THE APPLICATION OF GRAMMAR GAME IN TEACHING

COMPERATIVES AND SUPERLATIVES TO THE EIGHTH

YEAR STUDENTS OF SMP N 2 PALEMBANG

Proposal Research

by

LEOVAN AGUSTINUS

Students Registration Number 2007111081

English Education Study Program

Language and Arts Education Department

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

2010

THE APPLICATION OF GRAMMAR GAME IN TEACHING

COMPERATIVES AND SUPERLATIVES TO THE EIGHTH YEAR

STUDENTS OF SMP N 2 PALEMBANG

1. Background

English is an International language that is widely used all over the world. It

is not only studied and taught in Indonesia, but also in all over the world. English is a

foreign language which is taught to the first year of junior high up to the University

level. According to the 1994 Curriculum, teaching English focuses on the four

language skill namely: reading, speaking, listening, and writing. The curriculum also

states the aspect of language such as grammar, vocabulary, pronunciation, and

spelling may be taught to reinforce the development of the four language skill, not for

the importance of the language of language themselves.

One of the problems faced by the students is English grammar. Grammar is

one of the aspects that the students should learn. Grammar is the possible form and

the arrangement of words in phrases and sentences. Grammar refers to the study of

words and their function which includes morphology (inflection form), Syntax (the

relation of words in phrases, clauses and sentences) and semantic (meaning of

words). According to Hornby (1987 : 375), grammar is a study or science of rules for

the combination of words into sentences or syntax and the forms of words or

morphology. In this study, grammar refers to one of the items such as degrees of

comparison especially comparatives and superlatives.

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In this case. The writer wants to introduce “Comparatives and Superlatives”

as the topic of this study because comparatives and superlatives are included the

degree of comparison and it is one of the smallest part of grammar. The writer

interested in taking ”comparatives and superlatives” as the topic in this study because

based on the writer’s experience when the writer was doing the teaching practice to

the junior high school, the writer found in learning comparatives and superlatives the

students got some difficulties how to use comparatives and superlatives.

Based on the fact above, the teachers of English should find effective ways,

which solve the students’ problems in learning comparatives and superlatives through

the use of interactive activities such as grammar games.

There are three reasons why grammar games are useful to the students and

teacher. According to Grambs and Carr (1979: 130), firstly, games break classroom

routines on pleasant way, secondly, games provide an opportunity to see familiar

material in a new relationship, and the last reason, the games can increase motivation

for all students in learning grammar. The students can be interested and competitive

in the games acts to improve their grammar mastery. However, this statement should

be proved scientifically first.

Because of that, in this research the writer wants to describe the effectiveness

of the application of game in teaching comparatives and superlatives to the eighth

year students of SMP N 2 Palembang because she wants to match the material with

the curriculum of the Junior High School.

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2. Problems

2.1 Limitation of the Problems

In this study, the writer limits the problems on :

1. Teaching comparatives and superlatives of adjective;

2. Teaching comparatives and superlatives through grammar games.

2.2 Formulation of the Problems

From the limitation of the study, the formulation of the problem is as follows :

“is it effective to teach comparatives and superlatives by using grammar games?”

3. Objective

Based on the formulation of the problem above, the objective of this study is

to find out whether or not it is effective to teach comparatives and superlatives by

using grammar games.

4. Significances

The significances of the result of this study can be stated as follows:

1. Improving the writer’s knowledge and experience and giving her more

experience in doing scientific research;

2. Indirectly improving the knowledge of the students in the Junior high school in

grammar especially comparatives and superlatives;

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3. Giving the valuable information to the teachers of English about the

effectiveness of grammar games in teaching English comparatives and

superlatives, so they can apply it when they teach grammar.

5. Theoretical Framework

5.1 The concept of Games

According to Hadfield (2003: 4), a game is an activity with rules, a goal and

an element of fun. There are two kinds of games: competitive game, in which players

or teams race to be the first to reach the goal, and co-operative game, in which

players or team work together to words a common goal.

Language can be divided into two categories: linguistic games and

communicative games. In linguistic games, the goal of games is linguistic accuracy.

In the case, of these games, using the correct grammatical forms. Communicative

games have goal or aim that is not linguistic; successful completion of the game will

involve solving a puzzle or completing a picture.

Games can be used at any stage of the lesson once the target language has

been introduced and explained. They, serve both as memory aid and repetition drill

and as diagnostic tool for the teacher, who can note areas of difficulty and take

appropriate remedial action.

Teaching through the game can motivate the students to learn and give an

opportunity to see familiar materials in a new relationship in pleasant way, (Grambs

and Carr, 1979:130). Games could help uninterested students to take part in the class.

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One of the most important contributions of games is that students who have not done

the work because the lack of interest, ability, or some other reasons engrossed in the

competitive situation and find themselves arguing about right or wrong answer as

vociferously as those who did the work.

The games are to be used as practice exercise to help students get used to and

remember grammatical rules and patterns. They are designed as fun activities to help

lighten the load of grammar learning.

The games here are what could be called ‘choice’ games. These games tend to

be more analytic, based on the conscious application of grammar rule. In them the

players have to choose the correct linguistic form, rather as in traditional grammar

exercise types such as gap-fill, sentence completion, multiple choice, etc. the

difference is not only that they are in game format, which means they are more fun

and lighter-hearted, but also that in most cases there is a context is very often the

students’ own exercise, tastes and preferences.

Based on the Hadfield’s opinion (2003:4), they are six types of choice games:

1) Matching: e.g. matching to words or phrases, matching half-sentences or

matching word and pictures

2) Ordering: e.g. ordering words to make a sentence, or ordering pictures and words

to make a long sentence as possible

3) Completing: completing incomplete sentences or questions

4) Competitions: e.g. see how many sentences you can make, how quickly you can

unmuddle sentences

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5) Card games and other familiar game types: e.g. bingo, pelmanism, happy

families, consequences, board games, dominoes

6) Memory games: e.g. seeing how many sentences players can remember

5.2 The Concept of Teaching

According to Saleh (1996:12-15), teaching is a profession conducted by using

a combination of art, science, and skill. Besides that he also states that there are better

concepts of teaching characterized by the activities performed by outstanding

teachers of English as foreign language as follows:

1) Teaching is making an effort to help the students to accomplish:

a. Declarative knowledge reflected in the form of preparation and,

b. Procedural knowledge represented in the form of productions.

2) Teaching is trying to keep the student’s motivation high by using a variety of

short activities.

3) Teaching is an interactive processes between the teacher and the students and

among students themselves.

4) Teaching is learned-centered humanistic, that is the teacher who serves as a guide

in the learning process, but it is the students who assume some responsibility for

how much learning takes place.

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5.3 The Rules and Pattern of the Comparatives and Superlatives

According to Azar (1992 : 331) Comparatives compares “this/these” to

“that/those”, form:-er or more, since the superlatives compares one of part of a whole

group to all the best of the group form:-est or most. Comparatives and superlatives

are included in the degrees of comparison. The degrees of comparison in Indonesia

we called “tingkat perbandingan”. The degrees of comparison indicates degrees of

difference with adjective and adverb and may be equal or unequal. Most descriptive

adjective have three form, namely:

1) Positive Degree

Positive degree shows no comparison. It describes only the simple quality of

person, thing and group.

2) Comparative degree

The comparatives degree involves two entities and shows a greater or lesser

difference between them.

3) Superlative degree

The superlative degree has three or more entities which are compared, one of

which is superior or inferior to the other.

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5.3.1 The Rules

a. If an adjective consists of one syllable, therefore, we use -er for comparative and

–est for superlative.

Positive comparative superlative

Big bigger biggest

Large larger largest

Long longer longest

Short shorter shortest

Small smaller smallest

Tall taller tallest

Young younger youngest

b. If an adjective consist of three syllable, therefore, we use more for comparative

and the most for superlative.

Positive comparative superlative

Beautiful more beautiful the most beautiful

Expensive more expensive the most expensive

Famous more famous the most famous

Handsome more handsome the most handsome

Important more important the most important

Necessary more necessary the most necessary

Useful more useful the most useful

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c. If an adjective consist of two syllable and ends with consonant “y” therefore

consonant “y” changed into “I” and then added with –er or –est.

Positive Comparative Superlative

busy busier busiest

dry drier driest

easy easier easiest

happy happier happiest

lazy lazier laziest

merry merrier merriest

pretty prettier prettiest

wry wrier wriest

d. Irregular degrees of comparison

Positive Comparative Superlative

Bad worse worst

Far farther/further farthest/furthest

Good better best

Little less least

Much/many more most

Old older/elder oldest/eldest

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5.3.2 The Pattern

There are two kinds of comparison namely

1) Equal comparison is an equal comparison which indicates that the two entities are

exactly the same. The following rules generally apply to this type of comparison.

Subject+ Verb+as {adj} as + N/pron

Examples :1. My book as complete as your.

2. Wina sings as well as a good singer.

3. My uncle house as big as that house.

The same idea can also be conveyed in other way

Subject +Verb +the same +N + as + N/Pron

Examples : 1. My house is white. Indah’s house is too.

It means my house have the same color as Indah’s.

2. Fitri is 23 years old. Maya is 23 years old too.

It means Fitri is the same age as Maya.

2) Unequal comparison is type of comparative implies comparable in greater or

lesser degree. There are three forms in this comparison namely:

1. Positive degree

Positive degree shows no comparison. The following rule apply;

Subject + to be/ Verb + adj

Examples; 1. She is fat.

2. That house is small.

3. they are happy.

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2. Comparative degree

The comparative degree involves two entities and shows a greater or lesser

degree of difference between them. The following rules apply;

subject + Verb + {adj + er} than + N,

or

subject + Verb + {more + adj} +than + N

Examples; 1. My dog is fatter than yours

2. This bag is more expensive that this one

3. The man is taller than another man.

4. My father is more handsome than my uncle.

it also possible to compare two entities without using than in this case the

expression of the two will usually appear some place in the sentence.

Subject + Verb + adj + of the two +N

Examples; 1. Fadly is taller of the two boys.

2. This car is more expensive of the two cars.

3. Tia is smaller of two girls.

3. Superlative degree

Superlative degree has three or more entities which are compared one of

which is superior or inferior to the other.

Subject + Verb + the Most {adj}

or

Subject + Verb + {adj +est}

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Examples; 1. Sony is the most handsome boy in our class.

2. Desy is the tallest girl in her class.

3. The room is the darkest in house.

5.4 The teaching of Comparatives and Superlatives through Grammar Games

In this research the writer uses the activities of Board Game. The procedure of

teaching comparatives and superlatives at SMP N 2 Palembang is as follows :

1) Pre activities

- The teacher greets the students (good morning/ afternoon).

- The teacher checks the students’ attendance.

- The teacher motivates the students by asking some questions related to the

lesson.

2) Whilst activities

- The teacher explains the lesson by using grammar games.

- The students ask the teacher if they have some problem.

- The students do some exercise.

3) Post activities

- The teacher summarizes the lessons.

- The teacher gives the students homework.

Based on Hadfield opinion (2003:126) that all the above activities may

include elements of rule sheets, these are the rules sheet of teaching comparatives and

superlatives:

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1) The teacher will have one copy of the Cue Board and eight sets of Difference

Cards, plus counters and a dice.

2) Each takes two strips of Difference Card with the same number at the top and,

keeping them hidden from the others, cut or tear them into individual cards.

3) All place teacher counters on Square 1

4) Player 1 begins. Shake the dice and move teacher’s counter the appropriate

number of spaces on the board

5) When teacher lands on a picture square, selects a card from teacher’s hand that

the players matches the object on that square and make a statement about it using

a comparative and superlative. Teacher can either say ‘my… is the…-est.’, e.g. ‘

my car is the biggest .’,or teacher can compare the object with that of another

player by saying’ my….is …-er than yours.’, e.g. ’my house is smaller than

yours.’, ’my ring is more expensive than yours,’ teacher can say this to any other

player or to group as a whole, laying down the card fro teacher’s hand so

everyone can see it. The other player(s) teacher is speaking to must lay their cards

down too

6) If teacher’s statement was correct, teacher can throw away teacher’s card. If not,

teacher must keep it.

7) Then it is the next player’s turn

8) The winner is the player who gets rid of all their card first.

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5.5 Related Previous Study

In relation this research proposal, a research has been conducted by Fadhila

Rahmi of a student of FKIP, University of PGRI Palembang in 2001. Her research

was entitled “ The Application of Grammar Game in Teaching Relative Clauses to

the Tenth Year Students of MAN Palembang.” The result of her investigation shows

that there were findings in her research. First, the students’ average score in the pre-

test was 6.47. Second, the students’ average score in the post-test was 80.49. third,

the result of the matched t-test calculation between the students’ score in the pre-test

and those in the post-test was 2.80 that exceeded its critical value (1.684). it means

that the application of game in teaching Relative Clauses effective.

There are three differences between Fadhila Rahmi’s study and this study in

the aspects of: 1) the location and the time of investigation, 2) the purpose of study,

3) the theme of study and 4) method of research. But also there is similarity between

Fadhila Rahmi’s study and this study that both studies are about games.

6. Hypotheses

The hypotheses of this research are written in the form of the Null hypothesis

(Ho) and the Alternative Hypothesis (Ha).

1) Null Hypothesis (Ho): The students’ scores in the post-test are not significantly

higher than those in the pre-test of comparatives and superlatives taught through

grammar games.

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2) Alternative Hypothesis (Ha): the students’ scores in the post-test are significantly

higher than those in the pre-test of comparatives and superlatives through

grammar games.

7. The Criteria for Testing the Hypotheses

To test hypotheses at 95% level of significance (0.05) for one tailed test with

the number of the sample is 40 students, the t-table is 1.684 Hatch and Farhady

(1982:272). It means that if the t-obtained is less than 1.684 the Null Hypothesis (Ho)

is accepted and the Alternative Hypothesis (Ha) is rejected. On the other hand, if t-

obtained is equal to or higher than the t-table, the Null Hypothesis (Ho) is rejected

and the Alternative Hypothesis (Ha) is accepted.

8. Research Procedures

This part presents (1) operational definitions, (2) population and sample, (3)

method of research, (4) technique for collecting the data, (5) and technique for

analyzing the data.

8.1 Operational Definitions

In order to avoid misunderstanding it is necessary for the writer to define the

term in this study. They are application, grammar games, teaching, comparatives and

superlatives operationally.

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1) Application

Application is derived from the verb “apply” which means to bring or put into use

or technique.

2) Grammar Games

Grammar games are the games that use grammar as materials such as relative

clause, passive voice, comparative and superlative, tenses, etc.

3) Teaching

Teaching is an activity conducted by using a combination of art, science, and skill

to transfer knowledge and skill to the students.

4) Comparatives and Superlatives

Comparative degree is the form of an adjective or adverb which is used to show

comparison between two things. In English, the comparative is formed with the

suffix –er, or with more.

Superlative degree is the form of an adjective or adverb which shows the most or

the least in quality, quantity, or intensity. In English, the superlative is formed

with the suffix-est or with most.

8.2 Method of Research

The method of research that was used in this investigation is quasi-

experimental method. According to Hatch and Farhady (1982 : 24), Quasi-

experimental design is practical compromises between true experimental and the

nature of human language behavior, which we wish to investigate. The writer should

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apply the quasi-experimental method because the writer wants to manipulate and

controls the subjects of the research from only one class of students based on

permission given by the headmaster. The following are the steps taken in doing the

research:

1) Surveying the literature relating to the problem;

2) Identifying and defining the problem;

3) Constructing an experimental plan by writing the research design;

4) Conducting the experimental;

5) Collecting the data;

6) Analyzing the data;

7) Drawing conclusions and suggestions;

8) Proposing the suggestion;

9) Writing a report.

8.3 Population and Sample

8.3.1 Population

Arikunto (1997:115) says that population is the total number of the subjects of

the research. The population of this research was all of the eighth year students of

SMP N 2 Palembang in the academic year of 2009/2010. They consist of six classes

with 296 students.

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TABLE 1

THE POPULATION OF THE RESEARCH

No ClassNumber

of students

1.2.3.4.5.6.7.

VIII.1VIII.2VIII.3VIII.4VIII.5VIII.6VIII.7

43434241414343

total 296

8.3.2 Sample

Sample is part of representative of population investigated ( Sudjana, 1996:6).

Next Arikunto (1997: 120) states that if the subject of the research is less than 100, it

will be better if all the subjects are taken between 10-15% or 20-25% or more. As

mentioned before, the total number of population in this study was 296 students.

Therefore, by using cluster random sampling, the writer wrote six of classes on small

pieces of paper. After that she rolled them. Put them into the glass, then she took one

of them as the sample of this study. The result was class VIII.4 with the total of 41

students.

9. Technique for Collecting the Data

In collecting the data the writer used two kinds of test, they are pre-test and

post-test. The material of the test, pre-test and post-test which were given to the

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students are exactly the same. The test were in the form of multiple-choice test with

20(twenty) test items, with 45 minutes to do the test.

9.1 Validity of the test

The validity of the test materials was checked through the content validity. It

is a form of validity which based on the degree to which a test adequately and

sufficiently measures the particular skills or behavior it sets out to measure (Richards,

et al, 1985:61). In order to made the test material have high content validity, the

writer will make test based on instructional objectives and then the test will do to find

out the degrees of accomplishment of the objectives.

TABLE 2

TEST SPECIFICATION

No Material Tested Test Items Total1 Comparative of adjective 1,8,13,16 {Adj+er} 4

4,10,17 More+adj 42,12,18 Irreguler 3

2 Superlative of adjective 3.6,15 {adj+est} 35,9,11,20 The most+ adj 37,14,19 irregular 3

Total 20

9.2 Reliability of the Test

The reliability of the test materials was evaluated through the Kuder-

Richardson approach (Fraenkel and Wallen, 1993:149). It perhaps the most

frequently employed method for determining internal consistency. In the Kuder-

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Richardson approach, particularly formula requires only three pieces of information:

(1) the number of items in the test, (2) the mean of the raw scores and (3) the standard

deviation.

The formula of KR 21 can be used only if it can be assumed that the items are

equally difficult. A frequently-used version of the KR 21 formula is the following:

KR21 =

Where: KR21 : Kuder- Richardson Reliability Coefficient

K : Number of items in the test

M : Mean of the set of Raw Test Scores

SD : Standard deviation of the Set of Test Scores, the formula :

SD =

Dealing with it. Fraenkel and Wallen (1993:149) write the test materials are

considerd if the reliable if it the reliability coefficient exceeds 0.7(KR 21>0.7) and

unreliable if it less than 0.7 (KR 21<0.7).

Before giving the test to the students, the writer did a try-out test to know the

reliability of the questions, the test given to the class VIII.4 there were 41 students

attending the try-out. The reliability of the test is presented in Table 3.

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TABLE 3

THE RELIABILITY OF THE TEST

StudentsNumber of the

Questions

Number of the correct Answers

(X)1.2.34.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.

2020202020202020202020202020202020202020202020202020202020202020202020

12201918171617141011720151818101718171616151110131415161791210141520

-2.905.104.103.102.101.102.10

-0.90-4.90-3.90-7.905.100.103.103.10

-4.902.103.102.101.101.100.10

-3.90-4.90-1.90-0.900.101.102.10

-5.90-2.90-4.90-0.900.105.10

8.4126.0116.819.614.411.214.410.81

24.0115.2162.4126.010.019.619.61

24.014.419.614.411.211.210.01

15.2124.013.610.810.011.214.41

34.818.41

24.010.810.01

26.01

21

36.37.38.39.40.41.

202020202020

161718161314

1.102.103.101.10

-1.90-0.90

1.214.419.611.213.610.81

TOTAL 611/40 = 14.90 427.61

SD =

=

=

= 3.23

KR 21 =

=

=

= 1.05

= 1.05

= 0.70

10. Technique for analyzing the data

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There were three techniques was applied in analyzing the data obtained, they

were (a) percentage analysis, (b) conversion of percentage ranges and (c) matched t-test.

10.1 Percentage Analysis

The percentage analysis was applied to find out the students’ individual

scores. The formula is as follows:

X =

In which: X = student’s individual score

CA= Number of Correct Answers

N1 = Number of Test Items.

10.2 Conversion of Percentage Ranges

To interpret the students’ scores, the conversion of percentage ranges needs to

be presented

TABLE 4THE CONVERSION OF PERCENTAGE RANGES

Score Explanation91-1081-9071-8061-7051-6041-5031-400-30

ExcellentVery good

GoodModerateEnough

LowPoor

Very Poor

10.3 Matched t-test

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To know the significant difference between the students’ achievement in the

pretest and in the post test. The matched t-test was applied, the formula as follow:

t obt =

(Hatch and Farhady, 1982 :116)

Where : t = Value

X1 = The Average Score in Post-test

X2 = The Average Score In Pre-test

SD = Standard Deviation

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Fraenkel, Jack R and Norman E. Wallen 1993. How to Design and Evaluate Research in Education. New York: McGraw Hill, Inc

Grambs, Jean D and John C. Carr. 1979. Modern Methods in Secondary Education: Forth Edition. New York: Holt, Rinehart and Wiston, Inc.

Hadfield, Jill. 2003. Intermediate grammar games. Kuala Lumpur: Longman.

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Hornby, A. S. 1987. Oxford Advanced learner’s Dictionary of Current English. Oxford: Oxford University Press.

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Ricards, Jack C, John Platt and Heidi Weber.1985. Longman Dictionary of Applied Linguistics. London: Longman and Group Limited.

Saleh, Yuslizal. 1996. Methodology of TEFL. Palembang: Faculty of Teacher Training and Education, Sriwijaya University.

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