UNIVERSITI TEKNOLOGI MALAYSIA

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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?