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A. Introduction
“What is the past tense verb of Play?”
“PlayED...”
“How about Drink?”
“DrinkED…(?)”
English known as the most frequent language is used by people in the world
to communicate each other. They need to learn it before they can link with others. In
order to learn English, learners have to pay attention on some components, for
example grammar that is one of the components of a particular language. It rules the
configuration of clauses, phrases, and words. It is used to produce sentences and also
known as the terms in language. Elementary students mostly confuse in applying
simple past tense terms, because Bahasa Indonesia as their mother tongue does not
have past time terms. Some teachers use grammar translation method that does not
give much effect for students. They need to improve the grammar by using other
pleasurable ways, because learners must know what the terms of grammar are.
Learners might speak well if they mastered the grammar. Grammar competence can
be improved in several ways, the most popular one is by using games. Hadfield
(1998: 4) stated that the game is ‘an activity with rules, a goal and an element of fun’.
The meaningful fun activity may support learners’ grammar competence.
Using past tense board games improves the grammar competence of learners.
As we know, teachers usually use grammar translation method for teaching grammar
that makes learners feel less motivation while learning process. Teaching grammar by
using games is the best strategies, because it increases learners’ motivation. They feel
joyful and a lot of fun. The advantages of board games give important contribution in
learning grammar. The relation is strong enough because the rules, the goal, and the
element of fun support the grammar competence well.
b. Direct Method
Making the students have a communication in target language is the
objective of direct method. Therefore, the part of grammatical terms that
to be imparted is quite small. It tends to be taught inductively, that
students are provided with illustrations and they figure out the terms or
generalization from the illustrations.
c. Audio-lingual Method
Students are hoped to be able to use the language communicatively is the
goal of this method. There are many drillings as stimulant to make habits
in target language. Grammar is taught inductively through given
illustrations and explicit grammar terms are not provided.
According to Pardiyono (2007), if you understand the rules about the change
of verb form and also understand about the grouping of time expression, you have not
gotten difficulties in using tenses. For this paper, writer will more focus on how to
teach simple past tense. Writer will combine some methods above with a board game
called as Past Tense Board Games.
Sasasa
Asasa
E. Conclusion
Based on all of the information stated above it seems clear that past tense board
games can be used in teaching grammar to improve learners’ grammar competence.
Learners become more active in the whole learning process because they have a lot of
fun while learning process. Past tense board games not only generate a comfortable
and friendly atmosphere inside the classroom but also make the learning more real.
Learners could sense that everything is relevant by using games. Past tense board
games could make reading more fun and provide students with a reason to learn past
tense in grammar, which is important because of how essential the grammar is.
D. REFERENCES
Klimov (2014), Games in the Teaching of English, WCES
Sigurðardóttir (2010), The use of games in the language classroom
Freitas (2007), Using games and simulations for supporting learning,
University of London
Talak-Kiryk (2010), Using Games in A Foreign Language Classroom,
SIT Graduate Institute
Saraswati (2015), The Use of Board Game to Improve Students’
Grammar Mastery, IAIN Salatiga