UNIVERSITI TEKNOLOGI MALAYSIA
♦
BORANG PENGESAHAN STATUS TESIS JUDUL: USING GRAMMAR GAMES IN TEACHING GRAMMAR: A CASE
STUDY IN SMK DAMAI JAYA
SESI PENGAJIAN: 2008 / 2009
Saya JULIANA EMILIA DOURADO mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut: 1. Tesis adalah hakmilik Universiti Teknologi Malaysia. 2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian sahaja. 3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi. 4. **Sila tandakan ( ) (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di dalam AKTA RAHSIA RASMI 1972)
(Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)
TERHAD
Disahkan oleh
Alamat Tetap:
40 JALAN CHOW KAI TAMAN CANNING 31400, IPOH PERAK DARUL RIDZUAN Tarikh: 30 April 2009 Tarikh: 30 April 2009
ENCIK MOHD. HILMI B. HAMZAH
TIDAK TERHAD
SULIT
CATATAN: * Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT atau TERHAD.
Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan, atau disertasi bagai pengajian secara kerja kursus dan penyelidikan, atau Laporan Projek Sarjana Muda (PSM).
USING GRAMMAR GAMES IN TEACHING GRAMMAR: A CASE STUDY IN
SMK DAMAI JAYA
JULIANA EMILIA DOURADO
A report submitted in partial fulfillment of the
requirements for the award of the degree of
Bachelor of Science with Education (TESL)
Faculty of Education
Universiti Teknologi Malaysia
April 2009
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To those that matter most,
Mum, Dad, Timan, Jess and Juan
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ACKNOWLEDGEMENT
First and foremost, I thank God for giving me the strength and perseverance
to complete this research.
I would also like to extend my heartfelt thanks and sincere gratitude to the
following people for their contributions, without which this project could never have
been a success.
To Mr Hilmi Hamzah, my supervisor, for your guidance, patience and
encouragement throughout the duration of this research. Your wide knowledge and
invaluable advice have indeed been most instrumental in guiding me towards the
completion of this thesis.
To my family members, especially my parents, aunt, and sister who
constantly cheered me on by giving me the encouragement that I needed to complete
this research. I especially appreciate your understanding and support.
To Juan, who has been a constant source of inspiration to me. I will be always
grateful to you for providing me with unending encouragement and continual
patience and understanding that I needed to complete this research.
To the teachers in SMK Damai Jaya, Skudai, especially Puan Hasaliza Hazari
and Puan Cecilia Zamira, I am ever grateful for your kind co-operation, time and
assistance rendered throughout my research in the school. To the students of 1 ET1
and 1 PK 1, thank you for your co-operation and participation.
My appreciation also goes out to my friends, for your help and suggestions,
and for lending me ear when I needed one.
Last but definitely not least, I would like to thank those who helped me in one
way or another during my research and the preparation of my thesis because I would
not have come so far without all of you. From the bottom of my heart, thank you.
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ABSTRACT
This study examined the effects of games in teaching grammar, particularly
in the use of the simple present tense and simple past tense as well as to gain insights
on students’ and teachers’ responses towards the use of games in teaching and
learning grammar items. 56 Form One students of SMK Damai Jaya, Skudai were
taken as samples for the study. The subject were assigned to either experimental or
control conditions. The experimental group used games to learn grammar whereas no
treatment was given to the control group. Data gathered from the pre-test and post-
test were analyzed descriptively. Classroom observations were used to observe
students’ reaction to the games in terms of communication, motivation and
enthusiasm. In addition, interviews were conducted to find out ESL teachers’
perspectives on using games to teach grammar. Qualitative and quantitative data
gathered indicated that grammar games had a positive effect in the learning of the
simple present tense and simple past tense. Students who practiced grammar with
games felt more motivated and enthusiastic in what they were doing. Descriptive
data gathered implies that teachers were positive of the potential of using games to
teach grammar. It is suggested that the use of games in teaching and learning of
grammar be actively promoted as a successful way of acquiring grammatical
competence.
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ABSTRAK
Kajian ini bertujuan untuk mengkaji kesan penggunaan permainan bahasa
dalam proses pengajaran dan pembelajaran tatabahasa Bahasa Inggeris, khususnya
dalam penggunaan ‘simple present tense’ dan ‘simple past tense’. Kajian ini juga
turut mengkaji reaksi pelajar dan pandangan guru terhadap penggunaan permainan
bahasa. Subjek kajian terdiri daripada 56 orang pelajar Tingkatan Satu dari SMK
Damai Jaya, Skudai. Mereka telah dibahagikan kepada Kumpulan Eksperimental dan
Kumpulan Kawalan. Kumpulan Eksperimental menjalani permainan bahasa
manakala Kumpulan Kawalan pula menjalani pembelajaran berpusatkan guru. Data
yang diperoleh daripada ujian pra dan ujian pasca dianalisis secara diskriptif. Data
juga diperoleh melalui pemerhatian bilik darjah untuk melihat reaksi para pelajar
terhadap permainan bahasa dalam aspek komunikasi, motivasi dan minat untuk
belajar. Temubual dengan guru-guru Bahasa Inggeris juga dilakukan untuk
memperoleh pandangan mereka terhadap penggunaan permainan bahasa dalam
proses pengajaran dan pembelajaran tatabahasa. Keputusan kajian menunjukkan
bahawa penggunaan permainan bahasa telah memberikan kesan positif terhadap
proses pengajaran dan pembelajaran tatabahasa. Para pelajar didapati lebih
bermotivasi dan berminat tinggi apabila menggunakan permainan bahasa untuk
mempelajari tatabahasa. Adalah didapati juga bahawa guru-guru bersikap positif
terhadap potensi menggunakan permainan untuk mengajar tatabahasa. Adalah
dicadangkan supaya permainan bahasa digunakan sebagai satu kaedah yang berkesan
dalam proses pengajaran dan pembelajaran tatabahasa Bahasa Inggeris.
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TABLE OF CONTENTS
CHAPTER TITLE PAGE
TITLE PAGE i
DECLARATION ii
DEDICATIONS iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF ABBREVIATIONS xi
LIST OF APPENDICES xii
1 INTRODUCTION 1
1.0 Introduction 1
1.1 Background of Problem 2
1.2 Statement of Problem 3
1.3 Purpose of Study 4
1.4 Objective of the Study 4
1.5 Research Questions 5
1.6 Significance of the Study 6
1.7 Scope of the Study 6
2 LITERATURE REVIEW 7
2.0 Introduction 7
2.1 Definition of Grammar 7
2.2 Traditional Grammar Teaching 9
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2.3 The KBSM Approach in Teaching Grammar 11
2.4 Definition of Grammar Games 12
2.5 The Role of Games in the Teaching and Learning of
Grammar 13
2.6 Criteria for Choosing Language Games 16
3 RESEARCH METHODOLOGY 19
3.0 Introduction 19
3.1 Respondents of the Study 20
3.2 Research Instruments 20
3.3 Research Procedure 21
3.4 Data Analysis 24
4 FINDING AND DISCUSSION 26
4.0 Introduction 26
4.1 The Effects on Games on the Learning of Grammar 26
4.1.1 Findings Based on the Pre-test and Post-test
Results 27
4.1.1.1 Experimental Group 27
4.1.1.2 Control Group 29
4.1.1.3 Comparison of the Achievement of the
Experimental and Control Group
in the Pre-test and Post-test 31
4.1.2 Discussion on the Effects of Games on the
Learning of Grammar 32
4.2 Students’ Responses to the Use of Grammar Games 33
4.2.1 Findings Based on Classroom Observations 33
4.2.2 Discussion on the Students’ Responses to the Use
of Grammar Games 35
4.3 Teachers’ Reaction to the Use of Grammar Games 37
4.3.1 Findings Based on the Interviews 37
4.3.2 Discussion Based on the Teachers’ Reaction
to the Use of Grammar Games 44
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5 CONCLUSION AND RECOMMENDATIONS 47
5.0 Introduction 47
5.1 Conclusion 48
5.2 Recommendations 49
5.2.1 Recommendations for the Usage of
Language Games 49
5.2.2 Recommendations for Future Research 50
REFERENCES 52
APPENDICES 55
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LIST OF TABLES
TABLE NO. TITLE PAGE
3.1 Types of Research Instruments
and its Purpose 21
4.1 Individual Participants’ Scores and Percentage
Increase for the Experimental Group 28
4.2 Individual Participants’ Scores and Percentage
Increase for the Control Group 30
4.3 Mean of Pre-test and Post-test 31
4.4 Summary of Overall On-task Behaviour
while Engaging in Grammar Games 34
4.5 Responses on the Effectiveness of Games 39
4.6 Responses on Other Reasons of Using Games
in a Grammar Lesson 40
4.7 Responses on the Factors taken into
Considerations when Implementing
Language Games 41
4.8 Responses on the Problems Encountered
When Implementing Language Games 43
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LIST OF ABBREVIATIONS
ESL - English as Second Language
KBSM - Kurikulum Bersepadu Sekolah Menengah
SMK - Sekolah Menengah Kebangsaan
UPSR - Ujian Penilaian Sekolah Rendah
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LIST OF APPENDICES
APPENDIX TITLE PAGE
A Pre-test 55
B Post-test 60
C Observation sheet 65
D Interview questions 67
E1 Interview Transcript 1 68
E2 Interview Transcript 2 70
E3 Interview Transcript 3 72
E4 Interview Transcript 4 74
F Grammar Game – Races 76
G Grammar Game – Grammatical Snakes and Ladders 78
H Grammar Game – Verb Bingo 80
I Grammar Game – Past Tense Knockout 83
CHAPTER 1
INTRODUCTION
1.0 Introduction
The English Language plays an important role in the lives of many
Malaysians. Moreover in recent years, the Malaysian Government stresses on the use
of English in schools to equip our students with the proficiency of communicating in
English. In order to communicate effectively in English, students need to have a
good foundation in grammar (McKay, 1987). Ur (1988) states that a person who
knows grammar is one who can express himself or herself in what would be
considered as acceptable language forms.
Traditionally, many teachers approach grammar teaching very seriously,
making the lesson dull and uninteresting. Students are not motivated to learn when
teachers resort to traditional methods of teaching. One way to reinforce the grammar
structures of students is through the use of games. Woodward (1997) says that
teachers should know that explanations and examples can be enlivened by varieties
of language games. Language games deliver and stimulate an added dimension to
language learning.
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The purpose of this study is to find out whether the use of grammar games
can help in the reinforcement of the teaching of grammar, particularly in the simple
present tense and simple past tense form.
1.1 Background of Study
In keeping with the National Education Policy, English is taught as a second
language in all government-assisted schools in the country at both the primary and
secondary level of schooling. The English Language syllabus for secondary school
aims at equipping students with basic skills and knowledge of the English Language
so as to enable them to communicate both orally and in writing, in and out of the
classroom. Under the curriculum specification for English, it is required that the
teaching of grammar is integrated with the four language skills (reading, writing,
listening and speaking) using various themes as a medium.
However, this approach has resulted in the teaching of grammar emerging as
a problem area. Many teachers seem to be unclear on how grammar is to be
integrated into the English lesson. As a result, they still teach grammar in isolation.
Similarly, students also encounter difficulties learning and mastering grammar items
in the English Language. According to findings from the examination conducted by
Institut Bank-Bank Malaysia on Local Graduates for Employability in the Banking
and Finance Service, many candidates who sat for the exam were unable to construct
grammatically correct simple English.
One of the items which pose as a problem to many students is that of tenses.
Aitken (1992) reports that students often ‘misuse, misunderstand and misapply
tenses’. Harmer (1987) cites three reasons for this: there is the mismatch between
form and function, various exceptions to the rules and native language interference.
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Grammar is perhaps so serious and central in learning a language that all
ways should be searched for which will focus students’ energy on the task of
mastering and internalising it. There is no easy rule to teach students to be competent
in grammar. However, one of the ways that could be employed is using games to
help the teacher to explain difficult grammatical areas to the students. Greenall
(1984) says that language games provide free and spontaneous practice of language
learning conditions. Language games lie halfway between the controlled context of
the formal lesson and the real-life situations outside the classroom.
1.2 Statement of Problem
Students in Malaysia learn the English Language as a second language from
the time they enter primary school up to tertiary level. However, many students still
make grammatical errors when they speak or write in the language. Although
students in Form One are assumed to have learnt the use of tenses in their primary
education, teachers often find that many of them are still unable to use the correct
tenses while writing and speaking in English. Many students cannot differentiate
between the use of the simple present tense and the simple past tense form. Many of
them still construct such sentences:
I go to school yesterday.
A tiger ate meat.
As a result of not being conscious of the structure and usage of the simple
present tense and the simple past tense, students make such errors in their sentences.
Such errors can contribute to miscommunication. Therefore, this study aimed to
investigate whether grammar games are beneficial for students to gain linguistic
knowledge particularly in the use of the simple present tense and the simple past
tense.
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1.3 Purpose of the Study
Grammar plays an important role in any language learning as a basis to
communicate effectively. As stated in the 2003 Huraian Sukatan Pelajaran
Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris Tingkatan Satu, language
skills such as grammar must be repeated frequently and used constantly to maximise
students’ learning. To this end, language teachers should set a variety of activities so
that students will be able to develop the ability and confidence to use the language
effectively. A possible method which offers the opportunity to use English
communicatively is through the use of language games.
In view of the above, this study was carried out to investigate whether
grammar games were successful in helping Form One students to develop an insight
into the form, usage and rules governing the use of simple present tense and simple
past tense. In addition, this study also examined if grammar games helped to promote
meaningful learning among students as well motivate students in learning grammar
structures. Moreover, the study also investigated the teachers’ reactions and
comments on the use of games in the teaching and learning of grammar.
1.4 Objective of the Study
The objectives for this study are as follows:
1. to examine the effects of grammar games in the learning of grammar,
particularly in the use of the simple present tense and the simple past tense.
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2. to identify students’ response to the use of grammar games in terms of
communication, motivation and enthusiasm.
3. to identify the ESL teachers’ reaction towards the use of grammar games to
enhance the teaching of grammar.
1.5 Research Questions
To achieve the objectives of the research, the following research questions
have been formulated. They are:
1. How do grammar games affect the grammatical competence of students
especially in the learning of the simple present tense and the simple past
tense?
2. What are the students’ reaction towards learning grammar through games in
terms of communication, motivation and enthusiasm?
3. What are the ESL teachers’ reactions towards the use of grammar games to
enhance the teaching of grammar?
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