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DESIGNING A SET OF CARD GAMES

TO HELP YOUNG EFL LEARNERS PRACTISE

THE SIMPLE PRESENT TENSE PATTERNS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Agatha Uni Asmarani Student Number: 021214001

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Life is learning to be better and better.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part

of the works of other people, except those cited in the quotations and

bibliography, as a scientific paper should.

Yogyakarta, January 23, 2007

The writer

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ABSTRACT

Asmarani, Agatha Uni. 2007. Designing a Set of Card Games to Help Young EFL Learners Practise the Simple Present Tense Patterns. Yogyakarta: Sanata Dharma University.

This thesis was conducted to design a set of card games to help practise the simple present tense patterns for private students who are 9-12 years old. In order to help the students to be familiarized with simple present tense patterns, card games were chosen because they avoid students’ boredom and promote a fun situation in which learners are able to study well.

There are two problems in this study. They are: 1). how is a set of card games to help young EFL learners practise the simple present tense patterns designed? 2). What does the designed set of card games look like? In order to answer these two problems, the type of study conducted was research and development.

The answer to the first problem was by applying Kemp’s instructional design model, combined with Bell and Wiecket steps in constructing game. The instructional design model consisted of eight steps. The steps were: considering the goal, finding the important characteristics of the learners, formulating the objective, listing the subject content to support objective, determining the students’ background of the subject, determining teaching and learning activity, designing the facilities or learning aids to support the objective achievement, and evaluating and revising any phases of the plan that need improvement. The Bell and Wiecket steps was done in step 7. The answer to the second problem was the presentation of the designed set of card games presented in appendix 4, 5 and 6.

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ABSTRAK

Asmarani, Agatha Uni. 2007. Designing a Set of Card Games to Help Young EFL Learners Practise the Simple Present Tense Patterns. Yogyakarta: Sanata Dharma University.

Tujuan pembuatan skripsi ini adalah untuk mendesain satu set permainan kartu untuk membantu berlatih pola simple present tense bagi siswa privat CEC yang berusia 9-12 tahun. Untuk membuat mereka terbiasa dengan pola simple present tense, permainan kartu dipilih karena permainan tersebut mencegah kebosanan siswa dan mendukung terciptanya suasana menyenangkan sehingga siswa dapat belajar dengan baik.

Ada dua pertanyaan di dalam studi ini, yaitu: 1) Bagaimana membuat satu set permainan kartu untuk membantu anak-anak berlatih penggunaaan pola simple present tense? 2) Bagaimana penampilan set permainan kartu tersebut? Untuk menjawab 2 pertanyaan tersebut, jenis studi yang digunakan adalah penelitian dan pengembangan.

Jawaban untuk pertanyaan pertama adalah dengan menggunakan model desain instruksional Kemp yang dikombinasikan dengan langkah-langkah membuat permainan menurut Bell and Wiecket. Model instruksional tersebut terdiri dari delapan langkah. Langkah-langkah tersebut adalah mempertimbangkan tujuan umum, menemukan karakteristik utama siswa, menyusun tujuan khusus, mendaftar isi bahasan untuk mendukung tercapainya tujuan, menentukan latar belakang siswa dalam materi, menentukan kegiatan belajar mengajar, mendesain fasilitas dan alat bantu untuk mendukung tercapainya tujuan, dan mengevaluasi serta memperbaiki bagian yang memerlukan perubahan. Langkah-lamngkah membuat permainan menurut Bell and Wiecket dijalankan pada langkah ke tujuh. Jawaban pertanyaan dua adalah penampilan set permainan kartu yang terdapat di lampiran 4, 5 dan 6.

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ACKNOWLEDGEMENTS

I would like to thank God for always being my best friend in every

situation (I haven’t found another word to express how I love You). I dedicated

this work for You.

I am thankful to my sponsor, Drs. F.X. Mukarto, M.S., Ph.D., for his patie nce and kindness in guiding me.

I am also thankful to my father Tarsisius Sunarto, my mother Hilaria Warsiari, my sister Ami, my beloved brother Ino, who always supported me to finish this thesis. My special thanks go to Pakde Sito for his support and motivation.

I thank all people in CEC Klaten, Cie_Lan,Cie_Wen_{for giving me time}

and chance to learn more. I thank Cie_Endang_,Bu_Kris_,Mbak_Retno_{and all the}

teachers: Mbak_Widi, Mbak_Yani,Mbak_Lia,Mbak _Ida,Dek _Yadi,Pak_Eko, Bu_Eri,Ko_Adi_{for their support to finish my thesis. I thank all my lovely}

students for their coope ration and support.

I also thank all PBI friends, especially: Selly, Shinta (and her boyfriend), Binta, Seto, Dianing, Santi, Anissa, Tina, Sarie, Grahana, Hastri, Nath, Adesti, Cecil, Mbak Rini. My thanks also go to my cousin Deta, my friends,

Jupiks, Mbak Tures, Edo, Eko, Bayu and all my angels , whose names cannot be mentioned one by one, for their support and friendship.

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LIST OF FIGURE

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LIST OF TABLE

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1

CHAPTER 1 INTRODUCTION

1.1 Background

No one can deny English as the most acceptable language among other

international languages. Moreover, when globalization takes place, the use of

English in communication is increasing. This fact results in the need to master

English for everyone. Mastering English becomes a skill to live. If a person has

the skill, he/she becomes more empowered to have more chance to work or

manage a business or in other words, earn money and thus support a better living.

In mastering English, people should learn all aspects of the language, such

as vocabulary, grammar, and pronunciation. Grammar is one of the essential

aspects in learning English. The importance of learning grammar is supported by

Antony (as cited by Setyawati, 2002, p. 2) with his statement:

Language is organized according to rules. If we do not know the rules, we can not communicate. Without them, speech is no more than sound: writing is no more than hieroglyphics. There is clearly a different between: ‘The dog bit the man’ and ‘The man bit the dog’. In order to be sure who of the two cried in pain, it is necessary to know the rule of English concerned with those who act and those acted upon (Antony, 1988, p. 127).

English, as every language does, has its own characteristics that are

different from the other languages. The characteristics of English grammar is also

quite different from Indonesian. One example is that English has tenses whether

Indonesian does not have. Therefore, Indonesian learners find some difficulties in

mastering English as their foreign language. Allen (1974, p. vii), argued that the

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students, and the difficulties they found are similar in all parts of the worlds.

In learning English grammar, one should learn tenses whether they want it

or not. Tense is one element of grammar that should be mastered by the language

learners if they want to speak good English. Pramono (2005, p. 23) stated that

tense is the change of verb’s f orm influenced by time (past, present, future). There

is no change of verb's form influenced by time in Indonesian. This difference

makes the EFL learners have problem in mastering tenses.

The first tense to master is Simple Present Tense. In the process of

mastering Simple Present Tense, the learners often have difficulties in using the

pattern. They often produce sentences which are grammatically wrong, for

examples:

• I am go to school everyday.

• He go to school everyday.

• They not sleep at 9 pm everyday.

Although it is difficult, the grammar problem can be solved if the learners

do a lot of excercises in grammar.

“All students want to speak, write and read the normal accepted English of today. This can only be achieved by constant practice of exixting forms, with some rational explanation of the grammatical devices employed, wherever this is possible.” (Allen, 1974, p.vii)

Therefore, to make their students mastered English, every English teacher

in either school or non school attempts to keep his/her students practising

grammar. They do alot of activities from singing songs to playing games which

are related to grammar they are practising. They do a lot of variations in practising

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1.2 Problem Identification

As time goes by, many people become aware of the needs of mastering

English in facing globalization era. In elementary school, English is added to the

curriculum as a local content and is taught for the students in the fourth grade and

above (Subhan, 2003, p.6). No wonder if now children in the fourth up to sixth

grade have joined non-school english course to access more extensive English

training than in school. Their parents want to prepare their children to face

globalization era as early as possible.

As other language learners in beginner level, the children also have

difficulties in learning grammar, especially tenses. The teacher should have them

familiarized with the patterns by keep practising. But it is not so easy to keep the

children practising because in the stage of their cognitive development, they often

become bored with oral and written exercises.

One way to keep students practising without getting bored is by using

games. The game will make the learning situation becomes fun, and thus support

children to a better learning process and result. There are many kinds of games in

language teaching, in this study card game is chosen because the use of cards

enables a lot of variations which will avoid boredom.

1.3Problem Limitation

There are many kinds of games that may support teaching learning

process. This study focused on designing a set of card game to help students

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the learners.

1.4Problem Formulation

In accordanc e with the background and problem limitation. There are two

problems in this study. They are formulated as follows:

1. How is a set of card games to help young EFL learners practise the simple

present tense patterns designed?

2. What does the designed set of car d games look like?

1.5 Objectives

The objectives of the study were:

1. To find out how to design a set of card games to help young EFL learners

practise the simple present tense patterns.

2. To present the designed set of card games to help young EFL learners practise

the simple present tense patterns.

1.6 Benefits of the study

This study is expected to be beneficial for:

1. English teacher s, including the designer, to help teach the use of simple

present tense patterns.

2. Learners, to help them practise and then master the simple present tense

patterns, therefore they will be able to use them correctly.

3. Other researchers, to be a reference for other further studies about games in

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learning aid to teach students.

1.7 Definition of Terms

1. A set of Card Games

Card game is any set of game played using playing cards (Microsoft

Encarta Library, 2004).

2. Young EFL Learners

What is meant by young EFL learners in this study are those who study

English as a Foreign Languge in young age, specially 9-12 years old.

3. CEC

Located in Klaten, Columbia English Course is an English course

established in 1978. The students are from various ages and they may choose to

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CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Theoretical Description

In this chapter some theoretical backgrounds are explained. The

background are theories related to teaching grammar for EFL learners, games,

characteristics of elementary school students, a description on CEC private class

and instructional design.

2.1.1 Teaching Grammar for EFL learners

Since this study focused on using games to help grammar teaching, a

discussion on teaching grammar is needed. This section is divided into four

subsections. The first subsection presents the definition of English grammar. This

is presented in order to avoid misinterpretation of what ’grammar’ means. The

second is about the role of grammar in language learning. The third is about

problems in teaching grammar for EFL learners and the last is about technique in

teaching grammar.

2.1.1.1 Definitions of Grammar

Grammar is the rules by which words change their forms and are

combined into sentences (Longman Dictionary Contemporary English, 2001). It may also mean the system of language, the underlying regularities obeyed by the

speakers of the language of a series of statements describing this underlying

structure. In this study, grammar is understood as the use of language pattern in

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correctly and appropriately.

2.1.1.2 The Role of Grammar in Language Teaching

Antony as cited by Setyawati (2002, p. 2) stated that language is organized

according to rules. If we do not know the rules, thus we can not communicate.

Without them (rules), speech is no more than sound, writing is no more than hieroglyphics. There is clearly a different between: The dog bit the man and the man bit the dog.” In order to be sure who of the two cried in pain, it is necessary to know the rule of English concerned with those who act and those acted upon (Antony, 1988, p. 127).

Krasher (as cited by Hapsari, 2002, p.20) argues that grammar has two

possible roles in second language learning. First, it is used as a monitor and

second as a subject matter. As a monitor, grammar is used to correct the learners’

mistake before they compose a sentence in writing or speaking. Meanwhile, some

learners think about grammar first. However those who have acquired a language

will communicate without thinking about the rules of language. Thinking about

grammar as a monitor only helps the learners in language learning, whereas in

language acquisition, grammar does not help the acquirer. In contrast it disturbs

the fluency of acquirer speech.

As a subject matter, grammar is learned as the knowledge of language.

The teacher teaches the rules, forms, patterns, and arrangements of words or

phrases in sentence consciously, in order that the students comprehend the

language.

2.1.1.3 Problems in Teaching Grammar for EFL learners in Indonesia

In learning English as a foreign language, grammar may be the most

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differences between English and Indonesian grammar as stated by Handi Pramono

in 30 Menit Pandai Berbahasa Inggris. The differences are on the nouns, the verbs, and the verb’s form changing influenced by time (tenses). In second

language learning, usually the system of the first language will interfere with the

system of the second language (Mackey as cited by Setyawati, 2002, p. 2). It can

be assumed that the patterns of Indonesian as the first language may interfere with

those of English.

Having not much exposure from the foreign language is also a problem for

the learners because it is difficult or them to become familiarized with the pattern

of the target language.

2.1.1.4 Technique in Teaching Grammar for EFL learners

Alip (as cited by Setyawati, 2002, p.2), states that ”Grammar teaching is

still needed since English is a foreign language and is not used in daily

communication.” There is not sufficient linguistic input for the learners to sort out

the rules of the language. Without functional teaching grammar, it is hard for the

students to have a cognitive map.

There are many ways to teach grammar or language structure for the

learners. Here is general model for introducing new language structure stated by

Jeremy Harmer (1991).

1. Lead-in Stage

This is the stage in which students may hear or see some language including

the new language. During the lead-in stage, we introduce our context and show

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2. Elicitation Stage

In this stage the teachers tries to see if students are able to produce the new

language. At this stage – depending on how well the students are able to produce

the new language, the teacher can decide which of stages to go to next.

If the students can’t produce the new language at all, for example we will move to the explanation stage. If they can, but with minor mistakes, we may move to the accurate reproduction stage to clear up those problems (Harmer, 1991, p. 61).

3. Explanation Stage

The explanation stage is the stage in which the teacher may give a listening

drill or explain something in the students’ own language.

4. Accurate Reproduction Stage

The students are asked to speak and practise a certain pattern in accurate

reproduction stage. This stage emphasizes the accuracy of what the students say

rather than meaning. Here the teacher makes sure whether the students can

perform the language grammatically correct.

5. Immediate Creativity Stage

When the teacher is sure that the students have already mastered the new

language form correctly, they may try to use what they have just learned to make

sentences of their own, not just follow the models in the book.

This study focuses on the fourth stage because the proposed game will be

designed to practise to language pattern accurately.

2.1.2 Games

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rationale of using card games in language teaching, constructing card game, and

several things to consider in constructing card games. Each discussion is given in

separated parts.

2.1.2.1 Definitions and Characteristics of Games

Brown, Lewis and Harcleroad (as cited by Rojiyah, 2000, p. 13) said that

game is a structured activity with a set of rules for play in which two or more

students interact to reach clearly designated instructional objectives. They also

said that competition and chance are factors in the interaction and usually there is

a winner.

2.1.2.2 The Rationale of Using Card Games in Language Teaching

It’s necessary for us to understand the reasons of applying games as task in

teaching learning process. Some experts formulate their opinions about the rule of

games in language teaching and learning. Wright (1986), as quoted by Mansalalu

(1991, p. 7), in Teaching Conditional Sentences Trough Games on the SMU Students mentions four major advantages of using games in language learning. First, games help and encourage many students to sustain their interest and work

in learning a language. Second, games can help the teachers to create context in

which language is useful and meaningful. Third, games provide the repeated use

of the language forms or drill. Finally, games can be found to give practice in all

the skills, in all the stages of the teaching learning sequence and for many types of

communication.

Similarly, Hadfield (1999, p. 5) argues the crucial of games in language

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The inclusion of games as an integral part of any language syllabus provides an opportunity for intensive language practice, offers context in which language is used meaningfully and as a mean to an end, and acts as a diagnostic tool for the teacher, high lighting areas of difficulty. Last but not least, one of the most important reasons for using games is simply that they immensely enjoyable for both teachers and students (Hadfield, 1999, p.10)

Card games in special ways have four advantages. First, as other games,

they promote fun situation. Second, as other games they help student focus their

attention. Third, the use of cards enables a lot of variations which avoid boredom.

Fourth, the variations enable students to experience a lot of patterns repetitions.

2.1.2.3 Constructing Card Games

Card game is any set of game played using playing card (Microsoft Encarta Library, 2004). In this study, card game means a game played using playing card which is intended to help practise the use of simple present tense

patterns.

Constructing games needs a process that should be done carefully and

thoughtfully since well-prepared games determine the success of the

implementation of the games in the classroom. Considering the steps taken to

construct games, Bell and Wiecket (as quoted by Rojiyah, 2000, p.15) suggest

eleven steps as follow.:

Step 1: Develop the Theme

The place to start is where the need is the greatest. In this step you

consider the syllabus to determine the need, keep in mind the relationship between

the game and real situations.

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Write down some statements that clearly define the purpose and scope of

the game. For example, the purpose is to familiarize students with the use of

simple present tense pattern and the scope is to help the students practise when to

use to be or verb in a sentence in simple present tense.

Step 3: Determine the grade level

Make sure that the skills and information to be learned match the range of

abilities of the learners.

Step 4: Determine the Number of players

Take into consideration how many students meet at any one of time. Is it

necessary to construct the game for a full class, small group or the combination of

the above? This step will affect the format, the type of the materials to be used,

and procedur e.

Step 5: Determine the Format

It deals with the purpose and the needs and abilities of the student. At this

time to consider the competition involved; will the game be competitive or non

competitive? Bell and Wieckert (1985) as quoted by Setyawati (2002, p. 40)

mention three common formats. They are board game which is a graphic

representation of the process under study, allowing players to keep track of their

opponents, card game which is a game of chance in which two or more players

interact to determine the outcome and role playing which is a teaching process

involving bargaining negotiating, or other human alternatives.

Step 6: Determine the Method of Checking

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Some choices are the media specialist, the teacher, an aid, the students, or if these

methods are deemed too time consuming, an answer sheet or a method of

self-checking are alternatives.

Step 7: Design and Gather the Materials

The materials should be matched the established theme and or purpose.

They should be attractive, functional, and made from durable materials. Take into

consideration what material you will need for actual game construction.

Step 8: Define the player’s roles

Describe the player’s roles and the resources available to them. Bell and

Wieckert (as cited by Rojiyah, 2000, p.15) suggest a functional description of

different types of roles. Those are individual roles in which a person commands

his or her own behaviour and reaps the rewards or consequences of that

behaviour, maintenance roles in which a player acts as a messenger, a reference

source, or an administrator, task roles in which a player must perform a specific

task to win (e.g., use an encyclopaedia, dictionary, or map).

Step 9: Decide upon the Procedure and Time

Determine how the game to be played; make the rules brief but clear. Tell

the players what to do, who will interact with whom, what the playing time will

be.

Step 10: Trial Run

Try the game in a small group first. Play the game through to see if

problem arise. If they do, make some modification and changes before the details

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Step 11: Evaluation

One method of evaluation is post game discussion. It can be done by

asking the players some questions, e.g. what was learned? What difficulties were

experienced? How could they become the winner? Rinvolucri (1990:3) uses

grammar games as a central part of the students learning process and he has three

ways of using games in class as presented below.

a. Grammar games are used diagnostically before presenting a given

structure area to find out how much knowledge of the area is already

disjointedly present in the group.

b. Grammar games are used after a grammar presentation to see how much

the group has grasped.

c. Grammar games are us ed as revision of a grammar area.

2.1.2.4 Several Things to Consider in Constructing Card Game

In constructing card game, there are several things to consider since it

needs a set of cards as a media to play it. The media, as an aid to play the game,

has some requirements to fulfil. Kemp (1989) implicitly stated that the picture

used in the media should be able to convey the information. The materials should

be able to use by the intended user(s), either individually, group or both of them.

Related to the design, the colours used in the media should be satisfactory.

Related to the content, Kemp suggested the material be up to date. He also

implicitly stated that the technical problems which might occur should be able to

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duplicating, distributing and storing the completed material. The materials should

be easily duplicated, distributed and stored. The budget and time spent for

creating the material should not permit a good job. The problems of facility,

equipment that may be encountered should be anticipated. The size of group in

which the game played should be anticipated, in order to there would be no

problem when the game is played by a certain group of players. The maximum

and minimum number of players should be set.

2.1.3 The Characteristics of the Students of Elementary School and The Implications

The students of Elementary School, for whom the designed materials will

be applied, are students in certain period of development. This fact became a

consideration in designing the card game to help students practising the simple

2.1. 3.1 Children Development

The development of children can be divided into four phases; those are

infancy, early childhood, middle childhood, and beyond childhood. This part will

explain the child development in the middle childhood as this study is intended to

design a set of card game for students of elementary school grade 4, 5, and 6.

1. Physical Development

Muscular growth and better coordination enable children to ride a bicycle,

run faster and for longer distances, participate in organized sports, write neatly

with a pencil, learn to sew, and acquire other skills that require greater strength,

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contributes to these physical achievements, especially as brain pathways

governing sensation, action, and thinking become speedier.

Children vary in physical size, weight, and coordination. During middle

childhood, these differences can affect social and personal adjustment as children

compare their characteristics and capabilities to those of their peers.

2. Cognitive Development

It is no accident that throughout most of the world, children begin formal

education at age six or seven. The intellectual skills of middle childhood are well

suited for school. Children become capable of reasoning logically and

systematically, whether about a lunar eclipse, chess, or the motives of story

characters. Their thinking is also more fluid and flexible: A grade-schooler can

follow a line of reasoning for example, solving an equation, and, realizing that an

error has been made and they can start from the beginning again. A grasp of

logical principles helps older children readily understand science, math, and many

other subjects. They can concentrate better, and longer, than before.

Older children seem to think more quickly than younger children (and

many adults) because they know how to do so. They spontaneously monitor and

evaluate their progress and thus correct and improve their work. They are more

likely to use external aids, such as writing things down, to help them think.

Many other cognitive skills also improve. Reading and mathematical ability advances significantly, along with vocabulary and grammatical skills. Many children begin to learn a second language in middle childhood. (Microsoft Encarta, 2004)

3. Social and Cultural Development

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childhood. Grade -schoolers view themselves as unique people with distinct

strengths and weaknesses in their different roles of family member, student,

team-mate, and friend.

2.1.3.2 The Implications in Teaching English

Knowing the characteristics of the students may help the teacher to teach

them in a suitable way. If the teacher teaches them in a suitable way along with

their development phase, it will effect to the learning process and result. The

process and result will be better.

2.1.4 CEC Private Class and the Syllabus for Teaching Simple Present Tense

A student who wants to study in CEC may choose the kind of classes she/

he likes. They may choose to study in a private class or large class. A private class

consists of one up to five students, and large class consists of 25 students on

average. There are eight meetings in a month. Each meeting lasts for one hour.

Different from the students in the large class, those who study in private

class have more flexible teaching and learning system. As an example, the

materials taught in private class can be decided by the students and the teachers,

while in large class the materials taught should follow the syllabus available. The

students in private class consult their goal in learning English before they start

studying, as a result, the teachers are able to design the materials based on their

need. If the students do not have any specific purposes, it means that they want to

study general English which goal is to be able to communicate in English in a

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The syllabus used to teach private students is created by the teacher

considering the student's need. Since this study focuses on card games to help

young EFL learners practise simple present tense patterns, the syllabus presented

here is only syllabus for teaching simple pr esent tense. The goal of the syllabus is

that at the end of the course, the learners are able to communicate in a correct and

accurate way in simple present tense. The syllabus consists of eight meetings.

There are two main patterns to teach which are Simple Present Tense with

'to be' and Simple Present Tense with full verb. The activities are lecturing,

listening, reading, speaking, writing, doing oral and written exercises and game.

The details of the syllabus presented in appendix 1.

2.1.5 Instructional Desig n

There are many kinds of instructional design model, but according to

Knirk and Gustafon (1986: 21), most of instructional development model posse’s

five common elements. They are data collection, assessment of learner,

specification of behavioural objectives and performance test, a procedure for

selecting presentation, an implementation, evaluation, and revision produce. This

study was based on Kemp’s model.

Kemp’s Model

According to Kemp (1977, p. 8) , the instructional design plan is designed

to answer the three questions which may be considered the essential elements in

instructional technology. The questions are:

1. What must be learnt? (objectives)

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levels (activities and resources)?

3. How will we know when the acquired learning has taken place? (evaluation)

Kemp offers eight elements in designing programme development. An

interdependent is found among the eight elements; therefore decisions relating to

one may affect others. Kemp pr esents a flexible process here. We can start with

whichever element we are ready to start with and to move back and forth to the

other steps. The steps are:

Step 1 : Consider the goals and list the topics, state the general purpose for

teaching each topic.

Step 2 : Identify the important characteristics of the learners for whom the

instruction is designed.

Step 3 : Specify the learning objectives to be achieved in terms of measurable

student’s behavioural outcomes.

Step 4 : List the subject content to support each objective.

Step 5 : Develop pre-assessment to determine the student’s background and

present level of knowledge about the topic.

Step 6 : Select teaching learning activities and instructional resources that will

treat the subject contents so students will accomplish the objectives.

Step 7 : Coordinate such support services as budget, personnel, facilities,

equipment and schedules to carry out the instructional plan.

Step 8 : Evaluate students’ learning in terms of their accomplishment of

objectives, with a view to revising and re-evaluating any phases of the

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2.2Theoretical Framework

Having known the characteristics of the students who are in the fourth,

fifth, and sixth grade of elementary school, in which they are still in playing

world, games are regarded as the most suitable activity to practise what they have

studied in classroom. Moreover, practising the use of grammar pattern when it is

conducted by written exercises will lead the students into boredom and frustration.

By using games they will learn in enjoyable situation because games can banish

boredom and offer an enjoyable atmosphere (Lee, 1979, p. 1)

In designing a set of card games to help students practising the use of

simple present tense pattern, this study refers to the instructional model made by

Kemp’s (1977) which is flexible and suitable for conducting the English for

Elementary School.

Step 1: Considering the goal. The goal can be seen from the syllabus

available for each program.

Step 2: Finding out the data of the learners’ characteristics. Those data can

be obtained from the theory of children development.

Step 3: Listing the objectives that will support the goal after the data of the

learners’ characteristics are gathered.

Step 4 : Lis t the subject content to support each objective. The subject

content are able to be found in syllabus.

Step 5: Determining the students’ background of the subject, in this case,

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Step 6: Considering students’ characteristics and knowledge about the

materials, teaching and learning activity is selected. This can be determined by

referring to the students' level.

Step 7: Managing the support service as budget, personnel, facilities and

equipment to accomplish the objectives. In this study, a set of card game is

designed considering students’ characteristics.

Step 8: Evaluating the designed set of card games to see the

accomplishment of objectives, with a possibility to revise and re-evaluate any

phases of the plan that need improvement.

Step 2:

Finding the important characteristics of the learners

Step 3:

Formulating the objective. Step 1:

Considering the goal

Step 4:

Listing the subject contents to support each objective

Step 5:

Determining the students' background of the subject, in this case, simple

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Step 8:

Evaluating and revising any phases of the plan that need improvement.

Figure 2.1: Theoretical Framework

Step 7:

Designing the facilities or learning aids to support the objective achievement.

Step 6:

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23

CHAPTER 3 METHODOLOGY

3.1.Methodology of the Study

As stated in Chapter 1, this study was aimed to achieve two objectives.

First, this study is focused on how to design a set of card games to help EFL

learners practising the simple present tense patterns. Second, the study was

conducted to find out what a set of card games to help young EFL learners

practising the Simple Present Tense looked like.

In achieving the objectives, this study applied educational research and

development method.

Research and Development

Research and development is a process used to develop and validate

educational products (Borgh, 1983, p. 772).

Bor gh (1983, p. 775) stated that this method has several steps to follow

which are research and information collecting, planning, develop preliminary

form of product, preliminary field testing, main product revision, main field

testing, operational product re vision, operational field testing, final product

revision, and dissemination and implementation.

As this study was aimed to design a set of card games to help young EFL

learners practise the simple present tense patterns in a course, and not in a school

or larger organization, there were only five steps followed in this study. There

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product, preliminary field testing, and final product revision.

This study was conducted in Columbia Education Center Klaten because

the card games were designed to help its private students practise the simple

3.2.Study Subjects and Respondents

In this part, the subjects and respondents of the research and development

were explained.

3.2.1. Subjects

In the research and information collecting, the subjects were books

concerning to theories used as the base in designing the set of card game. Those

are the CEC syllabus for teaching simple present tense, books concerning to

theories of instructional design, books concerning to theories of learning and

teaching grammar, books concerning to games in language teaching, books

concerning to teaching English for children.

3.2.2. Respondents

In conducting preliminary field testing to collect data that can be used to

evaluate the preliminary form of card games, there were two groups of

respondents. The first group consisted of four CEC teachers. The second group

consisted of six students who studied at CEC.

3.3.Instruments of the Study

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games, interview was conducted. There were two types of interviews. The first

was interview for the teachers and the second was interview for the students. The

questions asked for teachers and students were different.

3.4.Data Gathering

In order to gain data for evaluating the designed set of card games, four

CEC teachers and six students were interviewed to find out their opinion on the

designed card games.

3.5.Data Analysis

After conducting the interviews, the results were presented and

summarized in the form of table. From the results, the suggestions were collected

to revise the designed cards.

3.6.Research Procedures

In conducting the study, this study applied five steps of research and

development cycle. Those steps were:

a. research and information collecting

b. planning

c. developing preliminary form of product

d. preliminary field testing

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26

CHAPTER 4

THE DESIGNED SET OF CARD GAMES

Data which were collected by the study were presented in this chapter. The

data would be used to answer problems stated in chapter 1. As there were two

problems in this study, this chapter was divided into two parts which were how to

design a set of card games to help young EFL learners practise the simple prese nt

tense patterns and the designed set of card games.

3.7.How to Design a Set of Card Games to Help Young EFL Learners Practise the Simple Present Tense Patterns

The first step of research and development was research and information

collecting. The results of the first step were presented here. The results were used

to set the steps to design the model of the proposed set of card games.

3.7.1. Basic Theories

The theories which were collected were those related to teaching grammar

for EFL learners, games, the characteristics of the students of Elementary school

and the implications, and instructional design. This study also referred to CEC

syllabus for teaching simple present tense, since this set of card game is designed

for CEC private students.

From the theories above, it could be concluded that for Indonesia learners,

grammar may be the most difficult element to be learnt among others. One reason

is that there are significant differences between English and Indonesian grammar

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a lot of exercises.

“All students want to speak, write and read the normal accepted English of today. This can only be achieved by constant practice of exixting forms, with some rational explanation of the grammatical devices employed, wherever this is possible.” (Allen, 1974, p.vii)

Having known the characteristics of the students who are in the fourth,

fifth, and sixth grade of elementary school, in which they are still in playing

world, practising grammar patterns when it is conducted by written exercises.

Practising grammar by using games will help learners study in enjoyable situation,

because they can banish boredom and thus lead the students to obtain better

learning process and result.

There are many type s of games, this study referred to card games because

the use of cards enables a lot of variations in the way of playing. The variations

will avoid the students from boredom.

In designing card games to help students practise the use of simple present

tense patterns, Kemp's instructional design model was applied. The explanation of

the model was presented in the next subsection.

3.7.2. The Steps Taken to Construct the Set of Card Game s

After conducting the research to collect theories supporting the designing

set of card games to help young EFL learners practise simple present tense

patterns, the steps in constructing card games were set. The model of the designed

card games was created by following the steps.

Step 1: Considering the goal. In CEC syllabus for teaching simple present

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Simple Present Tense. The basic competences were that students were able to

express general statements of facts and habitual activities using simple present

tense in a correct and accurate way and able to understand utterances in the form

of simple present tense. These were able to be achieved by various learning

activities which suit the children’s characteristics.

Step 2: Finding out the data of the learners’ characteristics. Those data

could be obtained from the theory of children development. Children

developments in middle childhood were as follows.

1. Physical Development

Brain growth contributes to these physical achievements, especially as

brain pathways, governing sensation, action and thinking become faster.

2. Cognitive Development

Children’s way of thinking develop in such way that they become capable

of reasoning logically and systematically, whether about a lunar eclipse, chess, or

the motives of story characters. A grasp of logical principles helps older children

readily understand science, math, and many other subjects. They can concentrate

better, and longer, than before. They are able to find out their mistake and

improve their work. To help them think, they are more likely to use external aids.

4. Social and Cultural Development

Related to learning activities, in this stage children see themselves as a

unique people with distinct strengths and weaknesses in their different roles of

team-mate. They may learn how to cooperate with their friends in this age.

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grammars, but since they had just passed their early childhood, they needed to use

external aids to help the m understood a theory. Games with external aids were

suitable to use in this stage. The pattern repetitions which occur during the games

would help them memorize the patterns, since repetition was an activity to avoid

forgetting. Gagne as quoted by Winkel (1996, p. 456), stated that teaching and

learning system was in fact the application of information processing theory. In

processing the information to be easily memorized, teachers could find out any

interesting activities to get the students’ attention. Games also helped them to

avoid boredom, something that might distract teaching and learning activities.

Step 3: Listing the objectives that would support the goal after data of the

learners’ characteristics were gathered. The objectives were:

1. In forming a sentence in Simple Present Tense, the learners were able to

differentiate when to use a form of "to be" and when to use a form of full

verbs in expressing general statements of facts and habitual activities.

2. use the correct form of to be which is suitable with the subject 3. use the correct form of full verb which is suitable with the subject 4. make sentences in positive, negative and interrogative forms

5. translate sentences using the patterns from English into Indonesian

6. ask and answer yes /no questions using the patterns.

The objective of the design was to help the students gain a lot of exercises

in the use of Simple Present Tense Pattern in order to gain the accuracy in

grammar which would support their ability to communicate in English in a correct

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Step 4: Listing the subject content to support each objective. The main

subject contents were Subject + to be + adjective, Subject + to be + prepositional

phrase, Subject + to be + noun, Subject + verb 1, and Subject + verb i-s/es.

Step 5: Determining the students’ background of the subject, in this case,

simple present tense. The learners’ background could be inferred from their level

of study. All students were studying in level beginner. It means they had never

been taught or were studying how to use simple present tense pattern with verbs

and without verbs.

Step 6: Determining the teaching and learning activity. Keeping the

students doing a lot of exercises should not get them bored, since boredom was a

distraction in teaching and learning activity. In avoiding boredom, teachers could

use game. As they were more likely to use external aids to help them think, games

with external aids were chosen. To avoid boredom, the game should have many

variations. For this reason, card games were selected because it enabled a lot of

variation in the rules and results.

Step 7: Designing the facilities or learning aids to support the objective

achievement. In this study, a set of card games were designed considering

students’ characteristics. Constructing games needed a process that should be

done carefully and thoughtfully since well-prepared games determine the success

of the implementation of the games in the classroom. Considering the steps taken

to construct games, Bell and Wiecket (1985:xix-xxii) suggested eleven steps to

follow. Those were:

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The theme of the game was Simple Present Tense mastery. Based on the

theme, the set of card games was called Simple Game.

Step b: Determine the Purpose

The purpose of the games were to familiarize students with the simple

present tense patterns. The scope was to help the students practice when to use to

be or full verb in a sentence in simple present tense.

Step c: Determine the grade level

The grade levels of the students were beginner. Learners, in this level have

never studied or were studying the Simple Present Tense patterns.

Step d: Determine the Number of players

The number of players was 2-6 players. This was determined by the

maximal number of priva te students in a class, which was 6 people including one

teacher.

Step e: Determine the Format

The format of the games was card game which enabled a lot of variations

in the rules and results. These games were competitive games in which two or

more players interacted to determine the outcome.

Step e: Determine the Method of Checking

Since there was always a teacher in each class, the checking would be

done by the teacher. In three main games, the teacher would decide whether a

player got certain point or not depending on the sentence he/she had formed.

Step f: Design and Gather the Materials

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purpose. There were three main games which enabled the students building a full

sentences base d on the main patterns. Besides those, five other games were

created to help them memorize the subject verb agreement and freshen classroom

situation.

Since the games were played by cards, The cards should be designed

carefully to support the games. They should be attractive, functional, and made

from durable materials. To fulfil the requirements mentioned, the cards were

designed to be attractive and functional. Each card had a colourful picture which

aimed to help the students to understand the vocabulary. Each set of cards has

different background colour to make the separation easier. The cards were made

from mild card and set to be waterproof to support the long lasting use.

As the games may be played by two to six people, the number of cards

should be able to be distributed equally to each player whenever it was played by

two to six players. The suitable amount was 60 cards for each category. The

number was determined by the smallest association unit of multiplication of 2, 3,

4, 5, and 6 (the numbe r of possible players). Since three were three categories, the

total number of the cards was 180 cards.

Step g: Define the player’s roles

The player’s role in this game was individual roles. In individual roles, a

person commanded his or her own behaviour and achieve the rewards or

consequences of that behaviour. In this game, the role of each player was to form

as many sentences as possible to reach points and to get rid of all his/her cards as

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Step h: Decide upon the Procedure and Time

In determining how the game to be played, the rules were set brief but

clear, telling the players what to do. The procedure of the games could be seen in

the next subsection.

Step i: Trial Run

The trial run involved the respondents. The respondents played the cards

and after that, the preliminary field testing was conducted by interviewing the

respondents to collect opinions and suggestions to evaluate the designed set of

card games.

Step j: Evaluation

The results of the survey study were used to evaluate the original designed

material.

Step 8: Evaluating and revising any phases of the plan that need

improvement. The designed set of card game was evaluated based on the results

of the interview with a possibility to be revised.

3.8.The Designed Set of Card Game s

Supporting by the theories explained above, the set of card games were

designed.

4.2.1. The Original Designed Set of Card Game s

In developing the original designed set of card games, planning as the

second step of research and development cycle was applied. In planning the

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card games which had been discussed in the previous subsection.

After planning, the third step of research and development which was

developing preliminary form of product conducted. In developing the original set

of card games, steps taken to construct card games were held. After following the

steps, the original designed set of card games was set.

There were eight games to be played one by one in eight meetings. There

were three main games named AMISARE, SIMPLE DODOES, and ALL. These

games considered as main games because they enabled the students to practise the

patterns by building full sentences.

AMISARE was aimed to help students practise the simple present tense

pattern with to be. SIMPLE DODOES was aimed to help students practise the simple present tense patterns with full verb. ALL was aimed to help the learners

practise both of the simple present tense patterns (with to be and full verb). ALL would be played when the students had mastered the other games. Since ALL was

the final game because it was aimed to practise all the patterns either with to be or

with full verb, the cards as the aids to play were set to support the ALL game.

The other games which were suggested to play in the beginning meetings

were SIMPLEST TO BE (1), SIMPLEST TO BE (2), and SIMPLE TO BE. They

were set to practise subject agreement of simple present tense pattern with

primary verb. SIMPLE DO and SIMPLE DOES were suggested to play when

they were studying simple present tense patterns with full verb.

The cards consisted of three parts based on the categories, which are

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verb) category. The categories were determined by the Simple present tense

patterns that needed to be taught which were pattern with primary verb (to be) and pattern with full verb.

There are 180 cards divided in three categories. Each category consists of

60 cards. This number was set based on the amount of the players/private students

in each class which may vary from 2-6 people including the teacher. It means that

the number of the cards distributed to one player should be equal to that

distributed to (an)other player(s) when the cards are played by 2, 3, 4, 5 or 6

players. Since 60 is the smallest association unit of multiplication of 2, 3, 4, 5 and

6 it becomes the proper number of the cards.

There were eight games in the set, but only three games would be tested

before the teachers and students to gain opinions to evaluate the original design.

The main rules of these three original games were:

(1) Shuffle the cards in each category.

(2) Decide which pile will be the key pile, leave the pile and distribute all the rest cards in the other piles to each player.

(3) Open the top card of the key pile and each player starts dropping their cards to form a sentence based on the key. The players may form a positive, negative or interrogative sentence.

(4) If a player cannot form any sentence, the next player will continue the turn.

(5) If there is no player who can form sentences based on the key given, the key is put away and replaced by another key on the pile.

(6) The winner is the one who can get rid of all the cards in hands. His score is counted by multiplying the number of the cards left in others' hands. The others' score is the number of cards left in his/her hands multiplied by minus five.

The vocabularies used in these cards were taken from vocabularies the

students in the first year level learn. The translation was provided below each

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meaning of each vocabulary.

The pictures in these cards were aimed to help students understand the

meaning of each vocabulary used. They were all colourful in order to attract the

student’s interest.

The cards in the same category had the same background colour in order

to be separated easily. Red background was for subject category, yellow for

primary ve rb category, and green for after-primary-verb category.

These cards were printed on mild card and set to be waterproof to support

the long lasting use.

4.2.2. Suggestion for Improvement

After designing the model of the proposed set of card games, the fourth

step of research and development was conducted which was preliminary field

testing. It was held to collect the data to evaluate and develop the designed set of

the cards. The testing was done by interviewing four CEC teachers and six

students who were studying simple present tense. The details of the interviews

could be seen in appendix 7 on page 116.

Based on the interviews, there were several suggestions of the designed

cards. The suggestions would take into consideration to revise the designed set of

card games to conduct the fifth or the last step in research and development.

Considering suggestion which stated that some variations of the rules

could be applie d to enrich the use of the designed cards, for example to help

practicing translation and spe aking, the designed card game allowed all possible

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Tense Pattern. This allowance aimed to enrich the use of the designed cards and

could be used as alternative rules played to avoid boredom.

Dealing with suggestion which stated that pluralization problem could be

included to obtain more exercises in Simple Present Tense Pattern related to

agreement, the designed card were not changed because the focus in this designed

cards was to help EFL young learners to practice the simple present tense pattern

with primary verb and with full verb only. If pluralization was included, the rules

would be more complex and might decrease the students’ interest in playing the

game.

Facing sugge stion stated by a teacher and also students that the adjectives

were too simple and needed to be replaced by those which were more suitable

with learners’ level, the designed cards were revised in the adjectives. Some

adjectives were replaced by other adjectives more suitable with the learners’ level.

The revision of a rule in the three games, that the other players who were

not the winner still get plus score by giving plus 10 for every correct sentence

formed in the game, were conducted because it supported the reward to each

player and fairer scoring. Every formed sentence was scored. The player with the

highest score in the end would be the winner.

4.2.3. Final Designed Game

Following the last step of research and development which was making

final product revision, the original games were revised as the following. This set

of card games consisted of eight games. The rules of each game were presented in

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the private students in the first year learn. The translation was provided below

each vocabulary or sentence. The cards to support the games were divided into

three parts based on the categories, which were subject category, primary verb

category, and after-primary-verb (adjective and verb) category. The category was

determined by the simple present tense patterns that needed to be taught which

were pattern with full verb and pattern with primary verb. There are 180 cards

divided in three categories. Each category consists of 60 cards.

The pictures in these cards were aimed to help students understand the

meaning of each vocabulary used. They were all colourful in order to attract the

student’s interest. The cards in the same category had the same background colour

in order to be separated easily. Red background was for subject category, yellow

for primary verb category, and green for after-primary-verb category. These cards

were printed on mild card and set to be waterproof to support the long lasting use.

The fix designed set of card games was presented in appendix 4, 5, 6.

These are the examples of the fix designed set of card games.

No. Category Name Explanation Total number

Front side Back side

1. Subject You Kamu 5

You

Kamu

2. Primary

Verb

Are - 2

are

3. After

Primary

Verb

Rich Adj. kaya 1

r i ch

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39

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

There were two conclusions. The first was the answer of the first problem.

The steps to construct card games gained after conducting research and

information collecting were followed as the answer of the first problem. Those

steps were considering the goal, finding out the data of the learners’

characteristics, listing the objectives that will support the goal after data of the

learners’ characteristics are gathered, listing the subject content to support each

objective, determining the students’ background of the subject, determining the

teaching and learning activity, designing the facilities or learning aids to support

the objective achievement, in this study, a set of card games were designed

considering students’ characteristics.

Constructing games as the seventh step needed a process that should be

done carefully and thoughtfully since well-prepared games determined the success

of the implementation of the games in the classroom. Considering the steps taken

to construct games, Bell and Wiecket (as cited by Rojiyah, 2000, p. 15) suggested

eleven steps to follow. Those were developing the theme, determining the

purpose, determining the grade level, determining the number of players,

determining the format, determining the method of checking, designing and

gathering the materials, defining the player’s roles, deciding upon the procedure

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The eighth step was evaluating and revising any phases of the plan that

need improvement. The designed set of card games was evaluated to see the

accomplishment of objectives, with a possibility to revise and re-evaluate any

phases of the plan that need improvement.

Based on the preliminary field testing, there were several suggestions of

the designed cards. Following the last step of research and development which is

making final production, the suggestions were taken to revise the designed cards.

The revisions were allowing the all possible variations of the rules as long as they

did not break the pattern of Simple Present Tense Pattern to enrich the use of the

designed cards, replacing some adjectives with those which more suitable with the

learners’ level, revising the basic rules to get fairer scoring. The revisions which

were made influenced the final designed set of card game.

To answer the second problems, the final designed set of card games was

presented in three appendices. Appendix 4 consisted of the kinds of games and

their rules. Appendix 5 consisted of the card specifications. All types of cards

were presented here. Appendix 6 consisted of the layout description which

explained the parts in each card.

5.2 Suggestions

In playing Simple Game, there were some suggestions for the teachers.

First, it’s better for the teacher to review the simple present tense patterns

before playing the any type of Simple Games to avoid problems such as students

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at all.

Second, during the game, the teacher, as a player or only as an observer

had better to remind the students about the patterns and give verbal reinforcement

to students who can form correct sentences.

Third, translating every sentence formed may be done to comprehend the

use of the pattern in context, in this case, habitual action.

Fourth, reading every sentence formed may give the students a chance to

practice their pronunciation in front of the teacher. When they pronounce it

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42

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