using Grammatical snakes and ladders game in teaching simple past tense: an action research at eight, MTs Pembangunan UIN Syarif Hidayatullah Jakartas

Hidayatullah Jakarta)

A” Skripsi”

Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirement

for the Degree of S. Pd in English Language Education

By:

Mulyani Ratna Wulan 106014000338

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2010

Hidayatullah Jakarta)

A” Skripsi”

Presented to The Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirement

for the Degree of S. Pd in English Language Education

By:

Mulyani Ratna Wulan NIM: 106014000338

Approved by the Advisor

Dr. Fahriany, M. Pd. NIP: 197006111991012001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2010

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

Prof. Dr. Dede Rosyada, M.A NIP. 19571005 1987 03 1 003

Training, Syarif Hidayatullah State Islamic University Jakarta.

Key Word: Grammatical Snakes and Ladders Game, Teaching Simple Past Tense

ABSTRACT

There are several language elements in English learning, one of them is grammar. Grammar is one confusing subject. Some students think grammar as boring subject. When they are learning English, they try to avoid grammar. One of grammar material is about tenses. Therefore, the goal of this action research is developing students’ understanding in learning tense, especially simple past tense. In conducting the research, the researcher applies game in developing student understanding in learning simple past tense, grammatical snakes and ladders game. Before applying this game in the classroom action research, the researcher makes initial planning. After made an initial planning, the researcher acts in the class by applying this grammatical snakes and ladders game. Then, she observes the action class, and reflects or evaluates the action. These steps; initial planning, action, observation and reflection are one cycle. The researcher has three cycles for this action research, and every cycle contain of two action meetings.

The result of this action research are many students’ development in understanding simple past tense by using grammatical snakes and ladders game Although this game has never been applied by another teacher in the class, but this game can improve students’ understanding in their learning. Also, the researcher has gotten the good student score and good responses both from the students and collaborator teacher in this action research.

i   

Islam Negeri Syarif Hidayatullah Jakarta. Key Word: Permainan Ular Tangga, Pengajaran Simple Past Tense

ABSTRAK

Terdapat beberapa unsur- unsur bahasa yang harus dikuasai siswa, salah satunya adalah tata bahasa Inggris. Tata bahasa Inggris merupakan salah satu pelajaran yang membingungkan. Beberapa siswa berpendapat bahwa tata bahasa Igggris merupakan pelajaran yang membosankan. Ketika mereka belajar bahasa Inggris, mereka berusaha untuk menghindar untuk mempelajari tata bahasa Inggris. Salah satu materi grammar adalah tenses. Oleh karena itu, tujuan melakukan penelitian tindakan kelas yaitu meningkatkan pemahaman siswa dalam belajar tense, khususnya simple past tense dengan menggunakan permainan ular tangga.

Untuk mendukung penelitian, peneliti menerapkan permainan dalam meningkatkan pemahaman siswa dalam pembelajaran simple past tense, permainan ular tangga. Sebelum menerapkan permainan ini dalam penelitian tindakan kelas, peneliti membuat sebuah rencana awal. Setelah membuat perencanaan awal, peneliti melakukan tindakan dengan menerapkan permainan ular tangga tersebut. Kemudian mensurvei kelas tindakan dan melakukan refleksi atau menilai tindakan. Langkah- langkah tersebut; perencanaan awal, tindakan, observasi dan timbale balik merupakan satu kesatuan siklus. Peneliti memiliki tiga siklus untuk penelitian tindakan, dan setiap siklus terdiri dari dua pertemuan tindakan.

Hasil dari penelitian tindakan tersebut adalah kemajuan siswa dalam memahami simple past tense dengan menggunakan permainan ular tangga. Walaupun permainan ular tangga ini belum pernah dilakukan oleh guru lain di dalam kelas, namun teknik ini dapat meningkatkan pemahaman mereka dalam belajar. Juga, peneliti mendapatkan hasil nilai siswa yang baik, dan respon yang baik baik dari siswa maupun dari guru kolaborasi dalam penelitian tindakan ini.

ii   

everything in this universe until the writer can finish an action research at eight grade, C class in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta for “skripsi”.

Greeting and salutation to the prophet Muhammad SAW (peace be upon him) who has brought us from the darkness to the lightness.

This skripsi is titled USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif Hidayatullah Jakarta) for the Degree of Strata 1 (S1)

On r opportunity the writer would like to express her thanks for her guiders and her lecturers who had taught her about seven semesters, because of their motivation and patient in teaching, the writer can study, learn, and develop her English. To her parents (mother and father) who always give high motivation and pray for her health and success, and also her family who suggests and gives a good words, to her love and friend who always give motivation to be humble, patient, smart, and honest girl.

Besides, her great gratitude is dedicated to these amazing and wonderful people. Particularly to;

1. Prof. Dr. Dede Rosyada, MA, as Dean of Tarbiyah and Teacher Training Faculty, Syarif Hidayatullah State Islamic University.

2. Drs. Syauki, M.Pd, the head of English Education Department,

3. Neneng Sunengsih, S, Pd., as the secretary of English Education Department, 4. Dr. Fahriany, M.Pd, as advisor, for her time, guidance, kindness, contribution,

motivation, and patient in helping her in finishing the ‘skripsi’, 5. Drs. Nasrun Mahmud, M. Pd, as the paper propose seminar,

6. Mrs. Aida S, Pd., as helper her registration in English Education Department,

iii   

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  

 

iv   

Table of Contents ... v

List of Tables ... viii

List of Figures ... ix

CHAPTER I INTRODUCTION A. The Background of Study ... 1

B. The Limitation and Formulation of Problem ... 4

C. The Method of Study ... 4

D. The Significant of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK A. Simple Past Tense ... 6

1. _{The Understanding of Simple Past Tense ... 6}

2. _{The Formula of Simple Past Tense ... 9}

3. _{The Use of Simple Past Tense ... 12}

B. Snakes and Ladders Game ... 13

1. _{Snakes and Ladders ... 13}

a. The Understanding of Snakes and Ladders ... 13

b. The Playing of Snakes and Ladders ... 14

c. The Rule of Snakes and Ladders ... 15

d. of Snakes and Ladders ... 16

2.Game…………. .. ... 17

The Material a. The Understanding of Game ... 17

b. The Reason in Using Game ... 18

c. The Criteria in Playing Game ... 20

d. The Use of Game in Learning English ... 21

v   

CHAPTER 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

vi   

BIBLIOGRAPHY ... 64

APPENDICES ... x

LIST OF TABLES

vii   

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

viii   

 

APPENDICES

Figure 3.2 Action Research Cycles ... 26 Figure 4.1 Grammatical Snakes and Ladders Discussion ... 48 

                                                                   

ix   

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

Marianne Celce –Murcia, Teaching English as a Second or Foreign Language, (The United State of America: Heinle & Heinle, a division of Thomson learning, Inc. 2001), p. 5. 

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 _{Jack C. Richards and Theodore S. Rodgers,}

Approach and Method in language Teaching, (The United State of America: Cambridge University Press, 1986), p. 80. 

competition and discussion, and of course fun learning. Therefore, the writer is suggested to use this game in learning simple past tense.

Based on the research, the writer chooses simple past tense because this tense is one of the tense in English Grammar, and this simple past tense is the basic study before studying others tenses in the past. The writer hopes that the student will not think “simple past tense is difficult”.

The goal of this research is to prove: Is grammatical snakes and ladders game able to develop student understanding in simple past tense?

B. The Limitation and Formulation of Problem

On the discussion of grammar especially tenses, the writer limits the study on simple past tense by using grammatical snakes and ladders game. The formulation of the problem in this paper is “Is this grammatical snakes and ladders game able to improve the students’ understanding in learning simple past tense?”

C. The Method of Study

The method of this research is done by library research and field research. Library research is held by finding the theories and materials related to an action research of simple past tense from many education books, English books, journals, articles, internet, and many other resources.

Field research is done by doing an action research in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta, and the writer is teaching in the class based on curriculum, observing the teaching learning process without disturbing the class situation and material which is taught at that semester.

D.The Significance of Study

The result of this research is expected to be useful for: 1. Writer

The study is expected to give new experience and information to the writer about how to improve student understanding by using grammatical snakes and ladders game in teaching simple past tense by classroom action research.

2. Further Researcher

This study is expected to give new knowledge to the further researcher to do better action research of teaching and learning.

3. Student

This study is expected to develop student understanding in simple past tense by fun game.

4. The English teacher

This study is expected to give an input in order to use the various method in teaching English grammar.

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. 

“went”. The origin of verb is “go”, so the speaker or writer use “went” for showing a complete activity.

(Table.2.1) Irregular Verb Examples: Simple Form of verb

(Verb 1)

Past Tense (Verb II)

Past Participle ( Verb III)

Sleep Slept Slept

Go Went Gone

From the table above the words “sleep” and “go” are changed into “slept” and “went”. The changing of the words are called by irregular verbs. These verbs II are used for simple past tense.

Others examples: •I worked.

•She studied English yesterday.

From the two sentences above, the verbs are added by d/ ed. We know, these sentences were happened in the past time. The word “work” adds by “ed” become “worked”, and the word “ study” adds by “ed” and changes the “y” into “ i” become “studied”. The additional of the words by the syllables d/ ed are called by regular verb.

(Table.2.2) Regular Verb Examples: Simple Form of verb

(Verb 1)

Past Tense (Verb II)

Past Participle ( Verb III)

Work Worked worked

Study Studied Studied

The writer infers that simple past tense is an action happened and completed in the past time, the action doesn’t relate with now, the past form of verb both regular and irregular is used in verbal sentences of simple past tense and to be (was and were) is used in nominal sentences of simple past tense.

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)

Hansome, beautiful, Negative I, you, we To be + not

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

      

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 

The Oxford Advanced Learner’s Dictionary access on 27th of November 20 at 0 9.10 p.m. 

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 _Augustyn,

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

Sion, p. 75  

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

Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh: Longman, 1991), p.223. 

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

Andrew Wright, et.al, Games for Language Learning' (2nd. Ed.), (Cambridge: Cambridge University Press, 1984), p.1. access on Wednesday, 21st of April 2010 at 10.53 am 

From the statement above that an effort to supplement lesson plans in the classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.

Marianne Celce Murcia in her book states that when ESL student are engaged in games or problem solving activities, they use language is task oriented and has a purpose beyond the production of correct speech, this make these activities ideal for communicative practice grammar if, in fact, the activities can structured to focus learners’ attention on a few specific forms before the communicative practice.26

It means that game is useful for making a good communicative in learning grammar, almost the student just remember the formula, and make the sentence according to the formula, but with game the student can develop their grammar unconsciously.

(Table.2.7)General Uses of Games27

Affective Cognitive Class Dynamics Adaptability - lowers

affective filter - encourages creative and spontaneous use of language -promotes communicative competence - motivates - fun

- reinforces - reviews and extends - focuses on grammar communicativ ely

- student centered - teacher acts only

as facilitator - builds class cohesion - fosters whole

class participation - promotes healthy competition

- easily adjusted for age, level, and interests - utilizes all four skills

- requires minimum preparation after development

      

26

Marianne Celce Murcia, and Hilles Sharon, Technique and Resources in Teaching Grammar, (New York: Oxford University Press, 1988), p. 59. 

27

M. Martha Lengeling and Casey Malarcher'Forum' Vol. 35 No 4, October - December 1997 Page 42. 

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

giving test; before doing an action research (pre-test) and after an action

G. Techn compa of stud effecti test is taken r

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, Pengantar SStatistik Pendiddikan, (Jakartta: PT RajaGraafindo Persadda. 11-313 

•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

Tim Pelatih Proyeksi PGSM, Penelitian Tindakan Kelas ( Jakarta: Proyek Pengembangan Guru Sekolah Menengah, 1999), p. 6. 

1. Ini pr pr pr le pr Th 2. Act th fo ex ho da cl 3. O ev ob cl itial Plan First, rocess. Sec rocess. Thir rocess and arning (Le roviding the he last, deve

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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, 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

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.

• The interviews before entering the class action research

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 simple past tense.

• 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 cara identifikasi kalimat menggunakan teknik ular tangga?

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 simple past tense although they don’t like to learn tense.

• The questions are given in interviewing the student for the fifth meeting

¾ Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan cara pemberian informasi ular tangga)?

Answer: Menarik, asyik miss..

¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan cara permainan seperti tadi?

Answer: senang

¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer: cukup banyak peningkatan pemahaman

¾ Apakah kamu ingin setiap pelajaran grammar menggunakan permainan seperti tadi?

Answer: ya, tapi permainannya diganti lagi dengan permainan baru

¾ Bagian mana yang kamu anggap menyulitkan dalam permainan? Answer: tidak ada

¾ Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan barusan?

Answer: tidak miss…

• The questions are given in interviewing the student for the sixth meeting

¾ Bagaimana pembelajaran yang sudah kamu lakukan selama miss mengajar?

Answer: Menarik, asyik, menyenangkan, ok deh…

¾ Bagaimana perasaan kamu ketika sedang belajar menggunakan cara permainan seperti tadi?

Answer: : senang, tidak bosan

¾ Apakah ada peningkatan dalam memahami materi Simple Past Tense? Answer: banyak peningkatan pemahaman tentang rumus- rumus, dan cara membuat kalimat Simple Past Tense

¾ Apakah kamu ingin setiap pelajaran grammar menggunakan permainan seperti yang telah kita lakukan selama ini?

¾ Bagian mana yang kamu anggap menyulitkan dalam permainan? Answer: tidak ada

¾ Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan barusan?

Answer: tidak miss…tidak ada sama sekali miss, miss mengajar disini lagi ya miss..biar ga bosan.

The teacher said that this game of Grammatical Snakes and Ladders is effective for teaching learning process.

¾ Here are the questions given to the teacher in the third cycle

¾ Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran? Answer: ya siswa lebih aktif dalam berdiskusi

¾ Apakah metode diskusi yang digunakan dapat meningkatkan pemahaman siswa dalam materi pelajaran Simple Past Tense?

Answer: Ya, metode yang digunakan sangat efektif untuk diskusi

¾ Apakah metode diskusi yang dilakukan sangat efektif digunakan dalam materi pembelajaran bahasa Inggris yang lain?

Answer: tentu, bisa digunakan untuk materi lain selain Simple Past Tense

¾ Apakah saran dan kritik dari metode yang telah digunakan?

Answer: lebih kreatif lagi dalam membuat suatu metode dan teknik pembelajaran.

3. The Implementation of Grammatical Snakes and Ladders Game in Teaching Simple Past Tense

™Cycle 1 Planning

finds out and observes the problems in teaching learning process, decides trouble subject, plans the subject, develops lesson planning, arranges worksheet, provides the source of learning, develops evaluation form, and develops observation learning form.

In addition, the writer must focus in preparing the material, good

method or strategy, and tools or visual aid before entering the class. In preparing the material, the writer chooses simple past tense, because one of the materials is taught in VIII class, based on curriculum and syllabus is simple past tense. Simple past tense is divided into two categories; verbal sentence and nominal sentence. In this first cycle, the writer teaches about verbal sentence and prepares for it. In verbal sentence are verbs; regular and irregular verb and the use of them in simple past tense. Therefore, the writer prepares for verbal sentence in the first cycle. In addition, the strategy is used snakes and ladders game by using snakes and ladders board for the first planning. Also the writer has to prepare two small snakes and ladders boards and one big snakes and ladders board. These two small boards are getting from the toys store and the big snakes and ladders board is made by the writer itself. For knowing the students’ works development, the writer makes student worksheet paper for measuring student learning improvement in simple past tense.

Before action, the writer gives pre- test. This test is given for knowing student understanding in simple past tense; using verb in simple past tense sentences, using the regular and irregular verb, and so on.

The Pre- test shows the students’ low understanding of simple past tense; in changing the sentence from affirmative to negative and interrogative either in verbal and nominal sentences, they also confuse in changing the verb either regular or irregular verb, differ between verbal and nominal sentences; knowing the verb, noun, adjective, and adverb, and the use of “was” and “were” in nominal sentence. There are many complicated students’ understanding in simple past tense.

Action

Before entering the class, the writer has to prepare all everything, the physic and psychic. The writer has to keep health condition for spirit and smart teaching. Because one of the lovely teacher for students is the smart teacher, smart teacher gives the different sense for student in learning.

When entering the class the writer says “Assalamualaikum” because it is Islamic school. Before opening the class lesson, the writer manages for the student sit in order to be ready for teaching learning process.

The writer opens the class lesson by say “Good morning student! How are you all? “ and the students response. After that, the writer sees the student, if there is a student look like different (sad, angry, etc) the writer asks her/ him feeling. In addition, the writer also gives ice breaker for making smart learning.

In this first cycle, the writer gives the material of verbal sentence in simple past tense and the use of verb one and two in simple past tense, there are regular and irregular. If the writer has already given ice breaker, the writer begins to teach about simple past tense. First, the writer asks the student about verb, and gives introduction about verb one and verb two in regular and irregular. After they know the verb well, the writer divides class into seven groups, and ready for playing snakes and ladders game in regular and irregular verb. After the writer divides the class group, the writer instructs the group for choosing one of group member to come forward for shaking the dices, and playing snakes and ladders game, others members in group wait the instruction from the shaker who plays the game in front of the class. There are seven students from seven groups who play grammatical snakes and ladders game. They start from 0 till 100. The person who can get the 100 numbers for the first time is the winner. When they get the number, others group members have to see the instruction from the student worksheet paper, and fill the number according to shaker number in snakes and ladders board.

Pre- Test and Post- Test Result

Student Pre test (X) Post test (Y)

MC CS Sum MC CS Sum

Maulidina amalia (A) 5 3,5 4,25 8 5,5 6,75

Dimas Patriananda (B) 8 8 8 8 10 9

Al- bait Malikul Izzat (C) 9 8,5 8,75 10 10 10

Sandy Nugraha (D) 6 1 3,5 10 9 9,5

Farhan Naufal S (E) 9 9 9 9 9 9

Bagja Fathul H (F) 9 9 9 10 10 10

Frida aprilia (G) 10 9 9,5 10 9 9,5

Dhanan Muqonta T (H) 8 7,5 7,75 10 10 10

Fadhil Dzukwun (I) 7 7,5 7,25 10 7 8,5

Adenio Idham (J) 7 6,5 6,75 0 0 0

Adham Adi (K) 8 8,5 8,25 10 9,5 9,75

Farras Hafizah Alif (L) 8 8,5 8,25 9 8,5 8,75

Ilham adli (M) 9 5 7 8 10 9

Muhammad Iqbal (N) 8 7,5 7,75 9 10 9,5

Lutfi Ahmad Yudandi (O) 9 8,5 8.75 10 10 10 Reza Prasetyo U (P) 6 5,5 5,75 8 9,5 8,75

M. Farras Abiyyu (Q) 8 5 6,5 9 10 9,5

Aldi Nurhendianto (R) 8 6 7 8 10 9

Muhammad faris Aminuddin (S) 8 7,5 7,75 9 10 9,5 Nugraha Pancasaputra (T) 9 4,5 6,75 9 10 9,5

Ihsan Riza (U) 9 7 8 0 0 0

Rifda Syifa Nadia (V) 9 5,5 7,25 10 9,5 9,75

Aesya Zhafirah(W) 9 9 9 9 9 9

Karunia Izzati Refeny Putri (X) 8 5,5 6,75 10 10 10 Finia Afranada (Y) 9 6,5 7,75 10 9,5 9,75

Khanza Syifa (Z) 8 7,5 7,75 9 9,5 9,25

Adinda Syahputri (AA) 9 5,5 7,25 10 9,5 9,75

Maudy Khusnia (BB) 9 8 8,5 10 9,5 9,75

Sarah Rizki Chairunnisa (BB) 8 7,5 7,75 10 10 10

M. Naufal Alif (CC) 8 5,5 6,75 9 10 9,5

Shabrina Fadilla (DD) 9 6,5 7,75 10 9 9,5

Haura Nabila (EE) 9 9 9 10 9,5 9,75

Devi Srimumpuni Oktavia (FF) 8 8 8 10 9 9,5

Abellani Yulitas Ari 9 6 7,5 10 9,5 9,75

Arda Aditya 0 0 9 10 9,5

Note:

MP : Multiple Choices CS : Completing Sentence

Appendix 8. Documentation

PEMETAAN STANDAR ISI KELAS VIII/ SEMESTER II Satuan Mata Pendidikan : MTs Pembangunan

Mata Pelajaran : BAHASA INGGRIS

Standar Kompetensi Kompetensi Dasar Indikator Materi Pokok Alokasi

Waktu 12. Mengungkapkan

makna dalam teks lisan fungsional pendek sederhana berbentuk

recount dan

narrative untuk

berinteraksi dengan lingkungan terdekat.

12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount

dan narrative

•Mengidentifikasi makna gagasan dan langkah retorika dalam essei pendek sangat sederhana dengan menggunakan ragam bahsa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat •Menjelaskan makna gagasan dan langkah retorika dalam essei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat •Menulis essei pendek

sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Makna dan langkah retorika dalam esseei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat lancar dan berterima untuk

berinteraksi dengan lingkungan sekitar berbentuk recount and narrative.

4x 40 menit

Catatan:

Dalam silabus tertera bahwa kompetensi dasanya “Mengungkapkan makna dalam teks lisan fungsional pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan terdekat.” Recond dan narrative lebih cenderung pada kemampuan menulis, dan grammar yang dipakai dalam teks ini adalah simple past tense dan past perfect tense. Jadi, pengajaran past tenses diberikan sebelum mereka dalam membuat kalimat atau cetita dalam bentuk teks narrative dan recount.

Cycles in Action Research The First Cycle

Thursday, 11th and 17th of May 2010 Initial

Planning

Planning the subject which is used in the teaching

Teaching verbal sentence of simple past tense using grammatical snakes and ladders game

Tools : Two packs of Snakes and ladders game tools; 2 snakes and ladders board, 4 dices, 2 shakes, and 7 symbol of the player in Grammatical snakes and ladders board

Decide the subject topic Different using of V1 and V2

Verbal sentence and the formula

Developing scenario learning (Lesson Plan)

Lesson planning (RPP)

Arranging worksheet Student worksheet I and II

Student worksheet 1 Contain of 100 verb 1 that must be change into v2

Student worksheet 2 contain of 100 verbs that must be changed into a sentence of simple past tense depend on the

instruction on student worksheet

Providing the source of learning

Many book, smart steps book, grammar book, reciprocal for tired teacher book (game)

English Book

Developing evaluation form

Form evaluation is provided

Evaluation paper Developing observation

learning form

Observation form is provided

Observation form

Action Using the scenario Yes RPP

Worksheet in action Yes Student worksheet Monitor/

Observation

Observing by using Observation form

Yes Observation form

Scoring action result by Using worksheet form

Yes Scoring form

Reflection which have been done include: quality, sum, and time from every action

The Second Cycle

Thursday, 18th and 24th of May 2010 Revised

Initial Planning

Planning the subject which is used in the teaching

Teaching nominal sentence in teaching simple past tense by using the variety of grammatical snake and ladders game,

Grammatical Snakes and Ladders snakes and Ladders

discussion, the format of

grammatical snakes and ladders quiz, student worksheet III and VI

Decide the subject topic

Understanding of noun, adverb, and adjective, the formula, and the use of them in simple past tense, Developing scenario

learning (Lesson Plan)

Lesson planning (RPP) Using RPP

Arranging worksheet Student worksheet III and IV

Student worksheet III is done by group discussion, it’s about making a discussion about verbal sentence Student worksheet VI is 100 instruction for making nominal sentence by using snakes and ladders game

Providing the source of learning

Many book, smart steps book, grammar book, reciprocal for tired teacher book (game), and the Varian of game of grammatical snake and ladders was developed by the teacher itself.

Book and game

Developing evaluation form

Form evaluation is provided

Evaluation form Developing

observation learning form

Observation form is provided

Observation form

Worksheet in action Yes Student worksheet III and VI

Monitor/ Observation

Observing by using Observation form

Yes Observation form

Scoring action result by Using worksheet form

Yes Scoring form

Evaluation/ Reflection

Evaluating the action which have been done include: quality, sum, and time from every action

Yes Evaluation form

The Third Cycle

Thursday, 31st of May and 01st of June 2010 Initial

Planning

Planning the subject which is used in the teaching

Teaching nominal and verbal sentence in teaching simple past tense by using the variety of grammatical snake and ladders game,

Identifying the sentence whether true or false, and verbal or nominal by 25 sentences are provided. Giving information by Snakes and ladders lines game, teacher clear explanation Decide the subject topic Understanding of

verb, noun, adverb, and adjective, the formula, and the use of them in simple past tense,

Developing scenario learning (Lesson Plan)

Lesson planning (RPP)

Using RPP Arranging worksheet Student worksheet V

and VI

Student worksheet V is 25 sentences must be identified, and Student worksheet VI about information giving, and matching a conversation from information is given Providing the source of

learning

Many book, smart steps book, grammar book, reciprocal for tired teacher book (game), and the Varian of game of

grammatical snake and ladders was developed by the teacher itself. Developing evaluation

form

Form evaluation is provided

Evaluation form Developing observation

learning form

Observation form is provided

Observation form

Action Using the scenario Yes RPP

Worksheet in action Yes Student worksheet paper V and VI Monitor/

Observation

Observing by using Observation form

Yes Observation form

Scoring action result by Using worksheet form

Yes Scoring form

Evaluation/ Reflection

Evaluating the action which have been done include: quality, sum, and time from every action

Evaluation form