Hidayatullah Jakarta)
A” Skripsi”
Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan 106014000338
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Hidayatullah Jakarta)
A” Skripsi”
Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan NIM: 106014000338
Approved by the Advisor
Dr. Fahriany, M. Pd. NIP: 197006111991012001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
RESEARCH OF USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING SIMPLE PAST TENSE written by Mulyani Ratna Wulan, student’s registration number 106014000338 was examined by the Committee on November 03,2010 and was declare to have passed and therefore, fulfilled one of the requirements for the academic title of Bachelor of Arts in English Language Education at the Department of English Education.
Jakarta November 03, 2010
Examination Committee
CHAIRMAN : Drs. Syauki, M . Pd ( ) NIP. 19641212 1991 03 1 002
SECRETARY : Neneng Sunengsih, S.Pd ( ) NIP. 150.293. 236
EXAMINER I : Drs.Syauki, M. Pd ( ) NIP. 19641212 1991 03 1 002
EXAMINER II : Drs. Bahrul Hasibuan. M,Ed ( )
Acknowledge By:
Dean of Tarbiyah and Teachers’ Training
Training, Syarif Hidayatullah State Islamic University Jakarta.
Key Word: Grammatical Snakes and Ladders Game, Teaching Simple Past Tense
ABSTRACT
There are several language elements in English learning, one of them is grammar. Grammar is one confusing subject. Some students think grammar as boring subject. When they are learning English, they try to avoid grammar. One of grammar material is about tenses. Therefore, the goal of this action research is developing students’ understanding in learning tense, especially simple past tense. In conducting the research, the researcher applies game in developing student understanding in learning simple past tense, grammatical snakes and ladders game. Before applying this game in the classroom action research, the researcher makes initial planning. After made an initial planning, the researcher acts in the class by applying this grammatical snakes and ladders game. Then, she observes the action class, and reflects or evaluates the action. These steps; initial planning, action, observation and reflection are one cycle. The researcher has three cycles for this action research, and every cycle contain of two action meetings.
The result of this action research are many students’ development in understanding simple past tense by using grammatical snakes and ladders game Although this game has never been applied by another teacher in the class, but this game can improve students’ understanding in their learning. Also, the researcher has gotten the good student score and good responses both from the students and collaborator teacher in this action research.
Islam Negeri Syarif Hidayatullah Jakarta. Key Word: Permainan Ular Tangga, Pengajaran Simple Past Tense
ABSTRAK
Terdapat beberapa unsur- unsur bahasa yang harus dikuasai siswa, salah satunya adalah tata bahasa Inggris. Tata bahasa Inggris merupakan salah satu pelajaran yang membingungkan. Beberapa siswa berpendapat bahwa tata bahasa Igggris merupakan pelajaran yang membosankan. Ketika mereka belajar bahasa Inggris, mereka berusaha untuk menghindar untuk mempelajari tata bahasa Inggris. Salah satu materi grammar adalah tenses. Oleh karena itu, tujuan melakukan penelitian tindakan kelas yaitu meningkatkan pemahaman siswa dalam belajar tense, khususnya simple past tense dengan menggunakan permainan ular tangga.
Untuk mendukung penelitian, peneliti menerapkan permainan dalam meningkatkan pemahaman siswa dalam pembelajaran simple past tense, permainan ular tangga. Sebelum menerapkan permainan ini dalam penelitian tindakan kelas, peneliti membuat sebuah rencana awal. Setelah membuat perencanaan awal, peneliti melakukan tindakan dengan menerapkan permainan ular tangga tersebut. Kemudian mensurvei kelas tindakan dan melakukan refleksi atau menilai tindakan. Langkah- langkah tersebut; perencanaan awal, tindakan, observasi dan timbale balik merupakan satu kesatuan siklus. Peneliti memiliki tiga siklus untuk penelitian tindakan, dan setiap siklus terdiri dari dua pertemuan tindakan.
Hasil dari penelitian tindakan tersebut adalah kemajuan siswa dalam memahami simple past tense dengan menggunakan permainan ular tangga. Walaupun permainan ular tangga ini belum pernah dilakukan oleh guru lain di dalam kelas, namun teknik ini dapat meningkatkan pemahaman mereka dalam belajar. Juga, peneliti mendapatkan hasil nilai siswa yang baik, dan respon yang baik baik dari siswa maupun dari guru kolaborasi dalam penelitian tindakan ini.
everything in this universe until the writer can finish an action research at eight grade, C class in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta for “skripsi”.
Greeting and salutation to the prophet Muhammad SAW (peace be upon him) who has brought us from the darkness to the lightness.
This skripsi is titled USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif Hidayatullah Jakarta) for the Degree of Strata 1 (S1)
On r opportunity the writer would like to express her thanks for her guiders and her lecturers who had taught her about seven semesters, because of their motivation and patient in teaching, the writer can study, learn, and develop her English. To her parents (mother and father) who always give high motivation and pray for her health and success, and also her family who suggests and gives a good words, to her love and friend who always give motivation to be humble, patient, smart, and honest girl.
Besides, her great gratitude is dedicated to these amazing and wonderful people. Particularly to;
1. Prof. Dr. Dede Rosyada, MA, as Dean of Tarbiyah and Teacher Training Faculty, Syarif Hidayatullah State Islamic University.
2. Drs. Syauki, M.Pd, the head of English Education Department,
3. Neneng Sunengsih, S, Pd., as the secretary of English Education Department, 4. Dr. Fahriany, M.Pd, as advisor, for her time, guidance, kindness, contribution,
motivation, and patient in helping her in finishing the ‘skripsi’, 5. Drs. Nasrun Mahmud, M. Pd, as the paper propose seminar,
6. Mrs. Aida S, Pd., as helper her registration in English Education Department,
Pembangunan UIN Syarif Hidayatullah Jakarta, who helped her study in action research,
9. Writer’s mother, father , and brother as the biggest motivator in her life, love you forever and ever all,
10. Writer’s Love, as the supporter and motivator in her education, and in building her for being a good girl,
11. All of friends in English Education Department, who always invite her for being a good and smart person,
12. All of friends, who always support her in finishing skripsi, thanks for kindness, and borrowing a book.
May Allah, the Almighty, bless them all. Amin.
Finally, the writer realize that this ‘skripsi’ still have some weaknesses and mistakes. Therefore, the writer would like to accept any constructive suggestions to make this ‘skripsi’ better.
Jakarta, 2010
The writer
Table of Contents ... v
List of Tables ... viii
List of Figures ... ix
CHAPTER I INTRODUCTION A. The Background of Study ... 1
B. The Limitation and Formulation of Problem ... 4
C. The Method of Study ... 4
D. The Significant of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK A. Simple Past Tense ... 6
1. The Understanding of Simple Past Tense ... 6
2. The Formula of Simple Past Tense ... 9
3. The Use of Simple Past Tense ... 12
B. Snakes and Ladders Game ... 13
1. Snakes and Ladders ... 13
a. The Understanding of Snakes and Ladders ... 13
b. The Playing of Snakes and Ladders ... 14
c. The Rule of Snakes and Ladders ... 15
d. of Snakes and Ladders ... 16
2.Game…………. .. ... 17
The Material a. The Understanding of Game ... 17
b. The Reason in Using Game ... 18
c. The Criteria in Playing Game ... 20
d. The Use of Game in Learning English ... 21
CHAPTER IV RESEARCH FINDINGS
... 28
D. Research Instrument ... 24
E. Data and Data Sources ... 24
F. Technique of Data Collecting ... 24
G. Technique of Data Analysis ... 25
H. Action Procedure ... 26
1. Initial Plan ... 26
2. Action ... 27
3. Observation ... 27
4. Reflection ... 27
A. Description of Data ... 1.Data of Observation ... 28
2.Data of interview ... 32
3.The Implementation of Grammatical Snakes and Ladders in Teaching Simple Past Tense ... 40
4.Data of Questionnaire ... 54
5.Data of the Test ... 57
B. Interpretation of Data ... 60
1.Data of Observation ... 60
2.Data of interview ... 60
3.The Implementation of Grammatical Snakes and Ladders in Teaching Simple Past Tense ... 60
4.Students’ Responses ... 61
5.Students’ Achievements ... 61
BIBLIOGRAPHY ... 64
APPENDICES ... x
LIST OF TABLES
LIST OF FIGURES
Table 2.4 Verbal Sentences Examples ... 9
Table 2.5 Nominal Sentence Formula ... 10
Table 2.6 Nominal Sentence Examples ... 11
Table 2.7 General Use of Game ... 22
Table 4.1 Grammatical Snakes and Ladders in Learning Simple Past Tense ... 43
Table 4.2 Grammatical Snakes and Ladders in Learning Simple Past Tense ... 44
Table 4.3 The rules of grammatical snakes and ladders discussion and quiz ... 47
Table 4.4 Grammatical Snakes and Ladders Quiz ... 48
Table 4.5 Grammatical Snakes and Ladders in Learning Simple Past Tense ... 49
Table 4.6 Identifying Sentences in Grammatical Snakes and Ladders Game ... 51
Table 4.7 Pre Test and Post- Test Result ... 57
APPENDICES
Figure 3.2 Action Research Cycles ... 26 Figure 4.1 Grammatical Snakes and Ladders Discussion ... 48
x
Appendix 5. Lesson Plan ... 77 Appendix 6. Students’ Learning Result Description ... 91 Appendix 7. Documentation………….. ……….. ... 95
CHAPTER I
INTRODUCTION
A. The Background of Study
Language plays an important role in the society. It is impossible to communicate and to understand other people without using a language. In a certain place there is certain language,. example: in West Java is Sudanese, in Jakarta is Betawian, in Padang is Minang language, etc . Because every community has their own language which is used in their life, the languages mastery are important for making a good communication; two languages or more. And English language mastery is important for international communication.
English is widely used as a means of communication for people all over the world. English is the first foreign languages at school in Indonesia. It is taught from Play Group or Kindergarten, and Elementary School as local content subject, also Junior and Senior High School as compulsory subject and up to University. Many people are motivated to learn this language for their own needs; business purposes, occupation, getting a good position in a company and others.
Since this language has been taught in school, some problems arose concerning with English subject, especially English grammar. Example; for the students: they have to learn, to remember, and to apply the formula in
the sentences. In solving these problems ,the teachers should give student motivation in learning grammar, research the students’ difficulties in grammar, find out a good solution for solving it problem, make a good grammar test, make good teaching strategies in grammar, etc.
According to Anthony in Marianne Celce Murcia’s Book that definite of our three purposes. An Approach to language teaching is something that reflects a certain model or research paradigm – a theory if you like. This term is the broadest of the three. A method, on the other hand, is a set of procedures, i. e., a system that spells out rather precisely how to teach a second or foreign language. It is more specific than an approach but less specific than a technique. Methods are typically compatible with one (or sometime two) approaches. A technique is a classroom and thus represents the narrowest of the three concepts.1
It means, approach is the broadest than method and technique, method is narrower than approach and broader than technique, and technique is narrowest than approach and method. Also good technique in teaching learning process is needed for the teacher, because the teaching technique as if the wing for the birds to fly.
Based on the observation in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta, the writer found that grammar is the major complicated problem in English learning. One of the students’ problems in learning English grammar is learning tenses, simple past tense. Especially, in: using the verb (which one is; verb one, verb two or verb three), making sentences (affirmative, negative, and interrogative), and differentiating between verbal and nominal sentences in simple past tense. In addition, the students don’t like to learn the formula or guidelines, because it must be remembered, and needed much time to learn it. Therefore, the writer is going to apply a new strategy in developing student understanding by using grammatical snakes and ladders game in teaching simple past tense.
1
According to Richard and Rodger stated that” A variety of game, role plays, simulation, and task based communication activities have been prepared to support Communicative language teaching classes.”2
From the statement above, a variety of game is one interesting technique for making good communication in the class. Through the game, the students can enjoy the teaching learning process. Also if they study grammar by using the game, they don’t think too much about the formula or guidelines, because they are studying while playing, they are remembering and learning the formula or guidelines unconsciously. In game are many activities; grouping, competing, discussing, remembering, and many others fun activities.
Concerning to the observation, all of students at eight grade, C class of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta are active, and several of them are past learning. Many students in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta want to improve their understanding in learning English Grammar, so they need fun way for learning it.
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta is as State Islamic University Syarif Hidayatullah Jakarta student lab for teaching. Also, this school will be national Madrasah for being International school. In addition this school is suited for applying the new teaching strategy in class action research.
The writer is interested in making an action research by using grammatical snakes and ladders game in teaching simple past tense because it’s about grammar, this is unique game, and this game has never been done by English teacher in Indonesia but have ever been done by many teachers abroad like America, Singapore, Australia, etc. By using this grammatical snakes and ladders game, the students are motivated to make a group,
2
competition and discussion, and of course fun learning. Therefore, the writer is suggested to use this game in learning simple past tense.
Based on the research, the writer chooses simple past tense because this tense is one of the tense in English Grammar, and this simple past tense is the basic study before studying others tenses in the past. The writer hopes that the student will not think “simple past tense is difficult”.
The goal of this research is to prove: Is grammatical snakes and ladders game able to develop student understanding in simple past tense?
B. The Limitation and Formulation of Problem
On the discussion of grammar especially tenses, the writer limits the study on simple past tense by using grammatical snakes and ladders game. The formulation of the problem in this paper is “Is this grammatical snakes and ladders game able to improve the students’ understanding in learning simple past tense?”
C. The Method of Study
The method of this research is done by library research and field research. Library research is held by finding the theories and materials related to an action research of simple past tense from many education books, English books, journals, articles, internet, and many other resources.
D.The Significance of Study
The result of this research is expected to be useful for: 1. Writer
The study is expected to give new experience and information to the writer about how to improve student understanding by using grammatical snakes and ladders game in teaching simple past tense by classroom action research.
2. Further Researcher
This study is expected to give new knowledge to the further researcher to do better action research of teaching and learning.
3. Student
This study is expected to develop student understanding in simple past tense by fun game.
4. The English teacher
CHAPTER II
THEORETICAL FRAMEWORK
A.Simple Past Tense
1. The Understanding of Simple Past Tense (Figure 2.1) Simple Past Analogy
SIMPLE PAST
X
According to Betty Schrampfer Azar that “simple past is one particular time in the past, this happened. It began and ended in the past.”1
It means that simple past tense is an action or event didn’t connect with now, and every event or situation is reflected the history in the past time.
Marcella Frank states in his book , Modern English that both form (simple past tense and past progressive tense) of the tense represent definite past. They refer to the events that were completed before the statement is made. They are often accompanied by such expression of definite past as yesterday,
1
Betty Schamper Azar, Understanding and Using English Grammar, (London: Prentice Hall, inc. 1989), p. 2.
last year, two weeks ago. The past action may be of short of duration. 2
From the explanation above that simple past tense shows the activity was done by somebody or something before the sentence is produced. The speaker made the sentence and gave the information to somebody after she/ he finished her/ his activity. The event was occurred in specific time in the past. In simple past tense, the using of time is only short time, and it doesn’t emphasize duration of an action in the past.
Frank’s states that the principal parts of such verbs must be known before the proper tense forms can be used. The first principal part of verb is the simple form of verb (the inventive without to), the second principal part is the past tense, the third principal part is the past participle (use for the perfect tenses or for the passive forms).3
It means that these principal parts of verb must be used in tenses before applying it in the sentence, which is regular or irregular verb. Also in producing simple past tense sentences, the writer or speaker has to apply the second principal part.
Example:
She slept soundly last night.4
From the sentence above, we know the origin of the sentence “She sleep soundly” .Because of the time signal is in the past “last night”, it identifies the past action, so the word “sleep” is changed to “slept”. The changing of the word shows that action was done in the past time, and also the time signal (last night) identifies that action doesn’t exist now or at the time of speaking.
Example:
They went to the mosque5
The sentence above is simple past tense. Although there is not time signal of simple past tense, but we can see the verb is changed from “go” to
2
Marcella Frank, Modern English Part I Part of Speech, (London: Prentice- Hall, Inc., Englewood Cliffs, New Jersey: 1990), p. 49.
3
Frank, p.40. 4
Ilham Ali Saifuddin, et- al, Buku Pintar TOEFL, (Jogjakarta :DIVA Press, 2007), p.112. 5
“went”. The origin of verb is “go”, so the speaker or writer use “went” for showing a complete activity.
(Table.2.1) Irregular Verb Examples: Simple Form of verb
(Verb 1)
Past Tense (Verb II)
Past Participle ( Verb III)
Sleep Slept Slept
Go Went Gone
From the table above the words “sleep” and “go” are changed into “slept” and “went”. The changing of the words are called by irregular verbs. These verbs II are used for simple past tense.
Others examples:
•I worked.
•She studied English yesterday.
From the two sentences above, the verbs are added by d/ ed. We know, these sentences were happened in the past time. The word “work”
adds by “ed” become “worked”, and the word “ study” adds by “ed” and changes the “y” into “ i” become “studied”. The additional of the words by the syllables d/ ed are called by regular verb.
(Table.2.2) Regular Verb Examples: Simple Form of verb
(Verb 1)
Past Tense (Verb II)
Past Participle ( Verb III)
Work Worked worked
Study Studied Studied
2. The Formula of Simple Past Tense a. Verbal Sentence
(Table.2.3) Verbal Sentence Formula
Type of Sentence Subject Verb Time Signal Affirmative I, you, we
they, he, she, it
Regular= V1+ d/ed
Irregular= Dictionary
Yesterday, ago, last time, week, just now,…etc Negative I, you, we
they, he, she, it
Didn’t / did not + V1 (without d/ ed)
Interrogative Did+ Subject (I, you, we
they, he, she, it)
Verb 1 (without d/ ed)
(Table.2.4) Verbal Sentences Examples 6
John worked here yesterday affirmative/statement John worked here yesterday
Did John work here yesterday? Question
Did John study yesterday? Question
Affirmative short answer
Did John study yesterday? Question
Affirmative long answer
6
Robert Krohn, English Sentence Structure, (Ann Arbor: The University of Michigan Press, 1986), p.28
Singular Yes, I did Yes, you did Yes he/she did
Plural Yes, we did Yes, you did Yes, they did Negative short answer
Singular No, I didn’t No, you didn’t No he/she didn’t
Plural No, we didn’t No, you didn’t No, they didn’t
Singular
Yes, I studied yesterday Yes, you studied yesterday Yes he/she studied yesterday
Plural
Yes, we studied yesterday Yes, you studied yesterday Yes, they studied yesterday
Negative long answer Singular
No, I didn’t study yesterday No, you didn’t study yesterday No he/she didn’t study yesterday
Plural
No, we didn’t study yesterday No, you didn’t study yesterday
No, they didn’t
b. Nominal Sentence
(Table.2.5) Nominal Sentence Formula Type of
Sentence
Subject To be (was, and were)
(adverb, adjective, noun of occupation) Affirmative I, you, we
they, he, she, it)
I= was
You/they= were He/ she/ it= was
In the morning, quicly, in Bandung, ect. (adv)
they, he, she, it)
ugly, etc (adj)
Teacher, doctor, etc (noun of accupation) Interrogative To be+
Subject
(Table.2.6) Nominal SentencesExamples 7
Was John busy? Yes, he was
Affirmative short answer Singular
Yes, I was Yes, you were Yes, he/she was
Plural Yes, we were Yes, you were Yes, they were Negative Short Answer
Singular No, I wasn’t No, you weren’t No, he/she wasn’t
Plural No, we weren’t No, you weren’t No, they weren’t
Was John busy? Yes, he was
Affirmative long answer Singular
Yes, I was busy Yes, you were busy Yes, he/she was busy
Plural Yes, we were busy Yes, you were busy Yes, they were busy Negative Long Answer
Singular No, I wasn’t busy No, you weren’t busy No, he/she wasn’t busy
Plural
No, we weren’t busy No, you weren’t busy No, they weren’t busy
7
3. The Use of Simple Past Tense
Simple past tense is used to explain the activity or event that:
a. Happened in the past. That event didn’t connect with now. It means, this event doesn’t happen now.
Examples:
•John was sick yesterday.
•Bob worked for a big firm last year.
b. Happened and finished at the moment of speaking, the process was done in a short time.
Examples:
• She turned out the light at midnight.
• She shut the book when I entered the room.
• They stopped talking as I open the door. c. Happened in the past continually.
Examples:
• When he saw me, he stood up and came up to me.
d. Happened by repetition in the past, but doesn’t happen again, and this was the daily activity in the past.
Example:
•While I was abroad, she wrote to me twice a month.
e. The verb “used to + infinitive (the basic verb)” is used to explain the habitual activity in the past.
Examples:
•I used to play tennis every Saturday.
•He used to work in the bank year ago.8
8 Drs. Tony Sartono Asmara, Cara Cepat Memahami Tenses, (Bandung: c.v. Citra
B. Snakes and Ladders Game
1. Snakes and Ladders
a. The Understanding of Snakes and Ladders
Frederick Augustyn in his dictionary states that snakes and ladders or chutes and ladders is a classic children’s board game. It is played between 2 or more players on a playing board with numbered grid squares. On a certain square on the grid a numbers of “ladders” connecting two together, and a number of snakes or chutes also connecting squares together. 9
In Audioenglish.net states that “snakes and ladders has one sense: a board game for children who use dice to move counters up ladders and down snakes.”10
In addition, in English Collins Dictionary states that Snakes and Ladders is a British a game played with a board and dice. When you go up a ladder, you progress quickly. When you go down a snake, you go backwards.11
Beside in the Oxford Advanced Learner’s Dictionary definite that” snakes and ladders; a children game played on a special board with picture of snakes and ladders board on it. Players move their pieces up the ladders to go forward and down the snakes to go back.” 12
The writer infers that snakes and ladders is the game board consists of snakes and ladders. If someone finds a ladder he goes up, but if he finds a snake he goes down. There are two or more players in snakes and ladders game by shaking the die for playing on the board with numbered grid squares.
9
Frederick J. Augustyn, Dictionary of toys and games in America popular culture, Haworth Press, 2004, ISBN 0789015048
10
www.audioenglish.net access on 27th of November 2010 at 08.43 p.m. 11
English Collin Dictionary- English Definition &Thesaurus dictionary.
Reservo.net/English…/snakes%20 and %20ladders- Amerika Serikat. access on 27th of November 2010 at 08.55 p.m.
12
b. The Playing of Snakes and Ladders
1.Playing Snakes and Ladders in General
Milton Bradley Chutes and Ladders game board c. 1952 showing good dead and their rewards and bad dead and their consequences.
Each player start with a token in their starting square (usually the “1” grid square in the bottom left corner, or simply, the imaginary space the “1” grid square) and takes turns to roll a single die to move the token by the number of squares indicated by the die roll, following a fixed route marked on the game board which usually follows a boustrophedon (ox- plow) track from the bottom to the top of playing area., passing one through every square. If, on completion of this move, they land on the lower numbered end of the squares with a ladder, they can move their token up to the higher- numbered square. If they land on the higher numbered square of a pair with a snake (or chute), they must move their token down to the lower numbered square. A player, who rolls a 6 with their die may, after moving, immediately takes another turn; otherwise, the play passes to the next player in turn. If a player rolls three 6s on the die, they return to the beginning of the game and may not move until the roll another 6. The winner is the player whose taken first reaches the last square of the track.
A variation exists where a player must roll the exact number to reach the final square (hence winning). Depending on the particular variation, if the roll of the die is too large the token remains in place. 13
2. Playing Snakes and Ladders in Learning English Grammar Playing snakes and ladders game in learning English grammar:
Divide the class into group of four and give each group a die, a playing board and the rules. Give each student a different playing piece. If no
13
playing piece are available, student can simply write their initial on small squares of paper or cardboard
Tell the student to read the rules and start playing. Stay attentive but keep in the background. Only intervene when a group cannot decide if a sentence is correct or when they have made an incorrect decision. Try not to interrupt, but keep on ear open for point you want to work on in later lessons
When the game is over, go through the sentences, or at least ask if there are any sentence that the student are still questioning. If one group finishes a long time before the others, they may be asked to plan their own “Snakes and Ladders “ playing board when the others finish.14
c. The Rules of Snakes and Ladders in Learning English Grammar The rules of snakes and ladders in learning English grammar are: 1. Put your playing pieces on the start square.
2. Decide who is going to begin and in which order you are going to play 3. If you are the first player, roll you die and move forward the number of
square indicated.
4. If you land on a sentences, saw whether it is correct or no. If you think there is a mistake in the sentence, correct it immediately.
5. Your group must then decide if you are right or not. If your groups agree with you, move an extra three squares forward. If they disagree move back three square.
6. If you land on the blank square, you simply stay where you are until you next turn. If you land on the square where another person playing piece is already standing, move forward on square. This rule applies whether you land on a sentence or on the blank square.
14
Chris Sion, Recipes for Tired Teacher, (San Francisco; Alta Book Center Publisher.2004), p. 74
7. At you next turn, move your playing piece the numbers of squares show on the die. For example, if you are on square 16 and a die shows five dots, move your playing piece to square 21.
8. Each player proceeds the same way, starting always from square 1. 9. To finish you must land directly on the last square for example 100. If
you are on square 98 and throw a six, count two forward and four back to land on square 96 (hope you throw four on your next turn. 15
d. The Material of Snakes and Ladders
The material is used in snakes and ladders game:
•Material
•Playing Board
•A die
•Rules
•Playing Pieces one for each student
(Figure.2.2)Snakes and Ladders Boards
15
2. GAME
a. The Understanding of Game
According to Wright, et.al in her book Game for Language Learner that “the word game means an activity which is entertaining and engaging, often challenging, and an activity is which the learners play and usually interact with others.”16
From the statement above that game is the right way for making communication with others. By game, the activity entertains and gives different sense for several persons. The good interaction often happens in playing the game.
The article of game states that game theory is the study of the ways in which strategic interactions among rational players produce outcomes with respect to the preferences (or utilities) of those players, none of which might have been intended by any of them.17
From the article above that game is the way to make a strategy for interaction among players. The player has to communicate with another player while playing is in progress. Also, the player has to respect another player for good interaction in game.
In addition, Jeremy Harmer states that “many games from television and radio (and game that people play at home in their everyday lives) can be adopted for classroom use.”18
From the statement above, there are so many game resources, the game can be found from the media electro such as TV or radio, and also it can be found from the book, magazine, newspaper and real life activity. When we were children, there were so many games, and these games can be used in teaching and learning activities in the classroom.
16
Andrew Wright, et.al, Games for Language Learner, (Cambridge: Cambridge University Press, 2006), p. 1.
17
http://simple.wikipedia.org/wiki/Game_theory" on Wednesday, 21st of April 2010 at 10.18 am
18
The writer may conclude that game is fun activity which is challenging and interesting for learning and making a good strategy in communicating between players. The games can be found from many resources: TV, Radio, books, magazine, etc.
b. The Reason in Using Game
There are many reasons in using games;
1. Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment.
2. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor, games can provide this stimulus.
3. The game context makes the foreign language immediately useful to the children. It brings the target language to life.
4. The game makes the reasons for speaking plausible even to reluctant children.
5. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.
6. Even shy students can participate positively.19
In other opinion, the reasons of using game for the language teacher are: because,
a. Language learning is hard work.
One must make an effort to understand, to repeat accurately, to adapt and to use newly understood language in conversation and in writing composition. Games help many learners to sustain their interest and work. b. Experiencing language
19
Games also help the teacher to create contexts in which the language is useful and meaningful. Games provide one way of helping the learners to experience language rather than merely study it.
c. Repeated use of language Items,
Many games because as much use of particular items as more conventional drill exercise, some game do not. What matters, however, is the quality of practice.
d. Central of Learning
If it is accepted that game can provide intense and meaningful practice of language, then they must be regarded as central to a language teacher’s repertoire and not merely a way of pasting the time20.
In addition, there are several reasons in using game according to Lee Su’ Kim in his journal because there are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language clas 2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
4. Games provide language practice in the various skills (speaking, writing, listening, and reading).
5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.'21
The reason in using game for the teacher and language learner are many things considered, because the student can enjoy learning also get the meaningfulness from it.
20
Wright, et.al, p. 5 21
c. The Criteria in Playing Game
Basic criteria22 for judging what is or is not game which not only apply to "games with rules", but to all games, is as important as the special criteria for "games with rules". Here are the criteria which all games have;
1. Common experience
Grammatical Snakes and Ladders Game bring student together, regardless of gender, generation, and race. In this grammatical snakes and ladders game in learning past tense, the student have common experience about to know the management of team work, several thinking, competing, and togetherness with their group.
2. Equality
In this game, all players are equal and have the same chance to win. 3. Freedom
Whoever plays this grammatical snakes and ladders game, does it from his freedom of choice. He is not forced or coerced by anyone to play. Playing games is not work, not commitment, nothing you have to do. Therefore, we can say that playing games means being free. This freedom is basic to all games too.
4. Playing means being active
Whoever reads a book, watches a movie, or listens to music, consumes or acquires, but does not act. While nowadays most leisure activities seduce people into passivity, the game makes people act.
5. Diving into the world of the game
Whoever plays, leaves behind reality and dives into the world of the game. These game worlds are comparable to reality. This statement still applies to the big difference between the two worlds.
Games are entertainment and fun. The players may only take their emotions from the game into reality. Whoever spends an interesting and fun
22
Wolfgang Kramer (Article translated from the German by Jay Tummelson.)access on Wednesday, 21st of April 2010 at 11.14 am
evening playing games with friends, takes this happy feeling into reality. In this grammatical snakes and ladders game, there are many things to do;
1. Care and Share
2. Do: Move, Mime, Dray, and Obey 3. Describe
4. Connect: Compare, Match, Group 5. Order
6. Remember 7. Create.23
d. The Use of Game in Learning English
Wright, et. al, states about the use of game that games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.24
From the statement above that the meaningfulness in language learning has been accepted for some years. A useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and better remembered. If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire.
Another Wright, et.al statement that language learning is hard work. Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. In addition, Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. And also, Games can provide intense and meaningful practice of language.25
23
Andrew Wright, et.al, Games for Language Learner, (Cambridge: University Press 2006), P. 43
24
Wright, et.al, p.1 25
From the statement above that an effort to supplement lesson plans in the classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.
Marianne Celce Murcia in her book states that when ESL student are engaged in games or problem solving activities, they use language is task oriented and has a purpose beyond the production of correct speech, this make these activities ideal for communicative practice grammar if, in fact, the activities can structured to focus learners’ attention on a few specific forms before the communicative practice.26
It means that game is useful for making a good communicative in learning grammar, almost the student just remember the formula, and make the sentence according to the formula, but with game the student can develop their grammar unconsciously.
(Table.2.7)General Uses of Games27
Affective Cognitive Class Dynamics Adaptability - lowers
affective filter - encourages creative and spontaneous use of language -promotes communicative competence - motivates - fun
- reinforces - reviews and
- student centered - teacher acts only
as facilitator - builds class cohesion - fosters whole
class participation - promotes healthy competition
- easily adjusted for age, level, and interests - utilizes all four skills
- requires minimum preparation after development
26
Marianne Celce Murcia, and Hilles Sharon, Technique and Resources in Teaching Grammar, (New York: Oxford University Press, 1988), p. 59.
27
CHAPTER III
RESEARCH METHODHOLOGY
A.The Aims of Study
The aims of study is developing and improving student
understanding in learning simple past tense by using grammatical snakes and
ladders game.
B.The Place and Time of Study
This action research is in Madrasah Tsanawiyah Pembangunan
UIN Syarif Hidayatullah Jakarta, the location is on Ibnu Taimia Street No. IV
Komplek UIN Jakarta. The action research was held from 10th of February to
1st of June 2010.
C. Population and Sample
In this research, the writer took population from the Eight Grade
students in Madrasah Tsanawiyah Pembangunan UIN Jakarta. The total
population is 245 students from 7 classes. Then the writer took the students of
C class with the total is 35 students as the sample of research using the
purposive cluster sampling technique.
D. Research Instrument
The writer used four research instruments in this Classroom
Action Research (CAR) as follow; observation, , interview, questionnaire, and
the test.
E. Data and Data Resources
There are two kinds of data, qualitative data and quantitative data.
Both are comprise of students’ learning outcome, observation result toward
learning accomplishing, interview, field note, and questionnaire data.
The data sources in this study are:
• Even, it is the teaching simple past tense by grammatical snakes and
ladders game in Madrasah Tsanawiah Pembangunan UIN Jakarta.
• Informant, the informants are the English teacher and students in Madrasah Tsanawiyah Pembangunan UIN Jakarta.
• Place, the researcher observes and teaches at eight grade, C class of
Madrasah Tsanawiyah Pembangunan UIN Jakarta.
F. Technique of Data Collecting
The technique in collecting data; first, the writer observes the class;
the class management, the students’ problem in English learning, the teacher
technique, and the context of teaching material. These are before an action. In
addition, the writer observes the progressing of an action research.
Beside, the writer gives questionnaire before an action research for
knowing about the student, and after an action research for knowing the
student opinion about the method is applied “does this method develop student
understanding in learning simple past tense?”.
Interview guide is done to the student in every action meeting or
after the writer taught in the class, and also to the teacher in every cycle.
The last, the writer monitors the action research effectiveness by
G. Techn
nique of Da The co
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esting the tr
rom the sam s
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writer uses
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in test da
ind out the
function is
he “t” test i
rst, for know
st (X) and po
er getting S
an difference
Anas Sudijono,
. 278- 279 udijono, p. 31
SD score, D
e between p
tep is find o
the writer
pre- test (X)
can count
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Standard E
est (Y) varia
Error from
able.
score
out to cost bby using thiss formula:
g the MD an
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table point
nd SE MD, th
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in 5% sign
he next step
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•If to < tt means there is no significant difference, and Ha (alternative hypothesis) is rejected, Ho(null hypothesis) is accepted
¾ The Hypothesis:
Hα (alternative hypothesis) : There is a significant difference between pre- test and post test before and after
classroom action research
Ho (null hypothesis) : There is no significant difference between
pre-test and post test before and after
classroom action research
H. Action Procedure
Stephen Kemmis in D. Hopkins book, A Teacher’s Guide To Classroom Research, Bristol, PA( Open University Press), 1993
stated that “Action research as a form of self-reflective inquiry
undertaken by participants in a social (including educational)
situation in order to improve the rationality and justice of (a) their
on social or educational practices, (b) their understanding of these
practices, and (c) the situations in which practices are carried out.”
3
(Figure 3.1 and 3.2) Action Research Cycles
3
1. Ini
itial Plan First,
rocess. Sec
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rocess and
arning (Le
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In this
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action.
of students i
collections have to recheck for validity for example the triangulation
technique (observation, interview, and giving a questionnaire).
4. Reflection
These steps will be reflected to the next cycle in action. After the
writer collects data, she evaluates these data. The reflection in classroom
action research is included analysis, and synthesis to the observation
result in action. If there are problems, the writer has to re-study in the next
cycle: revise plan, action, observation, and reflection.
CHAPTER IV
RESEARCH FINDING
A.Description of The Data
1. Data of Observation
In the first step of classroom action research, the writer observes
the class situation (student activity, and students’ activeness in the
classroom), and finds students’ problem in learning English. After finding
out the problem and asking the teacher about students’ difficulties in
English learning, the writer finds the real problem at eight grade of
Madrasah Tsanawiyah Pembangunan UIN Syarif HIdayatullah Jakarta, it
is about grammar. A lot of students at eight grade don’t like to learn
grammar. Also they are remedial in grammar examination.
From the observation above, the writer tries to make classroom
action research of grammar, especially tense. According to Based
Competence at eighth grade, the specific tenses are simple past tense and
past perfect tense which are studied. And from that time, the writer takes
classroom action research at eight grade, C class about simple past tense. In
addition, before action research is done, the writer finds out the students’ fun
in learning, and what kind of method or strategy they like and love to do in
English learning. According to students’ fun learning that the students love to
play game. The writer makes classroom action research about teaching
simple past tense by using grammatical snakes and ladders game.
On February 4 to 18, 2010 the writer observes teacher teaching
strategy, class management, teaching material, and the students’ character and
active. From that observation, the writer founds the data, here are:
Teacher
• Teacher technique is used conventional technique,
• She sometimes uses media like audio visual for watching the movie,
• The physical present’s English teacher is good,
• Voice project is rather good,
• Sometimes the teacher uses a gesture, and
• Management procedure in the class is good.
Student
• The way students work are active and very active,
• The way they interact are active,
• The way they response are active if the situation is good,
• Their on task is good, and
• Several students have problem about task behavior.
Context
• Classroom layout is good,
• Teaching aid available is good,
• Rarely, the teacher uses poster/ visual aids.
In Madrasah Tsanawiyah Pembangunan UIN Syarif HidayatullahJ Jakarta,
the student’s conditions are;
• Most of the students are from middle to high class economy.
• Several of students are past learning.
• The students like to learn by reward and point or score for their motivation
in learning.
The student problems in eight grade of Madrasah Tsanawiyah Pembanguanan
UIN Jakarta, are:
• The students’ score of Grammar mostly is low, they were remedial for grammar.
• The students don’t like to study grammar and to remember the formula and
guidelines.
• Teacher explains the formula first before giving the example (deductive approach), so the students’ mood in learning English is gone.
• Students hope to study grammar easily by game or many other fun
techniques.
• Almost students are good in English skills (speaking, listening, reading, and
writing), but low understanding in grammar.
From that data, the English teachers in Madrasah Tsanawiyah
Pembangunan UIN Syarif Hidayatullah Jakarta has to; understand student
well, invite the student to learn, make a good strategy for their learning, give
them high motivation.
The writer is very surprise when she comes for the first time to
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta,
because the students are very active. To know student fun learning in English,
the writer makes a questionnaire about students’ love in English, their parent
skill in English, and technique of learning English they like very much. In
addition, the writer gives a questionnaire also interviews many students about
their fun in learning, and the reason “they don’t like grammar especially
tenses”.
Several students said that they don’t like teacher teaching strategy,
book, Smart Steps book. For making easy in learning, they want such a game
and fun in English learning, and also in learning tenses. Many students hate
grammar because they don’t like to learn the formula. From the data above,
the writer tries to make an action research about “Using Grammatical Snakes
and Ladders Game in Teaching Simple Pat Tense”.
In this class action research, the writer observes the class in every
cycle; every cycle is contained of two action research meetings.
The first cycle:
In this first cycle the student are encouraged to do the competition
of Grammatical Snakes and Ladders board. In the first meeting, they use the
small snakes and ladders board but in the second meeting they use the big
snakes and ladders board. A lot of students ask unclear direction, and the
teacher has to explain the direction more than ones. Before they do the game,
the teacher explains the material about verbal sentence by inductive approach;
giving an example and after that showing and explaining the formula. In
playing this game, the students are very noise; the class is crowded by the
students’ activities. Also they need discipline in playing the game because
several of them don’t do the game honestly.
The students’ responses are good, but several of them still have
mistakes in making sentences, doing the game, and doing the game rule, but
in the second meeting they have progress in making sentences from the game,
and playing the game. They are motivated for doing the task by giving them
reward. The teacher has to give reward by scoring to the certain students who
are active. Students have good interaction between student and teacher, and
also student and student. They can make a good communication with their
friend because they work by group in playing this game.
In this first cycle, the teacher has to be active by using big voice
and gesture. In addition, the teacher has to manage the class because there are
many trouble makers students. Also the teacher has to see the timeline,
The second cycle
In this second cycle, the writer makes such a discussion and quiz of
grammatical snakes and ladders game but still in grammatical snakes and
ladders game. The students are very active. They are discipline in discussion
and quiz because point is given by the teacher. The students love getting the
point from the teacher.
Not only in the first cycle, in the second cycle, the writer has to be
active by using big voice and gesture. Sometimes the student don’t listen the
teacher explanation, so the teacher has to repeat and to write the explanation
in the whiteboard.
The third cycle
In this third cycle, the teacher applies simple past tense
identification sentences and giving information of grammatical snakes and
ladders game, these are still in grammatical snakes and ladders game. The
student are very active, and they love to join the game on the game rule. They
want to learn well if the teacher gives them fun technique in their learning.
Many students’ progresses in their learning are good. Many students answer
the right question from the teacher and they do the class action research
activity well. The student trouble makers can be managed well because they
are motivated to do the exercise and to join the game based on the rule game
and discipline in the class action research.
2. Data of Interview
The writer always interviews the student and the teacher about
writer’s action in teaching simple past tense by using grammatical snakes
and ladders. The writer interviews the student in every meeting; from the
first meeting to the six meetings, and the teacher; it’s ones in every cycle.
Answer:
Student 1: Ya, saya suka miss
Student 2: Tergantung materinya, kadang- kadang suka, kadang- kadang tidak suka
¾ Apa yang kamu suka dari pelajaran bahasa Inggris ( gurunya, materinya, metode belajarnya)?
Answer:
Student 1: Ya, saya suka materinya Student 2: Tergantung mood
¾ Materi apa yang paling kamu sukai dari pelajaran bahasa Inggris? Answer:
Student 1: Materi apa saja yang penting menyenangkan Student 2:Ssemua materi selain tense dan rumus- rumus
¾ Apakah kamu suka belajar rumus- rumus dalam bahasa Inggris? jika ya/ tidak dan alasannya!
Answer:
Student 1: Ya, saya suka karena saya sudah belajar dari SD Student 2: Tidak suka, karena harus dihafal
¾ Dengan cara apa materi lebih kamu kuasai dengan penjelasan saja atau dengan permainan?
Answer:
Student 1: Dengan praktek langsung Student 2: Dengan game
¾ Apakah metode/ cara belajar yang paling kamu sukai dari pelajaran bahasa inggris?Alasannya!
Answer:
Student 1: Game, tidak membosankan Student 2: Game, bisa lebih menyenangkan
¾ Apakah kamu menyukai permainan (game) dalam belajar bahasa inggris?alasannya!
Student 1: Pasti,bisa bermain sambil belajar Student 2: Ya
¾ Permaina seperti apa yang kamu sukai ? kelompok atau individu? Answer:
Student 1: kelompok Student 2: kelompok
In the first cycle, the writer interviews three students; two students
in the first meeting and one student in the second meeting, and also
interviews the teacher after finishing the cycle. The students’ and teacher’s
responses are good. The students express their opinions about the class
action research. They are happy, they love to do grammatical snakes and
ladders in learning simple past tense. They said “it is interesting game for
learning miss”. They can remember and learn the formula and material of
simple past tense little by little. They want another game of snakes and
ladders game in order to make the class situation more active.
• The questions are given in interviewing the student in the first meeting ¾ Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
bermain ular tangga)? Answer:
(student 1)Wah menyenangkan dan tidak membosankan, (student 2) Ok miss(no command)
¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan metode ini ( grammatical snakes and ladders game)?
Answer:
(Student 1). Senang Miss, (student 2). Happy –happy aja..
¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer:
(Student 1) Ada, walaupun sedikit, (Student 2) Lumayan…
Answer:
(Student 1) Ingin, tapi permainannya bervariasi, (Student 2) Setiap grammar aja pakai game, supaya ga bosan
¾ Bagian mana yang kamu anggap menyulitkan dalam permainan? Answer:
(Student 1) Tidak ada, (Student 2)Penjelasannya miss…
¾ Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan barusan?
Answer:
Cara mengajar guru : (Student 1)Tidak hanya menerangkan, (Student 2) Jadi tidak membosankan Metode yang digunakan : (Student 1)Bagus, (Student 2)unik miss Materi yang diajarkan : (Student 1)Mudah diingat, (Student 2)perlu
hafalan miss kalau tidak pakai game
• The questions are given in interviewing the student in the second meeting ¾ Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
bermain ular tangga)? Answer: asyik miss.
¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan metode ini ( grammatical snakes and ladders game)?
Answer: tidak membosankan, senang
¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer: ada miss
¾ Apakah kamu ingin setiap pelajaran grammar menggunakan permainan? Answer: pengen setiap belajar memakai game saja
¾ Bagian mana yang kamu anggap menyulitkan dalam permainan? Answer: tidak ada
¾ Apakah ada saram dan kritik dari pembelajaran yang kamu lakukan barusan?
After finishing the first cycle, the writer interviews the teacher
collaborator; she is Miss. Prasetya, the English teacher at eight grade in
MTs Pembangunan UIN Syarif Hidayatullah Jakarta. The writer asks
about student activeness in the class, she said that the student look
different; there are more active, their comprehension about simple past
tense is increase. lso the method is good for teaching learning process. The
teacher collaborator suggests the writer to make another snakes and ladder
game than the first meeting.
• The questions are given in interviewing the teacher for the first cycle ¾ Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran? Answer: Ya…
¾ Apakah metode yang digunakan dapat meningkatkan pemahaman siswa dalam materi pelajaran Simple Past Tense?
Answer: Bisa
¾ Apakah metode game yang digunakan sangat efektif digunakan untuk digunakan dalam materi pembelajaran bahasa Inggris yang lain? Answer: Ya
¾ Apakah saran dan kritik dari metode yang telah digunakan? Answer: Buat variasi bermain yang lebih unik dan menarik
In the second cycle, the writer takes two different students and the
same English teacher for being interviewed. The teacher, and the students
have the same responses, they love to learn by game, they want to use
game for fun learning in every class meeting. For this second cycle, the
collaborator teacher looks the students, they are smarter and more active
than the first cycle. She suggests the writer to make another creative
snakes and ladders game for developing student understanding in learning
• The questions are given in interviewing the student for the third meeting ¾ Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
menggunakan cara diskusi ular tangga)?
Answer: menyenangkan, tidak memmbosankan, bisa saling tukar pikiran
¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan cara diskusi ular tangga ini?
Answer: senang,
¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer: lumayan ada peningkatan dalam memahami materi
¾ Apakah kamu ingin setiap pelajaran grammar menggunakan cara berdiskusi dengan aturan permainan ular tangga tadi?
Answer: ya, karena memotivasi kita untuk berdiskusi dengan sungguh- sungguh
¾ Bagian mana yang kamu anggap menyulitkan dalam diskusi ular tangga tadi?
Answer: pada saat presenter harus menerangkan, dan cara penilaiannya yang cukup rumit
¾ Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan barusan?
Answer: untuk pertemuan berikut menggunakan cara yang lebih menyenangkan
Cara mengajar guru : baik, ramah
Metode yang digunakan : menyenangkan, tidak bosan Materi yang diajarkan : mudah difahami
• The questions are given in interviewing the student for the forth meeting ¾ Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan
Answer: lumayan membingungkan, namun dengan kerjasama kelompok jadi bisa saling bertukar pikiran
¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan metode? Answer: biasa saja
¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer: sedikit demi sedikit ada peningkatan
¾ Apakah kamu ingin setiap pelajaran grammar menggunakan identifikasi dengan aturan ular tangga tersebut?
Answer: tidak terlalu suka
¾ Bagian mana yang kamu anggap menyulitkan dalam permainan? Answer: mengidentifikasi kalimanyat terlalu banyak
¾ Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan barusan?
Answer:untuk pertemuan berikut buat permainan ular tangga yang lain lebih menyenangkan miss…
• The questions are given in interviewing the teacher for the second cycle ¾ Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?
Answer: siswa lebih aktif dan lebih baik dari pertemuan pertama
¾ Apakah saran dan kritik dari metode yang telah digunakan?
Answer: harus diperhatikan pengaturan kelas, anak- anak yang nakal dan hanya menjadi trouble maker sebaiknya ditempatkan di depan tempat duduknya.
In the last cycle, the writer also takes others two different students
with the same questions, and also interviews same English teacher. The
students’ responds are nice, they like my teaching; they suggest the writer
to make another fun learning, and to encourage the writer to teach in MTs
Pembangunan for making fun learning in developing student
understanding in English learning. They have development in learning
