TARBIYAH FACULTY WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011

  

THE EFFECTIVENESS OF FOUR IN ROW VERB GAME IN TEACHING

PAST VERBS

(An Experimental Research at Eighth Grade of SMP Nurul Islam Semarang

in the Academic Year of 2011 / 2012)

  

Thesis

  Submitted in partial fulfillment of the requirement For the degree of Bachelor of Islamic Education

  In English Language Education By

  

Fani Riyana

073411038

TARBIYAH FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

  

2011

THESIS PROJECT STATEMENT

  I am, the student with the following identity: Name : Fani Riyana Student Number : 073411038 Department : English Language Education certify that this is definitely my own work. I am completely responsible for the content of this thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.

  Semarang, December 2011 The Writer ,

  Fani Riyana

  Student Number. 073411052

ADVISOR NOTE

  Semarang, December , 2011 To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamualaikum Wr. Wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title :

  Teaching Past Verbs Using Four in Row Verb Game (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the academic year of 2011/2012)

  Name of Student : Fani Riyana NIM : 073411038 Department : Tadris Field of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqosyah session.

  Wassalamualaikum Wr. Wb.

  Advisor II Drs. H.Fatah Syukur,M.Ag.

  NIP.

ADVISOR NOTE

  Semarang, December , 2011 To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamualaikum Wr. Wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title :

  Teaching Past Verbs Using Four in Row Verb Game (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the academic year of 2011/2012)

  Name of Student : Fani Riyana NIM : 073411038 Department : Tadris Field of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqosyah session.

  Wassalamualaikum Wr. Wb.

  Advisor I Siti Tarwiyah, S.S, M.Hum.

  NIP.19721108 199203 2 002

  ABSTRACT

Title : Teaching Past Verbs Using Four in Row Verb Game

(An Experiment Research at Eight Grade of SMP

  Nurul Islam Semarang in the Academic Year of 2011/2012) Writer : Fani Riyana Student Number : 073411038

  The objective of this study is to identify the effectiveness of Four in Row Verb Game to teach past verbs. This study uses quantitative research approach, by using true experimental design. Sample of this research are 2 classes. Each class consists of 28 students.

  Before conducting the research, the researcher held previous Research at SMP Nurul Islam Semarang.

  Based on the researcher’s observation, the English teacher of SMP Nurul Islam Semarang still applied traditional technique in teaching english. Especially, he taught past verbs in Simple Past Tense. So, the researcher used Four in Row Verb Game.

  The researcher collected the data by using documentation and test. The data was analyzed using descriptive quantitative analysis technique and the hypothesis was tested using t-test formula. In this research, the researcher used speaking test (make a dialog using past verbs) given in pre test and post test. Before post test, the researcher gave treatment to the experimental class using Four in Row Verb Game and the control class using conventional method. Then, the researcher gave post test to both classes.

  Hypothesis test shows that the use of Four in Row Verb Game is effective in teaching past verbs. It can be seen from the result of test score. It shows that the experimental class which is given by using Four in Row Verb Game of teaching past verbs gets higher mean score that is 74,07 compared to the control class which are not given the same treatment. This class gets 70,93. But the use of Four in Row Verb Game as a teaching technique is more effective than the traditional technique. It is caused F count (1.7655) < F table (1.67). the researcher hopes that this research can be useful for the future researchers and english language teachers..

  

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim

  The first of all, the writer would like to express his sincere thanks to Allah SWT who has given health, blessing, inspirations, and guidance to the writer in finishing this thesis with the title: “The Effectiveness of using Four in Row Verb Game in Teaching Past Verbs (An Experimental Research at Eight Grade of SMP Nurul Islam Semarang in the Academic Year of 2011/2012)

  ” This thesis is arranged or made to fulfill one of requirements to get the degree of Bachelor of Islamic Education in English Language Department of State Institute for Islamic Studies Walisongo Semarang (IAIN Walisongo). The aim of this study to identify the effectiveness of Four in Row Verb Game to teach past verbs at the eight grade of SMP Nurul Islam Semarang..

  The writer realizes that she cannot complete this thesis the guidance, advice, suggestion, and encouragement for many people during the writing on thesis. In occasion, the writer would like to thank to:

1) The Dean of Tarbiyah Faculty of IAIN Walisongo Semarang Prof. Dr. Suja’i, M.

  Ag. 2)

  Siti Tarwiyah, S.S., M. Hum as the first advisor who always gives attention and good guidance in arranging this thesis. 3)

  Dr. Fatah Syukur, M. Ag as the second advisor who also gives attention and good guidance in arranging this thesis. 4)

  The lectures of the English Department of Tarbiyah Faculty IAIN Walisongo Semarang that have given knowledge and experiences to the writer. 5)

  The headmaster of SMP Nurul Islam Semarang who permits the writer to do research in the school. 6)

  The English teacher of SMP Nurul Islam Semarang who helps the writer during the research. 7)

  My beloved mother (Siti Fatimah) and father (Faesol Sumadji), thanks for giving me love, pray, support, advice, and everything, love you so much.

  8) My family who give spirit and motivation to the writer to finish this thesis and everyone who helps the writer finishing this thesis.

  9) Someone who has offered me moral support, encouragement and patient companionship (Zha-Ch@).

  10) My friends in TBI B 07(Mawar, Sicha, Hanani, Sokhi, Mb Ainu etc.) I really thanks to God for being with you all guys.

  11) My friends in Pandana Boarding House (Mb. Nur, Mb. Yaya, Mb. Nisa, Ainy, Roil, Mimi, and Isma) who support me in any situation.

  12) All of my friends in IAIN Walisongo who can’t mention one by one. Thanks for your support in any situation.

  Finally, the writer realizes that this thesis is still less perfect. The writer hopes any suggestions and criticisms to make it perfect. The writer hopes this thesis can be useful for the improvement of English teaching learning, especially for the writer herself and for the readers generally.

  The writer, Fani Riyana

  TABLE OF CONTENT

  Title ........................................................................................................................... i Thesis Statement ....................................................................................................... ii Ratification

  Note …................................................................................................... iii Advisor Note ............................................................................................................ iv Motto ........................................................................................................................ v Acknowledgement ................................................................................................... vi Abstract ................................................................................................................... vii Table of Content ..................................................................................................... viii

  

Chapter I : Introduction ................................................................................. 1

A. Background of The Research .................................................. 1 B. Reason for Chosing The Topic ................................................ 4 C. Research Question ................................................................... 4 D. Objective of The Study ............................................................ 4 E. Pedagogical Significance ......................................................... 5

Chapter II : Review of Related Literature ..................................................... 6

A. Previous Research ................................................................... 6 B. Theoritical Framework ............................................................ 7 1. Grammar ............................................................................ 7 2. Simple Past Tense .............................................................. 8 3. Verb .................................................................................... 9 4. Concepts of The Game ...................................................... 13 5. Four in Row Verb Game ................................................... 18 C. Hypothesis ............................................................................... 19

Chapter III : Research Method ........................................................................ 20

A. Research Design ..................................................................... 20 B. Research Setting ..................................................................... 21 C. Population and Sample............................................................ 21 D. Source of Data ........................................................................ 22 E. Variable and Indicators of The Research ................................ 22

  F.

  Data Collection Technique ..................................................... 23 G.

  Data Analysis Technique ........................................................ 26

  

Chapter IV : Research Finding and Discussion ............................................. 34

A. Description of Research Findi................................................. 34 B. Discussion of Research Finding .............................................. 50 C. Limitation of The Research ..................................................... 53

Chapter V : Conclusion and Suggestion ........................................................ 54

A. Conclusion ............................................................................... 54 B. Suggestions ............................................................................... 54 Bibliography List of table Appendices Curriculum Vitae

  

LIST OF TABLE

Table 3.1 Observation Scheme, 24Table 3.2 Proficiency Description Elements of Speaking, 26Table 3.3 Weighting Table, 28Table 3.4 Conversion Table, 28Table 4.1 The number students of SMP Nurul Islam Semarang,34Table 4.2 The list of pre-test value of the experimental and the control classes,36Table 4.3 Normality test of experimental class,38Table 4.4 Distribution frequency of experimental group, 39Table 4.5 Normality test of pre test of control class, 39Table 4.6 Distribution frequency of control group, 40Table 4.7 Homogeneity test of pre test of experimental and control classes, 41Table 4.8 Bartlett Test, 42Table 4.9 The average similarity test of pre test of the experimental and control classes, 42Table 4.10 The normality test table of post test of experimental group, 43Table 4.11 Distribution frequency of experimental group, 44Table 4.12 The Normality test of post test of control class, 45Table 4.13 Distribution frequency of control class, 46Table 4.14 Homogenity of post test of experimental and control classes, 47Table 4.15 Bartlett test, 47Table 4.16 The average similarity of post test of experimental class and control classes, 48Table 4.17 Summary of Variance Analysis Result, 49

  Table 4.18 The pre test and post test students’ average score of the experimental and control class, 52

CHAPTER I INTRODUCTION A. Background of the Research Language is one of the most important things in our life. Language

  is a means of communication in society. Language as a tool of communication is used among human beings in order to establish social relationship. By using language, they can interact with others through language in both written and spoken. Language can be regarded as human criterion, because only human being can speak language. It is also as a system of vocal conventional signs characteristics of the interaction of one

  1 or more communities of human beings.

  English has important role in communication among various parts of the world. English is used as means of international communication. On the other hand, English has a function as a tool to access information in the daily life, to maintain an interpersonal relationship, to exchange the information, and to learn culture in English.

  Teaching English as foreign language is introduced in curriculum of Indonesian school. It is taught in Elementary school (SD), Junior High School (SMP), Senior High School (SMA), and University. Learning English in the school, especially in t

  ’he Junior High School is one of the subjects in the curriculum that students have to learn because it has important role and as a measurement of students’ graduation in National Examination. Indonesian government always improves education in order have equal level with the world education standard such as chancing the curriculum and introducing new approaches (methods) of teaching to the English teacher based on the KTSP (Lever Curriculum of Education Unit).

1 Jefferson, Charles E. the Encyclopedia Americana International Edition, (New York: Americana Corporation, 1829), p. 718.

  1 Teaching is an activity to guide and facilitate the learning process,

  2

  to enable the learners, and to set the conditions for learning. Learning and teaching English is not easy, because it is not our mother tongue and has many differences are about grammar, phonology, spelling, and vocabulary. Learning English involves the mastery of four language skills. There are reading, writing, listening, and speaking. Beside of that, there are other materials in English, such as vocabulary, pronunciation, and grammar.

  Grammar is important part to study, grammatical competence is concerned with communicative competence. Grammar may be roughly defined as the way a language manipulates and combines words in order to form longer unit of meaning. Grammar has function to create good and understable sentences. One of the best ways of reinforce grammar is taught by using game. The difficulties of learning English are mainly caused by the grammatical systems which are different from Indonesian language. In this case, the researcher wants to be emphasizing in teaching learning process on grammar, especially past verb in tenses.

  Hotben D. Lingga states that

  “Tense is verb from which determine time and situation of action and happen for this time, previous, and future 3 time.

  ” From the definition above, the researcher concludes that each

  word from must be mastered in order to distinguish the verb form based on their speech purpose. Past tense is used to indicate past activities.

  Moreover in learning grammar, especially changing verb form from present to past in tenses, learners are still confused how to use the verb and change the verbs from present form to past form. It seems to be clear that teaching grammar is difficult and boring for the learners.

  The researcher’s consideration in carrying out the research is based on the view that grammar is an essential component of language. So, it is ₂ important to find and apply a method to teach it effectively. As stated in

  Brown H. Douglas. Principles of Language Learning and Teaching. (New York : _nd Pearson). 2 , P.7 ₃ Hotben D. Lingga. Intisari Tata Bahasa Inggris Kontemporer. (Jakarta: Kesaint Blanc, 2005, p. 428)

  2 verse 25 of Surah Abraham that learning grammar is very important aspect to language acquisition.                

  See You not How Allâh sets forth a parable? A goodly word as a goodly tree, whose root is firmly fixed, and its branches (reach)

  4 tosky (i.e. very high).

  Actually, this verse can be put in language teaching context which states that learning grammar is important. “A goodly word” can be inferred by producing the language accurately and appropriately. The place of grammar is considered as functional factors; parable with the root of the tree, which is trimly fixed in the ground it means that are should prose’s the basic knowledge of grammar in order to be able to communicate grammatically.

  As a part of language skills, speaking is considered as the most presenting what we want to, expressing our ideas or thought spontaneously for instance. This means that speaking is regarded as the important skill that should be mastered by students.

  In teaching process, teacher play more important role. They should be creative to select teaching media and techniques to get students’ interest and motivation in English learning. The teacher are demanded to choose the appropriate ones to make class fresh and interest for students. Teacher can use methods and teaching aids in teaching grammar to design an interesting and highly effective teaching. The usage of teaching aids in learning process can provoke interesting, motivation, and learning stimulus even give psychology effect to the learners.

  There are many media, which can help the teacher to make the students attracted to follow the lesson for example using game. The ₄ teachers’ creativity in teaching past verb using game can make the students

  Muhammad Zafrullah Khan, The Qur’an, (London: Curzon Press Ltd, 1971)

  3 will not be bored and learn English with full of motivation. Using game will also increase the probability that students learn more and the knowledge will retain better in mind. One of game to teach past verb is using four in row verb game.

  Based on the background of the study above, the researcher wants to improve the teaching learning process to teach past verb using Four in Row Verb Game. The use of Four in Row Verb Game in teaching verb may help in teaching when the teacher realize the s tudents’ weakness in understanding the language, especially in mastering English verb. It is expected to improve student’s mastery of past verb.

B. Reasons for choosing the topic

  The researcher chooses the topic, because of the following reasons such as:

  1. Grammar is one of important components in English.

  2. The researcher wants to know the students’ mastery of past verb especially in oral use.

  3. Teaching past verb needs media to make the lesson better. Four in Row Verb Game may be a medium to facilitate students’ understanding on Past Tense.

C. Research Question

  How is the effectiveness of Four in Row Verb Game in teaching

  th

  past verbs at 8 Grade of SMP Nurul Islam Semarang in the Academic Year of 2011 / 2012? D.

   Objective of the study

  To identify the effectiveness of Four in Row Verb Game in

  th

  teaching past verbs at 8 Grade of SMP Nurul Islam Semarang in the Academic Year of 2011 / 2012.

  4

E. Pedagogical Significance

  This study of using Four in Row Verb Game is important for: 1. Students.

  The students will develop their speaking skill. Four in Row Verb Game can help them to improve their memory in studying past verb.

2. Teacher.

  The result of this study will be kind of reflection for teacher who frequently use monotonous media in teaching learning activity. So, using Four in Row Verb Game can be an alternative media to support teaching learning activity in past verb.

  5

CHAPTER II Review of Related Literature A. Previous Research 1. Thesis written by Arisa Setyaningsih (Student number: 063411057), Tarbiyah Faculty of Walisongo State Institute for Islamic Studies,

  entitled “The Use of Matching Game to Improve Students‟

  Understanding On Irregular Verb of Simple Past Tense (An Experimental Research at Eight Grade of SMPN 01 Mlonggo Jepara in the Academic Year 2010/2011).

  The similarity with the thesis is both of them using media,especially game to teach material of past verbs. But the game is used is different. The thesis used Matching Game to teach material of irregular verbs in Simple Past Tense.

2. Thesis written by Margono ( Student number: 053411284), Tarbiyah

  Faculty of Walisongo State Institute for Islamic Studies, entitled “The

  Effectiveness of Teaching English Verbs by Using Cartoon Film (An Experimental Research at The Second Grade Students of SMPN 18 Semarang in the Academic Year 2010/2011).

  The similarity with the thesis is both of them is the material in teaching english verbs. But the skill focus and using media is different. The Research used Four in Row Verb game to teach past verbs, focus on speaking skill.

  From the explanation above, the researcher concludes that the Research is different with the previous research are written by Arisa Setyaningrum and Margono. The differences are on skill focus, the media and the Research setting. The focus of the Research is speaking skill, but both of previous Research above are writing and listening skill. This Research use Four in Row Verb Game as medium to know the effectiveness of the game in teaching past verbs. The Research setting is also different. This Research takes place in SMP Nurul Islam Semarang.

  6

B. Theoritical Framework 1. Grammar

  Grammar is a description of the structure of language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and functions these sentences have in the overall system of the language. It may or may not include the description of the sounds

  1 of language.

  Rather grammar is validated by its usefulness in describing and

  2

  explaining the phenomenon called language. Furthermore, grammar is conventionally seen as the study of the syntax and morphology of sentences. As can be known that, the syntax and morphology are the study of word order, rules of how words arranged become a paragraph

  3 that under stable.

  4 There are three types of grammar, as follows: a.

  Traditional Grammar Traditional Grammar aims to describe the grammar of standard English by comparing it with Latin, it focuses on rules for producing correct sentences.

  b.

  Formal Grammar Formal grammar is concerned to describe the structure of individual sentences.

  c.

  Functional Grammar.

  Functional grammar is views language as a resource for making meaning. This grammar attempt to describe language in actual use and so focuses on texts and its contexts.

  1 Jack Richard, John Platt, Herdi Weber. Longman Dictionary of applied Linguistics. (UK: Longman, 1985) ₂ Gerot at all, Making Sense of Functional Grammar, (Australia: Antipodean Educational Limited, 1995), p. 4

  3 Scott Thorn burry, How to teach Grammar, (England: Pearson Education Limited, 1999), p.2

  4 Burry, How to teach Grammar, p.5-6

  7 From the explanation above, the researcher concludes that grammar of English consist of the rules that governs formation of English sentence. Grammar divides into three kinds, there are: Traditional Grammar, Formal Grammar, and Functional Grammar.

2. Simple Past Tense

  Tense is a form of a verb which determines: Time of action and the complete action at the time or something happened, past is beyond

  5 in time after.

  Simple Past tense is a tense which use past form or past verb in previous time. Besides that, Simple past tense has any functions, as follows: a.

  To indicate that something happened at as specific time in the past.

  b.

  To indicate the situations that exists for a period of time in the past.

  c.

  To indicate past habit.

  The purpose of Simple Past Tense verbs within the English language to express activity, action, state, or being in the past. There are two kinds of Simple Past Tense. The formula are follow: 1)

  Verbal Sentence : ( +) S + Verb II + O + Adverb ( - ) S + Did + not + Verb I + O +Adverb ( ? ) Did + S + Verb I + O + Adverb e.g. (+) Ana and her family went to Bali last week.

  ( - ) Ana and her family did not go to Bali last week. (?) Did Ana and her family go to Bali last week?

  2) Nominal Sentence : ( +) S + to be II (was ,were) + Adj./ Noun/ Adv.

  ( - ) S + to be II (was, were) + not + Adj./ Noun/ Adv. ( ? ) To be II + S + Adj./ Noun/ Adv.

  5 As Hornby, Oxford Advanced Learner ’s Dictionary, (Oxford University Press, 1987), p. 617

  8

• Yesterday - Last night
• Last Week - Last month
• Last Year - The Day Before -
• At the Time -
• In 1945

• When

  9 confident with the forms of verb because it follows predictable pattern. These verbs that do not follow the basic rules are called Irregular verb.

  e.g. (+) I was a student (- ) I was not a student.

  (?) Was I a student? The time signals of Simple Past Tense are:

  Ago

  In the past

6 From the explanation above, the researcher concludes that

  Simple Past Tense has function to express a past activity or event, or to indicate something what happened in the past time. There are two kinds of Simple Past Tense; Verbal form and Nominal form. Verbal form in past tense is followed by past verb, and nominal form is followed by to be II (was, were).

3. Verb

  In studying language, verb is part of word classes in learning vocabulary. It is included into important component. It is not available in Indonesian language especially in tenses system.

  There are definitions of verb such as follow: a. Verb is an a word which occurs as part of the predicate of a sentence carries markers of grammatical categories, such as tense, aspect, person, number, and mood, and action or state.

  7 b.

  Verb is word that expresses an action or state of being and the time of when it is.

  To study of verb, we need to learn the types of verb. Luckily for us, most verbs in English are regular verbs. It means that we can be ₆ Alexander Mongot Jaya and Agus Siswanto AF., English Revolution, (Jepara:

  MawasPress,2008), 2 ^nd Ed.,p.153 ₇ Jack C.Richard and Richard Schmidt, Longman: Dictionary of Applied Linguistic, (Uk: Longman,1985), p.557

  Verb consists of two parts, there are:

1) Regular Verb.

  One types of verb is regular verb. Taken the book entitle “Dictionary and Language Teaching and Applied Linguistic” mention that Regular Verb is a verb which has the most typical forms in its language from grammatical categories, such as tense or

  8 person.

  Regular verbs are forming the past tense (verb II) and the past participle (verb III) by adding

• – ed from the present infinitive (Verb I). There are characteristics of regular verbs; it is divides into six parts of regular verb, such as:

  a) Verbs are formed by adding –ed from the basic form (infinitive). e.g. - ask => asked

• open => opened

  b) Verbs are formed by ending –e so the form of past tense (verb

  II) and past participle (verb III) will be added by –d. e.g. - Change => changed

• Dance => danced

  c) Verbs are formed by ending –y and the first alphabet is consonant, so the form of past tense (verb II) and past participle

  (verb III) will be changed by –I and then will be added by -ed. e.g. - reply => replied

• cry => cried
• fry => fried

  d) Verbs are formed by ending –y and the first alphabet is vowel, ₈ so the form of past tense (verb II) and past participle (verb III)

  Richard, Longman: Dictionary and Language Teaching Applied Linguistic, p. 453

  10

• play => played
• display => displayed
• stop => stopped
• –ed as does the past participle. Irregular verbs are a verb which does not have regular forms for tense, person, etc.
• hit hit hit
• let let let

  11 will be added by -ed.

  e.g. - destroy => destroyed

  e) Verbs are formed by consonant in the last alphabet and vowel in the first alphabet, so the form of past tense (verb II) and past participle (verb III) will be folded then will be added by –ed. e.g. - rob => robbed

  f) Verbs are formed by ending –c and the first alphabet is vowel, so the form of past tense (verb II) and past participle (verb III) will be added by –c then –k and –ed. e.g. - picnic => picnicked - mimic => mimicked.

2) Irregular verb.

  The other type is irregular verbs. The difference between a regular and irregular verb is formation of the simple past and past participle. Regular verbs are dependably consistent the simple past ends by

  9 Irregular verbs also has characteristics, it is supported each

  other. It consists of four characteristics, such as:

  a) Irregular verbs are all of verbs which have similar forms. It means the present tense, past tense, and past participle are similar. e.g. - cut cut cut

  b) The following verbs have two similar forms. It means the past ₉ Richard, Longman: Dictionary and Language Teaching Applied Linguistic, p. 453

• Hear heard heard
• Sleep slept slept
• Say said said
• Give gave given
• Go went gone
• Drink drank drunk
• Run ran run From the explanation above, the researcher concludes that
• – ed from the present infinitive (Verb I). Irregular Verbs are a verb which does not have regular forms for tense. So, we have to memorize the irregular verbs one by one.

  12 tense and past participle are similar.

  e.g. - Bring brought brought

  10 It means are

c) The following verbs have three different forms.

  the present tense, past tense, and past participle are different each other. e.g. - Do did done

  d) The following verbs have two similar form ( Verb I and Verb III are similar) e.g. - Come came come

  Verb consists of Regular Verb and Irregular Verb. Regular Verbs are forming the past tense (verb II) and the past participle (verb III) by adding

  4. Concepts of Game a. Definition of the game

  A game is (in language teaching) an organized activity that usually has the following properties:

  11

  1) A particular task or objective

  2) A set of rules ₁₀ Mun.Fika and S.Warrib, Complete English Grammar, (Surabaya: Apollo,t.th), pp.20-22 ₁₁ Richards, Longman Dictionary of applied linguistics, p.118

  3) Competition between players

  4) Communication between players by spoken or written language

  From definition above, the researcher concludes that playing game is a important and natural part of growing and learning. Through the game, the students can learn things in fun way. As they enjoy the activities of a game, the children will not be afraid to speak English.

b. Benefits of using game.

  Playing games allows students to explore and become familiar with words and phrases. Among the many specific benefits

  12

  of using games to teach English are following: 1)

  Games help the teacher create contexts in which the language is useful and meaningful. 2)

  Games help the teacher build better class relationship and encourage class participation. 3)

  Games provide language practice, review, and consolidation in the various skills; speaking, writing, listening, and reading.

4) Through games, students can interact with others.

  5) Games encourage the creative and spontaneous use of language and promote real communication.

  6) Games help the students overcome shyness about using the language.

  Based on the explanation above, we concludes that many important things using the game. Game can make easy the children to study in fun way, so that the students have not bored when they study in the class..

c. Tips for using games.

  Games can be used in a variety of learning situations. These situations are; when the teacher wants to introduce new vocabulary, ₁₂ when the teacher energize the class, and when the students need to

  Veronica Listyani Diptoadi, Becoming a creative teacher. p. 72

  13 practice or review the language points they have learned.

  Before using games to teach or reinforce the language, the teacher should consider the objective of the language lesson and choose a game that helps teach or reinforce the language in lesson. The following tips will help teachers select and conduct games

  13

  appropriately, they are: 1)

  The teacher should prepare the game ahead of time and make sure the game is appropriate for the available space in the classroom. 2)

  Students need to understand the instructions and rules of the game. Teacher may need to simplify the instructions, repeat them in several times. 3)

  Games must be suitable to the students‟ language level and must have a learning objective, such as to learn, practice, or review specific language points. 4)

  Games should encourage students to focus on the use of language rather than on the language itself. 5)

  Games should keep all of the students involved and interested and any competition should be positive and friendly.

  Based on the explanation above, researcher concludes that the teachers have to pay more attention if use game in teaching learning activity. The teachers have to select game is appropriate to lesson which will be taught to the students in the class.

d. Types of game.

  14 There are many types of game:

1) Collaborative games.

  Collaborative games are those in which the students cooperate with one another rather than compete with each other 2) ₁₃ Board games ₁₄ Diptoadi, Becoming a Creative Teacher, p.72 Diptoadi, Becoming a Creative Teacher, p.73

  14 Each group has a game board, a die, and small objects to indicate steps and positions. Examples of the game are Snakes

  and Ladders, Forfeit, and Tell Us About.

  3) Card games

  Card games are consist of a pack of cards and can be bought or made by the teacher. 4)

  Movement games Movement games require students to move around the class and talk to friend. An example is the Find Someone

  Who…game.

  5) Role Play game

  Role Play can be done in pairs, small group, with the whole class. Each student is given a role in order to take part in the game. For example, students can be assigned to play a role in family; one student as the father, another is the mother, and others are children.

  Based on the description above, the researcher concludes that game has many types, such as Collaborative games, Board games, Card games, Movement games, and Role Play games. The teachers can use one of types of game to help them to teach the students in fun way.

e. Role Play Game

  To build up the student‟s motivation, especially in speaking, the researcher uses one of teaching technique to make teaching speaking become pleasing and interesting for te students. Role play is used in English Foreign Language to stimulate to stimulate real life situations and to encourage meaningful communication in the classroom. 1)

  Definition Role Play Game Role Play Game is a game which stimulates a real life encounter as if they were doing in the real world, either as

  15 themselves or taking on the role of a character different from themselves or with thoughts and feeling they do not necessary

  15 share.

  In a role play, participants assume the roles of fictional characters and collaboratively create stones. Participants determine the action of their characters based on their characterization and the actions succeed or failed according to a formally system of rules. Role play is an excellent way in which to stimulate students in the classroom. Real role play give students many chances to try to speak up in some different roles. 2)

  Advantages using Role Play Role play game can motivate the children to speak and act every conversation part by part and they can understand what the conversation is.

  There are advantages using role play:

  a) Children have always learned from mimicking or duplicating the actions of the others. Role playing is simply a continuation of the learning already done by students.

  b) People enjoy playing, especially young people, if students are already motivated to play, learning through play would become even easier.

  c) Role playing encourages the use of critical thinking because it involves analyzing in problem solving. Therefore, role play is cognitive learning method.

  d) Role play teaches many lesson: some of the most important lesson; some of the most important lessons it teaches are lessons that are needed in society, competition, and ₁₅ cooperation.

  Jeremy Harmer, The Practice of English Language Teaching, (Great Britain: Pearson _rd Education Limited), 2001, 3 Ed, p.273

  16 e) Participation in role play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can learn how more to adjust his words to produce more likeable results.

  f) Role play allows for the interaction between classmates, and peers. It also allows introverted students to speak out.

  g) Role play allows for the exchange of knowledge between students. The teacher is also able to see the various capabilities of students at the same time.

3) Steps in doing role play game.

  16 Steps in doing role play game as stated below:

  a) Students are asked to take on particular role and to imagine themselves in that role in a particular situation.

  b) Students have to converse with the teacher in a way that is appropriate the role and situation given.

  c) Students play the role with their friends based on each role and situation given by the teacher.

  From the explanation above, the researcher use role play game as teaching technique to motivate the student‟s learning. Using role play is fun because role play can make interest the students in learning process. So, the researcher uses role play game to teach past verb in supporting Four in Row Verb Game.

5. Four in Row Verb Game

  Four in Row Verb Game is a kind of game use grids or squares of paper which there are verbs in each grid. The activity of the game for groups, it consists of five students; one student as referee and four students as examiner. The game tests the students‟ knowledge of irregular verb. It is based loosely on the game gets a row of four ₁₆ squares- either vertically, horizontally, or diagonally.

  Harmer, The Practice of English Language Teaching, p.274

  17

  17 The methods of Four in Row Verb Game, there are: a.

  Divide the class into some groups of five. Four students in group will compete in the game and one another will be the referee. Give each group a copy of the handout game and give a copy of the key to the referee.

  b.

  Explain what is to be done , namely that students take it in turns to choose a square and then give three parts of verb in the square or grid. For example: “freeze” => freeze froze frozen c. The referee checks and then tells the students whether (s)he is right or wrong. If right, (s)he crosses out the verb and writes his/her name in the square. Play the game continually with the next person choosing a square and give the three parts of that verb.

  d.

  Play continually until the students get a row of four squares – either vertically, horizontally, or diagonally.

  From the explanation above, we know that “Four in Row Verb Game” is one of game to teach past verb. The researcher wants to improve the teaching learning process to teach past verb using Four in Row Verb Game. The use of Four in Row Verb Game in teaching verb may help in teaching when the teacher realize the students‟ weakness in understanding the language, especially in mastering English verb. It is e xpected to improve student‟s mastery of past verb.

  The Role of playing “Four in Row Verb Game”, students divided into several groups, it consists of five students: one student a referee and four students as examiner. The students as the players are given worksheets and they have to play based on the role in the worksheets.

17 Peter Watchin-Jones. Grammar Games and Activities for Teachers. ( England: Penguin

  Books, 1995). p. 16

  18

C. Hypothesis.

  Based on the title “The effectiveness of Four in Row Verb Game in Teaching Past Verb ‟‟, the researcher gives hypothesis that „Four in Row

  Verb Game‟ is effective in improving students‟ memory and understanding of Past verb.

  19

CHAPTER III RESEARCH METHOD A. Research Design For this study reseacher uses the quantitative approach. Because the

  result of this study is presented and processed statistifically by using T-test formula. Furthermore, this study conducted the experiment study. Experiment is carry out in order to explore the streght of relationship

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