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

zƒÏ% ©!$#uρ (#ρ ߉ yγ≈ y_ $ uΖŠ Ïù öΝåκ̈]tƒÏ‰ öκs]s9 $ uΖn=ç7ß™ 4 ¨βÎ)uρ ©! $# yì yϑs9 t ÏΖÅ¡ós ßϑø9$#

(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.

vii

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.

ix

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

x

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

xi

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

xii

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

1

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;

z̀ ƒÏ%©!$# ur(#r߉yg» y_$uZŠÏùöN åk̈]tƒ ωöks]s9$uZ n= ç7ß™4¨bÎ)ur©!$#yìyJs9tûü ÏZÅ¡ ósßJø9$#

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.

2 ,"" , , ,. .

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

3

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.

4

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.

5

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.

6

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.

7

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

8

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.

9

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

10

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

APPENDIXES

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

email

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