THE EFFECTIVENESS OF USING SNAKES AND LADDERS GAME TECHNIQUE TO IMPROVE STUDENTSÂ’ SIMPLE PAST TENSE ABILITY AT THE TENTH GRADE OF SMA ISLAM BATU
i
THE EFFECTIVENESS OF USING SNAKES AND LADDERS GAME TECHNIQUE TO IMPROVE STUDENTS’ SIMPLE PAST TENSE
ABILITY AT THE TENTH GRADE OF SMA ISLAM BATU
THESIS
BY:
DEVI ASTRI WARDININGTYAS 201210100311262
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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THE EFFECTIVENESS OF USING SNAKES AND LADDERS GAME TECHNIQUE TO IMPROVE STUDENTS’ SIMPLE PAST TENSE
ABILITY AT THE TENTH GRADE OF SMA ISLAM BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
BY:
DEVI ASTRI WARDININGTYAS 201210100311262
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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v
Letter of Authenticity
The undersigned:
Name : Devi Astri Wardiningtyas
Student ID number : 201210100311262
Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree of diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously published or written by another person except
where due reference is made in text.
Malang, May 3rd, 2016
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MOTTO AND DEDICATION
MOTTO
“this is my story, it’ll go the way i want it …… or i’ll end it here!”
(FINAL FANTASY X)
DEDICATION I dedicated this thesis to:
My beloved Father
My beloved Mother
My beloved Sister
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vii
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin, the researcher would like to give the best gratitude to Allah SWT for the blessing and the love, so the researcher could have finished this thesis. Next, my prophet Muhammad SAW, the any representative word to thank you.
In this opportunity, the researcher wants to say her great gratitude to her mother (Sri Sulastri Almh.) and her father (Waryo) for their love, supports, and pray that never end. Other thanks go to her sister (Farah Vidya Ayu Wardani) for their supports, prayers and attention of my thesis progress.
Gratitude is also given to both of my advisors, Drs. Jarum, M.Ed. and Puji Sumarsono, S.Pd., M.Pd. who always give their suggestion, time, energy, patient, support, and also attention to the completion in finishing this thesis.
Special thanks to all of my best friends: Indro, Dessy, and Dela for their pray, suggestion, idea, time to listen and help me to solve my difficulties in doing this thesis. Moreover, the researcher also would like to thank to Drs. H. Robby Harmono the headmaster of SMA Islam Batu, and Ichwan Helami, S.S, the English teacher of SMA Islam Batu for allowing me to conduct the research in that school.
Malang, May 3rd , 2016 The Researcher,
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TABLE OF CONTENTS
Cover
Approval ... i
Legalization ... ii
Originality Declaration... iii
Motto and Dedication ... iv
Abstract ... v
Acknowledgements ... vi
Table of Contents ... vii
CHAPTER I INTRODUCTION 1.1Background of Study ... 1
1.2Statement of Problems ... 4
1.3Hypothesis ... 4
1.4Significance of Study ... 4
1.5Scope and Limitation ... 5
1.6Definition of Key Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Definition of Grammar ... 7
2.2 Teaching Grammar... 8
2.3 Teaching English at Senior High School ... 9
2.4 Simple Past Tense ... 10
2.4.1 Definition of Simple Past Tense ... 10
2.4.2 The Formula of Simple Past Tense ... 11
2.4.3 The Use of Simple Past Tense ... 12
2.5 Snakes and Ladders Game ... 13
CHAPTER III RESEARCH DESIGN 3.1 Research Design ... 15
3.2 Population Research ... 17
3.3 Instrument of Data Collection ... 18
3.3.1 Pre-Test……….. 19
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ix
3.3.3 Post-Test………... .. 26
3.4 Validity and Reliability Testing ... 26
3.4.1 Validity Testing ... 26
3.4.2 Reliability Testing ... 27
3.5 Data Analysis ... 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Research Findings ... 30
4.1.1 The Mean Score of Pre-Test of Experimental and Control Group ... 31
4.1.1.1 Table of Mean Score of Pre- Test of Experimental and Control Group ……… ... 31
4.1.2 The Mean Score of Post-Test of Experimental and Control Group ... 31
4.1.2.1Table of Mean Score of Post-Test of Experimental and Control Group ... 32
4.1.3 The Result of T-Test Computation (Independent Sample Test)... 33
4.1.3.1The Result of Independent Sample Test ... 34
4.2 Discussion ... 36
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 39
5.2 Suggestion ... 40
5.2.1 Suggestion for the Teacher ... 40
5.2.2 Suggestion for the Students ... 40
5.2.3 Suggestion for the Other Researchers ... 40
References ... 42
Appendix I ... 45
Appendix II ... 54
Appendix III ... 100
Appendix IV ... 102
Appendix V ... 104
Appendix VI ... 109
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REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian (Suatu Pendekatan Praktik): Jakarta: Rineka Cipta
Ary, Donald. 2006. Introduction to Research in Education 8 edition, Wadsworth.
Augustyn, Frederick J. 2004. Dictionary of toys and games in America popular culture. Haworth Press. 2004. ISBN 0789015048.
Azar, Schrampfher Betty. 1894. Fundamentals of English. Third edition, Longman.
Bowen, T., and J. Marks. 1994. Inside Teaching. London: Macmillan.
Chang, S. & Gogswell, J. 2008. Using Board Games. TESOL 2008. Retrieved 2 January2016,from:
www.rtmsd.org/.../Domain/57/Using_Board_Games_Handout.doc
Cohen, L., Manion, L., & Morrison, K. 2007. Research methods in education (6th
ed.). London: Routledge
Creswell, John W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education
Crystal, D. 2004. Words and Deed. Retrieved 20 December 2015, from http://www.davidcrystal.com/DC_articles/Education2.pdf
Deesri, A. 2002. Games in the ESL and EFL class. The Internet TESL Journal, 9(9). Retrieved 27 December 2015, from
http://iteslj.org/techniques/Deesri- Games.html/
Grain, Lester, et.al. (2006). English Irregular Verbs. New York: McGraw-Hill’s Essential
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Guerrero, Augustina. Technology Grabbing Bigger Role in Classrooms. Knight Rideder/Tribune News Serv
Ismail, Adam. 2013. The functional approach to Second LanguageAcquisition, World Journal of English Language, 3(1).
Khron, Robert. 1986. English Sentence Structure, (Ann Arbor : The university of Michigan Press).
Langelling, M. M. & Malarcher, 2000. Index Card : A Natural Resources for Teachers, (Online), (http://exchange.stage.gov/
L, Musilova. 2010. Grammar Games in ELT. Bachelor Thesis. Retrieved on 2 January 2016, from http://iteslj.Org/Techniques/HussienPoems.html
Muaddab, Hafis Mohd. 2012. Sejarah Permainan Ular Tangga. Retrieved on 2 January2016,from http://hafismuaddab.wordpress.com/2012/05/22sejarah-permainan- ular-tangga.
Nitko, Anthony J. 1983. Educational Tests and Measurement. Retrieved on 4 May 2016, from http://www.jstor.org/stable/1434788.
Nunan, D. 2000. Second language teaching and learning. Boston: Heinle and Heinle Publishers
Plomp. 2007. “Educational Design Research: an Introduction”. Enschede, Netherland: National Institute for Curriculum Development.
Richards, J. C., & Rodgers, T. S. 2001. Approaches and methods in language teaching (2nd ed). London: Cambridge University Press.
Rivers, Wilga M. 2011. Interactive language Teaching. Cambridge: Cambridge
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Schwarz, R. & Braff, E. 2012. We’re No Fun Anymore. Routledge Taylor & Francis Group New York.
Shadish, Cook, et al. 2002 . Experimental and quasi experimental design for generalized causal inference. Houghton Mifflin Company: New York Sugar, S. 2002. Primary Games: Experimental Learning Activities for Teaching.
California: John Wiley & Sons,Inc.
Sugiyono, 2012. Metode Penelitian Kombinasi. Alfabeta. Bandung
Tony, Asmara Sartono. 1992. Cara Cepat Memahami Tenses. Bandung : c.v. Citra Abadi.
Vernon, S. 2006. Teaching grammar with fun learning games. Retrieved on 29 December 2015 from :
http://www.simplyesl.com/articles/97/1/Teaching-Grammar-with-Fun- Learning- Games/Page1.html.
Wright, Andrew, et.al. 2006. Games for Language Learner. Cambridge : Cambridge University Press.
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1
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problem,
the purposes of study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of the Study
It is widely known that English is an International language which is used
as a means of communication for people all over the world. English is the first
foreign language in Indonesia. It is taught from Kindergarten, Elementary School
as local content subject, Junior, and Senior High School until to University as
compulsory subject. Despite the fact that learning English is important, 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. Students have to
learn, remember, and apply the formula in the sentences. To solve this problem, the
teacher should give students motivation in learning grammar, do a research to the students’ difficulties in grammar, make a good grammar test and have a good teaching strategy in grammar, etc.
Based on the previous study conducted by Nuzulia Mega Jayanti and
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students to be active and facilitate them for having fun in learning English
especially speaking activities.
According to Langelling and Malarcher (2000: 42), in terms of affective
aspect, games can encourage creative and spontaneous use of language, promote
communicative competence, and motivate the students by providing fun and
interesting activities. It supports the result of the try-out of the small group that
ninety percents of the students were motivated and they participated actively in
Grammar activities using the board game. Furthermore, by playing the snakes and
ladders game in grammar activities in groups, students can learn how to cooperate
each other. By deciding the answer together, they would work cooperatively and
think together what the right answer was. From the result of the try-out of the snakes
and ladders game, each team worked cooperatively. This is supported by the
statement from Sugar (2002: 8) that games improve teamwork. Because games are
real-time activities that bring students into teams, they train students in the rules of
working together as a team and underscore the value of team collaboration. In
addition, (Schwartz, 2012) also states that there are many studies that state the
beneficial effects that game playing can bring in teaching and learning of English Language. He states that “the more people play, the more positive emotions are generated, which in turn makes play easier and thus helps to generate even more positive emotion. Besides, according to Musilova (2010), “teaching grammar through games is a successful and effective approach”.
One advantage to using games is that it is an effective way in language learning because games lower stress, keep students’ attention naturally, and offer a
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3
chance for real communication (Deesri, 2002). Moreover, real communication provides students making classmates’ relationship. Students can be familiar by classmates by exchanging their feelings while playing games, they can feel
comfortable in their classroom. Therefore, the writer is going to apply a new
technique in developing student understanding by using snakes and ladder game in learning grammar especially in the material of “simple past tense”.
Based on the observation in the Magang 2 in SMA Islam Batu, the writer
found that grammar is the major complicated problem in English learning. In general, the students’ problem in learning English grammar is learning tenses. Besides, they are confused in applying the use of adjectives, nouns, and infinitives.
In addition, the students are not interested in learning formula or guidelines, for it
must be remembered and needed so much time to learn it. By using snakes and
ladders game, the writer hopes the students will be able to understand about
grammar. Hopefully, this technique will motivate the students to make a group,
competition, discussion and of course they having fun with study while playing
Based on the problem above, the writer decides that it is necessary to conduct
quantitative experiment research at this school to make the students interested in
grammar and help them to understand English grammar well. By using snakes and
ladders game, the writer hopes that this technique is able to improve student’s simple past tense ability.
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1.2 Statement of the problem
1. Does the technique using snakes and ladders game in teaching simple past tense at the tenth grade of SMA Islam Batu improve the student’s simple past tense ability?
1.3 Hypothesis
H1 : Technique using games “snakes and ladders” in teaching simple past tense at the tenth grade of SMA Islam Batu will improve the student’s simple past tense ability.
Ho : Technique using games “snakes and ladders” in teaching simple past tense at the X grade of SMA Islam Batu will not improve the student’s simple past tense ability.
1.4 Significance of the study
The result of this research is expected to be useful for:
1. Further Researcher
This study is expected to give new knowledge to the further researcher to
do better action research of teaching and learning.
2. Students
This study is expected to develop student understanding in the materials of “simple past tense” by fun game.
3. English teacher
This study is expected to give an input in order to use the various techniques
in teaching English grammar.
1.5Scope and limitation
In this research, the scope of this study is to limit the students’ ability in learning simple past tense by using snakes and ladders game technique. This
(17)
5
research was applied on the tenth grade of SMA Islam Batu. The researcher decided to shape the student’s simple past tense ability because of the limited time, money, and etc. In addition, it was impossible if the researcher shape the student’s grammar ability because it was a wide field of study. Therefore, the researcher decided to shape the student’s simple past tense ability.
1.6 Definition of the key terms
In order to avoid misunderstanding between researcher and the reader, the
researcher state definition of each key term, they are:
1. Game
According to Wright,et.al in her book Game for language learner “ 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.
2. Snakes and Ladders
Frederick Augustyn in his dictionary states that snakes and ladders or chutes and ladders are a classic children’s board game. It is played by two 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. 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
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3. Grammar
Crystal (2004) says, “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor
the meaning and effectiveness of the way we and others use language. It can help
foster precision, detect ambiguity, and exploit the richness of expression available
in English. Additionally, it can help everyone, not only teachers of English, but
teachers of anything for all teaching grammar is ultimately a matter of getting to grips with meaning.”
4. Simple Past Tense
According to Betty Schrampfer Azar (1894: 24), “simple past is one particular time in the past. It began and ended in the past”. It means that simple past is an action or event that is reflected the history in the past time.
5. Technique
As states in Jck Richards and Theodore Rodgers (1982, 1986) technique is
any of a wide variety of exercises, activities, or tasks used in the language classroom
(1)
1
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problem, the purposes of study, significance of the study, scope and limitation, and definition of the key terms.
1.1 Background of the Study
It is widely known that English is an International language which is used as a means of communication for people all over the world. English is the first foreign language in Indonesia. It is taught from Kindergarten, Elementary School as local content subject, Junior, and Senior High School until to University as compulsory subject. Despite the fact that learning English is important, 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. Students have to learn, remember, and apply the formula in the sentences. To solve this problem, the teacher should give students motivation in learning grammar, do a research to the students’ difficulties in grammar, make a good grammar test and have a good teaching strategy in grammar, etc.
Based on the previous study conducted by Nuzulia Mega Jayanti and Arwijati Murdibjono (2003), the result showed that board game can motivate the
(2)
2
students to be active and facilitate them for having fun in learning English especially speaking activities.
According to Langelling and Malarcher (2000: 42), in terms of affective aspect, games can encourage creative and spontaneous use of language, promote communicative competence, and motivate the students by providing fun and interesting activities. It supports the result of the try-out of the small group that ninety percents of the students were motivated and they participated actively in Grammar activities using the board game. Furthermore, by playing the snakes and ladders game in grammar activities in groups, students can learn how to cooperate each other. By deciding the answer together, they would work cooperatively and think together what the right answer was. From the result of the try-out of the snakes and ladders game, each team worked cooperatively. This is supported by the statement from Sugar (2002: 8) that games improve teamwork. Because games are real-time activities that bring students into teams, they train students in the rules of working together as a team and underscore the value of team collaboration. In addition, (Schwartz, 2012) also states that there are many studies that state the beneficial effects that game playing can bring in teaching and learning of English Language. He states that “the more people play, the more positive emotions are generated, which in turn makes play easier and thus helps to generate even more positive emotion. Besides, according to Musilova (2010), “teaching grammar through games is a successful and effective approach”.
One advantage to using games is that it is an effective way in language learning because games lower stress, keep students’ attention naturally, and offer a
(3)
3
chance for real communication (Deesri, 2002). Moreover, real communication provides students making classmates’ relationship. Students can be familiar by classmates by exchanging their feelings while playing games, they can feel comfortable in their classroom. Therefore, the writer is going to apply a new technique in developing student understanding by using snakes and ladder game in learning grammar especially in the material of “simple past tense”.
Based on the observation in the Magang 2 in SMA Islam Batu, the writer found that grammar is the major complicated problem in English learning. In general, the students’ problem in learning English grammar is learning tenses. Besides, they are confused in applying the use of adjectives, nouns, and infinitives. In addition, the students are not interested in learning formula or guidelines, for it must be remembered and needed so much time to learn it. By using snakes and ladders game, the writer hopes the students will be able to understand about grammar. Hopefully, this technique will motivate the students to make a group, competition, discussion and of course they having fun with study while playing Based on the problem above, the writer decides that it is necessary to conduct quantitative experiment research at this school to make the students interested in grammar and help them to understand English grammar well. By using snakes and ladders game, the writer hopes that this technique is able to improve student’s simple past tense ability.
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4
1.2 Statement of the problem
1. Does the technique using snakes and ladders game in teaching simple past tense at the tenth grade of SMA Islam Batu improve the student’s simple past tense ability?
1.3 Hypothesis
H1 : Technique using games “snakes and ladders” in teaching simple past tense at the tenth grade of SMA Islam Batu will improve the student’s simple past tense ability.
Ho : Technique using games “snakes and ladders” in teaching simple past tense at the X grade of SMA Islam Batu will not improve the student’s simple past tense ability.
1.4 Significance of the study
The result of this research is expected to be useful for: 1. Further Researcher
This study is expected to give new knowledge to the further researcher to do better action research of teaching and learning.
2. Students
This study is expected to develop student understanding in the materials of “simple past tense” by fun game.
3. English teacher
This study is expected to give an input in order to use the various techniques in teaching English grammar.
1.5Scope and limitation
In this research, the scope of this study is to limit the students’ ability in learning simple past tense by using snakes and ladders game technique. This
(5)
5
research was applied on the tenth grade of SMA Islam Batu. The researcher decided to shape the student’s simple past tense ability because of the limited time, money, and etc. In addition, it was impossible if the researcher shape the student’s grammar ability because it was a wide field of study. Therefore, the researcher decided to shape the student’s simple past tense ability.
1.6 Definition of the key terms
In order to avoid misunderstanding between researcher and the reader, the researcher state definition of each key term, they are:
1. Game
According to Wright,et.al in her book Game for language learner “ 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.
2. Snakes and Ladders
Frederick Augustyn in his dictionary states that snakes and ladders or chutes and ladders are a classic children’s board game. It is played by two 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. 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.
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6 3. Grammar
Crystal (2004) says, “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. Additionally, it can help everyone, not only teachers of English, but teachers of anything for all teaching grammar is ultimately a matter of getting to grips with meaning.”
4. Simple Past Tense
According to Betty Schrampfer Azar (1894: 24), “simple past is one particular time in the past. It began and ended in the past”. It means that simple past is an action or event that is reflected the history in the past time.
5. Technique
As states in Jck Richards and Theodore Rodgers (1982, 1986) technique is any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.