C. Teaching Present Perfect Tense Through Games
Before the writer teaches, she prepares the suitable material. Preparing suitable material has to do by the teacher in order the teaching learning
process run well successfully. So, the writer needs the strategy or technique actively and communicatively.
One of the teaching language strategies that the writers apply is “Game”. In line with this case, Christ Weckert said, “.........games are fun.
Require little or no equipment, and are designed to consolidate grammar learning. They can be played as an integral part of a lesson to focus or
review student learning. They can also act as useful lesson breaks and transitions. At the same time, many of games present opportunities for
further exploration of the English language and how it works. In this research, the writer proposed several games Using Signals,
Find Someone Who, Line-Ups in teaching the present perfect tense. The material and the procedure are as follows:
1 Using Signals
a. Materials
The materials for this game are board, marker, sheets of paper, pen. b.
Procedure 1.
The writer divides the class into groups of three or four then writes a list of signal words on the board.
Example: already, ever, for, just, many times, never, since, yet
2. Set a time limit 2 minutes, for example and tell the groups
they must write a grammatical sentence for each signal word one per sentence. The students should write sentences using
different vocabulary words so you will not get
I have already eaten dinner. I have just eaten dinner.
I have eaten dinner many times.
3. Have one student from each group read the group’s answers.
Assign one point for each grammatically correct and logical sentence.
2 Find Someone Who
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a. Materials
A set of cards or slips of paper, each of which has a task on it beginning “find someone who‟ plus the present perfect.
b. Procedure
1. The writer gives each student a worksheet. Then the teacher
asks all the students to stand up and circulate. 2.
All the students ask each other questions such as “Have you ever been to Beijing?” “Have you ever drunk water from a
tap?”
3. If they get answer
“yes” they write that person’s name in the space provided. They can only ask someone a question once.
4. The activity ends when a student has got names for each
question.
3 Line-Ups
a. Materials
The material for this game is a set of cards or slips of paper, each of which has size 5 cm x 3 cm.
b. Procedure
1. The writer gives each student a question card. If making own,
use two different colors of 3” x 5” card. Call all students half the class with a yellow card for example to the front and
have them stand in a line facing the class. 2.
The other half of the class stands in front of the first line. If there are an odd number of students, either one questioner waits
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Jeremy Harmer, The Practice of English Language Teaching, New York: Longman Publishing, 1991, p. 105
for someone to question, or the extra person in the answer line waits until the line moves.
3. Each person with a yellow question card for example
questions the student standing in front of himher. The student asking the question fills in the blank with the correct form of
the verb given on the card. When everyone has answered the question, the students in the answer line move down one and
are asked a new question. Continue until all the students in the answer line have talked to every student in the question line.
The students in the question line do not move. 4.
The students in the lines now switch positions, and the former answerers are now the questioners. Continue as in three above.
CHAPTER III RESEARCH METHODOLOGY
A. Research Design
This study is categorized as quantitative descriptive analyses. It is called quantitative descriptive analyses research because this study tries to
analyze and describe about the application of games technique and its effectiveness in teaching present perfect tense at the tenth year students of
MA Jam’iyyah Islamiyyah Pondok Aren, South - Tangerang. There are 50 students from the tenth year students of
Madrasah ‘Aliyah Islamic Senior High School
Jam’iyyah Islamiyyah Pondok Aren South - Tangerang as the population. The writer took two classes that are X-A experimental
class and X-B control class. The writer took 50 students where 25 students are from experimental class using games and the rest are control
class without games. In this research, pre-test and post-test were administered to experimental and control classes. The pre-test was done
before the teaching learning process and the post-test was done after teaching learning process. This study is aimed to know the difference of
the students’ learning achievement about present perfect tense before
taught by using games and after taught by using games.
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