mulyani ratna wulan-fitk_norestriction
DESCRIPTION
ptk simple past tense....gamesTRANSCRIPT
-
USING GRAMMATICAL SNAKES AND LADDERS GAME
IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif
Hidayatullah Jakarta)
A Skripsi
Presented to The Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan
106014000338
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
-
USING GRAMMATICAL SNAKES AND LADDERS GAME
IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif
Hidayatullah Jakarta)
A Skripsi
Presented to The Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan
NIM: 106014000338
Approved by the Advisor
Dr. Fahriany, M. Pd.
NIP: 197006111991012001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
-
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers
Training certifies that the skripsi (Scientific Paper) entitled AN ACTION
RESEARCH OF USING GRAMMATICAL SNAKES AND LADDERS GAME
IN TEACHING SIMPLE PAST TENSE written by Mulyani Ratna Wulan,
students registration number 106014000338 was examined by the Committee on
November 03,2010 and was declare to have passed and therefore, fulfilled one of
the requirements for the academic title of Bachelor of Arts in English Language
Education at the Department of English Education.
Jakarta November 03, 2010 Examination Committee CHAIRMAN : Drs. Syauki, M . Pd ( ) NIP. 19641212 1991 03 1 002 SECRETARY : Neneng Sunengsih, S.Pd ( ) NIP. 150.293. 236 EXAMINER I : Drs.Syauki, M. Pd ( ) NIP. 19641212 1991 03 1 002 EXAMINER II : Drs. Bahrul Hasibuan. M,Ed ( )
Acknowledge By:
Dean of Tarbiyah and Teachers Training
Prof. Dr. Dede Rosyada, M.A NIP. 19571005 1987 03 1 003
-
Ratna Wulan, Mulyani, 2010, Using Grammatical Snakes and Ladders Game in Teaching Simple Past Tense, (An Action Research at Eight Grade of MTs Pembangunan UIN Syarif Hidayatullah Jakarta). Skripsi, Department of English Education, The Faculty of Tarbiyah and Teacher Training, Syarif Hidayatullah State Islamic University Jakarta.
Key Word: Grammatical Snakes and Ladders Game, Teaching Simple Past Tense
ABSTRACT
There are several language elements in English learning, one of them is grammar. Grammar is one confusing subject. Some students think grammar as boring subject. When they are learning English, they try to avoid grammar. One of grammar material is about tenses. Therefore, the goal of this action research is developing students understanding in learning tense, especially simple past tense.
In conducting the research, the researcher applies game in developing student understanding in learning simple past tense, grammatical snakes and ladders game. Before applying this game in the classroom action research, the researcher makes initial planning. After made an initial planning, the researcher acts in the class by applying this grammatical snakes and ladders game. Then, she observes the action class, and reflects or evaluates the action. These steps; initial planning, action, observation and reflection are one cycle. The researcher has three cycles for this action research, and every cycle contain of two action meetings.
The result of this action research are many students development in understanding simple past tense by using grammatical snakes and ladders game Although this game has never been applied by another teacher in the class, but this game can improve students understanding in their learning. Also, the researcher has gotten the good student score and good responses both from the students and collaborator teacher in this action research.
i
-
Ratna Wulan, Mulyani, 2010, Penggunaan Permainan Ular Tangga dalam Pengajaran Simple Past Tense, (Penelitian Tindakan Kelas di Kelas delapan MTs Pembangunan UIN Syarif Hidayatullah Jakarta). Skripsi, Pendidikan Bahadsa Inggris, Fakultas Tarbiyah dan Keguruan Univarsitas Islam Negeri Syarif Hidayatullah Jakarta.
Key Word: Permainan Ular Tangga, Pengajaran Simple Past Tense
ABSTRAK
Terdapat beberapa unsur- unsur bahasa yang harus dikuasai siswa, salah satunya adalah tata bahasa Inggris. Tata bahasa Inggris merupakan salah satu pelajaran yang membingungkan. Beberapa siswa berpendapat bahwa tata bahasa Igggris merupakan pelajaran yang membosankan. Ketika mereka belajar bahasa Inggris, mereka berusaha untuk menghindar untuk mempelajari tata bahasa Inggris. Salah satu materi grammar adalah tenses. Oleh karena itu, tujuan melakukan penelitian tindakan kelas yaitu meningkatkan pemahaman siswa dalam belajar tense, khususnya simple past tense dengan menggunakan permainan ular tangga.
Untuk mendukung penelitian, peneliti menerapkan permainan dalam meningkatkan pemahaman siswa dalam pembelajaran simple past tense, permainan ular tangga. Sebelum menerapkan permainan ini dalam penelitian tindakan kelas, peneliti membuat sebuah rencana awal. Setelah membuat perencanaan awal, peneliti melakukan tindakan dengan menerapkan permainan ular tangga tersebut. Kemudian mensurvei kelas tindakan dan melakukan refleksi atau menilai tindakan. Langkah- langkah tersebut; perencanaan awal, tindakan, observasi dan timbale balik merupakan satu kesatuan siklus. Peneliti memiliki tiga siklus untuk penelitian tindakan, dan setiap siklus terdiri dari dua pertemuan tindakan.
Hasil dari penelitian tindakan tersebut adalah kemajuan siswa dalam memahami simple past tense dengan menggunakan permainan ular tangga. Walaupun permainan ular tangga ini belum pernah dilakukan oleh guru lain di dalam kelas, namun teknik ini dapat meningkatkan pemahaman mereka dalam belajar. Juga, peneliti mendapatkan hasil nilai siswa yang baik, dan respon yang baik baik dari siswa maupun dari guru kolaborasi dalam penelitian tindakan ini.
ii
-
Acknowledgment
In the name of Allah, the most Gracious, and the most Merciful.
All Praise to Allah, the Lord of the world, the Master, and the Creator of
everything in this universe until the writer can finish an action research at eight
grade, C class in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta for skripsi.
Greeting and salutation to the prophet Muhammad SAW (peace be upon
him) who has brought us from the darkness to the lightness.
This skripsi is titled USING GRAMMATICAL SNAKES AND
LADDERS GAME IN TEACHING SIMPLE PAST TENSE (An Action
Research at Eight Grade, MTs Pembangunan UIN Syarif Hidayatullah Jakarta)
for the Degree of Strata 1 (S1)
On r opportunity the writer would like to express her thanks for her
guiders and her lecturers who had taught her about seven semesters, because of
their motivation and patient in teaching, the writer can study, learn, and develop
her English. To her parents (mother and father) who always give high motivation
and pray for her health and success, and also her family who suggests and gives a
good words, to her love and friend who always give motivation to be humble,
patient, smart, and honest girl.
Besides, her great gratitude is dedicated to these amazing and wonderful
people. Particularly to;
1. Prof. Dr. Dede Rosyada, MA, as Dean of Tarbiyah and Teacher Training
Faculty, Syarif Hidayatullah State Islamic University.
2. Drs. Syauki, M.Pd, the head of English Education Department,
3. Neneng Sunengsih, S, Pd., as the secretary of English Education Department,
4. Dr. Fahriany, M.Pd, as advisor, for her time, guidance, kindness, contribution,
motivation, and patient in helping her in finishing the skripsi,
5. Drs. Nasrun Mahmud, M. Pd, as the paper propose seminar,
6. Mrs. Aida S, Pd., as helper her registration in English Education Department,
iii
-
7. All lecturers in English Education Department, who had given motivation and
support, and also introduced the good education for being a good teacher for
the writer,
8. The English Teacher, Ms. Prasetya S. Pd., in Madrasah Tsanawiyah
Pembangunan UIN Syarif Hidayatullah Jakarta, who helped her study in
action research,
9. Writers mother, father , and brother as the biggest motivator in her life, love
you forever and ever all,
10. Writers Love, as the supporter and motivator in her education, and in
building her for being a good girl,
11. All of friends in English Education Department, who always invite her for
being a good and smart person,
12. All of friends, who always support her in finishing skripsi, thanks for
kindness, and borrowing a book.
May Allah, the Almighty, bless them all. Amin.
Finally, the writer realize that this skripsi still have some weaknesses and
mistakes. Therefore, the writer would like to accept any constructive suggestions
to make this skripsi better.
Jakarta, 2010
The writer
iv
-
TABLE OF CONTENTS
Abstract ................................................................................................................ i
Abstract ................................................................................................................ ii
Acknowledgment ................................................................................................. iii
Table of Contents ................................................................................................ v
List of Tables ....................................................................................................... viii
List of Figures ...................................................................................................... ix
CHAPTER I INTRODUCTION
A. The Background of Study .................................................... 1
B. The Limitation and Formulation of Problem ....................... 4
C. The Method of Study ........................................................... 4
D. The Significant of the Study ................................................ 5
CHAPTER II THEORETICAL FRAMEWORK
A. Simple Past Tense ................................................................ 6
1. The Understanding of Simple Past Tense ...................... 6
2. The Formula of Simple Past Tense ................................ 9
3. The Use of Simple Past Tense ....................................... 12
B. Snakes and Ladders Game .................................................. 13
1. Snakes and Ladders ....................................................... 13
a. The Understanding of Snakes and Ladders ................ 13
b. The Playing of Snakes and Ladders ........................... 14
c. The Rule of Snakes and Ladders ................................ 15
d. of Snakes and Ladders .......................... 16
2. Game. .. ........................................................... 17
The Material
a. The Understanding of Game ....................................... 17
b. The Reason in Using Game ........................................ 18
c. The Criteria in Playing Game ..................................... 20
d. The Use of Game in Learning English ....................... 21
v
-
CHAPTER III RESEARCH METHODOLOGY
......................................... 23
CHAPTER IV RESEARCH FINDINGS
....................................................... 28
A. The Aim of Study ........................
B. The Place and Time of Study ............................................... 23
C. Population and Sample ......................................................... 23
D. Research Instrument ............................................................. 24
E. Data and Data Sources ......................................................... 24
F. Technique of Data Collecting .............................................. 24
G. Technique of Data Analysis ................................................. 25
H. Action Procedure .................................................................. 26
1. Initial Plan ......................................................................... 26
2. Action ................................................................................ 27
3. Observation ....................................................................... 27
4. Reflection .......................................................................... 27
A. Description of Data .......
1.Data of Observation ............................................................ 28
2.Data of interview ................................................................ 32
3.The Implementation of Grammatical Snakes and Ladders in
Teaching Simple Past Tense ............................................... 40
4.Data of Questionnaire ......................................................... 54
5.Data of the Test .................................................................. 57
B. Interpretation of Data ........................................................... 60
1.Data of Observation ............................................................ 60
2.Data of interview ................................................................ 60
3.The Implementation of Grammatical Snakes and Ladders in
Teaching Simple Past Tense ............................................... 60
4.Students Responses ........................................................... 61
5.Students Achievements ..................................................... 61
vi
-
CHAPTER V CONCLUSION AND SUGGESTION
A ................................ 62
BIBLIOGRAPHY ............................................................................................... 64
APPENDICES ..................................................................................................... x
LIST OF TABLES
. Conclusion ...........................................
B. Suggestion ............................................................................ 63
vii
-
Table 2.1 Regular Verb Example ........................................ 8
LIST OF FIGURES
s ................................
Table 2.2 Irregular Verb Examples ....................................................................... 8
Table 2.3 Verbal Sentence Formula ...................................................................... 9
Table 2.4 Verbal Sentences Examples .................................................................. 9
Table 2.5 Nominal Sentence Formula ................................................................... 10
Table 2.6 Nominal Sentence Examples ................................................................ 11
Table 2.7 General Use of Game ............................................................................ 22
Table 4.1 Grammatical Snakes and Ladders in Learning Simple Past Tense ....... 43
Table 4.2 Grammatical Snakes and Ladders in Learning Simple Past Tense ....... 44
Table 4.3 The rules of grammatical snakes and ladders discussion and quiz ....... 47
Table 4.4 Grammatical Snakes and Ladders Quiz ................................................ 48
Table 4.5 Grammatical Snakes and Ladders in Learning Simple Past Tense ....... 49
Table 4.6 Identifying Sentences in Grammatical Snakes and Ladders Game ...... 51
Table 4.7 Pre Test and Post- Test Result .............................................................. 57
viii
-
Figure 2.1 Simple Past Analogy ........................................................................... 6
APPENDICES
Figure 2.2 Snakes and Ladders Boards ................................................................. 16
Figure 3.1 Action Research Cycles ...................................................................... 26
Figure 3.2 Action Research Cycles ....................................................................... 26
Figure 4.1 Grammatical Snakes and Ladders Discussion ..................................... 48
ix
-
x
Appendix 1. Observation ..................................................................................... 66
ppendix 2. Interview form . ............................................................................... 68
A
Appendix 3. Questionnaire form ........................................................................... 71
Appendix 4. Test Paper ......................................................................................... 74
Appendix 5. Lesson Plan ...................................................................................... 77
Appendix 6. Students Learning Result Description ............................................ 91
Appendix 7. Documentation.. .. ................... 95
-
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Language plays an important role in the society. It is impossible to
communicate and to understand other people without using a language. In a
certain place there is certain language,. example: in West Java is Sudanese,
in Jakarta is Betawian, in Padang is Minang language, etc . Because every
community has their own language which is used in their life, the languages
mastery are important for making a good communication; two languages or
more. And English language mastery is important for international
communication.
English is widely used as a means of communication for people all
over the world. English is the first foreign languages at school in Indonesia. It
is taught from Play Group or Kindergarten, and Elementary School as local
content subject, also Junior and Senior High School as compulsory subject
and up to University. Many people are motivated to learn this language for
their own needs; business purposes, occupation, getting a good position in a
company and others.
Since this language has been taught in school, some problems
arose concerning with English subject, especially English grammar. Example;
for the students: they have to learn, to remember, and to apply the formula in
1
-
2
the sentences. In solving these problems ,the teachers should give student
motivation in learning grammar, research the students difficulties in
grammar, find out a good solution for solving it problem, make a good
grammar test, make good teaching strategies in grammar, etc.
According to Anthony in Marianne Celce Murcias Book that definite of our three purposes. An Approach to language teaching is something that reflects a certain model or research paradigm a theory if you like. This term is the broadest of the three. A method, on the other hand, is a set of procedures, i. e., a system that spells out rather precisely how to teach a second or foreign language. It is more specific than an approach but less specific than a technique. Methods are typically compatible with one (or sometime two) approaches. A technique is a classroom and thus represents the narrowest of the three concepts.1
It means, approach is the broadest than method and
technique, method is narrower than approach and broader than technique, and
technique is narrowest than approach and method. Also good technique in
teaching learning process is needed for the teacher, because the teaching
technique as if the wing for the birds to fly.
Based on the observation in Madrasah Tsanawiyah Pembangunan
UIN Syarif Hidayatullah Jakarta, the writer found that grammar is the major
complicated problem in English learning. One of the students problems in
learning English grammar is learning tenses, simple past tense. Especially, in:
using the verb (which one is; verb one, verb two or verb three), making
sentences (affirmative, negative, and interrogative), and differentiating
between verbal and nominal sentences in simple past tense. In addition, the
students dont like to learn the formula or guidelines, because it must be
remembered, and needed much time to learn it. Therefore, the writer is going
to apply a new strategy in developing student understanding by using
grammatical snakes and ladders game in teaching simple past tense.
1 Marianne Celce Murcia, Teaching English as a Second or Foreign Language,
(The United State of America: Heinle & Heinle, a division of Thomson learning, Inc. 2001), p. 5.
-
3
According to Richard and Rodger stated that A variety of game,
role plays, simulation, and task based communication activities have been
prepared to support Communicative language teaching classes.2
From the statement above, a variety of game is one interesting
technique for making good communication in the class. Through the game,
the students can enjoy the teaching learning process. Also if they study
grammar by using the game, they dont think too much about the formula or
guidelines, because they are studying while playing, they are remembering
and learning the formula or guidelines unconsciously. In game are many
activities; grouping, competing, discussing, remembering, and many others
fun activities.
Concerning to the observation, all of students at eight grade, C
class of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta are active, and several of them are past learning. Many students in
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta want
to improve their understanding in learning English Grammar, so they need
fun way for learning it.
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta is as State Islamic University Syarif Hidayatullah Jakarta student lab
for teaching. Also, this school will be national Madrasah for being
International school. In addition this school is suited for applying the new
teaching strategy in class action research.
The writer is interested in making an action research by using
grammatical snakes and ladders game in teaching simple past tense because
its about grammar, this is unique game, and this game has never been done
by English teacher in Indonesia but have ever been done by many teachers
abroad like America, Singapore, Australia, etc. By using this grammatical
snakes and ladders game, the students are motivated to make a group,
2Jack C. Richards and Theodore S. Rodgers, Approach and Method in language
Teaching, (The United State of America: Cambridge University Press, 1986), p. 80.
-
4
competition and discussion, and of course fun learning. Therefore, the writer
is suggested to use this game in learning simple past tense.
Based on the research, the writer chooses simple past tense because
this tense is one of the tense in English Grammar, and this simple past tense is
the basic study before studying others tenses in the past. The writer hopes that
the student will not think simple past tense is difficult.
The goal of this research is to prove: Is grammatical snakes and
ladders game able to develop student understanding in simple past tense?
B. The Limitation and Formulation of Problem On the discussion of grammar especially tenses, the writer limits
the study on simple past tense by using grammatical snakes and ladders game.
The formulation of the problem in this paper is Is this
grammatical snakes and ladders game able to improve the students
understanding in learning simple past tense?
C. The Method of Study The method of this research is done by library research and field
research. Library research is held by finding the theories and materials related
to an action research of simple past tense from many education books, English
books, journals, articles, internet, and many other resources.
Field research is done by doing an action research in Madrasah
Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta, and the writer is
teaching in the class based on curriculum, observing the teaching learning
process without disturbing the class situation and material which is taught at
that semester.
-
5
D. The Significance of Study The result of this research is expected to be useful for:
1. Writer The study is expected to give new experience and information to the
writer about how to improve student understanding by using
grammatical snakes and ladders game in teaching simple past tense by
classroom action research.
2. Further Researcher
This study is expected to give new knowledge to the further researcher
to do better action research of teaching and learning.
3. Student
This study is expected to develop student understanding in simple past
tense by fun game.
4. The English teacher This study is expected to give an input in order to use the various
method in teaching English grammar.
-
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Simple Past Tense
1. The Understanding of Simple Past Tense (Figure 2.1) Simple Past Analogy
SIMPLE PAST
X
According to Betty Schrampfer Azar that simple past is one
particular time in the past, this happened. It began and ended in the past.1
It means that simple past tense is an action or event didnt connect
with now, and every event or situation is reflected the history in the past
time.
Marcella Frank states in his book , Modern English that both form (simple past tense and past progressive tense) of the tense represent definite past. They refer to the events that were completed before the statement is made. They are often accompanied by such expression of definite past as yesterday,
1 Betty Schamper Azar, Understanding and Using English Grammar, (London:
Prentice Hall, inc. 1989), p. 2.6
-
7
last year, two weeks ago. The past action may be of short of duration. 2
From the explanation above that simple past tense shows the
activity was done by somebody or something before the sentence is
produced. The speaker made the sentence and gave the information to
somebody after she/ he finished her/ his activity. The event was occurred in
specific time in the past. In simple past tense, the using of time is only short
time, and it doesnt emphasize duration of an action in the past.
Franks states that the principal parts of such verbs must be known before the proper tense forms can be used. The first principal part of verb is the simple form of verb (the inventive without to), the second principal part is the past tense, the third principal part is the past participle (use for the perfect tenses or for the passive forms).3
It means that these principal parts of verb must be used in tenses
before applying it in the sentence, which is regular or irregular verb. Also in
producing simple past tense sentences, the writer or speaker has to apply the
second principal part.
Example:
She slept soundly last night.4
From the sentence above, we know the origin of the sentence She
sleep soundly .Because of the time signal is in the past last night, it
identifies the past action, so the word sleep is changed to slept. The
changing of the word shows that action was done in the past time, and also
the time signal (last night) identifies that action doesnt exist now or at the
time of speaking.
Example:
They went to the mosque5
The sentence above is simple past tense. Although there is not time
signal of simple past tense, but we can see the verb is changed from go to
2 Marcella Frank, Modern English Part I Part of Speech, (London: Prentice- Hall, Inc., Englewood Cliffs, New Jersey: 1990), p. 49.
3 Frank, p.40.4 Ilham Ali Saifuddin, et- al, Buku Pintar TOEFL, (Jogjakarta :DIVA Press, 2007), p.112.5 Saifuddin, et- al, p. 112
-
8
went. The origin of verb is go, so the speaker or writer use went for
showing a complete activity.
(Table.2.1) Irregular Verb Examples:
Simple Form of verb
(Verb 1)
Past Tense
(Verb II)
Past Participle
( Verb III)
Sleep Slept Slept
Go Went Gone
From the table above the words sleep and go are changed into
slept and went. The changing of the words are called by irregular verbs.
These verbs II are used for simple past tense.
Others examples:
I worked.
She studied English yesterday.
From the two sentences above, the verbs are added by d/ ed. We
know, these sentences were happened in the past time. The word work
adds by ed become worked, and the word study adds by ed and
changes the y into i become studied. The additional of the words
by the syllables d/ ed are called by regular verb.
(Table.2.2) Regular Verb Examples:
Simple Form of verb
(Verb 1)
Past Tense
(Verb II)
Past Participle
( Verb III)
Work Worked worked
Study Studied Studied
The writer infers that simple past tense is an action happened and
completed in the past time, the action doesnt relate with now, the past form
of verb both regular and irregular is used in verbal sentences of simple past
tense and to be (was and were) is used in nominal sentences of simple past
tense.
-
9
2. The Formula of Simple Past Tense a. Verbal Sentence
(Table.2.3) Verbal Sentence Formula
Type of Sentence Subject Verb Time Signal
Affirmative I, you, we
they, he, she,
it
Regular= V1+
d/ed
Irregular=
Dictionary
Yesterday,
ago, last time,
week, just
now,etc
Negative I, you, we
they, he, she,
it
Didnt / did not +
V1 (without d/
ed)
Interrogative Did+ Subject
(I, you, we
they, he, she,
it)
Verb 1 (without
d/ ed)
(Table.2.4) Verbal Sentences Examples 6
John worked here yesterday affirmative/statement
John worked here yesterday
Did John work here yesterday? Question
Did John study yesterday?
Question
Affirmative short answer
Did John study yesterday?
Question
Affirmative long answer
6Robert Krohn, English Sentence Structure, (Ann Arbor: The University of Michigan
Press, 1986), p.28
-
10
Singular
Yes, I did
Yes, you did
Yes he/she did
Plural
Yes, we did
Yes, you did
Yes, they did
Negative short answer
Singular
No, I didnt
No, you didnt
No he/she didnt
Plural
No, we didnt
No, you didnt
No, they didnt
Singular
Yes, I studied yesterday
Yes, you studied yesterday
Yes he/she studied yesterday
Plural
Yes, we studied yesterday
Yes, you studied yesterday
Yes, they studied yesterday
Negative long answer
Singular
No, I didnt study yesterday
No, you didnt study yesterday
No he/she didnt study yesterday
Plural
No, we didnt study yesterday
No, you didnt study yesterday
No, they didnt
b. Nominal Sentence
(Table.2.5) Nominal Sentence Formula
Type of
Sentence
Subject To be (was, and
were)
(adverb, adjective,
noun of occupation)
Affirmative I, you, we
they, he, she,
it)
I= was
You/they= were
He/ she/ it= was
In the morning,
quicly, in Bandung,
ect. (adv)
Hansome, beautiful, Negative I, you, we To be + not
-
11
they, he, she,
it)
ugly, etc (adj)
Teacher, doctor, etc
(noun of accupation) Interrogative To be+
Subject
(Table.2.6) Nominal Sentences Examples 7
Was John busy?
Yes, he was
Affirmative short answer
Singular
Yes, I was
Yes, you were
Yes, he/she was
Plural
Yes, we were
Yes, you were
Yes, they were
Negative Short Answer
Singular
No, I wasnt
No, you werent
No, he/she wasnt
Plural
No, we werent
No, you werent
No, they werent
Was John busy?
Yes, he was
Affirmative long answer
Singular
Yes, I was busy
Yes, you were busy
Yes, he/she was busy
Plural
Yes, we were busy
Yes, you were busy
Yes, they were busy
Negative Long Answer
Singular
No, I wasnt busy
No, you werent busy
No, he/she wasnt busy
Plural
No, we werent busy
No, you werent busy
No, they werent busy
7Krohn, p.25
-
12
3. The Use of Simple Past Tense
Simple past tense is used to explain the activity or event that:
a. Happened in the past. That event didnt connect with now. It means, this
event doesnt happen now.
Examples:
John was sick yesterday.
Bob worked for a big firm last year.
b. Happened and finished at the moment of speaking, the process was done in a
short time.
Examples:
She turned out the light at midnight.
She shut the book when I entered the room.
They stopped talking as I open the door.
c. Happened in the past continually.
Examples:
When he saw me, he stood up and came up to me.
d. Happened by repetition in the past, but doesnt happen again, and this was
the daily activity in the past.
Example:
While I was abroad, she wrote to me twice a month.
e. The verb used to + infinitive (the basic verb) is used to explain the
habitual activity in the past.
Examples:
I used to play tennis every Saturday.
He used to work in the bank year ago.8
8 Drs. Tony Sartono Asmara, Cara Cepat Memahami Tenses, (Bandung: c.v. Citra Abadi, 1992), p. 9.
-
13
B. Snakes and Ladders Game
1. Snakes and Ladders a. The Understanding of Snakes and Ladders
Frederick Augustyn in his dictionary states that snakes and ladders or chutes and ladders is a classic childrens board game. It is played between 2 or more players on a playing board with numbered grid squares. On a certain square on the grid a numbers of ladders connecting two together, and a number of snakes or chutes also connecting squares together. 9
In Audioenglish.net states that snakes and ladders has one sense: a
board game for children who use dice to move counters up ladders and
down snakes.10
In addition, in English Collins Dictionary states that Snakes and
Ladders is a British a game played with a board and dice. When you go up
a ladder, you progress quickly. When you go down a snake, you go
backwards.11
Beside in the Oxford Advanced Learners Dictionary definite that
snakes and ladders; a children game played on a special board with picture
of snakes and ladders board on it. Players move their pieces up the ladders
to go forward and down the snakes to go back. 12
The writer infers that snakes and ladders is the game board consists
of snakes and ladders. If someone finds a ladder he goes up, but if he finds a
snake he goes down. There are two or more players in snakes and ladders
game by shaking the die for playing on the board with numbered grid
squares.
9 Frederick J. Augustyn, Dictionary of toys and games in America popular culture, Haworth Press, 2004, ISBN 0789015048
10 www.audioenglish.net access on 27th of November 2010 at 08.43 p.m.11 English Collin Dictionary- English Definition &Thesaurus dictionary.
Reservo.net/English/snakes%20 and %20ladders- Amerika Serikat. access on 27th of November 2010 at 08.55 p.m.
12The Oxford Advanced Learners Dictionary access on 27th of November 20 at 0 9.10 p.m.
-
14
b. The Playing of Snakes and Ladders
1. Playing Snakes and Ladders in General Milton Bradley Chutes and Ladders game board c. 1952 showing
good dead and their rewards and bad dead and their consequences.
Each player start with a token in their starting square (usually the
1 grid square in the bottom left corner, or simply, the imaginary space
the 1 grid square) and takes turns to roll a single die to move the token
by the number of squares indicated by the die roll, following a fixed route
marked on the game board which usually follows a boustrophedon (ox-
plow) track from the bottom to the top of playing area., passing one
through every square. If, on completion of this move, they land on the
lower numbered end of the squares with a ladder, they can move their
token up to the higher- numbered square. If they land on the higher
numbered square of a pair with a snake (or chute), they must move their
token down to the lower numbered square. A player, who rolls a 6 with
their die may, after moving, immediately takes another turn; otherwise,
the play passes to the next player in turn. If a player rolls three 6s on the
die, they return to the beginning of the game and may not move until the
roll another 6. The winner is the player whose taken first reaches the last
square of the track.
A variation exists where a player must roll the exact number to
reach the final square (hence winning). Depending on the particular
variation, if the roll of the die is too large the token remains in place. 13
2. Playing Snakes and Ladders in Learning English Grammar Playing snakes and ladders game in learning English grammar:
Divide the class into group of four and give each group a die, a playing
board and the rules. Give each student a different playing piece. If no
13Augustyn, Dictionary... ISBN 0789015048
-
15
playing piece are available, student can simply write their initial on small
squares of paper or cardboard
Tell the student to read the rules and start playing. Stay attentive but keep
in the background. Only intervene when a group cannot decide if a
sentence is correct or when they have made an incorrect decision. Try not
to interrupt, but keep on ear open for point you want to work on in later
lessons
When the game is over, go through the sentences, or at least ask if there
are any sentence that the student are still questioning. If one group
finishes a long time before the others, they may be asked to plan their
own Snakes and Ladders playing board when the others finish.14
c. The Rules of Snakes and Ladders in Learning English Grammar The rules of snakes and ladders in learning English grammar are:
1. Put your playing pieces on the start square.
2. Decide who is going to begin and in which order you are going to play
3. If you are the first player, roll you die and move forward the number of
square indicated.
4. If you land on a sentences, saw whether it is correct or no. If you think
there is a mistake in the sentence, correct it immediately.
5. Your group must then decide if you are right or not. If your groups
agree with you, move an extra three squares forward. If they disagree
move back three square.
6. If you land on the blank square, you simply stay where you are until
you next turn. If you land on the square where another person playing
piece is already standing, move forward on square. This rule applies
whether you land on a sentence or on the blank square.
14Chris Sion, Recipes for Tired Teacher, (San Francisco; Alta Book Center
Publisher.2004), p. 74
-
16
7. At you next turn, move your playing piece the numbers of squares show
on the die. For example, if you are on square 16 and a die shows five
dots, move your playing piece to square 21.
8. Each player proceeds the same way, starting always from square 1.
9. To finish you must land directly on the last square for example 100. If
you are on square 98 and throw a six, count two forward and four back
to land on square 96 (hope you throw four on your next turn. 15
d. The Material of Snakes and Ladders The material is used in snakes and ladders game:
Material
Playing Board
A die
Rules
Playing Pieces one for each student
(Figure.2.2)Snakes and Ladders Boards
15 Sion, p. 75
-
17
2. GAME
a. The Understanding of Game According to Wright, et.al in her book Game for Language
Learner that the word game means an activity which is entertaining and
engaging, often challenging, and an activity is which the learners play and
usually interact with others.16
From the statement above that game is the right way for making
communication with others. By game, the activity entertains and gives
different sense for several persons. The good interaction often happens in
playing the game.
The article of game states that game theory is the study of the ways in which strategic interactions among rational players produce outcomes with respect to the preferences (or utilities) of those players, none of which might have been intended by any of them.17
From the article above that game is the way to make a strategy for
interaction among players. The player has to communicate with another
player while playing is in progress. Also, the player has to respect another
player for good interaction in game.
In addition, Jeremy Harmer states that many games from
television and radio (and game that people play at home in their everyday
lives) can be adopted for classroom use.18
From the statement above, there are so many game resources, the
game can be found from the media electro such as TV or radio, and also it can
be found from the book, magazine, newspaper and real life activity. When we
were children, there were so many games, and these games can be used in
teaching and learning activities in the classroom.
16Andrew Wright, et.al, Games for Language Learner, (Cambridge: Cambridge
University Press, 2006), p. 1.17http://simple.wikipedia.org/wiki/Game_theory" on Wednesday, 21st of April 2010
at 10.18 am 18Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh: Longman, 1991), p.223.
http://simple.wikipedia.org/wiki/Game_theory -
18
The writer may conclude that game is fun activity which is
challenging and interesting for learning and making a good strategy in
communicating between players. The games can be found from many
resources: TV, Radio, books, magazine, etc.
b. The Reason in Using Game There are many reasons in using games;
1. Games are fun and children like to play them. Through games children
experiment, discover, and interact with their environment.
2. Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many children between
four and twelve years old, especially the youngest, language learning will
not be the key motivational factor, games can provide this stimulus.
3. The game context makes the foreign language immediately useful to the children. It brings the target language to life.
4. The game makes the reasons for speaking plausible even to reluctant children.
5. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without
stress, they can learn a lot.
6. Even shy students can participate positively.19 In other opinion, the reasons of using game for the language
teacher are: because,
a. Language learning is hard work.
One must make an effort to understand, to repeat accurately, to adapt and
to use newly understood language in conversation and in writing
composition. Games help many learners to sustain their interest and work.
b. Experiencing language
19 Yin Yong Mei and Jang Yu-jing Daejin University ELT Research Paper. Fall, 2000.
-
19
Games also help the teacher to create contexts in which the language is
useful and meaningful. Games provide one way of helping the learners to
experience language rather than merely study it.
c. Repeated use of language Items,
Many games because as much use of particular items as more conventional
drill exercise, some game do not. What matters, however, is the quality of
practice.
d. Central of Learning
If it is accepted that game can provide intense and meaningful practice of
language, then they must be regarded as central to a language teachers
repertoire and not merely a way of pasting the time20.
In addition, there are several reasons in using game according to
Lee Su Kim in his journal because there are many advantages of using
games in the classroom:
1. Games are a welcome break from the usual routine of the language clas
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help
students to make and sustain the effort of learning.
4. Games provide language practice in the various skills (speaking,
writing, listening, and reading).
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.'21
The reason in using game for the teacher and language learner are
many things considered, because the student can enjoy learning also get
the meaningfulness from it.
20 Wright, et.al, p. 521 Lee Su Kim 'Forum' Vol. 33 No 1,( January - March 1995)
-
20
c. The Criteria in Playing Game
Basic criteria22 for judging what is or is not game which not only
apply to "games with rules", but to all games, is as important as the special
criteria for "games with rules". Here are the criteria which all games have;
1. Common experience
Grammatical Snakes and Ladders Game bring student together, regardless of
gender, generation, and race. In this grammatical snakes and ladders game in
learning past tense, the student have common experience about to know the
management of team work, several thinking, competing, and togetherness with
their group.
2. Equality
In this game, all players are equal and have the same chance to win.
3. Freedom
Whoever plays this grammatical snakes and ladders game, does it from his
freedom of choice. He is not forced or coerced by anyone to play. Playing
games is not work, not commitment, nothing you have to do. Therefore, we
can say that playing games means being free. This freedom is basic to all
games too.
4. Playing means being active
Whoever reads a book, watches a movie, or listens to music, consumes or
acquires, but does not act. While nowadays most leisure activities seduce
people into passivity, the game makes people act.
5. Diving into the world of the game
Whoever plays, leaves behind reality and dives into the world of the game.
These game worlds are comparable to reality. This statement still applies to
the big difference between the two worlds.
Games are entertainment and fun. The players may only take their
emotions from the game into reality. Whoever spends an interesting and fun
22Wolfgang Kramer (Article translated from the German by Jay Tummelson.)access on
Wednesday, 21st of April 2010 at 11.14 am
-
21
evening playing games with friends, takes this happy feeling into reality. In
this grammatical snakes and ladders game, there are many things to do;
1. Care and Share 2. Do: Move, Mime, Dray, and Obey 3. Describe 4. Connect: Compare, Match, Group 5. Order 6. Remember 7. Create.23
d. The Use of Game in Learning English
Wright, et. al, states about the use of game that 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 others are saying or have written, and they must speak or write in order to express their own point of view or give information.24
From the statement above that the meaningfulness in language
learning has been accepted for some years. A useful interpretation of
'meaningfulness' is that the learners respond to the content in a definite way.
If they are amused, angered, intrigued or surprised the content is clearly
meaningful to them. Thus the meaning of the language they listen to, read,
speak and write will be more vividly experienced and better remembered. If it
is accepted that games can provide intense and meaningful practice of
language, then they must be regarded as central to a teacher's repertoire.
Another Wright, et.al statement that language learning is hard work. 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 and work. In addition, 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 others are saying or have written, and they must speak or write in order to express their own point of view or give information. And also, Games can provide intense and meaningful practice of language.25
23Andrew Wright, et.al, Games for Language Learner, (Cambridge: University Press 2006), P. 43 24Wright, et.al, p.1
25 Andrew Wright, et.al, Games for Language Learning' (2nd. Ed.), (Cambridge: Cambridge University Press, 1984), p.1. access on Wednesday, 21st of April 2010 at 10.53 am
-
22
From the statement above that an effort to supplement lesson plans
in the classroom, teachers often turn to games. The justification for using
games in the classroom has been well demonstrated as benefiting students in a
variety of ways. These benefits range from cognitive aspects of language
learning to more co-operative group dynamics.
Marianne Celce Murcia in her book states that when ESL
student are engaged in games or problem solving activities, they use
language is task oriented and has a purpose beyond the production of
correct speech, this make these activities ideal for communicative
practice grammar if, in fact, the activities can structured to focus
learners attention on a few specific forms before the communicative
practice.26
It means that game is useful for making a good communicative in
learning grammar, almost the student just remember the formula, and make the
sentence according to the formula, but with game the student can develop their
grammar unconsciously.
(Table.2.7)General Uses of Games27
Affective Cognitive Class Dynamics Adaptability
- lowers affective filter - encourages creative and spontaneous use of language -promotes communicative competence - motivates - fun
- reinforces - reviews and extends - focuses on grammar communicatively
- student centered - teacher acts only as facilitator - builds class cohesion
- fosters whole class participation- promotes healthy competition
- easily adjusted for age, level, and interests - utilizes all four skills - requires minimum preparation after development
26 Marianne Celce Murcia, and Hilles Sharon, Technique and Resources in Teaching
Grammar, (New York: Oxford University Press, 1988), p. 59.27 M. Martha Lengeling and Casey Malarcher'Forum' Vol. 35 No 4, October - December
1997 Page 42.
-
23
CHAPTER III
RESEARCH METHODHOLOGY
A. The Aims of Study The aims of study is developing and improving student
understanding in learning simple past tense by using grammatical snakes and
ladders game.
B. The Place and Time of Study This action research is in Madrasah Tsanawiyah Pembangunan
UIN Syarif Hidayatullah Jakarta, the location is on Ibnu Taimia Street No. IV
Komplek UIN Jakarta. The action research was held from 10th of February to
1st of June 2010.
C. Population and Sample In this research, the writer took population from the Eight Grade
students in Madrasah Tsanawiyah Pembangunan UIN Jakarta. The total
population is 245 students from 7 classes. Then the writer took the students of
C class with the total is 35 students as the sample of research using the
purposive cluster sampling technique.
23
-
24
D. Research Instrument The writer used four research instruments in this Classroom
Action Research (CAR) as follow; observation, , interview, questionnaire, and
the test.
E. Data and Data Resources There are two kinds of data, qualitative data and quantitative data.
Both are comprise of students learning outcome, observation result toward
learning accomplishing, interview, field note, and questionnaire data.
The data sources in this study are:
Even, it is the teaching simple past tense by grammatical snakes and
ladders game in Madrasah Tsanawiah Pembangunan UIN Jakarta.
Informant, the informants are the English teacher and students in
Madrasah Tsanawiyah Pembangunan UIN Jakarta.
Place, the researcher observes and teaches at eight grade, C class of
Madrasah Tsanawiyah Pembangunan UIN Jakarta.
F. Technique of Data Collecting The technique in collecting data; first, the writer observes the class;
the class management, the students problem in English learning, the teacher
technique, and the context of teaching material. These are before an action. In
addition, the writer observes the progressing of an action research.
Beside, the writer gives questionnaire before an action research for
knowing about the student, and after an action research for knowing the
student opinion about the method is applied does this method develop student
understanding in learning simple past tense?.
Interview guide is done to the student in every action meeting or
after the writer taught in the class, and also to the teacher in every cycle.
The last, the writer monitors the action research effectiveness by
giving test; before doing an action research (pre-test) and after an action
research (post- test).
-
25
G. Techn
compa
of stud
effecti
test is
taken r
nique of Da
The co
arative techn
dent pre tes
ive of the ne
According
used for te
randomly fr
ata Analysis
omparative
nique, the w
st and post
ew method.
g to Anas Su
esting the tr
rom the sam
s
technique
writer uses
test. One o
udijono stat
ruth hypoth
me populatio
is used
t-tes;t to fi
of Test t f
tes that Th
esis stated
on. 1
in test da
ind out the
function is
he t test i
that in two
ata analysi
difference
for knowin
is one of sta
mean samp
s. In
score
ng the
atistic
ple is
Fir
tes
rst, for know
st (X) and po
wing Stand
ost- test (Y)
dard Deviati
) is by gettin
ion of the d
ng D and
different sco
D2 (SDD):
ore betweenn pre-
SDD
Afte
mea
SEM
Fo
to
Af
to
con
Sig
If
h
1 A2008), p.
2 Su
D =
er getting S
an difference
MD =
or the next s
=
fter knowing
to by coun
nsult to t
gnificant cri
f to > tt m
hypothesis) a
Anas Sudijono,. 278- 279udijono, p. 31
SD score, De between p
tep is find o
the writer
pre- test (X)
can count
) and post te
Standard E
est (Y) varia
Error from
able.
score
out to cost bby using thiss formula:
g the MD an
nting df and
table point
nd SE MD, th
db = N-1 ,
in 5% sign
he next step
, after gettin
nification an
p is giving
ng the df an
nd 1% signi
an interpret
nd db, the w
fication.2
tation
writer
itical value : 0.05 and 0.01
means there
accepted, H
e is signifi
Ho (null hyp
ficant differ
pothesis) is r
rence, and
rejected.
Ha (alternnative
, Pengantar SStatistik Pendiddikan, (Jakartta: PT RajaGraafindo Persadda.
11-313
-
26
If to < tt means there is no significant difference, and Ha (alternative
hypothesis) is rejected, Ho(null hypothesis) is accepted
The Hypothesis:
H (alternative hypothesis) : There is a significant difference between
pre- test and post test before and after
classroom action research
Ho (null hypothesis) : There is no significant difference between
pre-test and post test before and after
classroom action research
H. Action Procedure Stephen Kemmis in D. Hopkins book, A Teachers Guide To
Classroom Research, Bristol, PA( Open University Press), 1993
stated that Action research as a form of self-reflective inquiry
undertaken by participants in a social (including educational)
situation in order to improve the rationality and justice of (a) their
on social or educational practices, (b) their understanding of these
practices, and (c) the situations in which practices are carried out.
3 (Figure 3.1 and 3.2) Action Research Cycles
3 Tim Pelatih Proyeksi PGSM, Penelitian Tindakan Kelas ( Jakarta: Proyek
Pengembangan Guru Sekolah Menengah, 1999), p. 6.
-
1. Ini
pr
pr
pr
le
pr
Th
2. Act
th
fo
ex
ho
da
cl
3. O
ev
ob
cl
itial Plan
First,
rocess. Sec
rocess. Thir
rocess and
arning (Le
roviding the
he last, deve
tion
In this
he new met
ormat is giv
xplain; the
oped to do,
ata. The ac
assroom ac
Observation
In this
vents durin
bservation f
The co
ass, the qu
finding out
ond, decidi
rd, plannin
deciding
esson Plan
e source of
eloping obs
s step, the
thod is app
ven based
steps in act
the media
ction detai
tion researc
s step, the
ng action.
forms have t
ollecting da
uality of di
and observ
ing what su
ng the subj
the subjec
n). Fifth, a
learning. S
servation lea
planning sh
lied in teac
on the ma
tion, the te
is used, th
ls and the
ch report.
writer obse
The write
to be prepar
ata is qualit
iscussion, e
ving the pro
ubject is tr
ject is used
ct topic. F
arranging w
Seventh is d
arning form
hould be do
ching learn
aterial. In a
acher activ
e instrumen
e way in a
erves the cl
er arranged
red before t
ative (the a
etc) or qua
oblems in t
rouble in te
d in the te
Forth, deve
worksheet
developing
m.
one well an
ing process
addition, th
vity, the stu
nt is used f
action mus
lass situatio
d observat
teaching or
activeness o
antitative (te
eaching lea
eaching lea
eaching lea
eloping sce
paper. S
evaluation
nd regularly
s. Also, the
he action h
dent activit
for collectin
st be writte
on and writ
ion form.
action.
of students i
est result).
27
arning
arning
arning
enario
Sixth,
form.
y and
e task
has to
ty are
ng the
en in
es all
This
in the
Data
-
28
collections have to recheck for validity for example the triangulation
technique (observation, interview, and giving a questionnaire).
4. Reflection
These steps will be reflected to the next cycle in action. After the
writer collects data, she evaluates these data. The reflection in classroom
action research is included analysis, and synthesis to the observation
result in action. If there are problems, the writer has to re-study in the next
cycle: revise plan, action, observation, and reflection.
-
28
CHAPTER IV
RESEARCH FINDING
A. Description of The Data
1. Data of Observation In the first step of classroom action research, the writer observes
the class situation (student activity, and students activeness in the
classroom), and finds students problem in learning English. After finding
out the problem and asking the teacher about students difficulties in
English learning, the writer finds the real problem at eight grade of
Madrasah Tsanawiyah Pembangunan UIN Syarif HIdayatullah Jakarta, it
is about grammar. A lot of students at eight grade dont like to learn
grammar. Also they are remedial in grammar examination.
From the observation above, the writer tries to make classroom
action research of grammar, especially tense. According to Based
Competence at eighth grade, the specific tenses are simple past tense and
past perfect tense which are studied. And from that time, the writer takes
classroom action research at eight grade, C class about simple past tense. In
addition, before action research is done, the writer finds out the students fun
in learning, and what kind of method or strategy they like and love to do in
English learning. According to students fun learning that the students love to
28
-
29
play game. The writer makes classroom action research about teaching
simple past tense by using grammatical snakes and ladders game.
On February 4 to 18, 2010 the writer observes teacher teaching
strategy, class management, teaching material, and the students character and
active. From that observation, the writer founds the data, here are:
Teacher
Teacher technique is used conventional technique,
She sometimes uses media like audio visual for watching the movie,
The physical presents English teacher is good,
Voice project is rather good,
Sometimes the teacher uses a gesture, and
Management procedure in the class is good.
Student
The way students work are active and very active,
The way they interact are active,
The way they response are active if the situation is good,
Their on task is good, and
Several students have problem about task behavior.
Context
Classroom layout is good,
Teaching aid available is good,
Rarely, the teacher uses poster/ visual aids.
In Madrasah Tsanawiyah Pembangunan UIN Syarif HidayatullahJ Jakarta,
the students conditions are;
Most of the students are from middle to high class economy.
Most of the students are active and very active in the class.
-
30
Several of students are past learning.
The students like to learn by reward and point or score for their motivation
in learning.
The student problems in eight grade of Madrasah Tsanawiyah Pembanguanan
UIN Jakarta, are:
The students score of Grammar mostly is low, they were remedial for
grammar.
The students dont like to study grammar and to remember the formula and
guidelines.
Teacher explains the formula first before giving the example (deductive
approach), so the students mood in learning English is gone.
Students hope to study grammar easily by game or many other fun
techniques.
Almost students are good in English skills (speaking, listening, reading, and
writing), but low understanding in grammar.
From that data, the English teachers in Madrasah Tsanawiyah
Pembangunan UIN Syarif Hidayatullah Jakarta has to; understand student
well, invite the student to learn, make a good strategy for their learning, give
them high motivation.
The writer is very surprise when she comes for the first time to
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta,
because the students are very active. To know student fun learning in English,
the writer makes a questionnaire about students love in English, their parent
skill in English, and technique of learning English they like very much. In
addition, the writer gives a questionnaire also interviews many students about
their fun in learning, and the reason they dont like grammar especially
tenses.
Several students said that they dont like teacher teaching strategy,
the teacher just explains the formula and directly gives the exercise from the
-
31
book, Smart Steps book. For making easy in learning, they want such a game
and fun in English learning, and also in learning tenses. Many students hate
grammar because they dont like to learn the formula. From the data above,
the writer tries to make an action research about Using Grammatical Snakes
and Ladders Game in Teaching Simple Pat Tense.
In this class action research, the writer observes the class in every
cycle; every cycle is contained of two action research meetings.
The first cycle:
In this first cycle the student are encouraged to do the competition
of Grammatical Snakes and Ladders board. In the first meeting, they use the
small snakes and ladders board but in the second meeting they use the big
snakes and ladders board. A lot of students ask unclear direction, and the
teacher has to explain the direction more than ones. Before they do the game,
the teacher explains the material about verbal sentence by inductive approach;
giving an example and after that showing and explaining the formula. In
playing this game, the students are very noise; the class is crowded by the
students activities. Also they need discipline in playing the game because
several of them dont do the game honestly.
The students responses are good, but several of them still have
mistakes in making sentences, doing the game, and doing the game rule, but
in the second meeting they have progress in making sentences from the game,
and playing the game. They are motivated for doing the task by giving them
reward. The teacher has to give reward by scoring to the certain students who
are active. Students have good interaction between student and teacher, and
also student and student. They can make a good communication with their
friend because they work by group in playing this game.
In this first cycle, the teacher has to be active by using big voice
and gesture. In addition, the teacher has to manage the class because there are
many trouble makers students. Also the teacher has to see the timeline,
because there time is limited.
-
32
The second cycle
In this second cycle, the writer makes such a discussion and quiz of
grammatical snakes and ladders game but still in grammatical snakes and
ladders game. The students are very active. They are discipline in discussion
and quiz because point is given by the teacher. The students love getting the
point from the teacher.
Not only in the first cycle, in the second cycle, the writer has to be
active by using big voice and gesture. Sometimes the student dont listen the
teacher explanation, so the teacher has to repeat and to write the explanation
in the whiteboard.
The third cycle
In this third cycle, the teacher applies simple past tense
identification sentences and giving information of grammatical snakes and
ladders game, these are still in grammatical snakes and ladders game. The
student are very active, and they love to join the game on the game rule. They
want to learn well if the teacher gives them fun technique in their learning.
Many students progresses in their learning are good. Many students answer
the right question from the teacher and they do the class action research
activity well. The student trouble makers can be managed well because they
are motivated to do the exercise and to join the game based on the rule game
and discipline in the class action research.
2. Data of Interview
The writer always interviews the student and the teacher about
writers action in teaching simple past tense by using grammatical snakes
and ladders. The writer interviews the student in every meeting; from the
first meeting to the six meetings, and the teacher; its ones in every cycle.
The interviews before entering the class action research
Apakah kamu suka pelajaran bahasa Inggris?
-
33
Answer:
Student 1: Ya, saya suka miss
Student 2: Tergantung materinya, kadang- kadang suka, kadang-
kadang tidak suka
Apa yang kamu suka dari pelajaran bahasa Inggris ( gurunya,
materinya, metode belajarnya)?
Answer:
Student 1: Ya, saya suka materinya
Student 2: Tergantung mood
Materi apa yang paling kamu sukai dari pelajaran bahasa Inggris?
Answer:
Student 1: Materi apa saja yang penting menyenangkan
Student 2:Ssemua materi selain tense dan rumus- rumus
Apakah kamu suka belajar rumus- rumus dalam bahasa Inggris? jika
ya/ tidak dan alasannya!
Answer:
Student 1: Ya, saya suka karena saya sudah belajar dari SD
Student 2: Tidak suka, karena harus dihafal
Dengan cara apa materi lebih kamu kuasai dengan penjelasan saja
atau dengan permainan?
Answer:
Student 1: Dengan praktek langsung
Student 2: Dengan game
Apakah metode/ cara belajar yang paling kamu sukai dari pelajaran
bahasa inggris?Alasannya!
Answer:
Student 1: Game, tidak membosankan
Student 2: Game, bisa lebih menyenangkan
Apakah kamu menyukai permainan (game) dalam belajar bahasa
inggris?alasannya!
Answer:
-
34
Student 1: Pasti,bisa bermain sambil belajar
Student 2: Ya
Permaina seperti apa yang kamu sukai ? kelompok atau individu?
Answer:
Student 1: kelompok
Student 2: kelompok
In the first cycle, the writer interviews three students; two students
in the first meeting and one student in the second meeting, and also
interviews the teacher after finishing the cycle. The students and teachers
responses are good. The students express their opinions about the class
action research. They are happy, they love to do grammatical snakes and
ladders in learning simple past tense. They said it is interesting game for
learning miss. They can remember and learn the formula and material of
simple past tense little by little. They want another game of snakes and
ladders game in order to make the class situation more active.
The questions are given in interviewing the student in the first meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
bermain ular tangga)?
Answer:
(student 1)Wah menyenangkan dan tidak membosankan, (student 2) Ok
miss(no command)
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode
ini ( grammatical snakes and ladders game)?
Answer:
(Student 1). Senang Miss, (student 2). Happy happy aja..
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer:
(Student 1) Ada, walaupun sedikit, (Student 2) Lumayan
Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?
-
35
Answer:
(Student 1) Ingin, tapi permainannya bervariasi, (Student 2) Setiap
grammar aja pakai game, supaya ga bosan
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer:
(Student 1) Tidak ada, (Student 2)Penjelasannya miss
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer:
Cara mengajar guru : (Student 1)Tidak hanya menerangkan,
(Student 2) Jadi tidak membosankan
Metode yang digunakan : (Student 1)Bagus, (Student 2)unik miss
Materi yang diajarkan : (Student 1)Mudah diingat, (Student 2)perlu
hafalan miss kalau tidak pakai game
The questions are given in interviewing the student in the second meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
bermain ular tangga)?
Answer: asyik miss.
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode
ini ( grammatical snakes and ladders game)?
Answer: tidak membosankan, senang
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer: ada miss
Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?
Answer: pengen setiap belajar memakai game saja
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer: tidak ada
Apakah ada saram dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer: Tidak ada, yang penting belajar menyenangkan
-
36
After finishing the first cycle, the writer interviews the teacher
collaborator; she is Miss. Prasetya, the English teacher at eight grade in
MTs Pembangunan UIN Syarif Hidayatullah Jakarta. The writer asks
about student activeness in the class, she said that the student look
different; there are more active, their comprehension about simple past
tense is increase. lso the method is good for teaching learning process. The
teacher collaborator suggests the writer to make another snakes and ladder
game than the first meeting.
The questions are given in interviewing the teacher for the first cycle
Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?
Answer: Ya
Apakah metode yang digunakan dapat meningkatkan pemahaman siswa
dalam materi pelajaran Simple Past Tense?
Answer: Bisa
Apakah metode game yang digunakan sangat efektif digunakan untuk
digunakan dalam materi pembelajaran bahasa Inggris yang lain?
Answer: Ya
Apakah saran dan kritik dari metode yang telah digunakan?
Answer: Buat variasi bermain yang lebih unik dan menarik
In the second cycle, the writer takes two different students and the
same English teacher for being interviewed. The teacher, and the students
have the same responses, they love to learn by game, they want to use
game for fun learning in every class meeting. For this second cycle, the
collaborator teacher looks the students, they are smarter and more active
than the first cycle. She suggests the writer to make another creative
snakes and ladders game for developing student understanding in learning
simple past tense.
-
37
The questions are given in interviewing the student for the third meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
menggunakan cara diskusi ular tangga)?
Answer: menyenangkan, tidak memmbosankan, bisa saling tukar
pikiran
Bagaimana perasaan kamu ketika sedang belajar menggunakan cara
diskusi ular tangga ini?
Answer: senang,
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer: lumayan ada peningkatan dalam memahami materi
Apakah kamu ingin setiap pelajaran grammar menggunakan cara
berdiskusi dengan aturan permainan ular tangga tadi?
Answer: ya, karena memotivasi kita untuk berdiskusi dengan sungguh-
sungguh
Bagian mana yang kamu anggap menyulitkan dalam diskusi ular
tangga tadi?
Answer: pada saat presenter harus menerangkan, dan cara
penilaiannya yang cukup rumit
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer: untuk pertemuan berikut menggunakan cara yang lebih
menyenangkan
Cara mengajar guru : baik, ramah
Metode yang digunakan : menyenangkan, tidak bosan
Materi yang diajarkan : mudah difahami
The questions are given in interviewing the student for the forth meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan
cara identifikasi kalimat menggunakan teknik ular tangga?
-
38
Answer: lumayan membingungkan, namun dengan kerjasama kelompok
jadi bisa saling bertukar pikiran
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode?
Answer: biasa saja
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer: sedikit demi sedikit ada peningkatan
Apakah kamu ingin setiap pelajaran grammar menggunakan identifikasi
dengan aturan ular tangga tersebut?
Answer: tidak terlalu suka
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer: mengidentifikasi kalimanyat terlalu banyak
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer:untuk pertemuan berikut buat permainan ular tangga yang lain
lebih menyenangkan miss
The questions are given in interviewing the teacher for the second cycle
Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?
Answer: siswa lebih aktif dan lebih baik dari pertemuan pertama
Apakah saran dan kritik dari metode yang telah digunakan?
Answer: harus diperhatikan pengaturan kelas, anak- anak yang nakal
dan hanya menjadi trouble maker sebaiknya ditempatkan di depan
tempat duduknya.
In the last cycle, the writer also takes others two different students
with the same questions, and also interviews same English teacher. The
students responds are nice, they like my teaching; they suggest the writer
to make another fun learning, and to encourage the writer to teach in MTs
Pembangunan for making fun learning in developing student
understanding in English learning. They have development in learning
simple past tense although they dont like to learn tense.
-
39
The questions are given in interviewing the student for the fifth meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan
cara pemberian informasi ular tangga)?
Answer: Menarik, asyik miss..
Bagaimana perasaan kamu ketika sedang belajar menggunakan cara
permainan seperti tadi?
Answer: senang
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer: cukup banyak peningkatan pemahaman
Apakah kamu ingin setiap pelajaran grammar menggunakan
permainan seperti tadi?
Answer: ya, tapi permainannya diganti lagi dengan permainan baru
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer: tidak ada
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer: tidak miss
The questions are given in interviewing the student for the sixth meeting
Bagaimana pembelajaran yang sudah kamu lakukan selama miss
mengajar?
Answer: Menarik, asyik, menyenangkan, ok deh
Bagaimana perasaan kamu ketika sedang belajar menggunakan cara
permainan seperti tadi?
Answer: : senang, tidak bosan
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer: banyak peningkatan pemahaman tentang rumus- rumus, dan
cara membuat kalimat Simple Past Tense
Apakah kamu ingin setiap pelajaran grammar menggunakan
permainan seperti yang telah kita lakukan selama ini?
Answer: ya, tapi permainannya bervariasi, dan beragam
-
40
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer: tidak ada
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer: tidak misstidak ada sama sekali miss, miss mengajar disini
lagi ya miss..biar ga bosan.
The teacher said that this game of Grammatical Snakes and
Ladders is effective for teaching learning process.
Here are the questions given to the teacher in the third cycle
Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?
Answer: ya siswa lebih aktif dalam berdiskusi
Apakah metode diskusi yang digunakan dapat meningkatkan
pemahaman siswa dalam materi pelajaran Simple Past Tense?
Answer: Ya, metode yang digunakan sangat efektif untuk diskusi
Apakah metode diskusi yang dilakukan sangat efektif digunakan dalam
materi pembelajaran bahasa Inggris yang lain?
Answer: tentu, bisa digunakan untuk materi lain selain Simple Past
Tense
Apakah saran dan kritik dari metode yang telah digunakan?
Answer: lebih kreatif lagi dalam membuat suatu metode dan teknik
pembelajaran.
3. The Implementation of Grammatical Snakes and Ladders Game in Teaching Simple Past Tense
Cycle 1
Planning
Planning is the first step in action research. In planning, the writer
-
41
finds out and observes the problems in teaching learning process, decides
trouble subject, plans the subject, develops lesson planning, arranges
worksheet, provides the source of learning, develops evaluation form, and
develops observation learning form.
In addition, the writer must focus in preparing the material, good
method or strategy, and tools or visual aid before entering the class. In
preparing the material, the writer chooses simple past tense, because one of
the materials is taught in VIII class, based on curriculum and syllabus is
simple past tense. Simple past tense is divided into two categories; verbal
sentence and nominal sentence. In this first cycle, the writer teaches about
verbal sentence and prepares for it. In verbal sentence are verbs; regular and
irregular verb and the use of them in simple past tense. Therefore, the writer
prepares for verbal sentence in the first cycle. In addition, the strategy is used
snakes and ladders game by using snakes and ladders board for the first
planning. Also the writer has to prepare two small snakes and ladders boards
and one big snakes and ladders board. These two small boards are getting
from the toys store and the big snakes and ladders board is made by the writer
itself. For knowing the students works development, the writer makes
student worksheet paper for measuring student learning improvement in
simple past tense.
Before action, the writer gives pre- test. This test is given for
knowing student understanding in simple past tense; using verb in simple past
tense sentences, using the regular and irregular verb, and so on.
The Pre- test shows the students low understanding of simple past
tense; in changing the sentence from affirmative to negative and interrogative
either in verbal and nominal sentences, they also confuse in changing the verb
either regular or irregular verb, differ between verbal and nominal sentences;
knowing the verb, noun, adjective, and adverb, and the use of was and
were in nominal sentence. There are many complicated students
understanding in simple past tense.
-
42
Action
Before entering the class, the writer has to prepare all everything,
the physic and psychic. The writer has to keep health condition for spirit and
smart teaching. Because one of the lovely teacher for students is the smart
teacher, smart teacher gives the different sense for student in learning.
When entering the class the writer says Assalamualaikum
because it is Islamic school. Before opening the class lesson, the writer
manages for the student sit in order to be ready for teaching learning process.
The writer opens the class lesson by say Good morning student!
How are you all? and the students response. After that, the writer sees the
student, if there is a student look like different (sad, angry, etc) the writer asks
her/ him feeling. In addition, the writer also gives ice breaker for making
smart learning.
In this first cycle, the writer gives the material of verbal sentence in
simple past tense and the use of verb one and two in simple past tense, there
are regular and irregular. If the writer has already given ice breaker, the writer
begins to teach about simple past tense. First, the writer asks the student about
verb, and gives introduction about verb one and verb two in regular and
irregular. After they know the verb well, the writer divides class into seven
groups, and ready for playing snakes and ladders game in regular and
irregular verb. After the writer divides the class group, the wr