The Use of Snakes and Ladders Game to Improve Students’ Grammar at the Second Grade of Mts DDi Baru
DOI:
https://doi.org/10.24903/bej.v5i2.1333Keywords:
Students’ grammar; Game-based learning; Snakes and Ladders gameAbstract
The second graders of MTs DDI Baru face several issues in learning English. Those become obstacles for them to get good achievement in the subject. One of the most difficult issue for them is they could not even compose a simple sentence properly using basic tenses such as simple present and simple past tense. The researcher tried to use game-based learning, in this case, using Snakes and Ladders game to solve the problem. So that, this research aims to find out the significant effect of using of snakes and ladders game in improving students’ grammar ability. This research design applied research with one pre-test and one post-test design in the experimental and control class. From 5 classes, the researcher chose 2 classes as sample by using cluster random sampling. The data analysis result revealed that the post-test mean score (74.07) is greater than the pre-test mean score (37.24) in experimental class. The results of the t-test also confirm that the p-value is 0.001, or smaller than 0.05, whereas the t-value is 8.87 or greater than t-table 2.048. So, by considering the p and the t value, the reseacher withdraw conclusion that H₠is accepted which states that the use of the Snakes and Ladders game can improve students’ grammar. However, another interesting finding reveals that there is also improvement of students’ scores in the control class but not as significant as in the experimental class. The mean score increased 15.86 points while in the experimental class it increased 36.83 points
References
Ait Hajji, K., & Kim, Y. (2019). Teaching and Learning Grammar by Games In EFL Classrooms in Moroccan High Schools. International Journal of English and Education, 3(2), 581–584.
Asmaka, R. A. (2019). Pengaruh Model Pembelajaran Game-Based Learning Terhadap Prestasi Belajar Matematika Pada Materi Peluang Kelas VIII SMP Negeri 2 Balen Tahun Pelajaran 2018/2019. IKIP PGRI Bojonegoro.
Chang. (2011). A Contrastive Study of Grammar-translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, 4(2), 13.
Dewi, E. M. (2017). Improving Students’ Grammar Using Dictogloss. English Education Journal, 8 (3), 352–356.
Jufrizal. (2010). Simple and Complex Tenses in English: What We Do with Them? Muhammadiyah University of Purwokerto.
Jumaida, M. S. (2020). Improving Student’ Grammar Ability By Using Board Game at The Eight Grade of SMP Negeri 4 Malangke Barat. State Islamic Institute of Palopo.
Mohamad, F., & Amin, N. M. (2009). The effectiveness of customized courseware in teaching grammar. 2nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia, 1–12. https://url2.cl/nIt8j
Nur Aini, Firosa. (2018). Pengaruh Game Based Learning Terhadap Minat dan Hasil Belajar Pada Mata Pelajaran Ekonomi Siswa Kelas XI Ips. Register Journal, 6.
Susanti, S., & Trisnawati, W. (2019). Improving Students’ Ability in Mastering Basic English Grammar Though Board Games. Journal Of Language Education Development, 1(2), 149–157.
Tanta. (2010). Pengaruh Gaya Belajar Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Biologi Umum Program Studi Pendidikan Biologi Universitas Cenderawasih. Jurnal Kreatif : Jurnal Kependidikan Dasar, 1(1), 7–21.
Taslim, F. (2016). Improving Students ’ Mastery on Simple Present Tense Through Climbing Grammar Mountain Game. 23(2), 146–155.
Tuan, L. T., & Doan, N. T. M. (2010). Teaching English Grammar Through Games. Studies in Literature and Language, 1(7), 61–75.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games For Language Learning. Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
