Mulyani Ratna Wulan-fitk_norestriction

USING GRAMMATICAL SNAKES AND LADDERS GAME

IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif

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

USING GRAMMATICAL SNAKES AND LADDERS GAME

IN TEACHING SIMPLE PAST TENSE (An Action Research at Eight Grade, MTs Pembangunan UIN Syarif

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

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers

Training certifies that the skripsi (Scientific Paper) entitled AN ACTION

RESEARCH OF USING GRAMMATICAL SNAKES AND LADDERS GAME

IN TEACHING SIMPLE PAST TENSE written by Mulyani Ratna Wulan,

students 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

Ratna Wulan, Mulyani, 2010, Using Grammatical Snakes and Ladders Game in Teaching Simple Past Tense, (An Action Research at Eight Grade of MTs Pembangunan UIN Syarif Hidayatullah Jakarta). Skripsi, Department of English Education, The Faculty of Tarbiyah and Teacher 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

Ratna Wulan, Mulyani, 2010, Penggunaan Permainan Ular Tangga dalam Pengajaran Simple Past Tense, (Penelitian Tindakan Kelas di Kelas delapan MTs Pembangunan UIN Syarif Hidayatullah Jakarta). Skripsi, Pendidikan Bahadsa Inggris, Fakultas Tarbiyah dan Keguruan Univarsitas 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

Acknowledgment

In the name of Allah, the most Gracious, and the most Merciful.

All Praise to Allah, the Lord of the world, the Master, and the Creator of

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

7. All lecturers in English Education Department, who had given motivation and

support, and also introduced the good education for being a good teacher for

the writer,

8. The English Teacher, Ms. Prasetya S. Pd., in Madrasah Tsanawiyah

Pembangunan UIN Syarif Hidayatullah Jakarta, who helped her study in

action research,

9. Writers mother, father , and brother as the biggest motivator in her life, love

you forever and ever all,

10. Writers 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

Abstract ................................................................................................................ i

Abstract ................................................................................................................ ii

Acknowledgment ................................................................................................. iii

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 III RESEARCH METHODOLOGY

......................................... 23

CHAPTER IV RESEARCH FINDINGS

....................................................... 28

A. The Aim of Study ........................

B. The Place and Time of Study ............................................... 23

C. Population and Sample ......................................................... 23

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

CHAPTER V CONCLUSION AND SUGGESTION

A ................................ 62

BIBLIOGRAPHY ............................................................................................... 64

APPENDICES ..................................................................................................... x

LIST OF TABLES

. Conclusion ...........................................

B. Suggestion ............................................................................ 63

vii

Table 2.1 Regular Verb Example ........................................ 8

LIST OF FIGURES

s ................................

Table 2.2 Irregular Verb Examples ....................................................................... 8

Table 2.3 Verbal Sentence Formula ...................................................................... 9

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 4.3 The rules of grammatical snakes and ladders discussion and quiz ....... 47

Table 4.4 Grammatical Snakes and Ladders Quiz ................................................ 48


Table 4.6 Identifying Sentences in Grammatical Snakes and Ladders Game ...... 51

Table 4.7 Pre Test and Post- Test Result .............................................................. 57

viii

Figure 2.1 Simple Past Analogy ........................................................................... 6

APPENDICES

Figure 2.2 Snakes and Ladders Boards ................................................................. 16

Figure 3.1 Action Research Cycles ...................................................................... 26

Figure 3.2 Action Research Cycles ....................................................................... 26

Figure 4.1 Grammatical Snakes and Ladders Discussion ..................................... 48

ix

x

Appendix 1. Observation ..................................................................................... 66

ppendix 2. Interview form . ............................................................................... 68

A

Appendix 3. Questionnaire form ........................................................................... 71

Appendix 4. Test Paper ......................................................................................... 74

Appendix 5. Lesson Plan ...................................................................................... 77

Appendix 6. Students Learning Result Description ............................................ 91

Appendix 7. Documentation.. .. ................... 95

1

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

1

2

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 Murcias 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 dont 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.

3

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 dont 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

its 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,

2Jack C. Richards and Theodore S. Rodgers, Approach and Method in language

Teaching, (The United State of America: Cambridge University Press, 1986), p. 80.

4

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.

5

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.

6

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 didnt 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. 2.6

7

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 doesnt emphasize duration of an action in the past.

Franks 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 doesnt 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.112.5 Saifuddin, et- al, p. 112

8

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 doesnt 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.

9

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

Didnt / 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

6Robert Krohn, English Sentence Structure, (Ann Arbor: The University of Michigan

Press, 1986), p.28

10

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 didnt

No, you didnt

No he/she didnt

Plural

No, we didnt

No, you didnt

No, they didnt

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 didnt study yesterday

No, you didnt study yesterday

No he/she didnt study yesterday

Plural

No, we didnt study yesterday

No, you didnt study yesterday

No, they didnt

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

11

they, he, she,

it)

ugly, etc (adj)

Teacher, doctor, etc

(noun of accupation) Interrogative To be+

Subject

(Table.2.6) Nominal Sentences Examples 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 wasnt

No, you werent

No, he/she wasnt

Plural

No, we werent

No, you werent

No, they werent

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 wasnt busy

No, you werent busy

No, he/she wasnt busy

Plural

No, we werent busy

No, you werent busy

No, they werent busy

7Krohn, p.25

12

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 didnt connect with now. It means, this

event doesnt 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 doesnt 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 Abadi, 1992), p. 9.

13

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 childrens 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 Learners 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.

12The Oxford Advanced Learners Dictionary access on 27th of November 20 at 0 9.10 p.m.

14

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

13Augustyn, Dictionary... ISBN 0789015048

15

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.

14Chris Sion, Recipes for Tired Teacher, (San Francisco; Alta Book Center

Publisher.2004), p. 74

16

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

17

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.

16Andrew Wright, et.al, Games for Language Learner, (Cambridge: Cambridge

University Press, 2006), p. 1.17http://simple.wikipedia.org/wiki/Game_theory" on Wednesday, 21st of April 2010

at 10.18 am 18Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh: Longman, 1991), p.223.
http://simple.wikipedia.org/wiki/Game_theory

18

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 Yin Yong Mei and Jang Yu-jing Daejin University ELT Research Paper. Fall, 2000.

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 teachers

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. 521 Lee Su Kim 'Forum' Vol. 33 No 1,( January - March 1995)

20

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

22Wolfgang Kramer (Article translated from the German by Jay Tummelson.)access on

Wednesday, 21st of April 2010 at 11.14 am

21

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

23Andrew Wright, et.al, Games for Language Learner, (Cambridge: University Press 2006), P. 43 24Wright, 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

22

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 communicatively

- 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.

23

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.

23

24

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

research (post- test).

25

G. Techn

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SD score, De between p

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pre- test (X)

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g the MD an

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Ha (alternnative

, Pengantar SStatistik Pendiddikan, (Jakartta: PT RajaGraafindo Persadda.

11-313

26

If to < tt means there is no significant difference, and Ha (alternative

hypothesis) is rejected, Ho(null hypothesis) is accepted

The Hypothesis:

H (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 Teachers 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

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27

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28

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.

28

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 dont 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

28

29

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 presents 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 students conditions are;

Most of the students are from middle to high class economy.

Most of the students are active and very active in the class.

30

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 dont 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 dont like grammar especially

tenses.

Several students said that they dont like teacher teaching strategy,

the teacher just explains the formula and directly gives the exercise from the

31

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 dont 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 dont 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.

32

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 dont 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

writers 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; its ones in every cycle.

The interviews before entering the class action research

Apakah kamu suka pelajaran bahasa Inggris?

33

Answer:

Student 1: Ya, saya suka miss

Student 2: Tergantung materinya, kadang- kadang suka, kadang-

kadang tidak suka

Apa yang kamu suka dari pelajaran bahasa Inggris ( gurunya,

materinya, metode belajarnya)?

Answer:

Student 1: Ya, saya suka materinya

Student 2: Tergantung mood

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

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

Dengan cara apa materi lebih kamu kuasai dengan penjelasan saja

atau dengan permainan?

Answer:

Student 1: Dengan praktek langsung

Student 2: Dengan game

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

Apakah kamu menyukai permainan (game) dalam belajar bahasa

inggris?alasannya!

Answer:

34

Student 1: Pasti,bisa bermain sambil belajar

Student 2: Ya

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 teachers

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

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)

Bagaimana perasaan kamu ketika sedang belajar menggunakan metode

ini ( grammatical snakes and ladders game)?

Answer:

(Student 1). Senang Miss, (student 2). Happy happy aja..

Apakah ada peningkatan dalam memahami materi Simple Past Tense?

Answer:

(Student 1) Ada, walaupun sedikit, (Student 2) Lumayan

Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?

35

Answer:

(Student 1) Ingin, tapi permainannya bervariasi, (Student 2) Setiap

grammar aja pakai game, supaya ga bosan

Bagian mana yang kamu anggap menyulitkan dalam permainan?

Answer:

(Student 1) Tidak ada, (Student 2)Penjelasannya miss

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


bermain ular tangga)?

Answer: asyik miss.

Bagaimana perasaan kamu ketika sedang belajar menggunakan metode

ini ( grammatical snakes and ladders game)?

Answer: tidak membosankan, senang


Answer: ada miss

Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?

Answer: pengen setiap belajar memakai game saja


Answer: tidak ada

Apakah ada saram dan kritik dari pembelajaran yang kamu lakukan

barusan?

Answer: Tidak ada, yang penting belajar menyenangkan

36

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

Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?

Answer: Ya

Apakah metode yang digunakan dapat meningkatkan pemahaman siswa

dalam materi pelajaran Simple Past Tense?

Answer: Bisa

Apakah metode game yang digunakan sangat efektif digunakan untuk

digunakan dalam materi pembelajaran bahasa Inggris yang lain?

Answer: Ya

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.

37

The questions are given in interviewing the student for the third meeting


menggunakan cara diskusi ular tangga)?

Answer: menyenangkan, tidak memmbosankan, bisa saling tukar

pikiran

Bagaimana perasaan kamu ketika sedang belajar menggunakan cara

diskusi ular tangga ini?

Answer: senang,


Answer: lumayan ada peningkatan dalam memahami materi

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

Bagian mana yang kamu anggap menyulitkan dalam diskusi ular

tangga tadi?

Answer: pada saat presenter harus menerangkan, dan cara

penilaiannya yang cukup rumit


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

Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan

cara identifikasi kalimat menggunakan teknik ular tangga?

38

Answer: lumayan membingungkan, namun dengan kerjasama kelompok

jadi bisa saling bertukar pikiran

Bagaimana perasaan kamu ketika sedang belajar menggunakan metode?

Answer: biasa saja


Answer: sedikit demi sedikit ada peningkatan

Apakah kamu ingin setiap pelajaran grammar menggunakan identifikasi

dengan aturan ular tangga tersebut?

Answer: tidak terlalu suka


Answer: mengidentifikasi kalimanyat terlalu banyak


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


Answer: siswa lebih aktif dan lebih baik dari pertemuan pertama


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 dont like to learn tense.

39

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

Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan

cara pemberian informasi ular tangga)?

Answer: Menarik, asyik miss..


permainan seperti tadi?

Answer: senang


Answer: cukup banyak peningkatan pemahaman

Apakah kamu ingin setiap pelajaran grammar menggunakan


Answer: ya, tapi permainannya diganti lagi dengan permainan baru


Answer: tidak ada


barusan?

Answer: tidak miss

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

Bagaimana pembelajaran yang sudah kamu lakukan selama miss

mengajar?

Answer: Menarik, asyik, menyenangkan, ok deh



Answer: : senang, tidak bosan


Answer: banyak peningkatan pemahaman tentang rumus- rumus, dan

cara membuat kalimat Simple Past Tense

Apakah kamu ingin setiap pelajaran grammar menggunakan

permainan seperti yang telah kita lakukan selama ini?

Answer: ya, tapi permainannya bervariasi, dan beragam

40


Answer: tidak ada


barusan?

Answer: tidak misstidak 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.

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


Answer: ya siswa lebih aktif dalam berdiskusi

Apakah metode diskusi yang digunakan dapat meningkatkan

pemahaman siswa dalam materi pelajaran Simple Past Tense?

Answer: Ya, metode yang digunakan sangat efektif untuk diskusi

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


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

Planning is the first step in action research. In planning, the writer

41

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.

42

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 wr

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