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THE APPLICATION OF GRAMMAR GAME IN TEACHING
COMPERATIVES AND SUPERLATIVES TO THE EIGHTH
YEAR STUDENTS OF SMP N 2 PALEMBANG
Proposal Research
by
LEOVAN AGUSTINUS
Students Registration Number 2007111081
English Education Study Program
Language and Arts Education Department
FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF PGRI PALEMBANG
2010
THE APPLICATION OF GRAMMAR GAME IN TEACHING
COMPERATIVES AND SUPERLATIVES TO THE EIGHTH YEAR
STUDENTS OF SMP N 2 PALEMBANG
1. Background
English is an International language that is widely used all over the world. It
is not only studied and taught in Indonesia, but also in all over the world. English is a
foreign language which is taught to the first year of junior high up to the University
level. According to the 1994 Curriculum, teaching English focuses on the four
language skill namely: reading, speaking, listening, and writing. The curriculum also
states the aspect of language such as grammar, vocabulary, pronunciation, and
spelling may be taught to reinforce the development of the four language skill, not for
the importance of the language of language themselves.
One of the problems faced by the students is English grammar. Grammar is
one of the aspects that the students should learn. Grammar is the possible form and
the arrangement of words in phrases and sentences. Grammar refers to the study of
words and their function which includes morphology (inflection form), Syntax (the
relation of words in phrases, clauses and sentences) and semantic (meaning of
words). According to Hornby (1987 : 375), grammar is a study or science of rules for
the combination of words into sentences or syntax and the forms of words or
morphology. In this study, grammar refers to one of the items such as degrees of
comparison especially comparatives and superlatives.
1
In this case. The writer wants to introduce “Comparatives and Superlatives”
as the topic of this study because comparatives and superlatives are included the
degree of comparison and it is one of the smallest part of grammar. The writer
interested in taking ”comparatives and superlatives” as the topic in this study because
based on the writer’s experience when the writer was doing the teaching practice to
the junior high school, the writer found in learning comparatives and superlatives the
students got some difficulties how to use comparatives and superlatives.
Based on the fact above, the teachers of English should find effective ways,
which solve the students’ problems in learning comparatives and superlatives through
the use of interactive activities such as grammar games.
There are three reasons why grammar games are useful to the students and
teacher. According to Grambs and Carr (1979: 130), firstly, games break classroom
routines on pleasant way, secondly, games provide an opportunity to see familiar
material in a new relationship, and the last reason, the games can increase motivation
for all students in learning grammar. The students can be interested and competitive
in the games acts to improve their grammar mastery. However, this statement should
be proved scientifically first.
Because of that, in this research the writer wants to describe the effectiveness
of the application of game in teaching comparatives and superlatives to the eighth
year students of SMP N 2 Palembang because she wants to match the material with
the curriculum of the Junior High School.
2
2. Problems
2.1 Limitation of the Problems
In this study, the writer limits the problems on :
1. Teaching comparatives and superlatives of adjective;
2. Teaching comparatives and superlatives through grammar games.
2.2 Formulation of the Problems
From the limitation of the study, the formulation of the problem is as follows :
“is it effective to teach comparatives and superlatives by using grammar games?”
3. Objective
Based on the formulation of the problem above, the objective of this study is
to find out whether or not it is effective to teach comparatives and superlatives by
using grammar games.
4. Significances
The significances of the result of this study can be stated as follows:
1. Improving the writer’s knowledge and experience and giving her more
experience in doing scientific research;
2. Indirectly improving the knowledge of the students in the Junior high school in
grammar especially comparatives and superlatives;
3
3. Giving the valuable information to the teachers of English about the
effectiveness of grammar games in teaching English comparatives and
superlatives, so they can apply it when they teach grammar.
5. Theoretical Framework
5.1 The concept of Games
According to Hadfield (2003: 4), a game is an activity with rules, a goal and
an element of fun. There are two kinds of games: competitive game, in which players
or teams race to be the first to reach the goal, and co-operative game, in which
players or team work together to words a common goal.
Language can be divided into two categories: linguistic games and
communicative games. In linguistic games, the goal of games is linguistic accuracy.
In the case, of these games, using the correct grammatical forms. Communicative
games have goal or aim that is not linguistic; successful completion of the game will
involve solving a puzzle or completing a picture.
Games can be used at any stage of the lesson once the target language has
been introduced and explained. They, serve both as memory aid and repetition drill
and as diagnostic tool for the teacher, who can note areas of difficulty and take
appropriate remedial action.
Teaching through the game can motivate the students to learn and give an
opportunity to see familiar materials in a new relationship in pleasant way, (Grambs
and Carr, 1979:130). Games could help uninterested students to take part in the class.
4
One of the most important contributions of games is that students who have not done
the work because the lack of interest, ability, or some other reasons engrossed in the
competitive situation and find themselves arguing about right or wrong answer as
vociferously as those who did the work.
The games are to be used as practice exercise to help students get used to and
remember grammatical rules and patterns. They are designed as fun activities to help
lighten the load of grammar learning.
The games here are what could be called ‘choice’ games. These games tend to
be more analytic, based on the conscious application of grammar rule. In them the
players have to choose the correct linguistic form, rather as in traditional grammar
exercise types such as gap-fill, sentence completion, multiple choice, etc. the
difference is not only that they are in game format, which means they are more fun
and lighter-hearted, but also that in most cases there is a context is very often the
students’ own exercise, tastes and preferences.
Based on the Hadfield’s opinion (2003:4), they are six types of choice games:
1) Matching: e.g. matching to words or phrases, matching half-sentences or
matching word and pictures
2) Ordering: e.g. ordering words to make a sentence, or ordering pictures and words
to make a long sentence as possible
3) Completing: completing incomplete sentences or questions
4) Competitions: e.g. see how many sentences you can make, how quickly you can
unmuddle sentences
5
5) Card games and other familiar game types: e.g. bingo, pelmanism, happy
families, consequences, board games, dominoes
6) Memory games: e.g. seeing how many sentences players can remember
5.2 The Concept of Teaching
According to Saleh (1996:12-15), teaching is a profession conducted by using
a combination of art, science, and skill. Besides that he also states that there are better
concepts of teaching characterized by the activities performed by outstanding
teachers of English as foreign language as follows:
1) Teaching is making an effort to help the students to accomplish:
a. Declarative knowledge reflected in the form of preparation and,
b. Procedural knowledge represented in the form of productions.
2) Teaching is trying to keep the student’s motivation high by using a variety of
short activities.
3) Teaching is an interactive processes between the teacher and the students and
among students themselves.
4) Teaching is learned-centered humanistic, that is the teacher who serves as a guide
in the learning process, but it is the students who assume some responsibility for
how much learning takes place.
6
5.3 The Rules and Pattern of the Comparatives and Superlatives
According to Azar (1992 : 331) Comparatives compares “this/these” to
“that/those”, form:-er or more, since the superlatives compares one of part of a whole
group to all the best of the group form:-est or most. Comparatives and superlatives
are included in the degrees of comparison. The degrees of comparison in Indonesia
we called “tingkat perbandingan”. The degrees of comparison indicates degrees of
difference with adjective and adverb and may be equal or unequal. Most descriptive
adjective have three form, namely:
1) Positive Degree
Positive degree shows no comparison. It describes only the simple quality of
person, thing and group.
2) Comparative degree
The comparatives degree involves two entities and shows a greater or lesser
difference between them.
3) Superlative degree
The superlative degree has three or more entities which are compared, one of
which is superior or inferior to the other.
7
5.3.1 The Rules
a. If an adjective consists of one syllable, therefore, we use -er for comparative and
–est for superlative.
Positive comparative superlative
Big bigger biggest
Large larger largest
Long longer longest
Short shorter shortest
Small smaller smallest
Tall taller tallest
Young younger youngest
b. If an adjective consist of three syllable, therefore, we use more for comparative
and the most for superlative.
Positive comparative superlative
Beautiful more beautiful the most beautiful
Expensive more expensive the most expensive
Famous more famous the most famous
Handsome more handsome the most handsome
Important more important the most important
Necessary more necessary the most necessary
Useful more useful the most useful
8
c. If an adjective consist of two syllable and ends with consonant “y” therefore
consonant “y” changed into “I” and then added with –er or –est.
Positive Comparative Superlative
busy busier busiest
dry drier driest
easy easier easiest
happy happier happiest
lazy lazier laziest
merry merrier merriest
pretty prettier prettiest
wry wrier wriest
d. Irregular degrees of comparison
Positive Comparative Superlative
Bad worse worst
Far farther/further farthest/furthest
Good better best
Little less least
Much/many more most
Old older/elder oldest/eldest
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5.3.2 The Pattern
There are two kinds of comparison namely
1) Equal comparison is an equal comparison which indicates that the two entities are
exactly the same. The following rules generally apply to this type of comparison.
Subject+ Verb+as {adj} as + N/pron
Examples :1. My book as complete as your.
2. Wina sings as well as a good singer.
3. My uncle house as big as that house.
The same idea can also be conveyed in other way
Subject +Verb +the same +N + as + N/Pron
Examples : 1. My house is white. Indah’s house is too.
It means my house have the same color as Indah’s.
2. Fitri is 23 years old. Maya is 23 years old too.
It means Fitri is the same age as Maya.
2) Unequal comparison is type of comparative implies comparable in greater or
lesser degree. There are three forms in this comparison namely:
1. Positive degree
Positive degree shows no comparison. The following rule apply;
Subject + to be/ Verb + adj
Examples; 1. She is fat.
2. That house is small.
3. they are happy.
10
2. Comparative degree
The comparative degree involves two entities and shows a greater or lesser
degree of difference between them. The following rules apply;
subject + Verb + {adj + er} than + N,
or
subject + Verb + {more + adj} +than + N
Examples; 1. My dog is fatter than yours
2. This bag is more expensive that this one
3. The man is taller than another man.
4. My father is more handsome than my uncle.
it also possible to compare two entities without using than in this case the
expression of the two will usually appear some place in the sentence.
Subject + Verb + adj + of the two +N
Examples; 1. Fadly is taller of the two boys.
2. This car is more expensive of the two cars.
3. Tia is smaller of two girls.
3. Superlative degree
Superlative degree has three or more entities which are compared one of
which is superior or inferior to the other.
Subject + Verb + the Most {adj}
or
Subject + Verb + {adj +est}
11
Examples; 1. Sony is the most handsome boy in our class.
2. Desy is the tallest girl in her class.
3. The room is the darkest in house.
5.4 The teaching of Comparatives and Superlatives through Grammar Games
In this research the writer uses the activities of Board Game. The procedure of
teaching comparatives and superlatives at SMP N 2 Palembang is as follows :
1) Pre activities
- The teacher greets the students (good morning/ afternoon).
- The teacher checks the students’ attendance.
- The teacher motivates the students by asking some questions related to the
lesson.
2) Whilst activities
- The teacher explains the lesson by using grammar games.
- The students ask the teacher if they have some problem.
- The students do some exercise.
3) Post activities
- The teacher summarizes the lessons.
- The teacher gives the students homework.
Based on Hadfield opinion (2003:126) that all the above activities may
include elements of rule sheets, these are the rules sheet of teaching comparatives and
superlatives:
12
1) The teacher will have one copy of the Cue Board and eight sets of Difference
Cards, plus counters and a dice.
2) Each takes two strips of Difference Card with the same number at the top and,
keeping them hidden from the others, cut or tear them into individual cards.
3) All place teacher counters on Square 1
4) Player 1 begins. Shake the dice and move teacher’s counter the appropriate
number of spaces on the board
5) When teacher lands on a picture square, selects a card from teacher’s hand that
the players matches the object on that square and make a statement about it using
a comparative and superlative. Teacher can either say ‘my… is the…-est.’, e.g. ‘
my car is the biggest .’,or teacher can compare the object with that of another
player by saying’ my….is …-er than yours.’, e.g. ’my house is smaller than
yours.’, ’my ring is more expensive than yours,’ teacher can say this to any other
player or to group as a whole, laying down the card fro teacher’s hand so
everyone can see it. The other player(s) teacher is speaking to must lay their cards
down too
6) If teacher’s statement was correct, teacher can throw away teacher’s card. If not,
teacher must keep it.
7) Then it is the next player’s turn
8) The winner is the player who gets rid of all their card first.
13
5.5 Related Previous Study
In relation this research proposal, a research has been conducted by Fadhila
Rahmi of a student of FKIP, University of PGRI Palembang in 2001. Her research
was entitled “ The Application of Grammar Game in Teaching Relative Clauses to
the Tenth Year Students of MAN Palembang.” The result of her investigation shows
that there were findings in her research. First, the students’ average score in the pre-
test was 6.47. Second, the students’ average score in the post-test was 80.49. third,
the result of the matched t-test calculation between the students’ score in the pre-test
and those in the post-test was 2.80 that exceeded its critical value (1.684). it means
that the application of game in teaching Relative Clauses effective.
There are three differences between Fadhila Rahmi’s study and this study in
the aspects of: 1) the location and the time of investigation, 2) the purpose of study,
3) the theme of study and 4) method of research. But also there is similarity between
Fadhila Rahmi’s study and this study that both studies are about games.
6. Hypotheses
The hypotheses of this research are written in the form of the Null hypothesis
(Ho) and the Alternative Hypothesis (Ha).
1) Null Hypothesis (Ho): The students’ scores in the post-test are not significantly
higher than those in the pre-test of comparatives and superlatives taught through
grammar games.
14
2) Alternative Hypothesis (Ha): the students’ scores in the post-test are significantly
higher than those in the pre-test of comparatives and superlatives through
grammar games.
7. The Criteria for Testing the Hypotheses
To test hypotheses at 95% level of significance (0.05) for one tailed test with
the number of the sample is 40 students, the t-table is 1.684 Hatch and Farhady
(1982:272). It means that if the t-obtained is less than 1.684 the Null Hypothesis (Ho)
is accepted and the Alternative Hypothesis (Ha) is rejected. On the other hand, if t-
obtained is equal to or higher than the t-table, the Null Hypothesis (Ho) is rejected
and the Alternative Hypothesis (Ha) is accepted.
8. Research Procedures
This part presents (1) operational definitions, (2) population and sample, (3)
method of research, (4) technique for collecting the data, (5) and technique for
analyzing the data.
8.1 Operational Definitions
In order to avoid misunderstanding it is necessary for the writer to define the
term in this study. They are application, grammar games, teaching, comparatives and
superlatives operationally.
15
1) Application
Application is derived from the verb “apply” which means to bring or put into use
or technique.
2) Grammar Games
Grammar games are the games that use grammar as materials such as relative
clause, passive voice, comparative and superlative, tenses, etc.
3) Teaching
Teaching is an activity conducted by using a combination of art, science, and skill
to transfer knowledge and skill to the students.
4) Comparatives and Superlatives
Comparative degree is the form of an adjective or adverb which is used to show
comparison between two things. In English, the comparative is formed with the
suffix –er, or with more.
Superlative degree is the form of an adjective or adverb which shows the most or
the least in quality, quantity, or intensity. In English, the superlative is formed
with the suffix-est or with most.
8.2 Method of Research
The method of research that was used in this investigation is quasi-
experimental method. According to Hatch and Farhady (1982 : 24), Quasi-
experimental design is practical compromises between true experimental and the
nature of human language behavior, which we wish to investigate. The writer should
16
apply the quasi-experimental method because the writer wants to manipulate and
controls the subjects of the research from only one class of students based on
permission given by the headmaster. The following are the steps taken in doing the
research:
1) Surveying the literature relating to the problem;
2) Identifying and defining the problem;
3) Constructing an experimental plan by writing the research design;
4) Conducting the experimental;
5) Collecting the data;
6) Analyzing the data;
7) Drawing conclusions and suggestions;
8) Proposing the suggestion;
9) Writing a report.
8.3 Population and Sample
8.3.1 Population
Arikunto (1997:115) says that population is the total number of the subjects of
the research. The population of this research was all of the eighth year students of
SMP N 2 Palembang in the academic year of 2009/2010. They consist of six classes
with 296 students.
17
TABLE 1
THE POPULATION OF THE RESEARCH
No ClassNumber
of students
1.2.3.4.5.6.7.
VIII.1VIII.2VIII.3VIII.4VIII.5VIII.6VIII.7
43434241414343
total 296
8.3.2 Sample
Sample is part of representative of population investigated ( Sudjana, 1996:6).
Next Arikunto (1997: 120) states that if the subject of the research is less than 100, it
will be better if all the subjects are taken between 10-15% or 20-25% or more. As
mentioned before, the total number of population in this study was 296 students.
Therefore, by using cluster random sampling, the writer wrote six of classes on small
pieces of paper. After that she rolled them. Put them into the glass, then she took one
of them as the sample of this study. The result was class VIII.4 with the total of 41
students.
9. Technique for Collecting the Data
In collecting the data the writer used two kinds of test, they are pre-test and
post-test. The material of the test, pre-test and post-test which were given to the
18
students are exactly the same. The test were in the form of multiple-choice test with
20(twenty) test items, with 45 minutes to do the test.
9.1 Validity of the test
The validity of the test materials was checked through the content validity. It
is a form of validity which based on the degree to which a test adequately and
sufficiently measures the particular skills or behavior it sets out to measure (Richards,
et al, 1985:61). In order to made the test material have high content validity, the
writer will make test based on instructional objectives and then the test will do to find
out the degrees of accomplishment of the objectives.
TABLE 2
TEST SPECIFICATION
No Material Tested Test Items Total1 Comparative of adjective 1,8,13,16 {Adj+er} 4
4,10,17 More+adj 42,12,18 Irreguler 3
2 Superlative of adjective 3.6,15 {adj+est} 35,9,11,20 The most+ adj 37,14,19 irregular 3
Total 20
9.2 Reliability of the Test
The reliability of the test materials was evaluated through the Kuder-
Richardson approach (Fraenkel and Wallen, 1993:149). It perhaps the most
frequently employed method for determining internal consistency. In the Kuder-
19
Richardson approach, particularly formula requires only three pieces of information:
(1) the number of items in the test, (2) the mean of the raw scores and (3) the standard
deviation.
The formula of KR 21 can be used only if it can be assumed that the items are
equally difficult. A frequently-used version of the KR 21 formula is the following:
KR21 =
Where: KR21 : Kuder- Richardson Reliability Coefficient
K : Number of items in the test
M : Mean of the set of Raw Test Scores
SD : Standard deviation of the Set of Test Scores, the formula :
SD =
Dealing with it. Fraenkel and Wallen (1993:149) write the test materials are
considerd if the reliable if it the reliability coefficient exceeds 0.7(KR 21>0.7) and
unreliable if it less than 0.7 (KR 21<0.7).
Before giving the test to the students, the writer did a try-out test to know the
reliability of the questions, the test given to the class VIII.4 there were 41 students
attending the try-out. The reliability of the test is presented in Table 3.
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TABLE 3
THE RELIABILITY OF THE TEST
StudentsNumber of the
Questions
Number of the correct Answers
(X)1.2.34.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.
2020202020202020202020202020202020202020202020202020202020202020202020
12201918171617141011720151818101718171616151110131415161791210141520
-2.905.104.103.102.101.102.10
-0.90-4.90-3.90-7.905.100.103.103.10
-4.902.103.102.101.101.100.10
-3.90-4.90-1.90-0.900.101.102.10
-5.90-2.90-4.90-0.900.105.10
8.4126.0116.819.614.411.214.410.81
24.0115.2162.4126.010.019.619.61
24.014.419.614.411.211.210.01
15.2124.013.610.810.011.214.41
34.818.41
24.010.810.01
26.01
21
36.37.38.39.40.41.
202020202020
161718161314
1.102.103.101.10
-1.90-0.90
1.214.419.611.213.610.81
TOTAL 611/40 = 14.90 427.61
SD =
=
=
= 3.23
KR 21 =
=
=
= 1.05
= 1.05
= 0.70
10. Technique for analyzing the data
22
There were three techniques was applied in analyzing the data obtained, they
were (a) percentage analysis, (b) conversion of percentage ranges and (c) matched t-test.
10.1 Percentage Analysis
The percentage analysis was applied to find out the students’ individual
scores. The formula is as follows:
X =
In which: X = student’s individual score
CA= Number of Correct Answers
N1 = Number of Test Items.
10.2 Conversion of Percentage Ranges
To interpret the students’ scores, the conversion of percentage ranges needs to
be presented
TABLE 4THE CONVERSION OF PERCENTAGE RANGES
Score Explanation91-1081-9071-8061-7051-6041-5031-400-30
ExcellentVery good
GoodModerateEnough
LowPoor
Very Poor
10.3 Matched t-test
23
To know the significant difference between the students’ achievement in the
pretest and in the post test. The matched t-test was applied, the formula as follow:
t obt =
(Hatch and Farhady, 1982 :116)
Where : t = Value
X1 = The Average Score in Post-test
X2 = The Average Score In Pre-test
SD = Standard Deviation
24
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Fraenkel, Jack R and Norman E. Wallen 1993. How to Design and Evaluate Research in Education. New York: McGraw Hill, Inc
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Hadfield, Jill. 2003. Intermediate grammar games. Kuala Lumpur: Longman.
Hatch, Evelyn Hossein Farhady. 1982. Research Design and Statistics for Applied Linguistics. Cambridge. Newbury House Publishers.
Hornby, A. S. 1987. Oxford Advanced learner’s Dictionary of Current English. Oxford: Oxford University Press.
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Rahmi, Fadhila 2006. “The Application of Grammar Games in the Teaching Relative Clauses to the Tenth year students of Man Palembang.” Unpublished undergraduared thesis Palembang: faculty of teacher training and education, PGRI University.
Ricards, Jack C, John Platt and Heidi Weber.1985. Longman Dictionary of Applied Linguistics. London: Longman and Group Limited.
Saleh, Yuslizal. 1996. Methodology of TEFL. Palembang: Faculty of Teacher Training and Education, Sriwijaya University.
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