time Allotment : 2 x 45 minutes
Standard of competence : To communicate verbally and written by using
appropriate kind of language fluently and accurately in
interaction and or monologue text especially in narrative,
recount, descriptive and anecdote text.
Basic Competence : Understanding meaning nuance and the developmental
steps of rhetoric in the written text, especially recount text.
Indicator : - Students are able to identify the past verb
- Students are able to make sentences in past tense.
- Students are engaged in classroom activities.
Learning of ObjectivesBy the end of the class, students will have been able to identify written text of
past tense and get the improvement of their interest.
Material : Past tense/Recount Text
Method : Communicative approach
Media : Grammar Casino game.
Teaching and Learning ActivityFirst Activity
- Greeting
- Checking the students’ attendance.
Main ActivityA. Building Knowledge of the Field (BKOF)
- Questioning and answering things related to the material“What do you know about past tense from previous lesson?”, “What kind of verbused in past tense?”, “What is regular and Irregular verb?”
- Mention the objectives which are going to be achived and explain the rule and the
key of the game.
B. Modeling of Text (MOT)
- He comed to the casino yesterday.
- They was go with their friends to the library.
C. Joint Construction of Text (JCOT)
-
D. Independent Construction of Text
Each students analyze, are the sentences in the game correct or not individually.
Closing- Teacher concludes the lesson material.
- Teacher gives questionnaires to the students related to their interest of the lesson.
Source - http://www.mes-english.com/games/grammarcasino.php
- Departemen Pendidikan Nasional, Kurikulum 2004, Standar
Kompetensi Mata Pelajaran Bahasa Inggris, SMP, MTs, SMA, MA,
Departemen Pendidikan Nasional, 2003.
Assessment- Instrument : Test
- Form : Written
- Technique : - Students are assigned to join the game and get points as much as
they can individually, by analyzing the true sentences as much as they can do to
be a winner. Then Students fill questionnaire individually.
- Scoring guide:
- Total bets collected from the true answer (-) Total bets lost from the
false answers
- Total score of the true answers are 1000.
- Questionnaire : Each item of questionnaire consist 5 optional answer (a, b, c, d,
e) with the stipulation score:
Score 100 for answer (a). Score 25 for answer (d)
Score 75 for answer (b). Score 0 for answer (e)
Score 50 for answer (c)
- Total score = Total score of all questions
Total number of questions
- Total score of true answers are: 100
Semarang, April 18, 2011
The Researcher Collaborator
Ahmad Jamaludin Malik Abdurrahman, S. Pd. NIM: 053411403 NIP: -
© Stephen Hooper and Macmillan Publishers Ltd 2004
Bob
Play tennis
Kerry
Watch TV
Ken
Walk to school
Dan
Practice English
Jan
Cook dinner
Beckham
Play football
Paul
Miss the bus
Ann
Open the window
Emma
Write a letter
Sid
Slip off the
table
© Stephen Hooper and Macmillan Publishers Ltd 2004
Sarah
Ask a question
Nick
Study Japanese
Tom
Sleep
Liz
Go shopping
Alex
Stay in a hotel
Brad
Visit Australia
Mandy
See the
baseball game
Sally
Drink wine
Eddy
Eat lunch
Diana
Wash the dishes
© Stephen Hooper and Macmillan Publishers Ltd 2004
Downloaded from the lessonshare in www.onestopenglish.com
CardCardCardCard gamegamegamegame Submitted by: Stephen Hooper
Level: Post-beginner (I use this in Japanese Senior High Schools)
Purpose: Review of past tense. Adaptable to other grammatical forms.
Time duration: 30 – 50 minutes
Materials: 3 copies of the card file. These should be attached to some card and out to
make a total of 60 individual cards.
Instructions:
Split the class into 4 or 5 teams and give each team 6 cards.
For example:
For each card there are 2 other identical cards. The teams
must try to get as many sets of identical cards as possible.
They do this by taking turns to choose another team and
asking them for one of their cards using the sentence
structure:
“Did Bob play tennis?”
So if team A asks team B this question, and team B has any
Bob playing tennis cards, they must reply, “Yes, Bob
played tennis”. Then they give their Bob playing tennis
cards to team A, who then get a point.
If team B does not have one of these cards, they must say, “No, Bob didn’t play tennis”.
In either situation, team B can pick up another card from the pile of spare cards
providing they reply using the correct English.
When a team gets a set of 3 cards, they get 5 points. The game continues until all the
sets have been made. The winner is the team with the most points.
I used the following verbs:
Regular: Play tennis, watch television, walk to school, practice English, cook dinner,
play football, miss the bus, open the window, ask a question, study Japanese, slip off
Bob
Play tennis
© Stephen Hooper and Macmillan Publishers Ltd 2004
Downloaded from the lessonshare in www.onestopenglish.com
the table, stay in a hotel, visit Australia, wash the dishes.
Irregular: Go shopping, see the baseball game, drink wine, sleep, eat lunch
For students of lesser ability I use the structure:
Is (Bob) going to (play tennis)?
Yes, (Bob) is going to (play tennis).
No, (Bob) is not going to (play tennis).
Scrambles
Level:Easy
Scrambled Sentences: sim
plepast
sentenceThe True Answer of Scrambled Sentence game
No. Sentences
1. Yesterday they flew to Chicago with their friends.
2. We saw them at the beach last Saturday afternoon.
3. Several students were absent from school yesterday afternoon.
4. I bought my computer at that store last weekend.
5. We went to New York to see a play.
Scramb les
Level:Easy
Scr amble d
Sente nces: simple
pasts enten ce
No. Sentences
6. I didn’t go to class, but Joe did.
7. Did you watch the movie on TV last night?
8. Did you send an email to your brother yesterday?
9. She didn’t call her family in Venezuela last night.
10. Where were you when you heard the news?
1 2 3 4 5
Yesterday
with
to
they
their
friends
flew
Chicago
.
We
them
the
saw
last Saturday
beach
at
afternoon
.
yesterday
were
students
Several
school
from
afternoon
absent
.
weekend
that
store
my
last
I
computer
Bought
at
.
York
went
We
to
to
see
play
New
a
.
The Questions of Scrambled Sentence Game
6 7 8 9 10
to
Joe
I
go
,
didn’t
Did
class
but
.
you
watch
TV
the
on
night
movie
last
Did
?
your
you
yesterday
to
send
Did
brother
an
?
Venezuela
She
night
last
in
her
family
didn’t
call
.
you
you
Where
when
were
the
news
heard
?
Read the sentence. Choose whether the sentence is good or no good. Place your bet. You have 100 points to start. If you’re right add your bet to your total. If you are wrong subtract the bet.
Good No Good Bet1. He comed to the casino yesterday._______________________________________________
total
2. They was go with their friends to the library.._______________________________________________
total3. He bought a hamburger and a soda._______________________________________________
total4. Do Lisa and Elizabeth watch TV last weekend?_______________________________________________
total5. That was a hard test._______________________________________________
total6. These chairs were in the living room yesterday._______________________________________________
total7. My mother mabe a cake for my last birthday._______________________________________________
total8. His father went to China last week on business._______________________________________________
total9. Were the tickets expensive?_______________________________________________
total10. Mark was not went shopping last Thursday._________________________________________
total
How to play:
Materials needed: 1 copy of the game board per student
• Students start with one hundred points
• Students read the first sentence.
• Students decide if the sentence is grammatically correct or if there is a mistake.
• If the sentence is fine, the student checks the box under 'good.'
• If there is a mistake in the sentence, the student checks the box under 'no good.'
• The students then write in their bet on the bet line. If they are confident, they can bet a lot. If they
aren't so confident, they can bet a little. (I generally require a minimum bet of 10 points.)
• Students wait for the answer from the teacher.
• Once the teacher tells the students the answer, they can check to see if they were correct. If they were
correct, they add their bet to their point total. If they were wrong, they subtract their bet from their point
total.
• Continue to the next problem and repeat.
• The student with the most points at the end of the game is the winner.
The line under each sentence can be used to rewrite sentences with a mistake in them or it can be used to translate
correct sentences into L1. I sometimes have them do the translation, but recently I have just had them rewrite the
sentences that had grammatical errors.
If students lose all of their points: You will have plenty of students that let it all ride every time. A good number of
them will go bankrupt. In this case, I loan them another 100 points but tell them they have to give me 200 points
back at the end of the game.
Result of Questionnaire at the First Cycle
Students’symbol
Score of Questionnaire ItemsTotal Mean
1 2 3 4 5 6 7 8 9 10 11 12 13A - - - - - - - - - - - - - - -B 100 0 25 0 50 100 75 25 75 25 25 75 100 675 51.9C 0 50 0 0 0 100 100 50 0 25 50 25 50 450 34.6D 50 75 25 25 75 75 75 25 25 50 75 50 25 650 50E 0 50 0 0 0 0 50 0 0 0 75 100 0 275 21.15F 100 100 25 0 0 100 50 0 0 75 75 50 25 600 46.15G 50 100 50 50 50 100 75 50 50 50 50 75 75 825 63.46H 50 100 50 50 25 100 50 25 50 0 50 75 25 650 50I 75 50 75 0 50 75 50 75 25 75 50 75 0 675 51.9J 50 50 0 0 0 100 50 0 0 50 50 50 0 400 30.76K 0 75 50 50 25 75 100 50 75 50 50 75 50 725 55.76L 50 75 25 25 25 75 75 25 25 50 50 75 50 625 48.7M 50 75 25 25 75 100 75 50 50 50 50 50 50 725 55.76N 0 50 0 0 25 75 50 0 0 50 50 25 0 325 25O 25 50 0 0 0 75 50 0 0 50 50 0 0 300 23.07P 50 50 0 0 0 100 50 0 0 50 50 50 0 400 30.76Q 50 0 0 0 0 75 50 50 0 0 100 0 0 325 25R 25 50 25 25 0 75 25 50 0 50 50 0 25 400 30.7S 0 50 50 0 0 75 0 0 0 50 50 25 0 300 23.7T 50 75 25 25 75 100 75 50 50 50 50 50 50 725 55.8U - - - - - - - - - - - - - - -V 0 75 50 0 50 75 75 50 75 25 75 100 50 700 53.8W 25 0 25 25 25 100 50 25 50 25 25 50 25 450 34.6X - - - - - - - - - - - - - - -
Total 810Mean 38.5
Result of Questionnaire at the Second Cycle
Students’symbol
Score of Questionnaire ItemsTotal Mean
1 2 3 4 5 6 7 8 9 10 11 12 13A - - - - - - - - - - - - - - -B - - - - - - - - - - - - - - -C 25 25 0 0 0 100 75 25 0 50 75 25 0 400 30.76D 25 50 50 25 25 75 75 50 0 50 100 50 50 625 48.07E 50 50 25 0 50 50 50 0 0 50 25 50 50 460 34.6F - - - - - - - - - - - - - - -G 50 100 50 50 50 100 50 75 50 50 50 50 75 800 61.5H 25 75 0 0 25 50 75 25 75 25 100 75 25 575 44.2I 50 50 25 0 50 75 50 75 50 75 50 75 25 650 50J - - - - - - - - - - - - - - -K 50 75 50 50 0 50 50 50 100 50 100 25 0 650 50L 50 75 25 25 25 100 75 50 25 50 25 75 25 625 48.07M 50 50 50 50 100 100 75 50 50 50 75 50 50 800 61.5N 0 25 0 0 0 75 50 0 0 50 50 50 0 300 23.7O 0 50 25 0 0 75 75 25 0 25 75 25 0 375 28.8P 50 50 0 0 0 100 50 0 50 50 25 50 0 425 32.69Q 0 50 0 0 0 75 75 50 50 50 75 50 50 525 40.38R - - - - - - - - - - - - - - -S - - - - - - - - - - - - - - -T 50 75 25 25 75 75 75 75 50 50 50 50 50 700 53.8U 50 50 25 50 25 75 100 25 25 25 50 25 50 575 44.2V 75 100 75 25 50 100 100 50 75 75 75 100 50 950 73.07W 0 50 50 25 0 75 50 50 0 50 50 25 25 450 34.6X - - - - - - - - - - - - - - -
Total 759.31Mean 44.6
Result of Questionnaire at the Third Cycle
Students’symbol
Score of Questionnaire ItemsTotal Mean
1 2 3 4 5 6 7 8 9 10 11 12 13A 50 75 50 25 0 100 100 50 0 25 100 50 25 650 50B - - - - - - - - - - - - - - -C 25 25 0 0 0 100 100 50 0 50 100 50 25 525 40.38D 50 25 50 50 25 75 75 25 0 50 100 50 25 600 46.15E 25 25 50 75 50 75 50 50 50 25 75 50 50 655 50F 100 75 50 0 0 100 100 25 50 75 75 50 0 700 53.8G 50 100 50 50 50 100 50 75 75 50 50 75 75 850 65.38H 50 50 25 100 75 25 25 50 25 50 75 50 50 650 50I 50 50 50 25 50 50 50 50 50 75 50 50 25 625 48.07J 0 0 0 0 0 100 50 25 0 25 50 0 0 250 19.23K 75 25 50 50 75 25 75 50 50 25 25 75 50 650 50L 50 75 25 25 50 75 75 50 25 50 50 75 25 650 50M 50 75 50 50 75 75 75 50 50 50 50 50 50 700 53.8N 0 50 0 0 0 75 50 0 0 50 50 50 0 325 25O 0 75 25 0 0 75 75 25 0 50 75 25 0 425 32.69P 50 50 0 0 0 100 50 0 50 50 50 0 0 400 30.7Q 50 50 25 50 25 75 75 50 75 25 25 50 75 650 50R - - - - - - - - - - - - - - -S 50 50 0 0 50 75 50 0 0 50 50 50 25 450 34.6T 50 75 25 25 75 75 75 50 50 50 50 50 50 700 53.8U 50 25 25 50 50 50 25 25 25 25 50 50 25 475 36.5V 75 100 50 50 50 100 75 100 75 50 75 50 75 925 71.15W - - - - - - - - - - - - - - -X - - - - - - - - - - - - - - -
Total 911.25Mean 45.56
Table (1).
Observation Form of Students’ Attitude in Grammar Class
in Pre-cycle
Students’ Attitude Amount/Intensity
- Positive responses
1. Attending to the class 20
2. Paying attention 9
3. Following teacher instructions 3
4. Asking questions related to the course material 1
5. Active in group discussion -
Total of Positive Responses (PR) 33
- Negative responses
1. Lateness and inattendance 4
2. Sleepy/sleeping -
3. Talking/inattentive 12
4. Disturbing other students 8
5. Making disorder 5
Total of Negative Responses (NR) 29
Table (2).
Observation Form of Students’ Attitude in Grammar Class
in Cycle 1
Students’ Attitude Amount/Intensity
- Positive responses
1. Attending to the class 23
2. Paying attention 15
3. Following teacher instructions 17
4. Asking questions related to the course material 9
5. Active in group discussion 13
Total of Positive Responses (PR) 77
- Negative responses
1. Lateness and inattendance 1
2. Sleepy/sleeping -
3. Talking/inattentive 8
4. Disturbing other students 8
5. Making disorder 2
Total of Negative Responses (NR) 19
Table (3).
Observation Form of Students’ Attitude in Grammar Class
in Cycle 2
Students’ Attitude Amount/Intensity
- Positive responses
1. Attending to the class 21
2. Paying attention 15
3. Following teacher instructions 18
4. Asking questions related to the course material 14
5. Active in group discussion 16
Total of Positive Responses (PR) 84
- Negative responses
1. Lateness and inattendance 3
2. Sleepy/sleeping -
3. Talking/inattentive 6
4. Disturbing other students 1
5. Making disorder 2
Total of Negative Responses (NR) 12
Table (4).
Observation Form of Students’ Attitude in Grammar Class
in Cycle 3
Students’ Attitude Amount/Intensity
- Positive responses
1. Attending to the class 20
2. Paying attention 17
3. Following teacher instructions 20
4. Asking questions related to the course material 15
5. Active in group discussion -
Total of Positive Responses (PR) 72
- Negative responses
1. Lateness and inattendance 4
2. Sleepy/sleeping -
3. Talking/inattentive -
4. Disturbing other students 2
5. Making disorder -
Total of Negative Responses (NR) 6
Students’ interest improvement of 8A Students of SMP ISS Sriwulan Sayuung DemakAfter being Taught Using Game in Grammar Class from cycle to cycle
According to Data from Questionnaires
No. Students’ Name GenderStudent’s interest
level at the1st cycle
Student’s interestlevel at the2nd cycle
Student’s interestlevel at the3rd cycle
1 Agus Faizin M - - 50 %2 Agus Sukirman M 51.9 % - -3 Ali Sobirin M 34.6 % 30.76 % 40.38 %4 Anita Safitri F 50 % 48.07 % 46.15 %5 Arga Pratama M 21.15 % 34.6 % 50 %6 Chairul Adib M 46.15 % - 53.8 %7 Desi Ratnasari F 63.46 % 61.5 % 65.38 %8 Dwi Musdiyanto F 50 % 44.2 % 50 %9 Faisal Tanjung M 51.9 % 50 % 48.07 %10 Ida Kusmiati F 30.76 % - 19.23 %11 Lailatul Hasanah F 55.76 % 50 % 50 %12 Lailatul Arafah F 48.07 % 48.07 % 50 %13 Lia Indriyani F 55.76 % 61.5 % 53.8 %14 Mustakaini M 25 % 23.07 % 25 %15 Nur Kurniawan M 23.07 % 28.8 % 32.69 %16 Sri Lestari F 30.76 % 32.69 % 30.7 %17 Sudarna M 25 % 40.38 % 50 %18 Tri Hartatik F 30.7 % - -19 Vicky Sara Lia F 23.07 % - 34.6 %20 Zahra Naduatus S. F 55.8 % 53.8 % 53.8 %21 Yesica Anggraini S. F - 44.2 % 36.5 %22 Novita Dwi Wijayanti F 53.8 % 73.07 % 71.15 %23 Yogi Prabowo M 34.6 % 34.6 % -24 Vonny Irwandari F - - -25
Total 810 % 759.31 % 911.25 %Mean 38.5 % 44.6 % 45.56 %
Students’ Interest Improvement from Data of Observation
Students’ AttitudeAmount/Intensity
Pre-Cycle Cycle 1 Cycle 2 Cycle 3
- Positive responses
1. Attending to the class 20 23 21 20
2. Paying attention 9 15 15 17
3. Following teacher instructions 3 17 18 20
4. Asking questions related to the
course material
1 9 14 15
5. Active in group discussion - 13 16 -
Total of Positive Responses (PR) 33 /33% 77 /66.9% 84 /80% 72 /72%
- Negative responses
1. Lateness and inattendance 4 1 3 4
2. Sleepy/sleeping - - - -
3. Talking/inattentive 12 8 6 -
4. Disturbing other students 8 8 1 2
Total of Negative Responses (NR) 29 /29% 19 /16.3% 12 /16.3% 6 /6%
Calculation Result
Positive responses- Negative responses
4 /4% 58 /50.4% 72 /56.6% 66 /66%
BIOGRAPHY
Name : Ahmad Jamaludin Malik
Date of Birth : Blora, February 21st, 1987
Student’s Number : 053411403
Adress :1. Home
Kunduran, Rt. 05/Rw. II, Kunduran Blora 58255.
2. Boarding House
Jl. Karonsih Timur Raya 1. No. 36, Ngaliyan
Semarang.
Academic Background:
1. MI Manba’ul Hisan, Sedayu Gresik (Grade1-4).2. MI Al-Huda, Kunduran Blora (Grade 4-6)3. MTs. NU Demak.4. SMA N 2 Demak.5. Fakultas Tarbiyah IAIN Walisongo Semarang.
Semarang, June 10, 2011Researcher
Ahmad Jamaludin MalikNIM : 053411403