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
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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. • Most of the students are active and very active in the class.
• 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, the teacher just explains the formula and directly gives the exercise from the
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, because there time is limited.
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
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