using grammatical snakes and ladders game in teaching ...

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,

student’s 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. Writer’s mother, father , and brother as the biggest motivator in her life, love

you forever and ever all,

10. Writer’s 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 Murcia’s 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 don’t 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 don’t 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

it’s 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,

2 Jack 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 didn’t 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 doesn’t emphasize duration of an action in the past.

Frank’s 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 doesn’t 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 doesn’t 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

Didn’t / 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

6 Robert 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 didn’t

No, you didn’t

No he/she didn’t

Plural

No, we didn’t

No, you didn’t

No, they didn’t

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 didn’t study yesterday

No, you didn’t study yesterday

No he/she didn’t study yesterday

Plural

No, we didn’t study yesterday

No, you didn’t study yesterday

No, they didn’t

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 wasn’t

No, you weren’t

No, he/she wasn’t

Plural

No, we weren’t

No, you weren’t

No, they weren’t

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 wasn’t busy

No, you weren’t busy

No, he/she wasn’t busy

Plural

No, we weren’t busy

No, you weren’t busy

No, they weren’t busy

7 Krohn, 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 didn’t connect with now. It means, this

event doesn’t 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 doesn’t 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 children’s 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 Learner’s Dictionary definite that”

snakes and ladders; a children game played on a special board with picture

of snakes and ladders board on it. Players move their pieces up the ladders

to go forward and down the snakes to go back.” 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.

12 The Oxford Advanced Learner’s 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

13 Augustyn, 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. 17 http://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 teacher’s

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. 5 21 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

22 Wolfgang 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

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

Hα (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 Teacher’s 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 don’t 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 present’s 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 student’s 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 don’t 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 don’t like grammar especially

tenses”.

Several students said that they don’t 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 don’t 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 don’t 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 don’t 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

writer’s 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; it’s 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 teacher’s

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 don’t 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 miss…tidak 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 writer instructs the

group for choosing one of group member to come forward for shaking the

dices, and playing snakes and ladders game, others members in group wait

the instruction from the shaker who plays the game in front of the class. There

are seven students from seven groups who play grammatical snakes and

ladders game. They start from 0 till 100. The person who can get the 100

numbers for the first time is the winner. When they get the number, others

group members have to see the instruction from the student worksheet paper,

and fill the number according to shaker number in snakes and ladders board.

43

The board is used in regular and irregular task.

(Table 4.1)

Grammatical Snakes and Ladders in Learning Simple Past Tense (Find out the past form of verb and to be from the board below)

Finish 100

Study 99

Read 98

Write 97

Buy 96

Study 95

Talk 94

Cry 93

Take 92

Bring 91

am 81

Watch 82

Talk 83

Help 84

Need 85

Climb 86

Close 87

Open 88

Lock 89

Try 90

Run 80

Go 79

Make 78

Try 77

Think 76

Eat 75

Tell 74

Love 73

Miss 72

Kiss 71

Hold 61

Burn 62

Build 63

Send 64

Catch 65

Fry 66

mention 67

Recall 68

Color 69

are 70

Put 60

Pay 59

Use 58

Say 57

Walk 56

Work 55

Sell 54

Do 53

Water 52

See 51

Sing 41

Dry 42

Rise 43

Hit 44

Receive 45

Refuse 46

Pick 47

Pour 48

Enter 49

Connect 50

Come (-) 40

Draw 39

Dream 38

Forbid 37

Forget 36

Forgive 35

Sit 34

Swim 33

Win 32

Complete 31

is 21

Teach 22

Remember 23

Know 24

Meet 25

Give 26

Listen 27

Lose 28

Serve 29

Hurt 30

Paint 20

Hurt 19

Grow 18

Spell 17

Stand 16

Have 15

Wake 14

Stick 13

Repair 12

Prepare 11

1. Say basmalah

Call 2

Rob 3

Rise 4

Steal 5

Heat 6

beautify 7

Fight 8

Chat 9

Reply 10

The Instruction: 1. Find out Verb 2 from a certain number of verbs 1 is chosen! 2. Write the answer in the answer sheet! 3. Every individual has to write a word according to the group number is chosen

4.The first group who comes to 100 numbers and has the right answer of all the numbers is the winner of the game.

44

After finishing the verb in snakes and ladders game, the writer

continues to introduce and to explain simple past tense about verbal sentence.

In verbal sentence, there are three types; affirmative, negative and

interrogative. The writer gives the student understanding about these three

sentences by giving an example first and after that the student itself who

decide the formula from these sentences. They has to prepare for the second

game still in snakes and ladders game by using small board for the second

session game.

(Table 4.2)

Grammatical Snakes and Ladders in Learning Simple Past Tense Make a past tense from the words below! (Verbal sentence)

Finish (?) 100

Study (+) 99

Read (-) 98

Write (+) 97

Buy (-) 96

Study (+) 95

Talk (?) 94

Cry (-) 93

Take (+) 92

Bring (-) 91

Any subject

I (-) 81

You (+) 82

We (-) 83

They (+) 84

He (?) 85

She (-) 86

Tomy (+) 87

Rina (-) 88

Teacher (?) 89

Mother (-) 90

Any verb

Run (-) 80

Go (+) 79

Make (?) 78

Try (+) 77

Think(-) 76

Eat (-) 75

Tell (+) 74

Love (?) 73

Miss (-) 72

Kiss (+) 71

Any subject

I (+) 61

You (?) 62

We (+) 63

They (-) 64

He (+) 65

She (?) 66

Tomy (-) 67

Rina (?) 68

teacher (+) 69

mother (?) 70

Any verb

Put (+) 60

Pay (-) 59

Use (?) 58

Say (+) 57

Walk (-) 56

Work (?) 55

Sell (-) 54

Do (+) 53

Water (-) 52

See (-) 51

Any subject

I (?) 41

You (-) 42

We (?) 43

They (?) 44

He (-) 45

She (+) 46

Tomy (?) 47

Rina (+) 48

Teacher (-) 49

Mother (+) 50

Any verb

Come (-) 40

Draw (+) 39

Dream (?) 38

Forbid (-) 37

Forget (+) 36

Forgive (-) 35

Sit (?) 34

Swim (-) 33

Win (+) 32

Complete (-) 31

Any subject

Wet (+)

Teach (-)

Remember

Know(?)

Meet (+)

Give (-)

Listen

Lose (-)

Serve (+)

Hurt (-)

Any subje

45

21 22 (+) 23

24 25 26 (?) 27

28 29 30 ct

Paint (-) 20

Hurt (+) 19

Grow (?) 18

Spell (-) 17

Stand (+) 16

Have (?) 15

Wake (-) 14

Stick (+) 13

Repair (?) 12

Prepare (+) 11

Any subject

1. Say basmalah

Verb (?) 2

Verb (-) 3

Verb (+) 4

Verb (?) 5

Verb (-) 6

Verb (+) 7

Verb (?) 8

Verb (-) 9

Verb (+) 10

Formula of

The Instruction: 1. Make a verbal sentence from the certain number is chosen! 2. Write the answer in the answer sheet! 3. Every individual has to write a sentence according to the group number is chose. 4. The first group who comes to 100 numbers and has the right sentence of all the numbers is

the winner of the game.

After finishing the game every group has to collect the paper and

give it to the writer. The worksheet paper is given to every person in group, so

everyone do the worksheet from the paper. If the worksheet papers have all

ready collected, the teacher will close the class by giving them proverb “You

can if you think you can” and explain about the meaning of this proverb, and

end the class by greeting.

In the second meeting, the writer opens the class such as the first

meeting with greeting, smiling, and ice breaking. The writer still uses snakes

and ladders board but it is big board for this cycle. By using this board, others

students can watch the game, and see the development number which are

played by the group shaker. The writer just gives the group one worksheet

paper, so the group can fill it together.

Observation

The writer observes the action while teaching in the class. The

writer sees that the student are active while doing the activity in the classroom .

Although there are crowded and noise, the students look like enjoy the class

activity. Besides, the writer has to control the students’ trouble makers; they

are several trouble makers in the class. The writer has to manage the class, and

to give clear explanation about the material and the game rules. The writer

46

looks the class never quite because of students’ activities, The collaborator

teacher also helps the writer for managing the student sit and discipline in the

classroom.

After finishing the subject, the writer also interviewed two or more

students and collaborator teaching for knowing; opinion or critic or suggestion

about the teaching technique, the students’ understanding, and the student

development in learning simple past tense. The responses are good both from

students and collaborator teacher, they give good appreciation to the technique

that is used and applied.

Reflection

One of students ask about the way in teaching” why must be

snakes and ladders? Don’t you use another name?”, several students suggest to

make variation game from grammatical snakes and ladders and also Madrasah

Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta English teacher

hopes to change the game into another variation game of grammatical snake

and ladders, also the teacher suggests to separated the trouble maker students to

sit in front of. The student worksheet paper is made for group not individual. If

it is made for individual, they will copy the answer from their friends.

Cycle 2

Planning

In the second cycle, the writer makes a new strategy about

grammatical snakes and ladders game in simple past tense. The game is

grammatical snakes and ladders discussion and quiz. This is variety of snakes

and ladders teaching technique. The writer makes a guideline for the rule of

this new game. This is made cause of the writer creativity for students’

development in learning simple past tense in different way of grammatical

snakes and ladders way. Other preparations are similar with the first meeting,

for example; planning the subject, developing lesson planning, arranging

47

worksheet, providing the source of learning, developing evaluation form, and

developing observation learning form.

Action

In the second cycle, the writer opens the class such as usual by

greeting, ice breaking, and motivating. In this second cycle, the writer gives the

material about nominal sentence of simple past tense. She introduces the

nominal (adjective, adverb and noun) first before using it in sentences by

motivating every student to find out adjective, adverb and noun vocabulary.

After the students understand about kind of nominal, the writer begins to

explain the use the nominal in simple past tense by giving an example, and the

students have to analyze the sentences, decide the formula and compare it with

verbal sentence of simple past tense by grammatical snakes and ladders group

discussion. After the student have all ready discuss about it, one member of

group has to be a snake to move to another group for presenting the material

which have been discussed by their group, gives an explanation to one of

another group till another group members understand well about the nominal

sentence in simple past tense, and also differs it with verbal sentence. If the

presented group doesn’t understand the material well, the group presenter will

get snake point, and the point become less, but if the presented group can

answer the question from the teacher and understand the material well, the

presented and presenter group will get ladder point, and the point increase .

(Table 4.3)

The rules of grammatical snakes and ladders discussion and quiz

o The group have to discuss about the nominal sentence, the formula, and the example in Simple Past Tense,

o after that, every group has to choose one member of the group for presenting the result of her group discussion to another group, another group does too,

o after one candidate of student presented her material, he/ she just stay at the group is presented and has a responsible for the group ability in answering the material from the teacher,

o the teacher will ask the member of the group a question, if a certain student in that group cannot answer the question, so that group and the presenter group will get min point, and if a certain student in that group can answer the question, so that group and the presenter group will get plus point.

o The group who get the 10 ladders is the winner

48

(Figure 4.1) Grammatical Snakes and Ladders Discussion

What is verbal sentence? Formula (Rumusan)

What is nominal sentence? Formula (Rumusan)

Example of verb in sentence:

Noun (example): Adjective (example): Adverb (example):

What is simple past tense:

(Table 4.4)

Grammatical Snakes and Ladders Quiz

Group 1 2 3 4 5 6 7 Snakes point

Ladders Point

49

(Table 4.5) Grammatical Snakes and Ladders in Learning Simple Past Tense

Make a past tense of nominal sentence from the words below!

Winner (?) 100

reader (+) 99

surprised (-) 98

wonderful (+) 97

smart(-) 96

Stupid

(+) 95

clever(?) 94

loyal (-) 93

honest

(+) 92

scare (-) 91

Any subject

I (-) 81

You (+) 82

We (-) 83

They (+) 84

He (?) 85

She (-) 86

Tomy(+) 87

Rina (-) 88

Teacher (?) 89

Mother (-) 90

Any verb

On the

paper (-) 80

In the bedro

om (+) 79

In the bathroom (?) 78

In Jakar

ta (+) 77

In Lond

on (-) 76

In Japan

(-) 75

above(+) 74

under (?) 73

mother (-) 72

father(+) 71

Any subject

I (+) 61

You (?) 62

We (+) 63

They (-) 64

He (+) 65

She (?) 66

Tomy(-) 67

Rina (?) 68

teacher (+) 69

mother (?) 70

Any verb

lover (+) 60

farmer

(-) 59

pink (?) 58

black (+) 57

clean (-) 56

dirty (?) 55

hungry (-) 54

thirsty

(+) 53

sweet (-) 52

salt (-) 51

Any subject

I (?) 41

You (-) 42

We (?) 43

They (?) 44

He (-) 45

She (+) 46

Tomy(?) 47

Rina (+) 48

Teacher (-) 49

Mother (+) 50

Any verb

teacher (-) 40

Doctor

(+) 39

actor (?) 38

president (-) 37

collector (+) 36

painter (-) 35

nurse (?) 34

dentist

(-) 33

student (+) 32

lawyer

(-) 31

Any subject

Wet (+) 21

sad (-) 22

happy

(+) 23

optimist (?) 24

proud(+) 25

danger

(-) 26

diligent (?) 27

dry (-) 28

crowded (+) 29

dark (-) 30

Any subject

In the kitche

n (-) 20

At class (+) 19

sick (?) 18

arrogant (-) 17

In Bandung (+) 16

At the bank (?) 15

In the mark

et (-) 14

On the

table (+) 13

In the office

(?) 12

In the rome (+) 11

Any subject

Say basmalah

Nominal (?) 2

Nominal (-) 3

Nominal (+) 4

Nominal (?) 5

Nominal (-) 6

Nominal (+) 7

Nominal (?) 8

Nominal (-) 9

Nominal (+) 10

Formula of

50

The Instruction: 1. Make a nominal sentence from the certain number is chosen! 2. Write the answer in the answer sheet! 3. Every group has to write a sentence according to the group number is chosen. 4. The first group who comes to 100 numbers and has the right sentence of all the numbers is the winner of the game.

After finishing the material, the writer closes the class by asking

feedback from the student, and greeting “See You Next Time”.

. Observation

In this second cycle, the grammatical snakes and ladders discussion

and quiz are held. The big appreciations from the students are more than the

first cycle. The students are motivated and very active in the class; they are

enjoying the class activity although the class is noise. Also, the students

have many developments in understanding simple past tense in discussion

and quiz.

Reflection

The students hope the variation game of grammatical snakes and

ladders game for the third cycle by the new motivated game. The writer has

to prepare for the third cycle game that invites the student to learn more easy

and fun learning. The responses are good either from student and the

teacher collaborator. The students are fun in learning, and they can improve

their understanding about simple past tense little by little by fun learning.

Cycle 3

Planning

In the third cycle, the writer reviews the first and the second

material about simple past tense, both verbal and nominal sentences. In this

panning, the writer makes a new variation of grammatical snakes and

ladders game. The writer also provides a certain worksheet paper for student

activity and duty. This cycle doesn’t need complicated explanation, and hard

51

subject description to the student. The writer just needs more creative

strategy and method in reviewing the subject of simple past tense in the past

meeting for student comprehension.

Action

Action in the class is not easy, the writer needs self confidence for

teaching. As known, the students of Madrasah Tsanawiyah UIN Syarif

Hidayatullah Jakarta are active and full of curiosity and easy boring.

Therefore, the writer has to make a new way in teaching simple past tense

by grammatical snakes and ladders analyzing the sentences game in the fifth

meeting, and snakes and ladders information giving game in the last

meeting.

In analyzing the sentences, the writer divides the class into seven

groups, every group has to analyze the 25 sentences; there are verbal

sentences or nominal sentence, and correcting the wrong sentences. After

they analyze the sentences, the group task has to change to another group for

correction.

(Table 4.6) Identifying Sentences in Grammatical Snakes and Ladders Game

No Sentence true false verbal nominal1 It was a good book 2 I didn’t know you before 3 My mother was in the kitchen last time 4 She were my friend 5 Tony cut her hair by his self last day 6 Rini doesn’t do her homework last night 7 My teacher come at 06.00 before I came last

day

8 I went to the zoo last week with my friend 9 Did you come to the library yesterday? 10 Did you took my glasses? 11 There was a pencil in the pencil case

Identify the sentence of simple past form, whether it is true or false and verbal or nominal sentence!

52

12 Was you English teacher last two year? 13 They were a nurse in the old hospital 14 Did you put my paper an hour ago? 15 When Tomy came to my house, I was sleeping 16 Jeans eat banana last time because she was very

hungry

17 I bought vegetable and fruit in the supermarket last day

18 Anisa and Dian were a smart person 19 I study English last night 20 My sister cooked rice last day 21 Did you read an English lesson before exam? 22 I was in the English class last day because I am

sick.

23 Tony didn’t love history lesson when he was in Junior High School

24 Do you come to my house one hour ago; I was waiting for you there?

25 When I was child, I didn’t like to play football. 26 Dinda cut her hair by herself. 27 It were a good book 28 I didn’t knew you before 29 My mother were in the kitchen last time 30 She was my friend 31 Tony don’t cut her hair by his self last day 32 Rini didn’t do her homework last night 33 My teacher came at 06.00 before I came last

day

34 I go to the zoo last week with my friend 35 Do you come to the library yesterday? 36 Did you take my glasses? 37 There were a pencil in the pencil case 38 Were you English teacher last two year? 39 They was a nurse in the old hospital 40 Do you put my paper an hour ago? 41 When Tomy come to my house, I was sleeping 42 Jeans eat banana last time because she is very

hungry

43 I and my mother buy vegetable and fruit in the supermarket last day

44 Anisa and Dian was a smart person 45 I studied English last night 46 My sister cooks rice last day 47 I was in the English class last day because I

was sick.

53

48 Tony didn’t love history lesson when he is in Junior High School

49 Did you came to my house one hour ago; I was waiting for you there?

50 When I was child, I don’t like to play football.

In the last meeting, the students are suggested to study simple past

tense by giving information of grammatical snakes and ladders game. In

this activity, the student have to make a group of five, two groups for girl

and three groups for boy. Every group is containing of seven persons. The

first student who sits in front of as the head of snakes line, the last student

who sit behind as the head of snake’s assistant, and the rest of student as

the body of snake. The way in playing this game is very simple, the

students have to make a line like snakes. There are five snakes. Every

snake has one head which is in front of and one assistant of snakes head is

in behind. The snake head has a duty as a receiver of information from the

writer, and the assistant has a duty for writing the information, the head

snake has to give the information to their assistant by giving information

through her snakes body by whispering. If the students don’t whisper to

her friend, that group will be loser and their group point will be lost. After

ten simple past tense sentences whispered, the snakes groups have to make

five short conversations from that 10 simple past tense sentence.

1. Did you come to the library yesterday with your friend?

Whisper sentences to another which your teacher informs to your friend!

2. Where was my pencil?

3. I wasn’t a science winner competition, but I was math winner competition

4. I didn’t come to the library yesterday, but I was in the classroom with my

friend.

5. When I was in London two year ago, I didn’t meet with my big family.

6. I was not in the bathroom at 06.00 last morning, but I was in the bedroom.

7. Did you meet with your family when you were in London last year?

54

8. Where were you at 06.00 last mornings? Were you in the bathroom?

9. There was a pencil in the pencil case last time, but it lost.

10. Were you a science winner competition last year?

Dragon Snake : (1)

Please make five short conversations from these 10 sentences above!

Gold Ladder : (4)

Cobra Snake : (2)

Stone Ladder : (9)

Yellow Snake : (10)

Wood Ladder : (3)

Python Snake : (7)

Silver Ladder : (5)

Poison Snake : (8)

Ice Ladder : (6)

Observation

In this third cycle, the writer gets good responses from the

students. They are always fun during the action or teaching learning

process. There are many students’ improvements in understanding simple

past tense.

Reflection

The responses are good; the students hope to do the game in every

class meeting by teacher clear explanation about the material or subject. A

lot of teachers just give explanation and exercise, there isn’t practice.

4. Data of Questionnaire

In this action research, the writer gives two questionnaires to the

student, the first questionnaire is before action research, and the second

questionnaire is after action research.

55

The first questionnaire is given on 10th of May 2010 about student;

student response to English subject, teacher character they like, and many

others about student love in English, this questionnaire is important for

knowing student love and like in English and making easy in teaching

learning process; why do they like English?

In the first questionnaire, the writer knows the students; their

hobbies, material they like in English, class situation they love in studying

and learning, type of activities they like to do in the classroom, and student

work. These are very important for understanding the student and making a

strategy in teaching learning process easily.

From this questionnaire the writer knows the students’ names, this

is very important for getting the sympathy from the student when teaching

learning process are in progress. Also the writer knows the student hobby;

almost students have the same hobby is playing the game in general. In

addition, the students love cheerful, appreciating, and firm attitude teacher.

Another, the student love to study actively and directly practice. The last, the

students love to study in group than individual, because they can make a

discussion and sharing about the subject with their friend.

The second questionnaire is on 1st June 2010 about students’

responses to the action research, are they fun? Is the method used by the

writer good? Are the students’ responses good? What do the student fell

simple past tense?

In the second questionnaire, there are questions for the students’

responses about action research:

o Half of the students are about 59, 38% like to learn English, and the rest

are about 40, 62% don’t like to learn English.

o Half of the students are about 59, 38% have ever studied Grammar and

tense before come to MTs Pembangunan UIN Jakarta, and the rest of them

are not.

o Half of the students are about 53, 12% said that tenses are difficult, and the

rest of them are about 46, 88% said that tenses are easy,

56

o About 65, 62% of students said that they are difficult in learning tense

o About 65, 62% of student said that they don’t like learn the formula in

tenses

o Half of the students are about 56, 25% said that tense are difficult to be

remembered.

o About 40, 62% of students are difficult in learning simple past tense.

o After the action: 87,5% student said that simple past tense is easy

especially in making and changing the sentence from affirmative, negative

and interrogative.

o About 71, 88% of students don’t confuse again in using the verb one and

verb two.

o About 84, 38% of students understand the use of was and were in simple

past tense

o Almost students are about 87,5% of student love to study simple past tense

by game

o Almost student are about 90, 62% have the development in simple past

tense understanding after they have done the grammatical snakes and

ladders strategy in learning simple past tense.

o They are about 87, 5% students don’t have difficulties in playing snakes

and ladders game.

o About 78,12% of students agree if grammatical snakes and ladders game

is used in English teaching strategy.

o About 87,5% of students enjoy, and they are fun in learning simple past

tense by grammatical snakes and ladders game.

o About 71, 88% of students are motivated to learn more spirit than before.

o All the students have never done this grammatical snakes and ladders

game strategy in their English class and in another class subject. They do

this game as the first time in class.,

o About 68,75% of students agree that this grammatical snakes and ladders

game is done with another teacher, and another subject.

o About 87, 5% students enjoy the action research class.

57

5. Data of The Test

There are 20 numbers of exercises are served before action research or

pre- test is on 11th of May 2010 and after action research or post test is on 1st June

2010. There are 10 Multiple Choices (MC), and 10 numbers completing the

sentences by a right word in Simple Past Tense (CS). The exercises are same

between pre- test and post- test. This test is needed in supporting an action

research. Here are the result of Pre- Test and Post- Test. The point for comparing

pre- test and post-test is taken from Sum of Multiple Choices and Completing

Sentences above, here is the result:

(Table 4.7) Pre Test and Post- Test Result, also see Appendixes 6 about

Student Learning Result Description

Comparing Test ( Test t)

PRE-TEST (X) POST- TEST (Y) d d2

4,25 6,75 2,5 6,25

8 9 1 1

8,75 10 1,25 1,5625

3,5 9,5 6 36

9 9 0 0

9 10 1 1

9,5 9,5 0 0

7,75 10 2,25 5,0625

7,25 8,5 1,25 1,5625

6,75 0 -6,75 45,5625

8,25 9,75 1,5 2,25

8,25 8,75 0,5 0,25

7 9 2 4

7,75 9,5 1,75 3,0625

8.75 10 1,25 1,5625

5,75 8,75 3 9

58

test, the

the diff

and £D

SDD

6,5

7

7,75

6,75

8

7,25

9

6,75

7,75

7,75

7,25

8,5

7,75

6,75

7,75

9

8

7,5

0

247,75

For kn

e writer use

ferent score

D2 (SDD) form

=

=

=

9,5

9

9,5

9,5

0

9,75

9

10

9,75

9,25

9,75

9,75

10

9,5

9,5

9,75

9,5

9,75

9,5

310,25

nowing the

es “t” test st

between pr

mula:

e significant

teps, are: Fi

re- test (X)

3

2

1,75

2,75

-8

2,5

0

3,25

2

1,5

2,5

1,25

2,25

2,75

1,75

0,75

1,5

2,25

9,5

53,75

t different

irst, for kno

and post- te

between pr

wing Stand

est (Y) can b

9

4

3,062

7,562

64

6,25

0

10,562

4

2,25

6,25

1,562

5,062

7,562

3,062

0,562

2,25

5,062

90,25

350,43

25

25

5

25

5

5

25

25

25

25

25

5

25

5

375

re- test and

dard Deviati

be gotten by

d post

ion of

y £D

59

After g

differen

=

= 2.77

getting SDD

nce between

7

score, the

n pre- test (X

writer can

X) and post

count Stand

t test (Y) va

dard Error f

ariable.

from score mean

SEEMD =

=

=

= 0.475

5

MD

Fo

D =5.926

or the next step is findinng out to cosst by using tthis formulaa:

to

=

=

= 12.

475

The nex

df or db

xt is finding

b is N-1= 35

g tt 5% and

5-1=34, tt 5

tt 1% from

5% is 2.05,

m the table:

and tt 1% is 2.76

Significcant criticall value : 00.05 (5%) annd 0.01(1%))

• If to >

is acc

> tt means th

cepted, Ho (

here is sign

(null hypoth

nificant diffe

hesis) is reje

erence, and

ected.

Ha (alternaative hypothhesis)

• If to

hypot

< tt mean

thesis) is rej

ns there is

jected, Ho (

no signifi

(null hypoth

icant differ

hesis) is acc

rence, and

epted

Ha (alternnative

The H

betwee

(altern

Hypothesis: Ho (n

post te

en pre- test

native hypot

ull

and post te

thesis): The

hypothesis

st before a

ere is a signi

): There is

and after cla

ificant diffe

s no signif

assroom act

erence betw

ficant diffe

tion research

ween pre- tes

erence

h, Hα

st and

. est before annd after classsroom actioon researchh

60

Conclusion:

According to the result of the test above to is 12. 475, tt 5% is 2.05, and tt

to > tt means there is significant difference, Ha is accepted, and

B. of The Data

In conducting the data observation, the writer uses observation

ves; the student activity, the technique is applied, the

2. In completing the data, the writer takes interviews with several

English teacher of MTs Pembangunan UIN Syarif

3. Ladders Game in

eaching Simple Past Tense

t eight grade, C class of MTs Pembangunan

1% is 2.76.

Ho is rejected. It means, there are many students’ developments in classroom

action research of learning simple past tense by using grammatical snakes and

ladders game.

Interpretation

1. Data of Observation

form. The writer obser

visual aid is used, the student development in understanding simple past

tense, and their fun learning in classroom action research. From the

observation data, many students enjoy classroom action research by using

grammatical snakes and ladder game, and there are many students’

development in learning simple past tense.

Data of Interview

students and the

Hidayatullah Jakarta. From the interview, the writer gets good response

from the student also the collaborator teacher about action research in

learning simple past tense by grammatical snakes and ladders game. There

are many suggestions for the writer to make more creative game for

developing student understanding in English learning.

The Implementation of Grammatical Snakes and

T

The implementation of classroom action research of Grammatical

Snakes and Ladders Game a

61

UIN Syarif Hidatyatullah Jakarta is difficult. The struggle must be

prepared before action. In this action research, the writer has to prepare

everything; lesson plan, student worksheet, visual aids, the observation

form, interview sheet, questionnaire, and test paper. In addition, the most

important is writer’s smart teaching, because without writer spirit and

smart in teaching the class won’t run well. Beside, The class management

is hard, the writer has to manage the class before starting the class action

research and she has to handle the trouble maker students who always

disturb the class situation in teaching learning process.

tudents’ Responses 4. S

The writer gets students’ responses from interview and

n action research. Almost students like to do this

mat

5. In suggesting class action research data, the writer gets the student

nd post test”. These tests are about simple past

ssroom action research of learning simple past tense by

questionnaire data of a

gram ical snakes and ladders game in learning simple past tense. They

agree “ this game is used by another teacher in teaching learning process”.

They said that they enjoy the game and they have many developments in

understanding simple past tense.

Students’ Achievements

score by giving “pre- test a

tense. The writers compares between pre- test and post- test by using test “t” .

The result are; to is 12. 475, tt 5% is 2.05, and tt 1% is 2.76, to > tt , Ha is

accepted, Ho is rejected. It means there is significant difference between pre-

test and post- test,

According to the data above that there are many students’

developments in cla

using grammatical snakes and ladders game.

62

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the description and interpretation data in this action

action research of grammatical snakes and ladders game is a

eaching, material

research, this

good way for teacher professional and student development in learning

and understanding simple past tense. In this action research, there are two

terms have to be considered; the quantity and quality. In quantity the

writer can see from the test result, there is or not the developments of

student simple past tense understanding can be gotten from the score are

accepted. In quality, the writer can see the process of teaching learning

process by identifying the student problem in English learning, grading

material from simple to complex before acting, making fun teaching

technique, managing class good situation, understanding the student in

learning and many others things can develop teachers professional in

teaching and develop student understanding in subject.

In addition, the writer can get lessons about good teaching. Good

teaching is good teacher and good student. In t

preparation is not enough, the teacher spirit and cheerful is very important

and also these give the big influence in successful of teaching learning

62

63

B. Su

ased on the conclusion above the writer suggests the following point;

achers are expected to be smart teacher in teaching; preparing a

chnique for inviting the student

nd motivate the student by rewarding.

ources by good selection.

g from the

vironments’; their friend, family, teacher and society.

process. Besides, rewarding the student by giving good appreciation,

giving point and score, giving surprise to the student will increase student

interest and motivation in their learning. In contrast, insulting the student

and say something bad to the student will make the students down in

learning and also make them hate for learning and studying. Therefore, fun

learning must be done by every teacher in every class and every subject.

ggestion

B

1. English te

good method, and well class management.

2. Fun learning is very important for teaching learning process.

3. The English teacher should create a good te

in fun active learning.

4. The English teacher should know student need in their leaning, understand

the student condition, a

5. The English teacher should be able to determine the right media before

doing the teaching learning process in classroom.

6. The students enjoy the teaching learning process with the kind, cheerful,

firm attitude, and appreciate teacher.

7. The student can study from multi- media, from the book, game, internet,

magazine, novel, and many others res

8. The students are expected to improve their learning by fun technique, such

as playing education game, watching educated movie, studyin

nature, etc.

9. The students not only can learn in the classroom but also they can learn

from their en

10. Parents should give more support to their children to create their fun

learning in English.

64

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66

Appendix 1. Observation

Observation is done before an action research

a. Observation Form

Observation Sheet

Observer : Name : NIM : Date : For Teacher Technique is used Physical present Voice project Use a gesture Management procedure in the class

Student The way they work The way they interact The way they response Their on task Student of task behavior

Context Classroom layout Teaching aid available Poster/ visual aids

67

Observation

(This paper is filled after teaching learning process of an action research class) Grammatical Snakes and Ladders Game in Teaching Simple Past Tense

Day/ Date : Observer :

Focus Topic (Topic Pembelajaran)

Observer (Peneliti)

Method (Metode yang Digunakan)

Self as teacher

Students

Context

No Teachers’ talk Explanation 1 Accepting feelings or attitudes expressed by

the student

2 Praising or encouraging a student

3 Accepting or using student’s ideas

4 Asking questions

5 Lecturing (explaining, informing)

6 Giving directions or commands

7 Criticizing student (disciplining a student)

No Students’ Talk Explanation 1 Students talk response (e.g. answering a

question)

2 Student talk initiation (e.g. volunteering information, asking question of the teacher)

3 Silence/ confusion

4 Student Motivation

68

Appendix 2. Interview form

Interview

(The interview is done before teaching learning process of action research) Grammatical Snakes and Ladders Game in Teaching Simple Past Tense

Interview (The interview is done after teaching learning process of action research)

Grammatical Snakes and Ladders Game in Teaching Simple Simple Simple Simple Simple Simple Past Tense

The student’s response after teaching learning process in the action research class

Interview Schedule Interviewee : Student Intended duration : Date : Interview began : Location : Interview finished : Actual duration : Topic : the student problems in learning grammar

1. Apakah kamu suka pelajaran bahasa Inggris?

2. Apa yang kamu suka dari pelajaran bahasa Inggris ( gurunya, materinya, metode belajarnya)?

3. Materi apa yang paling kamu sukai dari pelajaran bahasa Inggris?

4. Apakah kamu suka belajar rumus‐ rumus dalam bahasa Inggris? jika ya/ tidak dan alasannya!

5. Dengan cara apa materi lebih kamu kuasai, dengan penjelasan saja atau dengan permainan?

6. Apakah metode/ cara belajar yang paling kamu sukai dari pelajaran bahasa Inggris?Alasannya!

7. Apakah kamu menyukai permainan (game) dalam belajar bahasa Inggris?alasannya!

8. Permainan seperti apa yang kamu sukai ? kelompok atau individu?

69

Interview

(The interview is done after teaching learning process of action research) Grammatical Snakes and Ladders Game in Teaching Simple Past Tense

A. B. C. D. E. F. G. H. I. J. K. L.

M. N. O. P. Q. R. S.

T. Interview U. (The interview is done after teaching learning process of action research)

V. Grammatical Snakes and Ladders Game in Teaching Simple Simple Simple Simple Simple Simple Past Tense

W. The teacher responses after teaching learning process in the action research class X. Y. Z. AA.

Interview Schedule Interviewee : Student Intended duration : Date : Interview began : Location : Interview finished : Actual duration : Topic : The students response after teaching learning process in the action research class 1. Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan bermain ular tangga)?

2. Bagaimana perasaan kamu ketika sedang belajar menggunakan metode ini ( grammatical snakes

and ladders game)?

3. Apakah ada peningkatan dalam memahami materi Simple Past Tense?

4. Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?

5. Bagian mana yang kamu anggap menyulitkan permainan?

6. Apakah ada saran dan kritik dari pembelajaran yang telah kamu lakukan?

a. Cara mengajar guru : b. Metode yang digunakan : c. Materi yang diajarkan :

70

Interview

(The interview is done after teaching learning process of action research) Grammatical Snakes and Ladders Game in Teaching Simple Past Tense

PETUNJUK PENGISIAN KUESIONER USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING

SIMPLE SIMPLE SIMPLE SIMPLE SIMPLE SIMPLE PAST TENSE AT EIGHT GRADE IN MTs MADRASAH PEMBANGUNAN UIN JAKARTA

Interview Schedule Interviewee : Teacher Intended duration : Date : Interview began : Location : Interview finished : Actual duration : Topic : Teacher Opinion about Grammatical Snakes and Ladders Game First Cycle 1. Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran dengan menggunakan

Grammatical Snakes and Ladders Game?

2. Apakah metode yang digunakan dapat meningkatkan pemahaman siswa dalam materi pelajaran Simple Past Tense?

3. Apakah metode game yang telah dilakukan sangat efektif untuk digunakan dalam materi

pembelajaran bahasa Inggris yang lain?

4. Adakah saran dan kritik dari metode yang telah hdigunakan tersebut?

Second cycle 1. Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?

2. Apakah saran dan kritik dari metode yang telah digunakan?

Third Cycle

1. Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran? 2. Apakah metode diskusi yang digunakan dapat meningkatkan pemahaman siswa dalam materi

pelajaran Simple Past Tense? 3. Apakah metode diskusi yang telah dilakukan sangat efektif untuk digunakan dalam materi

pembelajaran bahasa Inggris yang lain? 4. Adakah saran dan kritik dari metode yang telah digunakan tersebut?

71

Appendix 3. Questionnaire form

KUESIONER

USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING

SIMPLE PAST TENSE AT EIGHT GRADE IN MADRASAH TSANAWIYAH

PEMBANGUNAN UIN SYARIF HIDAYATULLAH

JAKARTA

2010

Tujuan :

• Kuesioner pertama ini dirancang untuk mengidentifikasi karakteristik siswa, serta keinginan

siswa yang ingin dlakukan dalam pembelajaran Bahasa Iggris, sehingga memudahkan guru

dalam membuat metode pembelajaran yang akan diterapkan di dalam kelas.

• Kuesioner kedua dirancang untuk mengidentifikasi: “Apakah penggunaan metode permainan

ular tangga dapat meningkatkan pemahaman siswa tentang Simple Past Tense dan

menjadikan pembelajaran di dalam kelas lebih menyenangkan?

A. Karakteristik Siswa (diberikan sebelum penelitian tindakan kelas)

No Pertanyaan

1. Nama :

2. Hobi :

3. Materi yang paling disukai dalam belajar bahasa Inggris: :

4. Suasana belajar dikelas yang diinginkan (tenang, ribut/ berisik, active, atau (hal lain

tulis disini)…………………………….

5. Tipe guru yang disukai :

a. Diam

b. Ceria

c. Banyak bicara

72

d. Penuh perhatian

e. Cantik/ tampan

f. Penyayang

g. Tegas

h. Lain-lain……………………………..

6. Kegiatan di kelas yang disukai dalam belajar bahasa

Inggris………………(mendengarkan penjelasan guru, menulis, membaca, mengisi

soal, praktik langsung atau hal lain(tulis

disini………………………………....…………………………………………………

……)

alasannya………………………………………………………………………………

…….

7. Pengerjaan tugas yang disukai (kelompok, individu).

Alasannya………………………………………………………………………………

…..

B. Pendapat siswa mengenai pengajaran Simple Past Tense dengan bentuk permainan ular

tangga.

No Pertanyaan Ya Tidak1. Apakah kamu suka belajar tata aturan bahasa Inggris atau

grammar ( seperti tenses) ?

2. Apakah kamu sudah belajar tata aturan bahasa Inggris atau grammar (khususnya tenses) sebelum kamu belajar di MTs Pembangunan UIN Jakarta

3. Bagi kamu, apakah belajar tenses itu mudah? 4. Apakah ada kesulitan bagi kamu dalam belajar tense? 5. Apakah kamu suka menghafal rumus- rumus dalam tata

aturan bahasa Inggris seperti tenses?

6. Apakah belajar tata aturan bahasa Inggris atau grammar (terutama rumus- rumus) sulit untuk diingat?

7. Dalam tense terdapat “Simple Past Tense” menurut kamu apakah belajar Simple Past Tense itu mudah dihafal dan diingat ?

8. Apakah Simple Past Tense mudah dibuat dalam suatu kalimat (positif, negative atau pertanyaan)?

73

9. Apakah kamu masih bingung antara penggunaan verb ke-1 dan ke -2 dalam Simple Past Tense?

10 Atau kamu bingung menggunakan to be (was, dan were) dalam Simple Past Tense?

11 Apakah kamu suka jika Simple Past Tense diajarkan dalam bentuk permainan?

12 Adakah peningkatan pemahamanmu tentang Simple Past Tense setelah kamu melakukan cara pembelajaran dengan permainan ular tangga ?

13 Adakah kesulitan dalam memainkan ular tangga tersebut? 14 Menurut kamu, apakah permainan ular tangga ini cocok

digunakan dalam pembelajaran lain dalam belajar bahasa Inggris (tidak hanya pada Simple Past Tense)?

15. Apakah dengan permainan ular tangga yang kamu lakukan tersebut membuat kamu lebih menikmati pembelajaran dalam memahami Simple Past Tense?

16 Apakahm cara belajar dengan permainan ular tangga mendorong kamu untuk lebih semangat dalam belajar?

17 Apakah permainan ular tangga ini pernah dilakukan sebelumnya di dalam mata pelajaran bahasa Inggris oleh guru lain?

18 Atau mungkin cara belajar dengan permainan ular tangga ini pernah dilakukan di dalam mata pelajaran selain bahasa Inggris seperti matematika,fisika dll?

19 Apakah kamu setuju jika cara belajar dengan menggunakan permainan ular tanga ini dilakukan oleh guru lain atau mata pelajaran lain di kelas?

20 Apakah kamu merasa senang belajar Simple Past Tense dengan malakukan permainan ular tangga tersebut?

74

Appendix 4. Test Paper

Pre- test and post-test exercises are served to the student before and after an action

research at eight grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah

Jakarta.

1. I … to the zoo last week with my friend

a. go

b. am going

c. went

d. gone

2. A good question for the response below is…

A: ……………………………….?

B: I didn’t come to the library yesterday, because I was in the class

a. Do you came to the library yesterday?

b. Did you come to the library yesterday?

c. Did you came to the library yesterday?

d. Do you come to the library yesterday?

3. A: Did you take my glasses, Andy?

B: …..

a. Yes, I did it

b. Yes, I do it

c. Yes, I done it

d. Yes, you did

4. There … a pencil in the pencil case last night, but it lost.

a. Is

b. Are

c. w ere

d. was

5. Were you private teacher last year?

a. Yes, I were

b. Yes, I was

c. Yes, I am

d. Yes, You were

75

6. When did you put my paper?

a. An hour ago

b. Tomorrow

c. Next time

d. Now

7. When Toni … to my home, I was sleeping.

a. Come

b. Came

c. Comes

d. Coming

8. Jeans … banana last time because she was very hungry

a. Eat

b. Eaten

c. Ate

d. eating

9. I and my mother … a vegetable and fruit in supermarket last Sunday

a. Buy

b. Buying

c. Bought

d. Buys

10. Anisa and Dian …. a smart person, because two years ago their mother passed away,

there are a pessimistic now.

a. Are

b. is

c. Was

d. Were

The Answers

1. C

2. B

3. A

4. D

5. B

6. A

7. B

8. C

9. C

10. D

76

Complete these sentences by using certain verb of Simple Simple Simple

Simple Simple Simple Past Tense!

1. I … (study) English last night before I …. (go) to sleep.

2. My sister … (cook) rice last morning.

3. Did you … (read) an English lesson before exam?

4. My mother … (not, buy) a chocolate for me last week when she …. (is) in

Supermarket.

5. Did you … (make) a story love for your film?

6. I … (not, am) in the English class last day because I … (is) sick.

7. Tony …. (not, love) history lesson, it’s full of year.

8. …. you come to my house one hour ago, I was waiting for you there?

9. Dinda .… (cut) her hair by herself.

10. When I .… (am)child, I … (not, like) to play football.

The Answer

1. Studied, went

2. Cooked

3. Read

4. Did not buy/ didn’t buy, was

5. Make

6. Was not, wasn’t

7. Didn’t love

8. Did

9. Cut

10. Was, didn’t / did not

77

Appendix 5. Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTs : MTs Pembangunan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII(Delapan) C

Aspek/Skill : Menulis dan Berbicara

Alokasi Waktu : 2 x 40 menit setiap pertemuan

Standar Kompetensi

12. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana berbentuk recount

dan narrative untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

12.2 Mengungkapkan makna dan langkah retorika dalam essei pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima untuk berinteraksi

dengan lingkungan sekitar berbentuk recount dan narrative

Indikator

• Menyimak kalimat yang dibuat oleh guru dangan baik dan benar

• Merepresentasikan rumusan simple past tense dari kalimat yang dibuat dengan ide dan

opini yang mereka miliki

• Membuat kalimat simple past tense yang telah dicontohkan guru dengan baik dan benar

baik secara lisan ataupun tulisan

• Mengenali tentang verbal dan nominal sentence dalam simple past tense

• Mengidentifikasi verb ke 2 dan time signal yang biasa digunakan dalam simple past tense

• Membuat kalimat simple past tense dalam bentuk affirmative, negative, dan interrogative.

• Memainkan permainan ular tangga dalam belajar simple past tense dengan baik dan benar

sesuia dengan prosedur yang telah ditetapkan.

78

Indikator Pembelajaran Dalam Pelaksanaan Tindakan Kelas

• Meningkatkan motivasi siswa dalam belajar bahasa Ingggris

• Meningkatkan kemampuan siswa dalam membuat kalimat dalam bentuk simple past tense

• Meningkatkan kesadaran siswa tentang pentingnya pengguanaan simple past tense dalam

membuat kalimat dan dialog

• Siswa dapat menyelesaikan masalah dalam belajat simple past tense

• Meningkatkan profesionalisme bagi guru

• Untuk mengakses keefektifan dalam menggunakan metode dan materi baru

• Menerapkan penemuan dan inovasi baru

• Memberikan kesempatan kepada guru untuk mengakses keahlian mengajar mereka

• Memberikan metode yang lebih menyenangkan kepada siswa dalam belajar simple past

tense (grammar)

Tujuan Pembelajaran

• Siswa dapat menyimak kalimat yang dibuat oleh guru dangan baik dan benar

• Siswa dapat membuat representasikan rumusan simple past tense dari kalimat yang dibuat

dengan ide dan opini yang mereka miliki

• Siswa dapat membuat kalimat simple past tense yang telah dicontohkan guru dengan baik

dan benar

• Siswa dapat mengenali tentang verbal dan nominal sentence dalam simple past tense

• Siswa mengetahui tentang verb ke 2 dan time signal yang biasa digunakan dalam simple

past tense

• Siswa dapat membuat kalimat simple past tense dalam bentuk affirmative, negative, dan

interrogative.

• Siswa dapat memainkan permainan ular tangga dalam belajar simple past tense dengan

baik dan benar sesuia dengan procedural yang telah ditetapkan.

Materi Pembelajaran

a. Recalling Vocabulary,

• Memperkenalkan subject; I, you, we, they, he, she , it

• Memperkenalkan kata kerja kedua by word card

79

Regular Irregular Adding by d/ ed There are variety of verb

changing Watch = Watched Learn = Learned Study = Studied Say = Said Pay = Paid Etc

Go = went Come =came Read = read Write = wrote Rise = rose Etc

• Memperkenalkan to be dalam simple past tense yang digunakan untuk kata sifat

(adjective), kata benda (noun), dan kata keterangan (adverb)

Subject To be I was

You were We were

They were He was She was It was

Adjective, adverb, and noun

b. Communication Practice

Setiap siswa dapat berkomunikasi dengan menggunakan bahasa Inggris dalam

menggunakan permainan ular tangga.

c. Grammar Practice

Siswa membuat kalimat Simple Past Tense baik dalam nominal atau verbal kalimat

positive, negative ataupun interrogative (pertanyaan) dengan baik dan benar menggunakan

game dan perlombaan dalam permainan ular tangga.

• Formula of Simple Past Tense

1. Verbal Sentence

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)

Didn’t / did not + V1 (without d/ ed)

Interrogative

Did+ Subject (I, you, we they, he, she, it)

Verb 1 (without d/ ed)

80

Notice the example below! Statement John worked here yesterday affirmative/statement John worked here yesterday Did John work here yesterday? Question No, John didn’t work here yesterday Negative

2. Nominal Sentence 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, ugly, etc (adj) Teacher, doctor, etc (noun of accupation)

Negative I, you, we they, he, she, it)

To be + not

Interrogative To be+ Subject

Was John busy?

Yes, he was/ he was busy

No, he wasn’t/ he wasn’t busy

d. Developing Oral Skills

Guru selalu memberikan kesempatan kepada siswa untuk berlomba membuat kalimat

dalam bentuk Simple Past Tense baik secara lisan ataupun tulisan

Metode Pembelajaran: Communicative Language Teaching

Langkah- langkah Kegiatan

Pertemuan ke- 1( Selasa,11 Mei 2010)

No Kegiatan guru Kegiatan murid Waktu 1

Pembukaan • Guru memnberikan salam dan

menyapa siswa dengan “good morning!” serta menanyakan keadaan siswa, apakah siswa sudah siap untuk menghadapai pelajaran di kelas

• Guru memberikan motivasi belajar . • Ice breaker dilakukan untuk

mencairkan suasana dan ketegangan sebelum belajar dengan memberikan

• Siswa menjawab salam

dan sapaan guru serta menyatakan kesiapannya untuk belajar dengan membaca basmalah

• Siswa menyimak motivasi yang diberikan guru dengan seksama

15 menit

81

permainan bahasa Inggris yang menarik

• Siswa mengikuti ice breaker sesuia dengan petunjuk yang diberikan oleh guru

2

Kegiatan Inti • Pre- test ( tes yang dilakukan sebelum

melakukan pembelajaran untuk mengukur seberapa jauh kemampuan siswa dalam memahami simple past tense)

• Pengenalan mengenai kata kerja kedua serta penggunaan dalam bentuk kalimat verbal

• Penjelasan sekilas mengenai rumusan verbal sentene dalam e simple past tense

• Permainan ular tangga dengan membentuk grup dalam pembelajaran simple past tense

• Permainan ular tangga 1. Guru membagi kelas ke dalam 6

kelompok, setiap kelompok terdiri atas 5/6 orang

2. Setiap kelompok akan mendapatkan lembat kerja untuk setiap individu (permainan dilakukan secara berkelompok, namun pengerjaan tugas dilakukan secara individu)

3. 1 orang bertugas mengocok dadu dan memainkan ular tangga, I orang mencari intruksi yang berada pada nomor tertentu yang telah dicapai, 3 /4orang berdiskusi untuk menjawab soal atau pertanyaan yang telah disediakan oleh nomor pada ular tangga tertentu dengan baik dan benar.

4. Kegiatan dilakukan bergantian bersama kelompok lain.

5. Kelompok yang pertama sampai pada angka 100 maka kelompok itulah pemenangnya

6. Guru memberikan hadiah berupa nilai kepada kelompok yang berhasil menuju garis finish pertama dengan jawaban yang benar dalam menjawab pertanyaan yang telah disediakan oleh permaina ular tangga.

• Siswa menjawab tes

yang dilakukan sebelum pembelajaran.

• Siswa menyimak dan mengidentifikasi penggunaan kata kerja kedua dalam bentuk kalimat verbal.

• Siswa bemain ular tangga dalam belajar simple past tense dengan ketentuan yang tercantum.

55 menit

82

3

Penutup Guru memberikan kata- kata mutiaran/ motivasi sebaga penutup dalam pembelajaran Guru menutup dengan doa dan salam

Siswa menyimak dengan seksama kata- kata motivasi yang diberikan oleh guru. Siswa membaca hamdalah dan menjawab salam (greeting) dari guru.

10 menit

Pertemuan ke- 2( Senin,17 Mei 2010)





mencairkan suasana dan ketegangan sebelum melakukan pembelajaran dengan memberikan tugas bagi setiap siswa untuk menyebutkan kata kerja, setiap siswa harus menyebutkan kata kerja yang berbeda.




• Siswa mengikuti ice breaker sesuia dengan petunjuk yang diberikan oleh guru

15 menit

2

Kegiatan Inti • Pengenalan kata kerja kembali

kembali para murid • Penjelasan sekilas mengenai rumusan

verbal sentene dalam simple past tense

• Memerintahkan siswa untuk membentuk group sesuai dengan kelompok yang telah dibuat minggu lalu

• Setiap kelompok berlomba untuk menjawab pertanyaan yang diajukan oleh guru, pertanyaan yang diberikan berupa perubahan kata kerja pertama ke kata kerja ke-dua dan setiap kelompok berlomba- lomba untuk membuat kalimat simple past tense sesaai dengan intruksi yang diberikan.

• Permainan ular tangga 1. Setiap kelompok akan

• Siswa menperhatikan

dengan seksama • Siswa menyimak dan

mengidentifikasi penggunaan kata kerja kedua dalam bentuk kalimat verbal.

• Siswa melakukan perlombaan dengan penuh semangat dan saling bersaing antara satu kelompok dengan kelompok lain

• Siswa bemain ular tangga dalam belajar simple past tense dengan ketentuan yang tercantum.

55 menit

83

mendapatkan lembat kerja untuk setiap individu (permainan dilakukan secara berkelompok, namun pengerjaan tugas dilakukan secara individu)

2. 1 orang bertugasmengocok dadu da memainkan ular tangga, I orang mencari intruksi yang berada pada nomor tertentu yang telah dicapai, 3 orang berdiskusi untuk menjawab soal atau pertanyaan yang telah disediakan oleh nomor pada ular tangga tertentu dengan baik dan benar.

3. Kegiatan dilakukan bergantian bersama kelompok lain.

4. Kelompok yang pertama sampai pada angka 100 maka kelompok itulah pemenangnya

5. Guru memberikan hadiah berupa nilai kepada kelompok yang berhasil menuju garis finish pertama dengan jawaban yang benar dalam menjawab pertanyaan yang telah disediakan oleh permaina ular tangga.

Kegiatan di atas merupakan kegiatan yang dilakukan sama seperti pertemuan pertama, namun kegiatan ini dilakukan untuk menambah pemahaman siswa lebih tentang Simple Past Tense yang digunakan dalam kalimat verbal.

3

Penutup Guru memberikan penjelasan materi sekilas mengenai materi yang akan diberikan pada siswa pada pertemuan berikutnya Guru menutup dengan doa dan salam

Siswa mempersiapkan diri untuk melakukan kegitan berikutnya Siswa membaca hamdalah dan menjawab salam (greeting) dari guru.

10 menit

Pertemuan ke- 3( Selasa,18 Mei 2010)



menyapa siswa dengan “good morning!” serta menanyakan keadaan siswa, apakah siswa sudah siap untuk


dan sapaan guru serta menyatakan kesiapannya untuk

15 menit

84

menghadapai pelajaran di kelas • Guru memberikan motivasi belajar . • Ice breaker dilakukan untuk

mencairkan suasana dan ketegangan sebelum belajar dengan memberikan permainan bahasa Inggris yang menarik

belajar dengan membaca basmalah


• Siswa mengikutiice breaker sesuia dengan petunjuk yang diberikan oleh guru

2

Kegiatan Inti • Guru membagi kelas ke dalam 6

kelompok, setiap kelompok terdiri atas 5/6 orang, seperti pertemuan minggu lalu

• Setiap kelompok akan mendapatkan lembat kerja yang berisi menenai simple past tense yang harus didiskusikan bersama, yaitu kalimat nominal dalam simple past tense, berdiskusi tentang noun, adjective, dan adverb, serta membandingkan dengan kalimat verbal dalam simple past tense

• Setelah berdiskusi, guru mengintruksikan kepada setiap kelompok untuk mengirimkan satu orang untuk presentasi dikelompok lain, dan bertanggung jawab atas pemahaman kelompok yang dipresentasi tersebut, jika kelompok yang dipresentasi akhirnya tidak dapat menjawab pertanyaan dari guru, maka kelompok presenter akan mendapatkan poin ular, dan nilai akan berkurang, begitupun sebalikanya, jika kelompok yang dipresentasi bisa menjawab pertanyaan guru maka, selain kelompok tersebut, kelompok presenter akan mendapatkan poin tangga, dan nilai bertambah.

• Setelah selasai menjelaskan, guru memberikan pertanyaan kepada beberapa individu dalam kelompok.

• Setelah itu guru memberikan quiz dan setiap kelompok dapat menjawab pertanyaan guru secara berebut dan bersaing sesuai dengan ketentuan snakes and ladders quiz yang telah ditentukan,

• Siswa berdiskusi

dengan penuh antusias • Siswa yang menajadi

presenter harus menjelaskan hasil diskusinya dengan mantap kepada kelompok lain

• Siswa bersiap- siap untuk menjawab pertanyaan dari guru

• Siswa berlomba untuk mendapatkan nilai dengan metode snakes and ladders quiz

55 menit

85

3



10 menit

Pertemuan ke- 4( Senin,24 Mei 2010)





mencairkan suasana dan ketegangan sebelum belajar dengan memberikan permainan bahasa Inggris yang menarik




• Siswa mengikuti ice breaker sesuai dengan petunjuk yang diberikan oleh guru

15 menit

2

Kegiatan Inti • Guru membagi kelas ke dalam 6

kelompok, setiap kelompok terdiri atas 5/6 orang, seperti pertemuan minggu lalu

• Setiap kelompok akan mendapatkan lembat kerja yang berisi menenai simple past tense yang harus didiskusikan bersama, yaitu kalimat nominal dalam simple past tense, berdiskusi tentang noun, adjective, dan adverb, serta membandingkan dengan kalimat verbal dalam simple past tense

• Setelah berdiskusi, guru mengintruksikan kepada setiap kelompok untuk mengirimkan satu orang untuk presentasi dikelompok lain, dan bertanggung jawab atas pemahaman kelompok yang

• Siswa berdiskusi

dengan penuh antusias • Siswa yang menajadi

presenter harus menjelaskan hasil diskusinya dengan mantap kepada kelompok lain

• Siswa bersiap- siap untuk menjawab pertanyaan dari guru

• Siswa berlomba untuk mendapatkan nilai dengan metode snakes and ladders quiz

55 menit

86

dipresentasi tersebut, jika kelompok yang dipresentasi akhirnya tidak dapat menjawab pertanyaan dari guru, maka kelompok presenter akan mendapatkan poin ular, dan nilai akan berkurang, begitupun sebalikanya, jika kelompok yang dipresentasi bisa menjawab pertanyaan guru maka, selain kelompok tersebut, kelompok presenter akan mendapatkan poin tangga, dan nilai bertambah.

• Setelah selasai menjelaskan, guru memberikan pertanyaan kepada beberapa individu dalam kelompok.

• Setelah itu guru memberikan quiz dan setiap kelompok dapat menjawab pertanyaan guru secara berebut dan bersaing sesuai dengan ketentuan snakes and ladders quiz yang telah ditentukan,

3



10 menit

Pertemuan ke- 5( Senin,31 Mei 2010))

No Kegiatan guru Kegiatan Siswa Waktu 1


menyapa siswa dengan “good morning!” serta menanyakan keadaan siswa, apakah siswa sudah siap untuk belajar di kelas atu belum.

• Ice breaker dilakukan untuk mencairkan suasana dan ketegangan sebelum melakukan pembelajaran



• Siswa mengikuti ice breaker sesuai dengan perintah yang diberikan oleh guru

15 menit

2

Kegiatan Inti • Pengulangan materi yang telah

diberikan pada minggu lalu


dengan seksama

55 menit

87

• Mengintruksikan siswa untuk bekerja perkelompok kembali

• Guru memberikan worksheet yang berisi 25 kalimat Simple Past Tense, verbal dan nominal untuk dianalisa tiap kelompok

• Setelah menganalisa yang dilakukan tiap kelompok selesai, mengintruksikan agar lembar kerja dikelompok satu dengan yang lain ditukar, karena kalimat antar kelompok berlainan.

• Mengintruksikan setiap kelompok agar menganalisa hasil kerja kelompok lain dengan menganalisa lembar kerja yang telah diisi kelompok lain dan mengoreksi lembar kerja yang salah

• Setelah dianalisa ulang oleh kelompok lain, lembar kerja diberikan kembali kepada kelompok masing- masing dan diperhatikan bagian yang salah analisis

• Setelah penganalisaan ulang selesai, guru akan memberikan pertanyaan pada setiap orang menganai lembar kerja hasil analisis.

Dengan ketentuan sebagai berikut: - Jika siswa dapat menjawab

pertanyaan maka kelompo akan mendapatkan satu tangga, dan

- jika siswa salah menjawab maka kelompok tersebut akan mendapatkan satu ular.

• Setiap kelompok berlomba untuk menjawab pertanyaan yang diajukan oleh guru, pertanyaan yang diberikan berupa perubahan kata kerja pertama ke kata kerja ke-dua dan setiap kelompok berlomba- lomba untuk membuat kalimat simple past tense sesaai dengan intruksi yang diberikan.

• Siswa membentuk kelompok kembali dengan perpindahan tempat

• Siswa melakukan analisa kalimat Simple Past Tense yang bekerja secara kelompok

• Siswa menganalisa hasil analisis kelompok yang lain

• Siswa melakukan analisa ulang terhadap hasil analisa kelompok lain

• Siswa menjawab pertanyaan yang diberikan guru

• Melakukan perlombaan Tanya jawab antar kelompok dengan ketentuan grammatical snakes and ladders

3

Penutup Guru menutup dengan doa dan salam

Siswa membaca hamdalah dan menjawab salam (greeting) dari guru.

10 menit

88

Pertemuan ke- 6( Selasa, 01 Juni 2010)

No Kegiatan guru Kegiatan Siswa Waktu 1


menyapa siswa dengan “good morning!” serta menanyakan keadaan siswa, apakah siswa sudah siap untuk belajar di kelas atu belum.

• Ice breaker dilakukan untuk mencairkan suasana dan ketegangan sebelum melakukan pembelajaran.



• Siswa mengikuti ice breaker sesuai dengan perintah yang diberikan oleh guru

15 menit

2

Kegiatan Inti • Pengulangan materi yang telah

diberikan pada minggu lalu • Mengintruksikan siswa untuk bekerja

perkelompok kembali • Guru memberikan intruksi kepada

setiap kelompok untuk bersiap- siap melakukan grammatical snakes and ladders game yang baru dengan petunjuk sebagai berikut: 1. Setiap group membentuk barisan

panjang seperti ular 2. Barisan terdepan berfungsii

sebagai kepala ular yang harus siap menerima intruksi dari guru

3. Setelah barisan pertama mendapat informasi berupa kalimat dalam bentuk Simple Past Tense, maka dia harus membisikan informasi kalimat tersebut pada barisan ke 2, barisan ke 2 ke orang ke 3 dan seterusnya. Siswa yang berada di barisan terakhir harus menuliskan informasi yang telah diberikan oleh guru tersebut, demikian seterusnya sampai pada informassi ke 10,

4. Setelah ke 10 informasi kalimat Simple Past Tense diberikan, maka setiap group harus menukarkan tulisannya dengan kelompok lain untuk dicocokan dengan guru dan mengoreksinya.

5. Kelompok yang benar akan menjadapatkan nilai berupa


dengan seksama • Siswa membentuk

kelompok kembali dengan perpindahan tempat

• Siswa melakukan kegiatan sesuai dengan intruksi yang diberikan oleh guru.

55 menit

89

tangga dan yang salah akan mendapatkan ular yang berarti kalah. Semakin banyak tangga yang didapat maka dialah pemenangnya.

6. Setelah selesai maka setiap group harus membuat cerita narrative dari ke 10 kalimat terssebut

3

Penutup Guru memberikan penjelasan post test Guru menutup dengan doa dan salam

Siswa mengisi lembar post test dengan seksama Siswa membaca hamdalah dan menjawab salam (greeting) dari guru.

10 menit

Alat/ Sumber belajar

a. Buku teks yang relevan: Ganeca, Smart Steps, Post card

b. Gambar/ card word

c. Papan tulis

d. Spidol

e. 2 paket alat permainan ular tangga

f. 1 papan ular tangga yang besar

g. Kamera untuk dokumentasi

h. Lembar kerja siswa 1 sampai 6

Penilaian

a. Jenis Tagihan : Tes tulis

b. Bentuk Tagihan : Multiple Choise and Fill in

Instrument

• Listen to the teacher sentence carefully!

• Repeat after the teacher!

• Make a group in the ten seconds!

• Make a circle!

• Choose the head of Group/ group leader!

• Shake two dices!

• Move the plastic pyramid to certain number!

90

• Follow the instruction!

• Make a line!

• Answer the question!

• Move from one group to another group!

• Do the instruction on student work sheet!

• Collect the assignment!

Pedoman penilaian

No Ketentuan penilaian tes tulis Skor 1 Siswa dapat membedakan verb pertama dan verb ke 2 45 2 Siswa dapat mengubah kalimat affirmative ke dalam

interrogative dan menjawab pertanyaan yang sesuai dalam simple past tense

20

3 Siswa mengetahui kalimat nominal dalam simple past tense

20

4 Siswa mengetahui penempatan kata yang sesuai dalam kalimat affirmative, negative dan interrogative

15

Jumlah 100 Mengetahui : Jakarta, 11of June to 01 of July 2010

Guru Bahasa Inggris Mulyani Ratna Wulan

91

Appendix 6. Student Learning Result Description

Group

Student Meeting 1 Differing between the use of V1 and V2 in Simple Past Tense, Making Simple Past Tense Sentences by Small Snakes and Ladders Board

Meeting 2 Review Meeting one by Big Snakes and Ladders Board

Meeting 3 Grammatical Snakes and Ladders Discussion of Verbal and Nominal in Simple Past Tense

Meeting 4 Grammatical Snakes and Ladders Quiz of Verbal and Nominal in Simple Past Tense

Meeting 5 Identifying Simple Past Tense Sentences

Meeting 6 New variety of Snakes and Ladder game by Snakes Information Giving in Simple Past Tense and Review

Cycle 1 Cycle 2 Cycle 3 Group 1 Abellani Devi Frida Haura Syabrina

There was good in changing the verb 1 into verb two, and in making sentences because the students in this group are very active

They are very good, the task is almost perfect in this second meeting

The group is good in discussion, they are very active and they have a big curiosity in doing the task.

This group is very active

There was very good identification, from 25 sentences there are 4 missing sentences identification

These group arevery active in doing the game, and enjoying the game. All of the student have big attention to the teacher explanation.

Group 2 Aesya Maudy Sarah Maulidina

In this group, the teamwork don’t do the task well, just one person who active in this group. They still need practice for the task.

The group is good too, but there are a mistakes in doing the task

The group is need comprehension about the material, they have many problem in understanding the material, so teacher have to attain them intensively.

Just several students are active in this group


Group 3 Finia Karunia Rifda Syifa Nadia

This group is active group, they do the task well, they are working together by sharing and good

This group is good teamwork; they are doing the task better than the first

This group is good in making discussion.

All of the students are active in this group.

There was very good identification, from 25 sentences there are 2 missing sentences

92

discussion the task

meeting. identification

Group 4 Aldi Ican Panca Faris Dimas

They are good in task, but they need practice very much.

The task is good for them, but just three students who are very active.

This group is group enough in discussion.

Just two student are active,.

There was good identification, from the 25 sentences, there are 6 missing identification

Group 5 Lutfi Ilham Iqbal M. Farras Reza

This group is a trouble maker for another group, they are doing the task, but sometime joking and playing out of the game rules

This group is need practice more, and more guider in doing the task, but they do the task, and the result is not too bad.

This group makes enough good discussion, but they still need more attention from the teacher.

This group is trable maker group, and this group always disturb their friend when they are studying

There was enough identification, from 25 sentences there are 11 missing sentences identification

Group 6 Naufal Adenio Adham Fadhil Farras H

This group does the task good enough but they still need practice for it.

This group is active, and enjoy the game but there are a mistakes in doing the task,

This group makes good discussion, and doing the task well.

This is active group, just two person are silent.

There was enough identification, from 25 sentences there are 11 missing sentences identification

Group 7 Albeit Arda Bagja Dhaman Sandy

This group is very good in discussion, but still need more comprehension for the task.

This group is very active, they do the task well, and of course better than the first meeting.

This group is very active, and doing the discussion well.

This is very active group, they enjow the quiz actively.


93

Multiple Timeline Format Evaluation

Meeting I- 6

Thursday, 11th of May 2010

Monday, 17th of May 2010

Thursday, 18th of May 2010

Monday, 24th of May 2010

Monday,31st of May 2010

Thursday, 01st of June 2010

Class management

The class is about 34 students; the teacher arranges the class before studying.

The student is about 35 students, the student make a group, and every group sit with their group, they make a group by their self for a good teamwork.

The student is divided into the group (they like to work group), and sit with their group.

The student is divided into the group because they like to do the class activity by grouping

He student divided into five groups, they make a line for every group, like a snakes, the first person in front of a a head and the last person in the line as the writer

The class is like letter U. The student can see the teacher without barrier.

Material Past tense (V1 and V2, verbal sentence)

Review the first meeting, but the teacher give the additional by giving the introduction of nominal sentence in simple past tense

The teacher give nominal sentence; the using of noun, adverb, and adjective in simple past tense.

The teacher give nominal sentence; the using of noun, adverb, and adjective in simple past tense, and compares with verbal sentence.

The material is about analyzing nominal and verbal sentence is provided by the teacher, they are 25 exercises have to be analyzed by ever group, every group has different sentence mistake

Simple past tense, either in verbal and nominal, and whether positive, negative, and question. Review material about simple past tense,

94

Pre- Test and Post- Test Result

Student Pre test (X) Post test (Y) MC CS Sum MC CS Sum Maulidina amalia (A) 5 3,5 4,25 8 5,5 6,75 Dimas Patriananda (B) 8 8 8 8 10 9 Al- bait Malikul Izzat (C) 9 8,5 8,75 10 10 10 Sandy Nugraha (D) 6 1 3,5 10 9 9,5 Farhan Naufal S (E) 9 9 9 9 9 9 Bagja Fathul H (F) 9 9 9 10 10 10 Frida aprilia (G) 10 9 9,5 10 9 9,5 Dhanan Muqonta T (H) 8 7,5 7,75 10 10 10 Fadhil Dzukwun (I) 7 7,5 7,25 10 7 8,5 Adenio Idham (J) 7 6,5 6,75 0 0 0 Adham Adi (K) 8 8,5 8,25 10 9,5 9,75 Farras Hafizah Alif (L) 8 8,5 8,25 9 8,5 8,75 Ilham adli (M) 9 5 7 8 10 9 Muhammad Iqbal (N) 8 7,5 7,75 9 10 9,5 Lutfi Ahmad Yudandi (O) 9 8,5 8.75 10 10 10 Reza Prasetyo U (P) 6 5,5 5,75 8 9,5 8,75 M. Farras Abiyyu (Q) 8 5 6,5 9 10 9,5 Aldi Nurhendianto (R) 8 6 7 8 10 9 Muhammad faris Aminuddin (S) 8 7,5 7,75 9 10 9,5 Nugraha Pancasaputra (T) 9 4,5 6,75 9 10 9,5 Ihsan Riza (U) 9 7 8 0 0 0 Rifda Syifa Nadia (V) 9 5,5 7,25 10 9,5 9,75 Aesya Zhafirah(W) 9 9 9 9 9 9 Karunia Izzati Refeny Putri (X) 8 5,5 6,75 10 10 10 Finia Afranada (Y) 9 6,5 7,75 10 9,5 9,75 Khanza Syifa (Z) 8 7,5 7,75 9 9,5 9,25 Adinda Syahputri (AA) 9 5,5 7,25 10 9,5 9,75 Maudy Khusnia (BB) 9 8 8,5 10 9,5 9,75 Sarah Rizki Chairunnisa (BB) 8 7,5 7,75 10 10 10 M. Naufal Alif (CC) 8 5,5 6,75 9 10 9,5 Shabrina Fadilla (DD) 9 6,5 7,75 10 9 9,5 Haura Nabila (EE) 9 9 9 10 9,5 9,75 Devi Srimumpuni Oktavia (FF) 8 8 8 10 9 9,5 Abellani Yulitas Ari 9 6 7,5 10 9,5 9,75 Arda Aditya 0 0 9 10 9,5 Note: MP : Multiple Choices CS : Completing Sentence Sum : Average Score between MP and CS

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Appendix 8. Documentation

PEMETAAN STANDAR ISI KELAS VIII/ SEMESTER II

Satuan Mata Pendidikan : MTs Pembangunan Mata Pelajaran : BAHASA INGGRIS

Standar Kompetensi Kompetensi Dasar Indikator Materi Pokok Alokasi Waktu

12. Mengungkapkan

makna dalam

teks lisan

fungsional

pendek

sederhana

berbentuk

recount dan

narrative untuk

berinteraksi

dengan

lingkungan

terdekat.

12.2 Mengungkapkan

makna dan langkah

retorika dalam esei

pendek sederhana

dengan

menggunakan ragam

bahasa tulis secara

akurat, lancar, dan

berterima untuk

berinteraksi dengan

lingkungan sekitar

berbentuk recount

dan narrative

• Mengidentifikasi makna gagasan dan langkah retorika dalam essei pendek sangat sederhana dengan menggunakan ragam bahsa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

• Menjelaskan makna gagasan dan langkah retorika dalam essei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

• Menulis essei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Makna dan langkah retorika dalam esseei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount and narrative.

4x 40 menit

Catatan: Dalam silabus tertera bahwa kompetensi dasanya “Mengungkapkan makna dalam teks

lisan fungsional pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan terdekat.” Recond dan narrative lebih cenderung pada kemampuan menulis, dan grammar yang dipakai dalam teks ini adalah simple past tense dan past perfect tense. Jadi, pengajaran past tenses diberikan sebelum mereka dalam membuat kalimat atau cetita dalam bentuk teks narrative dan recount.

96

Cycles in Action Research

The First Cycle Thursday, 11th and 17th of May 2010

Initial Planning

Planning the subject which is used in the teaching

Teaching verbal sentence of simple past tense using grammatical snakes and ladders game

Tools : Two packs of Snakes and ladders game tools; 2 snakes and ladders board, 4 dices, 2 shakes, and 7 symbol of the player in Grammatical snakes and ladders board

Decide the subject topic Different using of V1 and V2 Verbal sentence and the formula

Developing scenario learning (Lesson Plan)

Lesson planning (RPP)

Arranging worksheet Student worksheet I and II

Student worksheet 1 Contain of 100 verb 1 that must be change into v2 Student worksheet 2 contain of 100 verbs that must be changed into a sentence of simple past tense depend on the instruction on student worksheet

Providing the source of learning

Many book, smart steps book, grammar book, reciprocal for tired teacher book (game)

English Book

Developing evaluation form

Form evaluation is provided

Evaluation paper

Developing observation learning form

Observation form is provided

Observation form

Action Using the scenario Yes RPP Worksheet in action Yes Student worksheet

Monitor/ Observation

Observing by using Observation form

Yes Observation form

Scoring action result by Using worksheet form

Yes Scoring form

Evaluation/ Evaluating the action Yes Evaluation form

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Reflection which have been done include: quality, sum, and time from every action

The Second Cycle Thursday, 18th and 24th of May 2010

Revised

Initial Planning Planning the subject which is used in the teaching

Teaching nominal sentence in teaching simple past tense by using the variety of grammatical snake and ladders game,

Grammatical Snakes and Ladders snakes and Ladders discussion, the format of grammatical snakes and ladders quiz, student worksheet III and VI

Decide the subject topic

Understanding of noun, adverb, and adjective, the formula, and the use of them in simple past tense,


Lesson planning (RPP) Using RPP

Arranging worksheet Student worksheet III and IV

Student worksheet III is done by group discussion, it’s about making a discussion about verbal sentence Student worksheet VI is 100 instruction for making nominal sentence by using snakes and ladders game


Many book, smart steps book, grammar book, reciprocal for tired teacher book (game), and the Varian of game of grammatical snake and ladders was developed by the teacher itself.

Book and game



Evaluation form



Observation form

Action Using the scenario Yes RPP

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Worksheet in action Yes Student worksheet III and VI

Monitor/ Observation




Yes Scoring form

Evaluation/ Reflection

Evaluating the action which have been done include: quality, sum, and time from every action

Yes Evaluation form

The Third Cycle Thursday, 31st of May and 01st of June 2010

Initial Planning

Planning the subject which is used in the teaching

Teaching nominal and verbal sentence in teaching simple past tense by using the variety of grammatical snake and ladders game,

Identifying the sentence whether true or false, and verbal or nominal by 25 sentences are provided. Giving information by Snakes and ladders lines game, teacher clear explanation

Decide the subject topic Understanding of verb, noun, adverb, and adjective, the formula, and the use of them in simple past tense,


Lesson planning (RPP)

Using RPP

Arranging worksheet Student worksheet V and VI

Student worksheet V is 25 sentences must be identified, and Student worksheet VI about information giving, and matching a conversation from information is given


Many book, smart steps book, grammar book, reciprocal for tired teacher book (game), and the Varian of game of

Books

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grammatical snake and ladders was developed by the teacher itself.



Evaluation form



Observation form

Action Using the scenario Yes RPP Worksheet in action Yes Student worksheet

paper V and VI Monitor/ Observation




Yes Scoring form

Evaluation/ Reflection

Evaluating the action which have been done include: quality, sum, and time from every action

Evaluation form

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