Mulyani Ratna Wulan-Fitk - Norestriction

USING GRAMMATICAL SNAKES AND LADDERS GAME
IN TEACHING SIMPLE PAST TENSE

(An Action Research at Eight Grade, MTs Pembangunan UIN Syarif
Hidayatullah Jakarta)
A Skripsi
Presented to The Faculty of Tarbiyah and Teachers Training

In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan
106014000338
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
USING GRAMMATICAL SNAKES AND LADDERS GAME

IN TEACHING SIMPLE PAST TENSE
(An Action Research at Eight Grade, MTs Pembangunan UIN Syarif
Hidayatullah Jakarta)
A Skripsi
Presented to The Faculty of Tarbiyah and Teachers Training

In Partial Fulfillment of the Requirement
for the Degree of S. Pd in English Language Education
By:
Mulyani Ratna Wulan
NIM: 106014000338
Approved by the Advisor
Dr. Fahriany, M. Pd.

NIP: 197006111991012001
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers
Training certifies that the skripsi (Scientific Paper) entitled AN ACTION
RESEARCH OF USING GRAMMATICAL SNAKES AND LADDERS GAME
IN TEACHING SIMPLE PAST TENSE written by Mulyani Ratna Wulan,
students registration number 106014000338 was examined by the Committee on
November 03,2010 and was declare to have passed and therefore, fulfilled one of
the requirements for the academic title of Bachelor of Arts in English Language
Education at the Department of English Education.
Jakarta November 03, 2010
Examination Committee
CHAIRMAN
: Drs. Syauki, M . Pd
NIP. 19641212 1991 03 1 002
SECRETARY
: Neneng Sunengsih, S.Pd

NIP. 150.293. 236
EXAMINER I
: Drs.Syauki, M. Pd
NIP. 19641212 1991 03 1 002
EXAMINER II
: Drs. Bahrul Hasibuan. M,Ed
Acknowledge By:
Dean of Tarbiyah and Teachers Training
Prof. Dr. Dede Rosyada, M.A

NIP. 19571005 1987 03 1 003
Ratna Wulan, Mulyani, 2010, Using Grammatical Snakes and Ladders Game
in Teaching Simple Past Tense, (An Action Research at
Eight Grade of MTs Pembangunan UIN Syarif
Hidayatullah Jakarta). Skripsi, Department of English
Education, The Faculty of Tarbiyah and Teacher
Training, Syarif Hidayatullah State Islamic University
Jakarta.
Key Word: Grammatical Snakes and Ladders Game, Teaching Simple Past Tense
ABSTRACT
There are several language elements in English learning, one of them is
grammar. Grammar is one confusing subject. Some students think grammar as
boring subject. When they are learning English, they try to avoid grammar. One of
grammar material is about tenses. Therefore, the goal of this action research is
developing students understanding in learning tense, especially simple past tense.
In conducting the research, the researcher applies game in developing
student understanding in learning simple past tense, grammatical snakes and
ladders game. Before applying this game in the classroom action research, the
researcher makes initial planning. After made an initial planning, the researcher
acts in the class by applying this grammatical snakes and ladders game. Then, she
observes the action class, and reflects or evaluates the action. These steps; initial
planning, action, observation and reflection are one cycle. The researcher has
three cycles for this action research, and every cycle contain of two action
meetings.
The result of this action research are many students development in
understanding simple past tense by using grammatical snakes and ladders game
Although this game has never been applied by another teacher in the class, but this
game can improve students understanding in their learning. Also, the researcher
has gotten the good student score and good responses both from the students and
collaborator teacher in this action research.
Ratna Wulan, Mulyani, 2010, Penggunaan Permainan Ular Tangga dalam

Pengajaran Simple Past Tense, (Penelitian Tindakan
Kelas di Kelas delapan MTs Pembangunan UIN Syarif
Hidayatullah Jakarta). Skripsi, Pendidikan Bahadsa
Inggris, Fakultas Tarbiyah dan Keguruan Univarsitas
Islam Negeri Syarif Hidayatullah Jakarta.
Key Word: Permainan Ular Tangga, Pengajaran Simple Past Tense
ABSTRAK
Terdapat beberapa unsur- unsur bahasa yang harus dikuasai siswa, salah
satunya adalah tata bahasa Inggris. Tata bahasa Inggris merupakan salah satu
pelajaran yang membingungkan. Beberapa siswa berpendapat bahwa tata bahasa
Igggris merupakan pelajaran yang membosankan. Ketika mereka belajar bahasa
Inggris, mereka berusaha untuk menghindar untuk mempelajari tata bahasa
Inggris. Salah satu materi grammar adalah tenses. Oleh karena itu, tujuan
melakukan penelitian tindakan kelas yaitu meningkatkan pemahaman siswa dalam
belajar tense, khususnya simple past tense dengan menggunakan permainan ular
tangga.
Untuk mendukung penelitian, peneliti menerapkan permainan dalam
meningkatkan pemahaman siswa dalam pembelajaran simple past tense,
permainan ular tangga. Sebelum menerapkan permainan ini dalam penelitian
tindakan kelas, peneliti membuat sebuah rencana awal. Setelah membuat
perencanaan awal, peneliti melakukan tindakan dengan menerapkan permainan
ular tangga tersebut. Kemudian mensurvei kelas tindakan dan melakukan refleksi
atau menilai tindakan. Langkah- langkah tersebut; perencanaan awal, tindakan,
observasi dan timbale balik merupakan satu kesatuan siklus. Peneliti memiliki tiga
siklus untuk penelitian tindakan, dan setiap siklus terdiri dari dua pertemuan
tindakan.
Hasil dari penelitian tindakan tersebut adalah kemajuan siswa dalam
memahami simple past tense dengan menggunakan permainan ular tangga.
Walaupun permainan ular tangga ini belum pernah dilakukan oleh guru lain di
dalam kelas, namun teknik ini dapat meningkatkan pemahaman mereka dalam
belajar. Juga, peneliti mendapatkan hasil nilai siswa yang baik, dan respon yang
baik baik dari siswa maupun dari guru kolaborasi dalam penelitian tindakan ini.
ii
Acknowledgment
In the name of Allah, the most Gracious, and the most Merciful.
All Praise to Allah, the Lord of the world, the Master, and the Creator of
everything in this universe until the writer can finish an action research at eight
grade, C class in Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta for skripsi.
Greeting and salutation to the prophet Muhammad SAW (peace be upon
him) who has brought us from the darkness to the lightness.
This skripsi is titled USING GRAMMATICAL SNAKES AND
LADDERS GAME IN TEACHING SIMPLE PAST TENSE (An Action
Research at Eight Grade, MTs Pembangunan UIN Syarif Hidayatullah Jakarta)
for the Degree of Strata 1 (S1)
On r opportunity the writer would like to express her thanks for her
guiders and her lecturers who had taught her about seven semesters, because of
their motivation and patient in teaching, the writer can study, learn, and develop
her English. To her parents (mother and father) who always give high motivation
and pray for her health and success, and also her family who suggests and gives a
good words, to her love and friend who always give motivation to be humble,
patient, smart, and honest girl.
Besides, her great gratitude is dedicated to these amazing and wonderful
people. Particularly to;
1. Prof. Dr. Dede Rosyada, MA, as Dean of Tarbiyah and Teacher Training
Faculty, Syarif Hidayatullah State Islamic University.
2. Drs. Syauki, M.Pd, the head of English Education Department,
3. Neneng Sunengsih, S, Pd., as the secretary of English Education Department,
4. Dr. Fahriany, M.Pd, as advisor, for her time, guidance, kindness, contribution,
motivation, and patient in helping her in finishing the skripsi,
5. Drs. Nasrun Mahmud, M. Pd, as the paper propose seminar,
6. Mrs. Aida S, Pd., as helper her registration in English Education Department,
iii
7. All lecturers in English Education Department, who had given motivation and
support, and also introduced the good education for being a good teacher for
the writer,
8. The English Teacher, Ms. Prasetya S. Pd., in Madrasah Tsanawiyah
Pembangunan UIN Syarif Hidayatullah Jakarta, who helped her study in
action research,
9. Writers mother, father , and brother as the biggest motivator in her life, love
you forever and ever all,
10. Writers Love, as the supporter and motivator in her education, and
in
building her for being a good girl,

11. All of friends in English Education Department, who always invite her for
being a good and smart person,
12. All of friends, who always support her in finishing skripsi, thanks for
kindness, and borrowing a book.
May Allah, the Almighty, bless them all. Amin.
Finally, the writer realize that this skripsi still have some weaknesses and
mistakes. Therefore, the writer would like to accept any constructive suggestions
to make this skripsi better.
Jakarta, 2010
The writer
iv
TABLE OF CONTENTS
Abstract ................................................................................................................ i
Abstract ................................................................................................................ ii
Acknowledgment ................................................................................................. iii
Table of Contents ................................................................................................ v
List of Tables ....................................................................................................... viii
List of Figures ...................................................................................................... ix
CHAPTER I
INTRODUCTION
A. The Background of Study .................................................... 1
B. The Limitation and Formulation of Problem ....................... 4
C. The Method of Study ........................................................... 4
D. The Significant of the Study ................................................ 5
CHAPTER II
THEORETICAL FRAMEWORK
A. Simple Past Tense ................................................................ 6
1. The Understanding of Simple Past Tense ...................... 6
2. The Formula of Simple Past Tense ................................ 9
3. The Use of Simple Past Tense ....................................... 12
B. Snakes and Ladders Game .................................................. 13
1. Snakes and Ladders ....................................................... 13
a. The Understanding of Snakes and Ladders ................ 13
b. The Playing of Snakes and Ladders ........................... 14
c. The Rule of Snakes and Ladders ................................ 15
d. The Material of Snakes and Ladders .......................... 16
2. Game. .. ........................................................... 17
a. The Understanding of Game ....................................... 17
b. The Reason in Using Game ........................................ 18
c. The Criteria in Playing Game ..................................... 20
d. The Use of Game in Learning English ....................... 21
CHAPTER III RESEARCH METHODOLOGY

A. The Aim of Study ................................................................. 23
B. The Place and Time of Study ............................................... 23
C. Population and Sample......................................................... 23
D. Research Instrument ............................................................. 24
E. Data and Data Sources ......................................................... 24
F. Technique of Data Collecting .............................................. 24
G. Technique of Data Analysis ................................................. 25
H. Action Procedure.................................................................. 26
1. Initial Plan ......................................................................... 26
2. Action ................................................................................ 27
3. Observation ....................................................................... 27
4. Reflection .......................................................................... 27
CHAPTER IV RESEARCH FINDINGS

A. Description of Data .............................................................. 28
1.Data of Observation............................................................ 28
2.Data of interview ................................................................ 32
3.The Implementation of Grammatical Snakes and Ladders in
Teaching Simple Past Tense............................................... 40
4.Data of Questionnaire ......................................................... 54
5.Data of the Test .................................................................. 57
B. Interpretation of Data ........................................................... 60
1.Data of Observation............................................................ 60
2.Data of interview ................................................................ 60
3.The Implementation of Grammatical Snakes and Ladders in
Teaching Simple Past Tense............................................... 60
4.Students Responses ........................................................... 61
5.Students Achievements ..................................................... 61
vi
CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................... 62
B. Suggestion ............................................................................ 63
BIBLIOGRAPHY ............................................................................................... 64
APPENDICES ..................................................................................................... x
LIST OF TABLES
vii
Table 2.1 Regular Verb Examples ........................................................................ 8

Table 2.2 Irregular Verb Examples ....................................................................... 8
Table 2.3 Verbal Sentence Formula ...................................................................... 9
Table 2.4 Verbal Sentences Examples .................................................................. 9
Table 2.5 Nominal Sentence Formula................................................................... 10
Table 2.6 Nominal Sentence Examples ................................................................ 11
Table 2.7 General Use of Game ............................................................................ 22
Table 4.1 Grammatical Snakes and Ladders in Learning Simple Past Tense ....... 43
Table 4.3 The rules of grammatical snakes and ladders discussion and quiz ....... 47
Table 4.4 Grammatical Snakes and Ladders Quiz ................................................ 48
Table 4.6 Identifying Sentences in Grammatical Snakes and Ladders Game ...... 51
Table 4.7 Pre Test and Post- Test Result .............................................................. 57
LIST OF FIGURES
viii
Figure 2.1 Simple Past Analogy ........................................................................... 6

Figure 2.2 Snakes and Ladders Boards ................................................................. 16
Figure 3.1 Action Research Cycles ...................................................................... 26
Figure 3.2 Action Research Cycles ....................................................................... 26
Figure 4.1 Grammatical Snakes and Ladders Discussion ..................................... 48
APPENDICES
ix
Appendix 1. Observation ..................................................................................... 66

Appendix 2. Interview form . ............................................................................... 68
Appendix 3. Questionnaire form ........................................................................... 71
Appendix 4. Test Paper ......................................................................................... 74
Appendix 5. Lesson Plan ...................................................................................... 77
Appendix 6. Students Learning Result Description ............................................ 91
Appendix 7. Documentation.. .. ................... 95
CHAPTER I
INTRODUCTION
A. The Background of Study

Language plays an important role in the society. It is impossible to
communicate and to understand other people without using a language. In a
certain place there is certain language,. example: in West Java is Sudanese,
in Jakarta is Betawian, in Padang is Minang language, etc . Because every
community has their own language which is used in their life, the languages
mastery are important for making a good communication; two languages or
more.
And English language mastery is important for international
communication.
English is widely used as a means of communication for people all
over the world. English is the first foreign languages at school in Indonesia. It
is taught from Play Group or Kindergarten, and Elementary School as local
content subject, also Junior and Senior High School as compulsory subject
and up to University. Many people are motivated to learn this language for
their own needs; business purposes, occupation, getting a good position in a
company and others.
Since this language has been taught in school, some problems
arose concerning with English subject, especially English grammar. Example;
for the students: they have to learn, to remember, and to apply the formula in
1
the sentences. In solving these problems ,the teachers should give student
motivation in learning grammar, research the students difficulties in
grammar, find out a good solution for solving it problem, make a good
grammar test, make good teaching strategies in grammar, etc.
According to Anthony in Marianne Celce Murcias Book that definite
of our three purposes. An Approach to language teaching is
something that reflects a certain model or research paradigm a
theory if you like. This term is the broadest of the three. A method,
on the other hand, is a set of procedures, i. e., a system that spells out
rather precisely how to teach a second or foreign language. It is more
specific than an approach but less specific than a technique. Methods
are typically compatible with one (or sometime two) approaches. A
technique is a classroom and thus represents the narrowest of the
three concepts. 1
It means, approach is the broadest than method and
technique, method is narrower than approach and broader than technique, and
technique is narrowest than approach and method. Also good technique in
teaching learning process is needed for the teacher, because the teaching
technique as if the wing for the birds to fly.
Based on the observation in Madrasah Tsanawiyah Pembangunan
UIN Syarif Hidayatullah Jakarta, the writer found that grammar is the major
complicated problem in English learning. One of the students problems in
learning English grammar is learning tenses, simple past tense. Especially, in:
using the verb (which one is; verb one, verb two or verb three), making
sentences (affirmative, negative, and interrogative), and differentiating
between verbal and nominal sentences in simple past tense. In addition, the
students dont like to learn the formula or guidelines, because it must be
remembered, and needed much time to learn it. Therefore, the writer is going
to apply a new strategy in developing student understanding by using
grammatical snakes and ladders game in teaching simple past tense.
Marianne Celce Murcia, Teaching English as a Second or Foreign Language,

(The United State of America: Heinle & Heinle, a division of Thomson learning, Inc. 2001),
p. 5.
According to Richard and Rodger stated that A variety of game,

role plays, simulation, and task based communication activities have been
prepared to support Communicative language teaching classes. 2
From the statement above, a variety of game is one interesting
technique for making good communication in the class. Through the game,
the students can enjoy the teaching learning process. Also if they study
grammar by using the game, they dont think too much about the formula or
guidelines, because they are studying while playing, they are remembering
and learning the formula or guidelines unconsciously. In game are many
activities; grouping, competing, discussing, remembering, and many others
fun activities.
Concerning to the observation, all of students at eight grade, C
class of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta are active, and several of them are past learning. Many students in
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta want
to improve their understanding in learning English Grammar, so they need
fun way for learning it.
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta is as State Islamic University Syarif Hidayatullah Jakarta student lab
for teaching. Also, this school will be national Madrasah for being
International school. In addition this school is suited for applying the new
teaching strategy in class action research.
The writer is interested in making an action research by using
grammatical snakes and ladders game in teaching simple past tense because
its about grammar, this is unique game, and this game has never been done
by English teacher in Indonesia but have ever been done by many teachers
abroad like America, Singapore, Australia, etc. By using this grammatical
snakes and ladders game, the students are motivated to make a group,
Jack C. Richards and Theodore S. Rodgers, Approach and Method in language

Teaching, (The United State of America: Cambridge University Press, 1986), p. 80.
competition and discussion, and of course fun learning. Therefore, the writer
is suggested to use this game in learning simple past tense.
Based on the research, the writer chooses simple past tense because
this tense is one of the tense in English Grammar, and this simple past tense is
the basic study before studying others tenses in the past. The writer hopes that
the student will not think simple past tense is difficult.
The goal of this research is to prove: Is grammatical snakes and
ladders game able to develop student understanding in simple past tense?
B. The Limitation and Formulation of Problem

On the discussion of grammar especially tenses, the writer limits
the study on simple past tense by using grammatical snakes and ladders game.
The formulation of the problem in this paper is Is this
grammatical snakes and ladders game able to improve the students
understanding in learning simple past tense?
C. The Method of Study

The method of this research is done by library research and field
research. Library research is held by finding the theories and materials related
to an action research of simple past tense from many education books, English
books, journals, articles, internet, and many other resources.
Field research is done by doing an action research in Madrasah
Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta, and the writer is
teaching in the class based on curriculum, observing the teaching learning
process without disturbing the class situation and material which is taught at
that semester.
D. The Significance of Study

The result of this research is expected to be useful for:
1.
Writer
The study is expected to give new experience and information to the
writer about how to improve student understanding by using
grammatical snakes and ladders game in teaching simple past tense by
classroom action research.
2.
Further Researcher
This study is expected to give new knowledge to the further researcher
to do better action research of teaching and learning.
3.
Student
This study is expected to develop student understanding in simple past
tense by fun game.
4.
The English teacher

This study is expected to give an input in order to use the various
method in teaching English grammar.
CHAPTER II
THEORETICAL FRAMEWORK
A. Simple Past Tense
1. The Understanding of Simple Past Tense

(Figure 2.1) Simple Past Analogy
SIMPLE PAST
According to Betty Schrampfer Azar that simple past is one

particular time in the past, this happened. It began and ended in the past. 1
It means that simple past tense is an action or event didnt connect
with now, and every event or situation is reflected the history in the past
time.
Marcella Frank states in his book , Modern English that both
form (simple past tense and past progressive tense) of the tense
represent definite past. They refer to the events that were
completed before the statement is made. They are often
accompanied by such expression of definite past as yesterday,
Betty Schamper Azar, Understanding and Using English Grammar, (London:

Prentice Hall, inc. 1989), p. 2.
last year, two weeks ago. The past action may be of short of
duration. 2
From the explanation above that simple past tense shows the
activity was done by somebody or something before the sentence is
produced. The speaker made the sentence and gave the information to
somebody after she/ he finished her/ his activity. The event was occurred in
specific time in the past. In simple past tense, the using of time is only short
time, and it doesnt emphasize duration of an action in the past.
Franks states that the principal parts of such verbs must be
known before the proper tense forms can be used. The first
principal part of verb is the simple form of verb (the inventive
without to), the second principal part is the past tense, the third
principal part is the past participle (use for the perfect tenses or
for the passive forms). 3
It means that these principal parts of verb must be used in tenses
before applying it in the sentence, which is regular or irregular verb. Also in
producing simple past tense sentences, the writer or speaker has to apply the
second principal part.
Example:
She slept soundly last night. 4
From the sentence above, we know the origin of the sentence She
sleep soundly .Because of the time signal is in the past last night, it
identifies the past action, so the word sleep is changed to slept. The
changing of the word shows that action was done in the past time, and also
the time signal (last night) identifies that action doesnt exist now or at the
time of speaking.
Example:
They went to the mosque 5
The sentence above is simple past tense. Although there is not time
signal of simple past tense, but we can see the verb is changed from go to
Marcella Frank, Modern English Part I Part of Speech, (London: Prentice- Hall, Inc.,
Englewood Cliffs, New Jersey: 1990), p. 49.
3
Frank, p.40.
4
Ilham Ali Saifuddin, et- al, Buku Pintar TOEFL, (Jogjakarta :DIVA Press, 2007), p.112.
5
Saifuddin, et- al, p. 112
went. The origin of verb is go, so the speaker or writer use went for
showing a complete activity.
(Table.2.1) Irregular Verb Examples:

Simple Form of verb
Past Tense
Past Participle
(Verb 1)
(Verb II)
( Verb III)
Sleep
Slept
Slept
Go
Went
Gone
From the table above the words sleep and go are changed into
slept and went. The changing of the words are called by irregular verbs.
These verbs II are used for simple past tense.
Others examples:
I worked.
She studied English yesterday.
From the two sentences above, the verbs are added by d/ ed. We
know, these sentences were happened in the past time. The word work
adds by ed become worked, and the word study adds by ed and
changes the y into i become studied. The additional of the words
by the syllables d/ ed are called by regular verb.
(Table.2.2) Regular Verb Examples:

Simple Form of verb
Past Tense
Past Participle
(Verb 1)
(Verb II)
( Verb III)
Work
Worked
worked
Study
Studied
Studied
The writer infers that simple past tense is an action happened and
completed in the past time, the action doesnt relate with now, the past form
of verb both regular and irregular is used in verbal sentences of simple past
tense and to be (was and were) is used in nominal sentences of simple past
tense.
2. The Formula of Simple Past Tense

a.
Verbal Sentence
(Table.2.3) Verbal Sentence Formula

Type of Sentence
Affirmative
Negative
Interrogative
Subject
Verb
Time Signal
I, you, we
Regular= V1+
Yesterday,
they, he, she,
d/ed
ago, last time,
it
Irregular=
week, just
Dictionary
now,etc
I, you, we
Didnt / did not +
they, he, she,
V1 (without d/
it
ed)
Did+ Subject
Verb 1 (without
(I, you, we
d/ ed)
they, he, she,

it)
(Table.2.4) Verbal Sentences Examples 6
John worked here yesterday
affirmative/statement
Did John work here yesterday?
Question
Did John study yesterday?
Did John study yesterday?
Question
Question
Affirmative short answer
Affirmative long answer
Robert Krohn, English Sentence Structure, (Ann Arbor: The University of Michigan
Press, 1986), p.28
10
Singular
Singular
Yes, I did
Yes, I studied yesterday
Yes, you did
Yes, you studied yesterday
Yes he/she did
Yes he/she studied yesterday
Plural
Plural
Yes, we did
Yes, we studied yesterday
Yes, you did
Yes, you studied yesterday
Yes, they did
Yes, they studied yesterday
Negative short answer
Negative long answer
Singular
Singular
No, I didnt
No, I didnt study yesterday
No, you didnt
No, you didnt study yesterday
No he/she didnt
No he/she didnt study yesterday
Plural
Plural
No, we didnt
No, we didnt study yesterday
No, you didnt
No, you didnt study yesterday
No, they didnt
No, they didnt
b. Nominal Sentence
(Table.2.5) Nominal Sentence Formula
Type of
Subject
Sentence
Affirmative
Negative
I, you, we
To be (was, and
(adverb, adjective,
were)
noun of occupation)
I= was
In
the
morning,
they, he, she,
You/they= were
quicly, in Bandung,
it)
He/ she/ it= was
ect. (adv)
I, you, we
To be + not
Hansome,
beautiful,
11
Interrogative
they, he, she,
ugly, etc (adj)
it)
Teacher, doctor, etc
To
be+
(noun of accupation)
Subject
(Table.2.6) Nominal Sentences Examples 7
Was John busy?
Was John busy?
Yes, he was
Yes, he was
Affirmative short answer
Affirmative long answer
Singular
Singular
Yes, I was
Yes, I was busy
Yes, you were
Yes, you were busy
Yes, he/she was
Yes, he/she was busy
Plural
Plural
Yes, we were
Yes, we were busy
Yes, you were
Yes, you were busy
Yes, they were
Yes, they were busy
Negative Short Answer
Negative Long Answer
Singular
Singular
No, I wasnt
No, I wasnt busy
No, you werent
No, you werent busy
No, he/she wasnt
No, he/she wasnt busy
Plural
Plural
No, we werent
No, we werent busy
No, you werent
No, you werent busy
No, they werent
No, they werent busy
Krohn, p.25
12
3. The Use of Simple Past Tense

Simple past tense is used to explain the activity or event that:
a. Happened in the past. That event didnt connect with now. It means, this
event doesnt happen now.
Examples:
John was sick yesterday.
Bob worked for a big firm last year.
b. Happened and finished at the moment of speaking, the process was done in a
short time.
Examples:
She turned out the light at midnight.
She shut the book when I entered the room.
They stopped talking as I open the door.
c. Happened in the past continually.

Examples:
When he saw me, he stood up and came up to me.
d. Happened by repetition in the past, but doesnt happen again, and this was
the daily activity in the past.
Example:
While I was abroad, she wrote to me twice a month.
e. The verb used to + infinitive (the basic verb) is used to explain the
habitual activity in the past.
Examples:
I used to play tennis every Saturday.
He used to work in the bank year ago. 8
Drs. Tony Sartono Asmara, Cara Cepat Memahami Tenses, (Bandung: c.v. Citra
Abadi, 1992), p. 9.
8
13
B. Snakes and Ladders Game
1. Snakes and Ladders

a. The Understanding of Snakes and Ladders
Frederick Augustyn in his dictionary states that snakes and ladders
or chutes and ladders is a classic childrens board game. It is played
between 2 or more players on a playing board with numbered grid
squares. On a certain square on the grid a numbers of ladders
connecting two together, and a number of snakes or chutes also
connecting squares together. 9
In Audioenglish.net states that snakes and ladders has one sense: a
board game for children who use dice to move counters up ladders and
down snakes. 10
In addition, in English Collins Dictionary states that Snakes and
Ladders is a British a game played with a board and dice. When you go up
a ladder, you progress quickly. When you go down a snake, you go
backwards. 11
Beside in the Oxford Advanced Learners Dictionary definite that
snakes and ladders; a children game played on a special board with picture
of snakes and ladders board on it. Players move their pieces up the ladders
to go forward and down the snakes to go back.
12
The writer infers that snakes and ladders is the game board consists
of snakes and ladders. If someone finds a ladder he goes up, but if he finds a
snake he goes down. There are two or more players in snakes and ladders
game by shaking the die for playing on the board with numbered grid
squares.
Frederick J. Augustyn, Dictionary of toys and games in America popular culture,

Haworth Press, 2004, ISBN 0789015048
10
www.audioenglish.net access on 27th of November 2010 at 08.43 p.m.
11
English Collin Dictionary- English Definition &Thesaurus dictionary.
Reservo.net/English/snakes%20 and %20ladders- Amerika Serikat. access on 27th of
November 2010 at 08.55 p.m.
12
The Oxford Advanced Learners Dictionary access on 27th of November 20
at 0 9.10 p.m.
14
b. The Playing of Snakes and Ladders
1. Playing Snakes and Ladders in General

Milton Bradley Chutes and Ladders game board c. 1952 showing
good dead and their rewards and bad dead and their consequences.
Each player start with a token in their starting square (usually the
1 grid square in the bottom left corner, or simply, the imaginary space
the 1 grid square) and takes turns to roll a single die to move the token
by the number of squares indicated by the die roll, following a fixed route
marked on the game board which usually follows a boustrophedon (oxplow) track from the bottom to the top of playing area., passing one
through every square. If, on completion of this move, they land on the
lower numbered end of the squares with a ladder, they can move their
token up to the higher- numbered square. If they land on the higher
numbered square of a pair with a snake (or chute), they must move their
token down to the lower numbered square. A player, who rolls a 6 with
their die may, after moving, immediately takes another turn; otherwise,
the play passes to the next player in turn. If a player rolls three 6s on the
die, they return to the beginning of the game and may not move until the
roll another 6. The winner is the player whose taken first reaches the last
square of the track.
A variation exists where a player must roll the exact number to
reach the final square (hence winning). Depending on the particular
variation, if the roll of the die is too large the token remains in place. 13
2. Playing Snakes and Ladders in Learning English Grammar

Playing snakes and ladders game in learning English grammar:
Divide the class into group of four and give each group a die, a playing
board and the rules. Give each student a different playing piece. If no
13
Augustyn, Dictionary... ISBN 0789015048
15
playing piece are available, student can simply write their initial on small
squares of paper or cardboard
Tell the student to read the rules and start playing. Stay attentive but keep
in the background. Only intervene when a group cannot decide if a
sentence is correct or when they have made an incorrect decision. Try not
to interrupt, but keep on ear open for point you want to work on in later
lessons
When the game is over, go through the sentences, or at least ask if there
are any sentence that the student are still questioning. If one group
finishes a long time before the others, they may be asked to plan their
own Snakes and Ladders playing board when the others finish. 14
c. The Rules of Snakes and Ladders in Learning English Grammar

The rules of snakes and ladders in learning English grammar are:
1. Put your playing pieces on the start square.
2. Decide who is going to begin and in which order you are going to play
3. If you are the first player, roll you die and move forward the number of
square indicated.
4. If you land on a sentences, saw whether it is correct or no. If you think
there is a mistake in the sentence, correct it immediately.
5. Your group must then decide if you are right or not. If your groups
agree with you, move an extra three squares forward. If they disagree
move back three square.
6. If you land on the blank square, you simply stay where you are until
you next turn. If you land on the square where another person playing
piece is already standing, move forward on square. This rule applies
whether you land on a sentence or on the blank square.
14
Chris Sion, Recipes for Tired Teacher, (San Francisco; Alta Book Center
Publisher.2004), p. 74
16
7. At you next turn, move your playing piece the numbers of squares show
on the die. For example, if you are on square 16 and a die shows five
dots, move your playing piece to square 21.
8. Each player proceeds the same way, starting always from square 1.
9. To finish you must land directly on the last square for example 100. If
you are on square 98 and throw a six, count two forward and four back
to land on square 96 (hope you throw four on your next turn. 15
d. The Material of Snakes and Ladders

The material is used in snakes and ladders game:
Material
Playing Board
A die
Rules
Playing Pieces one for each student
(Figure.2.2)Snakes and Ladders Boards
15
Sion, p. 75
17
2. GAME
a. The Understanding of Game
According to Wright, et.al in her book Game for Language
Learner that the word game means an activity which is entertaining and
engaging, often challenging, and an activity is which the learners play and
usually interact with others. 16
From the statement above that game is the right way for making
communication with others. By game, the activity entertains and gives
different sense for several persons. The good interaction often happens in
playing the game.
The article of game states that game theory is the study of the
ways in which strategic interactions among rational players
produce outcomes with respect to the preferences (or utilities) of
those players, none of which might have been intended by any of
them. 17
From the article above that game is the way to make a strategy for
interaction among players. The player has to communicate with another
player while playing is in progress. Also, the player has to respect another
player for good interaction in game.
In addition, Jeremy Harmer states that many games from
television and radio (and game that people play at home in their everyday
lives) can be adopted for classroom use. 18
From the statement above, there are so many game resources, the
game can be found from the media electro such as TV or radio, and also it can
be found from the book, magazine, newspaper and real life activity. When we
were children, there were so many games, and these games can be used in
teaching and learning activities in the classroom.
16
Andrew Wright, et.al, Games for Language Learner, (Cambridge: Cambridge

University Press, 2006), p. 1.
17
http://simple.wikipedia.org/wiki/Game_theory" on Wednesday, 21st of April 2010
at 10.18 am
18
Jeremy Harmer, The Practice of English Language Teaching, (Edinburgh:
Longman, 1991), p.223.
18
The writer may conclude that game is fun activity which is

challenging and interesting for learning and making a good strategy in
communicating between players. The games can be found from many
resources: TV, Radio, books, magazine, etc.
b. The Reason in Using Game

There are many reasons in using games;
1. Games are fun and children like to play them. Through games children
experiment, discover, and interact with their environment.
2. Games add variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many children between
four and twelve years old, especially the youngest, language learning will
not be the key motivational factor, games can provide this stimulus.
3. The game context makes the foreign language immediately useful to the
children. It brings the target language to life.
4. The game makes the reasons for speaking plausible even to reluctant
children.
5. Through playing games, students can learn English the way children learn
their mother tongue without being aware they are studying; thus without
stress, they can learn a lot.
6. Even shy students can participate positively. 19
In other opinion, the reasons of using game for the language
teacher are: because,
a. Language learning is hard work.
One must make an effort to understand, to repeat accurately, to adapt and
to use newly understood language in conversation and in writing
composition. Games help many learners to sustain their interest and work.
b. Experiencing language
19
Yin Yong Mei and Jang Yu-jing Daejin University ELT Research Paper. Fall, 2000.
19
Games also help the teacher to create contexts in which the language is
useful and meaningful. Games provide one way of helping the learners to
experience language rather than merely study it.
c. Repeated use of language Items,
Many games because as much use of particular items as more conventional
drill exercise, some game do not. What matters, however, is the quality of
practice.
d.
Central of Learning
If it is accepted that game can provide intense and meaningful practice of
language, then they must be regarded as central to a language teachers
repertoire and not merely a way of pasting the time 20 .
In addition, there are several reasons in using game according to
Lee Su Kim in his journal because there are many advantages of using
games in the classroom:
1. Games are a welcome break from the usual routine of the language clas
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help
students to make and sustain the effort of learning.
4. Games provide language practice in the various skills (speaking,
writing, listening, and reading).
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.' 21
The reason in using game for the teacher and language learner are
many things considered, because the student can enjoy learning also get
the meaningfulness from it.
20
21
Wright, et.al, p. 5
Lee Su Kim 'Forum' Vol. 33 No 1,( January - March 1995)
20
c. The Criteria in Playing Game

Basic criteria 22 for judging what is or is not game which not only
apply to "games with rules", but to all games, is as important as the special
criteria for "games with rules". Here are the criteria which all games have;
1. Common experience
Grammatical Snakes and Ladders Game bring student together, regardless of
gender, generation, and race. In this grammatical snakes and ladders game in
learning past tense, the student have common experience about to know the
management of team work, several thinking, competing, and togetherness with
their group.
2. Equality
In this game, all players are equal and have the same chance to win.
3. Freedom
Whoever plays this grammatical snakes and ladders game, does it from his
freedom of choice. He is not forced or coerced by anyone to play. Playing
games is not work, not commitment, nothing you have to do. Therefore, we
can say that playing games means being free. This freedom is basic to all
games too.
4. Playing means being active
Whoever reads a book, watches a movie, or listens to music, consumes or
acquires, but does not act. While nowadays most leisure activities seduce
people into passivity, the game makes people act.
5. Diving into the world of the game
Whoever plays, leaves behind reality and dives into the world of the game.
These game worlds are comparable to reality. This statement still applies to
the big difference between the two worlds.
Games are entertainment and fun. The players may only take their
emotions from the game into reality. Whoever spends an interesting and fun
22
Wolfgang Kramer (Article translated from the German by Jay Tummelson.)access on
Wednesday, 21st of April 2010 at 11.14 am
21
evening playing games with friends, takes this happy feeling into reality. In
this grammatical snakes and ladders game, there are many things to do;
1.
2.
3.
4.
5.
6.
7.
Care and Share

Do: Move, Mime, Dray, and Obey
Describe
Connect: Compare, Match, Group
Order
Remember
Create. 23
d. The Use of Game in Learning English

Wright, et. al, states about the use of game that games also help the
teacher to create contexts in which the language is useful and
meaningful. The learners want to take part and in order to do so must
understand what others are saying or have written, and they must
speak or write in order to express their own point of view or give
information. 24
From the statement above that the meaningfulness in language
learning has been accepted for some years. A useful interpretation of
'meaningfulness' is that the learners respond to the content in a definite way.
If they are amused, angered, intrigued or surprised the content is clearly
meaningful to them. Thus the meaning of the language they listen to, read,
speak and write will be more vividly experienced and better remembered. If it
is accepted that games can provide intense and meaningful practice of
language, then they must be regarded as central to a teacher's repertoire.
Another Wright, et.al statement that language learning is hard work.
Effort is required at every moment and must be maintained over a
long period of time. Games help and encourage many learners to
sustain their interest and work. In addition, Games also help the
teacher to create contexts in which the language is useful and
meaningful. The learners want to take part and in order to do so must
understand what others are saying or have written, and they must
speak or write in order to express their own point of view or give
information. And also, Games can provide intense and meaningful
practice of language. 25
23
Andrew Wright, et.al, Games for Language Learner, (Cambridge: University Press
2006), P. 43
24
Wright, et.al, p.1
25
Andrew Wright, et.al, Games for Language Learning' (2nd. Ed.), (Cambridge:
Cambridge University Press, 1984), p.1. access on Wednesday, 21st of April 2010 at 10.53 am
22
From the statement above that an effort to supplement lesson plans

in the classroom, teachers often turn to games. The justification for using
games in the classroom has been well demonstrated as benefiting students in a
variety of ways. These benefits range from cognitive aspects of language
learning to more co-operative group dynamics.
Marianne Celce Murcia in her book states that when ESL
student are engaged in games or problem solving activities, they use
language is task oriented and has a purpose beyond the production of
correct speech, this make these activities ideal for communicative
practice grammar if, in fact, the activities can structured to focus
learners attention on a few specific forms before the communicative
practice. 26
It means that game is useful for making a good communicative in
learning grammar, almost the student just remember the formula, and make the
sentence according to the formula, but with game the student can develop their
grammar unconsciously.
(Table.2.7)General Uses of Games 27
Affective
Cognitive
Class Dynamics
Adaptability
- lowers
affective filter
- encourages
creative and
spontaneous use
of language
-promotes
communicative
competence
- motivates
- fun
- reinforces
- reviews and
extends
- focuses on
grammar
communicativ
ely
- student centered
- teacher acts only
as facilitator
- builds class
cohesion
- fosters whole
class participation
- promotes
healthy
competition
- easily adjusted
for age, level,
and interests
- utilizes all four
skills
- requires
minimum
preparation after
development
26
Marianne Celce Murcia, and Hilles Sharon, Technique and Resources in Teaching
Grammar, (New York: Oxford University Press, 1988), p. 59.
27
M. Martha Lengeling and Casey Malarcher'Forum' Vol. 35 No 4, October - December
1997 Page 42.
23
CHAPTER III
RESEARCH METHODHOLOGY
A. The Aims of Study
The aims of study is developing and improving student
understanding in learning simple past tense by using grammatical snakes and
ladders game.
B. The Place and Time of Study

This action research is in Madrasah Tsanawiyah Pembangunan
UIN Syarif Hidayatullah Jakarta, the location is on Ibnu Taimia Street No. IV
Komplek UIN Jakarta. The action research was held from 10th of February to
1st of June 2010.
C. Population and Sample

In this research, the writer took population from the Eight Grade
students in Madrasah Tsanawiyah Pembangunan UIN Jakarta. The total
population is 245 students from 7 classes. Then the writer took the students of
C class with the total is 35 students as the sample of research using the
purposive cluster sampling technique.
23
24
D. Research Instrument
The writer used four research instruments in this Classroom
Action Research (CAR) as follow; observation, , interview, questionnaire, and
the test.
E. Data and Data Resources

There are two kinds of data, qualitative data and quantitative data.
Both are comprise of students learning outcome, observation result toward
learning accomplishing, interview, field note, and questionnaire data.
The data sources in this study are:
Even, it is the teaching simple past tense by grammatical snakes and

ladders game in Madrasah Tsanawiah Pembangunan UIN Jakarta.
Informant, the informants are the English teacher and students in

Madrasah Tsanawiyah Pembangunan UIN Jakarta.
Place, the researcher observes and teaches at eight grade, C class of

Madrasah Tsanawiyah Pembangunan UIN Jakarta.
F. Technique of Data Collecting

The technique in collecting data; first, the writer observes the class;
the class management, the students problem in English learning, the teacher
technique, and the context of teaching material. These are before an action. In
addition, the writer observes the progressing of an action research.
Beside, the writer gives questionnaire before an action research for
knowing about the student, and after an action research for knowing the
student opinion about the method is applied does this method develop student
understanding in learning simple past tense?.
Interview guide is done to the student in every action meeting or
after the writer taught in the class, and also to the teacher in every cycle.
The last, the writer monitors the action research effectiveness by
giving test; before doing an action research (pre-test) and after an action
research (post- test).
25
nique of Daata Analysiss

G. Techn
The coomparative technique is used in test daata analysis. In
compaarative technnique, the writer
w
uses t-tes;t to fiind out the difference score
of studdent pre tesst and post test. One of
o Test t function
f
is for knowin
ng the
effectiive of the neew method.
Accordingg to Anas Suudijono stattes that Thhe t test iis one of staatistic
test is used for teesting the trruth hypothesis stated that in two mean samp
ple is
taken randomly
r
frrom the sam
me populatio
on. 1
Firrst, for know
wing Standdard Deviatiion of the different
d
scoore between
n pretesst (X) and poost- test (Y)) is by gettin
ng D and D
2 (SDD):
SDD
Afteer getting SD
S D score, the writer can count Standard E
Error from score
meaan differencee between prep test (X)) and post teest (Y) variaable.
SEMD
M
Foor the next step is find out

o to cost by using thiss formula:
to
Affter knowingg the MD annd SE
MD,
th
he next stepp is giving an interprettation
to to by counnting df and db = N-1 , after gettinng the df annd db, the writer
w
connsult to t table point in 5% sign
nification annd 1% signification. 2
Siggnificant criitical value
: 0.05 and 0.01
Iff to > tt means

m
theree is signifi
ficant differrence, and Ha (altern
native
h
hypothesis)
a
accepted,
H (null hyp
Ho
pothesis) is rejected.
r
A
Anas
Sudijono,, Pengantar Statistik Pendid
dikan, (Jakartta: PT RajaGraafindo Persad
da.
2008), p.. 278- 279
2
Suudijono, p. 3111-313
26
If to < tt means there is no significant difference, and Ha (alternative

hypothesis) is rejected, Ho(null hypothesis) is accepted
The Hypothesis:
H (alternative hypothesis)
: There is a significant difference between

pre- test and post test before and after
classroom action research
Ho (null hypothesis)
: There is no significant difference between

pre-test and post test before and after
classroom action research
H. Action Procedure
Stephen Kemmis in D. Hopkins book, A Teachers Guide To
Classroom Research, Bristol, PA( Open University Press), 1993
stated that Action research as a form of self-reflective inquiry
undertaken by participants in a social (including educational)
situation in order to improve the rationality and justice of (a) their
on social or educational practices, (b) their understanding of these
practices, and (c) the situations in which practices are carried out.
3
(Figure 3.1 and 3.2) Action Research Cycles
Tim Pelatih Proyeksi PGSM, Penelitian Tindakan Kelas ( Jakarta: Proyek

Pengembangan Guru Sekolah Menengah, 1999), p. 6.
27
1. Iniitial Plan
First, finding out and observ
ving the prooblems in teaching leaarning
prrocess. Second, decidiing what su
ubject is trrouble in teeaching leaarning
prrocess. Thirrd, planninng the subjject is usedd in the teeaching leaarning
prrocess and deciding the subjecct topic. Forth,
F
deveeloping sceenario
learning (Leesson Plann). Fifth, arranging
a
w
worksheet
paper.
Sixth,
S
prroviding thee source of learning. Seventh

S
is developing
d
evaluation form.
Thhe last, deveeloping obsservation leaarning form
m.
2. Acttion
In thiss step, the planning sh
hould be doone well annd regularly
y and
thhe new metthod is applied in teacching learning processs. Also, thee task
foormat is givven based on the maaterial. In addition,
a
thhe action has
h to
exxplain; the steps in acttion, the teacher activvity, the student activitty are
hooped to do, the media is used, the instrumennt is used ffor collectin
ng the
daata. The acction details and thee way in action
a
musst be writteen in
classroom action researcch report.
3. Observation
O
In thiss step, the writer obseerves the cllass situatioon and writes all
evvents durinng action. The writeer arrangedd observation form. This
obbservation forms
f
have to
t be preparred before teaching
t
or action.
The coollecting daata is qualitative (the activeness
a
oof students in
i the
class, the quuality of diiscussion, etc)
e
or quaantitative (teest result). Data
28
collections have to recheck for validity for example the triangulation

technique (observation, interview, and giving a questionnaire).
4. Reflection
These steps will be reflected to the next cycle in action. After the
writer collects data, she evaluates these data. The reflection in classroom
action research is included analysis, and synthesis to the observation
result in action. If there are problems, the writer has to re-study in the next
cycle: revise plan, action, observation, and reflection.

28
CHAPTER IV
RESEARCH FINDING
A. Description of The Data
1. Data of Observation
In the first step of classroom action research, the writer observes
the class situation (student activity, and students activeness in the
classroom), and finds students problem in learning English. After finding
out the problem and asking the teacher about students difficulties in
English learning, the writer finds the real problem at eight grade of
Madrasah Tsanawiyah Pembangunan UIN Syarif HIdayatullah Jakarta, it
is about grammar. A lot of students at eight grade dont like to learn
grammar. Also they are remedial in grammar examination.
From the observation above, the writer tries to make classroom
action research of grammar, especially tense. According to Based
Competence
at eighth grade, the specific tenses are simple past tense and
past perfect tense which are studied. And from that time, the writer takes
classroom action research at eight grade, C class about simple past tense. In
addition, before action research is done, the writer finds out the students fun
in learning, and what kind of method or strategy they like and love to do in
English learning. According to students fun learning that the students love to
28
29
play game. The writer makes classroom action research about teaching
simple past tense by using grammatical snakes and ladders game.
On February 4 to 18, 2010 the writer observes teacher teaching
strategy, class management, teaching material, and the students character and
active. From that observation, the writer founds the data, here are:
Teacher
Teacher technique is used conventional technique,
She sometimes uses media like audio visual for watching the movie,
The physical presents English teacher is good,
Voice project is rather good,
Sometimes the teacher uses a gesture, and
Management procedure in the class is good.
Student
The way students work are active and very active,
The way they interact are active,
The way they response are active if the situation is good,
Their on task is good, and
Several students have problem about task behavior.
Context
Classroom layout is good,
Teaching aid available is good,
Rarely, the teacher uses poster/ visual aids.
In Madrasah Tsanawiyah Pembangunan UIN Syarif HidayatullahJ Jakarta,
the students conditions are;
Most of the students are from middle to high class economy.
Most of the students are active and very active in the class.
30
Several of students are past learning.

The students like to learn by reward and point or score for their motivation
in learning.
The student problems in eight grade of Madrasah Tsanawiyah Pembanguanan
UIN Jakarta, are:
The students score of Grammar mostly is low, they were remedial for
grammar.
The students dont like to study grammar and to remember the formula and
guidelines.
Teacher explains the formula first before giving the example (deductive
approach), so the students mood in learning English is gone.
Students hope to study grammar easily by game or many other fun
techniques.
Almost students are good in English skills (speaking, listening, reading, and
writing), but low understanding in grammar.
From that data, the English teachers in Madrasah Tsanawiyah
Pembangunan UIN Syarif Hidayatullah Jakarta has to; understand student
well, invite the student to learn, make a good strategy for their learning, give
them high motivation.
The writer is very surprise when she comes for the first time to
Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta,
because the students are very active. To know student fun learning in English,
the writer makes a questionnaire about students love in English, their parent
skill in English, and technique of learning English they like very much. In
addition, the writer gives a questionnaire also interviews many students about
their fun in learning, and the reason they dont like grammar especially
tenses.
Several students said that they dont like teacher teaching strategy,
the teacher just explains the formula and directly gives the exercise from the
31
book, Smart Steps book. For making easy in learning, they want such a game
and fun in English learning, and also in learning tenses. Many students hate
grammar because they dont like to learn the formula. From the data above,
the writer tries to make an action research about Using Grammatical Snakes
and Ladders Game in Teaching Simple Pat Tense.
In this class action research, the writer observes the class in every
cycle; every cycle is contained of two action research meetings.
The first cycle:
In this first cycle the student are encouraged to do the competition
of Grammatical Snakes and Ladders board. In the first meeting, they use the
small snakes and ladders board but in the second meeting they use the big
snakes and ladders board. A lot of students ask unclear direction, and the
teacher has to explain the direction more than ones. Before they do the game,
the teacher explains the material about verbal sentence by inductive approach;
giving an example and after that showing and explaining the formula. In
playing this game, the students are very noise; the class is crowded by the
students activities. Also they need discipline in playing the game because
several of them dont do the game honestly.
The students responses are good, but several of them still have
mistakes in making sentences, doing the game, and doing the game rule, but
in the second meeting they have progress in making sentences from the game,
and playing the game. They are motivated for doing the task by giving them
reward. The teacher has to give reward by scoring to the certain students who
are active. Students have good interaction between student and teacher, and
also student and student. They can make a good communication with their
friend because they work by group in playing this game.
In this first cycle, the teacher has to be active by using big voice
and gesture. In addition, the teacher has to manage the class because there are
many trouble makers students. Also the teacher has to see the timeline,
because there time is limited.
32
The second cycle

In this second cycle, the writer makes such a discussion and quiz of
grammatical snakes and ladders game but still in grammatical snakes and
ladders game. The students are very active. They are discipline in discussion
and quiz because point is given by the teacher. The students love getting the
point from the teacher.
Not only in the first cycle, in the second cycle, the writer has to be
active by using big voice and gesture. Sometimes the student dont listen the
teacher explanation, so the teacher has to repeat and to write the explanation
in the whiteboard.
The third cycle
In this third cycle, the teacher applies simple past tense
identification sentences and giving information of grammatical snakes and
ladders game, these are still in grammatical snakes and ladders game. The
student are very active, and they love to join the game on the game rule. They
want to learn well if the teacher gives them fun technique in their learning.
Many students progresses in their learning are good. Many students answer
the right question from the teacher and they do the class action research
activity well. The student trouble makers can be managed well because they
are motivated to do the exercise and to join the game based on the rule game
and discipline in the class action research.
2. Data of Interview
The writer always interviews the student and the teacher about
writers action in teaching simple past tense by using grammatical snakes
and ladders. The writer interviews the student in every meeting; from the
first meeting to the six meetings, and the teacher; its ones in every cycle.
The interviews before entering the class action research
Apakah kamu suka pelajaran bahasa Inggris?
33
Answer:
Student 1: Ya, saya suka miss
Student 2: Tergantung materinya, kadangkadang suka, kadangkadang tidak suka
Apa yang kamu suka dari pelajaran bahasa Inggris ( gurunya,
materinya, metode belajarnya)?
Answer:
Student 1: Ya, saya suka materinya
Student 2: Tergantung mood
Materi apa yang paling kamu sukai dari pelajaran bahasa Inggris?
Answer:
Student 1: Materi apa saja yang penting menyenangkan
Student 2:Ssemua materi selain tense dan rumus- rumus
Apakah kamu suka belajar rumus- rumus dalam bahasa Inggris? jika
ya/ tidak dan alasannya!
Answer:
Student 1: Ya, saya suka karena saya sudah belajar dari SD
Student 2: Tidak suka, karena harus dihafal
Dengan cara apa materi lebih kamu kuasai dengan penjelasan saja
atau dengan permainan?
Answer:
Student 1: Dengan praktek langsung
Student 2: Dengan game
Apakah metode/ cara belajar yang paling kamu sukai dari pelajaran
bahasa inggris?Alasannya!
Answer:
Student 1: Game, tidak membosankan
Student 2: Game, bisa lebih menyenangkan
Apakah kamu menyukai permainan (game) dalam belajar bahasa
inggris?alasannya!
Answer:
34
Student 1: Pasti,bisa bermain sambil belajar

Student 2: Ya
Permaina seperti apa yang kamu sukai ? kelompok atau individu?
Answer:
Student 1: kelompok
Student 2: kelompok
In the first cycle, the writer interviews three students; two students
in the first meeting and one student in the second meeting, and also
interviews the teacher after finishing the cycle. The students and teachers
responses are good. The students express their opinions about the class
action research. They are happy, they love to do grammatical snakes and
ladders in learning simple past tense. They said it is interesting game for
learning miss. They can remember and learn the formula and material of
simple past tense little by little. They want another game of snakes and
ladders game in order to make the class situation more active.
The questions are given in interviewing the student in the first meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan (dengan
bermain ular tangga)?
Answer:
(student 1)Wah menyenangkan dan tidak membosankan, (student 2) Ok
miss(no command)
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode
ini ( grammatical snakes and ladders game)?
Answer:
(Student 1). Senang Miss, (student 2). Happy happy aja..
Apakah ada peningkatan dalam memahami materi Simple Past Tense?
Answer:
(Student 1) Ada, walaupun sedikit, (Student 2) Lumayan
Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?
35
Answer:
(Student 1) Ingin, tapi permainannya bervariasi, (Student 2) Setiap
grammar aja pakai game, supaya ga bosan
Bagian mana yang kamu anggap menyulitkan dalam permainan?
Answer:
(Student 1) Tidak ada, (Student 2)Penjelasannya miss
Apakah ada saran dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer:
Cara mengajar guru
: (Student 1)Tidak hanya menerangkan,

(Student 2) Jadi tidak membosankan
Metode yang digunakan
: (Student 1)Bagus, (Student 2)unik miss
Materi yang diajarkan
: (Student 1)Mudah diingat, (Student 2)perlu

hafalan miss kalau tidak pakai game
The questions are given in interviewing the student in the second meeting
bermain ular tangga)?
Answer: asyik miss.
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode
ini ( grammatical snakes and ladders game)?
Answer: tidak membosankan, senang
Answer: ada miss
Apakah kamu ingin setiap pelajaran grammar menggunakan permainan?
Answer: pengen setiap belajar memakai game saja
Answer: tidak ada
Apakah ada saram dan kritik dari pembelajaran yang kamu lakukan
barusan?
Answer: Tidak ada, yang penting belajar menyenangkan
36
After finishing the first cycle, the writer interviews the teacher
collaborator; she is Miss. Prasetya, the English teacher at eight grade in
MTs Pembangunan UIN Syarif Hidayatullah Jakarta. The writer asks
about student activeness in the class, she said that the student look
different; there are more active, their comprehension about simple past
tense is increase. lso the method is good for teaching learning process. The
teacher collaborator suggests the writer to make another snakes and ladder
game than the first meeting.
The questions are given in interviewing the teacher for the first cycle
Apakah siswa kelihatan lebih senang dan aktif dalam pembelajaran?
Answer: Ya
Apakah metode yang digunakan dapat meningkatkan pemahaman siswa
dalam materi pelajaran Simple Past Tense?
Answer: Bisa
Apakah metode game yang digunakan sangat efektif digunakan untuk
digunakan dalam materi pembelajaran bahasa Inggris yang lain?
Answer: Ya
Apakah saran dan kritik dari metode yang telah digunakan?
Answer: Buat variasi bermain yang lebih unik dan menarik
In the second cycle, the writer takes two different students and the
same English teacher for being interviewed. The teacher, and the students
have the same responses, they love to learn by game, they want to use
game for fun learning in every class meeting. For this second cycle, the
collaborator teacher looks the students, they are smarter and more active
than the first cycle. She suggests the writer to make another creative
snakes and ladders game for developing student understanding in learning
simple past tense.
37
The questions are given in interviewing the student for the third meeting
menggunakan cara diskusi ular tangga)?
Answer: menyenangkan, tidak memmbosankan, bisa saling tukar
pikiran
Bagaimana perasaan kamu ketika sedang belajar menggunakan cara
diskusi ular tangga ini?
Answer: senang,
Answer: lumayan ada peningkatan dalam memahami materi
Apakah kamu ingin setiap pelajaran grammar menggunakan cara
berdiskusi dengan aturan permainan ular tangga tadi?
Answer: ya, karena memotivasi kita untuk berdiskusi dengan sungguhsungguh
Bagian mana yang kamu anggap menyulitkan
dalam diskusi ular
tangga tadi?
Answer: pada saat presenter harus menerangkan, dan cara
penilaiannya yang cukup rumit
barusan?
Answer: untuk pertemuan berikut menggunakan cara yang lebih
menyenangkan
Cara mengajar guru
: baik, ramah
Metode yang digunakan
: menyenangkan, tidak bosan
Materi yang diajarkan
: mudah difahami
The questions are given in interviewing the student for the forth meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan
cara identifikasi kalimat menggunakan teknik ular tangga?
38
Answer: lumayan membingungkan, namun dengan kerjasama kelompok

jadi bisa saling bertukar pikiran
Bagaimana perasaan kamu ketika sedang belajar menggunakan metode?
Answer: biasa saja
Answer: sedikit demi sedikit ada peningkatan
Apakah kamu ingin setiap pelajaran grammar menggunakan identifikasi
dengan aturan ular tangga tersebut?
Answer: tidak terlalu suka
Answer: mengidentifikasi kalimanyat terlalu banyak
barusan?
Answer:untuk pertemuan berikut buat permainan ular tangga yang lain
lebih menyenangkan miss
The questions are given in interviewing the teacher for the second cycle
Answer: siswa lebih aktif dan lebih baik dari pertemuan pertama
Answer: harus diperhatikan pengaturan kelas, anak- anak yang nakal
dan hanya menjadi trouble maker sebaiknya ditempatkan di depan
tempat duduknya.
In the last cycle, the writer also takes others two different students
with the same questions, and also interviews same English teacher. The
students responds are nice, they like my teaching; they suggest the writer
to make another fun learning, and to encourage the writer to teach in MTs
Pembangunan
for
making
fun
learning
in
developing
student
understanding in English learning. They have development in learning

simple past tense although they dont like to learn tense.
39
The questions are given in interviewing the student for the fifth meeting
Bagaimana pembelajaran yang sudah kamu lakukan barusan dengan
cara pemberian informasi ular tangga)?
Answer: Menarik, asyik miss..
permainan seperti tadi?
Answer: senang
Answer: cukup banyak peningkatan pemahaman
Apakah
kamu
ingin
setiap
pelajaran
grammar
menggunakan

Answer: ya, tapi permainannya diganti lagi dengan permainan baru
Answer: tidak ada
barusan?
Answer: tidak miss
The questions are given in interviewing the student for the sixth meeting
Bagaimana pembelajaran yang sudah kamu lakukan selama miss
mengajar?
Answer: Menarik, asyik, menyenangkan, ok deh
Answer: : senang, tidak bosan
Answer: banyak peningkatan pemahaman tentang rumus- rumus, dan
cara membuat kalimat Simple Past Tense
Apakah
kamu
ingin
setiap
pelajaran
grammar
permainan seperti yang telah kita lakukan selama ini?

Answer: ya, tapi permainannya bervariasi, dan beragam
menggunakan
40

Answer: tidak ada
barusan?
Answer: tidak misstidak ada sama sekali miss, miss mengajar disini
lagi ya miss..biar ga bosan.
The teacher said that this game of Grammatical Snakes and
Ladders is effective for teaching learning process.
Here are the questions given to the teacher in the third cycle
Answer: ya siswa lebih aktif dalam berdiskusi
Apakah
metode
diskusi
yang
digunakan
dapat
meningkatkan
pemahaman siswa dalam materi pelajaran Simple Past Tense?

Answer: Ya, metode yang digunakan sangat efektif untuk diskusi
Apakah metode diskusi yang dilakukan sangat efektif digunakan dalam
materi pembelajaran bahasa Inggris yang lain?
Answer: tentu, bisa digunakan untuk materi lain selain Simple Past
Tense
Answer: lebih kreatif lagi dalam membuat suatu metode dan teknik
pembelajaran.
3. The Implementation of Grammatical Snakes and Ladders Game in

Teaching Simple Past Tense
Cycle 1
Planning
Planning is the first step in action research. In planning, the writer
41
finds out and observes the problems in teaching learning process, decides
trouble subject, plans the subject, develops lesson planning, arranges
worksheet, provides the source of learning, develops evaluation form, and
develops observation learning form.
In addition, the writer must focus in preparing the material, good
method or strategy, and tools or visual aid before entering the class. In
preparing the material, the writer chooses simple past tense, because one of
the materials is taught in VIII class, based on curriculum and syllabus is
simple past tense. Simple past tense is divided into two categories; verbal
sentence and nominal sentence. In this first cycle, the writer teaches about
verbal sentence and prepares for it. In verbal sentence are verbs; regular and
irregular verb and the use of them in simple past tense. Therefore, the writer
prepares for verbal sentence in the first cycle. In addition, the strategy is used
snakes and ladders game by using snakes and ladders board for the first
planning. Also the writer has to prepare two small snakes and ladders boards
and one big snakes and ladders board. These two small boards are getting
from the toys store and the big snakes and ladders board is made by the writer
itself. For knowing the students works development, the writer makes
student worksheet paper for measuring student learning improvement in
simple past tense.
Before action, the writer gives pre- test. This test is given for
knowing student understanding in simple past tense; using verb in simple past
tense sentences, using the regular and irregular verb, and so on.
The Pre- test shows the students low understanding of simple past
tense; in changing the sentence from affirmative to negative and interrogative
either in verbal and nominal sentences, they also confuse in changing the verb
either regular or irregular verb, differ between verbal and nominal sentences;
knowing the verb, noun, adjective, and adverb, and the use of was and
were in nominal sentence. There are many complicated students
understanding in simple past tense.
42
Action
Before entering the class, the writer has to prepare all everything,
the physic and psychic. The writer has to keep health condition for spirit and
smart teaching. Because one of the lovely teacher for students is the smart
teacher, smart teacher gives the different sense for student in learning.
When entering the class the writer says Assalamualaikum
because it is Islamic school. Before opening the class lesson, the writer
manages for the student sit in order to be ready for teaching learning process.
The writer opens the class lesson by say Good morning student!
How are you all? and the students response. After that, the writer sees the
student, if there is a student look like different (sad, angry, etc) the writer asks
her/ him feeling. In addition, the writer also gives ice breaker for making
smart learning.
In this first cycle, the writer gives the material of verbal sentence in
simple past tense and the use of verb one and two in simple past tense, there
are regular and irregular. If the writer has already given ice breaker, the writer
begins to teach about simple past tense. First, the writer asks the student about
verb, and gives introduction about verb one and verb two in regular and
irregular. After they know the verb well, the writer divides class into seven
groups, and ready for playing snakes and ladders game in regular and
irregular verb. After the writer divides the class group, the writer instructs the
group for choosing one of group member to come forward for shaking the
dices, and playing snakes and ladders game, others members in group wait
the instruction from the shaker who plays the game in front of the class. There
are seven students from seven groups who play grammatical snakes and
ladders game. They start from 0 till 100. The person who can get the 100
numbers for the first time is the winner. When they get the number, others
group members have to see the instruction from the student worksheet paper,
and fill the number according to shaker number in snakes and ladders board.
43
The board is used in regular and irregular task.

(Table 4.1)
Grammatical Snakes and Ladders in Learning Simple Past Tense
(Find out the past form of verb and to be from the board below)
Finish
100
Study
99
am
81
Write
97
Buy
96
Study
95
Talk
94
Cry
93
Take Bring
92
91
Watch Talk
82
83
Help
84
Need
85
Climb
86
Close
87
Open
88
Try
90
Run
80
Go
79
Make
78
Try
77
Think
76
Eat
75
Tell
74
Love
73
Loc
k
89
Miss
72
Hold
61
Burn
62
Build
63
Send
64
Catch
65
Fry
66
Pay
59
Use
58
Say
57
Walk
56
Work
55
Sing
41
Dry
42
Rise
43
Hit
44
Recei
ve
45
Refus
e
46
Recall Colo
68
r
69
Do
Wat
53
er
52
Pour
Ente
48
r
49
are
70
Put
60
menti
on
67
Sell
54
Come
(-)
40
is
21
Draw
39
Forbi
d
37
Know
24
Forget Forgi
36
ve
35
Meet Give
25
26
Sit
34
Swim
33
Win
32
Listen
27
Lose
28
Hurt
19
Spell
17
Stand
16
Have
15
Wake
14
Stick
13
Serv
e
29
Rep
air
12
Comp
lete
31
Hurt
30
Paint
20
Drea
m
38
Reme
mber
23
Grow
18
Rob
3
Rise
4
Steal
5
Heat
6
beauti
fy
7
Fight
8
Teach
22
1. Say Call
basma 2
lah
Read
98
Pick
47
Chat
9
Kiss
71
See
51
Conne
ct
50
Prepar
e
11
Reply
10
The Instruction:
1. Find out Verb 2 from a certain number of verbs 1 is chosen!
2. Write the answer in the answer sheet!
3. Every individual has to write a word according to the group number is chosen
4.The first group who comes to 100 numbers and has the right answer of all the
numbers is the winner of the game.
44
After finishing the verb in snakes and ladders game, the writer
continues to introduce and to explain simple past tense about verbal sentence.
In verbal sentence, there are three types; affirmative, negative and
interrogative. The writer gives the student understanding about these three
sentences by giving an example first and after that the student itself who
decide the formula from these sentences. They has to prepare for the second
game still in snakes and ladders game by using small board for the second
session game.
(Table 4.2)
Make a past tense from the words below! (Verbal sentence)
Finis
h (?)
100
I
(-)
81
Study
(+)
99
You
(+)
82
Read
(-)
98
We
(-)
83
Write
(+)
97
They
(+)
84
Buy
(-)
96
He
(?)
85
Study
(+)
95
She
(-)
86
Talk
(?)
94
Tomy
(+)
87
Cry
(-)
93
Rina
(-)
88
Run
(-)
80
I
(+)
61
Go
(+)
79
You
(?)
62
Make
(?)
78
We
(+)
63
Try
(+)
77
They
(-)
64
Think
(-)
76
He
(+)
65
Eat
(-)
75
She
(?)
66
Tell
(+)
74
Tomy
(-)
67
Love
(?)
73
Rina
(?)
68
Put
(+)
60
Pay
(-)
59
Use
(?)
58
Say
(+)
57
Walk
(-)
56
Work
(?)
55
Sell
(-)
54
Do
(+)
53
I
(?)
41
You
(-)
42
We
(?)
43
They
(?)
44
He
(-)
45
She
(+)
46
Tomy
(?)
47
Rina
(+)
48
Come
(-)
40
Draw
(+)
39
Forbi
d
(-)
37
Know
(?)
Forge
t
(+)
36
Meet
(+)
Forgi
ve
(-)
35
Give
(-)
Sit
(?)
34
Swim
(-)
33
Take
(+)
92
Teach
er
(?)
89
Miss
(-)
72
teach
er
(+)
69
Wate
r
(-)
52
Teach
er
(-)
49
Win
(+)
32
Liste
n
Lose
(-)
Serve
(+)
Wet
(+)
Drea
m
(?)
38
Teach Reme
(-)
mber
Bring
(-)
91
Moth
er
(-)
90
Kiss
(+)
71
moth
er
(?)
70
See
(-)
51
Any
subje
ct
Any
verb
Moth
er
(+)
50
Comp
lete
(-)
31
Hurt
(-)
Any
verb
Any
subje
ct
Any
verb
Any
subje
ct
Any
subje
ct
Any
subje
45
21
22
24
25
26
Hurt
(+)
19
(+)
23
Grow
(?)
18
Paint
(-)
20
28
29
30
ct
Have
(?)
15
(?)
27
Wake
(-)
14
Spell
(-)
17
Stand
(+)
16
Stick
(+)
13
Verb
(+)
7
Verb
(?)
8
Prepa
re
(+)
11
Verb
(+)
10
Any
subje
ct
Verb
(-)
6
Repai
r
(?)
12
Verb
(-)
9
1. Say Verb
basm (?)
alah
2
Verb
(-)
3
Verb
(+)
4
Verb
(?)
5
Form
ula of
The Instruction:
1. Make a verbal sentence from the certain number is chosen!
3. Every individual has to write a sentence according to the group number is chose.
4. The first group who comes to 100 numbers and has the right sentence of all the numbers is
the winner of the game.
After finishing the game every group has to collect the paper and
give it to the writer. The worksheet paper is given to every person in group, so
everyone do the worksheet from the paper. If the worksheet papers have all
ready collected, the teacher will close the class by giving them proverb You
can if you think you can and explain about the meaning of this proverb, and
end the class by greeting.
In the second meeting, the writer opens the class such as the first
meeting with greeting, smiling, and ice breaking. The writer still uses snakes
and ladders board but it is big board for this cycle. By using this board, others
students can watch the game, and see the development number which are
played by the group shaker. The writer just gives the group one worksheet
paper, so the group can fill it together.
Observation
The writer observes the action while teaching in the class. The
writer sees that the student are active while doing the activity in the classroom .
Although there are crowded and noise, the students look like enjoy the class
activity. Besides, the writer has to control the students trouble makers; they
are several trouble makers in the class. The writer has to manage the class, and
to give clear explanation about the material and the game rules. The writer
46
looks the class never quite because of students activities, The collaborator
teacher also helps the writer for managing the student sit and discipline in the
classroom.
After finishing the subject, the writer also interviewed two or more
students and collaborator teaching for knowing; opinion or critic or suggestion
about the teaching technique, the students understanding, and the student
development in learning simple past tense. The responses are good both from
students and collaborator teacher, they give good appreciation to the technique
that is used and applied.
Reflection
One of students ask about the way in teaching why must be
snakes and ladders? Dont you use another name?, several students suggest to
make variation game from grammatical snakes and ladders and also Madrasah
Tsanawiyah Pembangunan UIN Syarif Hidayatullah Jakarta English teacher
hopes to change the game into another variation game of grammatical snake
and ladders, also the teacher suggests to separated the trouble maker students to
sit in front of. The student worksheet paper is made for group not individual. If
it is made for individual, they will copy the answer from their friends.
Cycle 2
Planning
In the second cycle, the writer makes a new strategy about
grammatical snakes and ladders game in simple past tense. The game is
grammatical snakes and ladders discussion and quiz. This is variety of snakes
and ladders teaching technique. The writer makes a guideline for the rule of
this new game. This is made cause of the writer creativity for students
development in learning simple past tense in different way of grammatical
snakes and ladders way. Other preparations are similar with the first meeting,
for example; planning the subject, developing lesson planning, arranging
47
worksheet, providing the source of learning, developing evaluation form, and

developing observation learning form.
Action
In the second cycle, the writer opens the class such as usual by
greeting, ice breaking, and motivating. In this second cycle, the writer gives the
material about nominal sentence of simple past tense. She introduces the
nominal (adjective, adverb and noun) first before using it in sentences by
motivating every student to find out adjective, adverb and noun vocabulary.
After the students understand about kind of nominal, the writer begins to
explain the use the nominal in simple past tense by giving an example, and the
students have to analyze the sentences, decide the formula and compare it with
verbal sentence of simple past tense by grammatical snakes and ladders group
discussion. After the student have all ready discuss about it, one member of
group has to be a snake to move to another group for presenting the material
which have been discussed by their group, gives an explanation to one of
another group till another group members understand well about the nominal
sentence in simple past tense, and also differs it with verbal sentence. If the
presented group doesnt understand the material well, the group presenter will
get snake point, and the point become less, but if the presented group can
answer the question from the teacher and understand the material well, the
presented and presenter group will get ladder point, and the point increase .
(Table 4.3)
The rules of grammatical snakes and ladders discussion and quiz
o The group have to discuss about the nominal sentence, the formula, and the
example in Simple Past Tense,
o after that, every group has to choose one member of the group for presenting the
result of her group discussion to another group, another group does too,
o after one candidate of student presented her material, he/ she just stay at the group
is presented and has a responsible for the group ability in answering the material
from the teacher,
o the teacher will ask the member of the group a question, if a certain student in that
group cannot answer the question, so that group and the presenter group will get
min point, and if a certain student in that group can answer the question, so that
group and the presenter group will get plus point.
o The group who get the 10 ladders is the winner
48
(Figure 4.1)
Grammatical Snakes and Ladders Discussion
Whatissimplepasttense:
Whatisverbalsentence?
Formula(Rumusan)
Whatisnominalsentence?
Formula(Rumusan)
Noun(example):
Adjective(example):
Adverb(example):
Exampleofverbinsentence:
(Table 4.4)
Grammatical Snakes and Ladders Quiz
Group
Snakes
point
1
Ladders
Point
49
(Table 4.5)
Make a past tense of nominal sentence from the words below!
Winn
er (?)
100
reade
r (+)
99
wond
erful
(+)
97
They
(+)
84
smart
(-)
96
You
(+)
82
surpr
ised
(-)
98
We
(-)
83
I
(-)
81
On
the
paper
(-)
80
I
(+)
61
In the
bedro
om
(+)
79
You
(?)
62
In the
bathr
oom
(?)
78
We
(+)
63
In
Jakar
ta
(+)
77
They
(-)
64
In
Lond
on
(-)
76
He
(+)
65
In
above
Japan
(+)
(-)
74
75
She
(?)
66
Tomy
(-)
67
Rina
(?)
68
lover
(+)
60
pink
(?)
58
black
(+)
57
clean
(-)
56
dirty
(?)
55
I
(?)
41
farme
r
(-)
59
You
(-)
42
We
(?)
43
They
(?)
44
He
(-)
45
She
(+)
46
hungr
y
(-)
54
Tomy
(?)
47
thirst
y
(+)
53
Rina
(+)
48
teach
er
(-)
40
Wet
(+)
21
Docto
r
(+)
39
sad
(-)
22
actor
(?)
38
In the
kitche
n
(-)
20
Say
basm
alah
At
class
(+)
19
Nomi
nal
(?)
2
happ
y
(+)
23
sick
(?)
18
Nomi
nal
(-)
3
He
(?)
85
Stupi
d
(+)
95
She
(-)
86
clever
(?)
94
Tomy
(+)
87
presi collec paint nurse

dent
tor
er
(?)
(-)
(+)
(-)
34
37
36
35
optim proud dange dilige
ist
(+)
r
nt
(?)
25
(-)
(?)
24
26
27
arrog
In
At the In the
ant
Band bank mark
(-)
ung
(?)
et
17
(+)
15
(-)
16
14
Nomi Nomi Nomi Nomi
nal
nal
nal
nal
(+)
(?)
(-)
(+)
4
5
6
7
loyal
(-)
93
hones scare Any

t
(-)
subje
(+)
91
ct
92
Rina Teach Moth Any
(-)
er
er
verb
88
(?)
(-)
89
90
under moth father Any
(?)
er
(+)
subje
73
(-)
71
ct
72
teach
er
(+)
69
sweet
(-)
52
moth
er
(?)
70
salt
(-)
51
Any
verb
Teach Moth
er
er
(-)
(+)
49
50
dentis stude lawye
t
nt
r
(-)
(+)
(-)
33
32
31
dry
crow dark
(-)
ded
(-)
28
(+)
30
29
On
In the In the
the
office rome
table
(?)
(+)
(+)
12
11
13
Nomi Nomi Nomi
nal
nal
nal
(?)
(-)
(+)
8
9
10
Any
verb
Any
subje
ct
Any
subje
ct
Any
subje
ct
Any
subje
ct
Form
ula of
50
The Instruction:
1. Make a nominal sentence from the certain number is chosen!
3. Every group has to write a sentence according to the group number is chosen.
4. The first group who comes to 100 numbers and has the right sentence of all the
numbers is the winner of the game.
After finishing the material, the writer closes the class by asking
feedback from the student, and greeting See You Next Time.
. Observation
In this second cycle, the grammatical snakes and ladders discussion
and quiz are held. The big appreciations from the students are more than the
first cycle. The students are motivated and very active in the class; they are
enjoying the class activity although the class is noise. Also, the students
have many developments in understanding simple past tense in discussion
and quiz.
Reflection
The students hope the variation game of grammatical snakes and
ladders game for the third cycle by the new motivated game. The writer has
to prepare for the third cycle game that invites the student to learn more easy
and fun learning. The responses are good either from student and the
teacher collaborator. The students are fun in learning, and they can improve
their understanding about simple past tense little by little by fun learning.
Cycle 3
Planning
In the third cycle, the writer reviews the first and the second
material about simple past tense, both verbal and nominal sentences. In this
panning, the writer makes a new variation of grammatical snakes and
ladders game. The writer also provides a certain worksheet paper for student
activity and duty. This cycle doesnt need complicated explanation, and hard
51
subject description to the student. The writer just needs more creative
strategy and method in reviewing the subject of simple past tense in the past
meeting for student comprehension.
Action
Action in the class is not easy, the writer needs self confidence for
teaching. As known, the students of Madrasah Tsanawiyah UIN Syarif
Hidayatullah Jakarta are active and full of curiosity and easy boring.
Therefore, the writer has to make a new way in teaching simple past tense
by grammatical snakes and ladders analyzing the sentences game in the fifth
meeting, and snakes and ladders information giving game in the last
meeting.
In analyzing the sentences, the writer divides the class into seven
groups, every group has to analyze the 25 sentences; there are verbal
sentences or nominal sentence, and correcting the wrong sentences. After
they analyze the sentences, the group task has to change to another group for
correction.
Identify the sentence of simple past form, whether it is true or false and
verbal or nominal sentence!
(Table 4.6)
Identifying Sentences in Grammatical Snakes and Ladders Game
No
1
2
3
4
5
6
7
8
9
10
11
Sentence
true
It was a good book
I didnt know you before
My mother was in the kitchen last time
She were my friend
Tony cut her hair by his self last day
Rini doesnt do her homework last night
My teacher come at 06.00 before I came last
day
I went to the zoo last week with my friend
Did you come to the library yesterday?
Did you took my glasses?
There was a pencil in the pencil case
false
verbal nominal
52
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
Was you English teacher last two year?

They were a nurse in the old hospital
Did you put my paper an hour ago?
When Tomy came to my house, I was sleeping
Jeans eat banana last time because she was very
hungry
I bought vegetable and fruit in the supermarket
last day
Anisa and Dian were a smart person
I study English last night
My sister cooked rice last day
Did you read an English lesson before exam?
I was in the English class last day because I am
sick.
Tony didnt love history lesson when he was in
Junior High School
Do you come to my house one hour ago; I was
waiting for you there?
When I was child, I didnt like to play football.
Dinda cut her hair by herself.
It were a good book
I didnt knew you before
My mother were in the kitchen last time
She was my friend
Tony dont cut her hair by his self last day
Rini didnt do her homework last night
My teacher came at 06.00 before I came last
day
I go to the zoo last week with my friend
Do you come to the library yesterday?
Did you take my glasses?
There were a pencil in the pencil case
Were you English teacher last two year?
They was a nurse in the old hospital
Do you put my paper an hour ago?
When Tomy come to my house, I was sleeping
Jeans eat banana last time because she is very
hungry
I and my mother buy vegetable and fruit in the
supermarket last day
Anisa and Dian was a smart person
I studied English last night
My sister cooks rice last day
I was in the English class last day because I
was sick.
53
48
49
50
Tony didnt love history lesson when he is in

Junior High School
Did you came to my house one hour ago; I was
waiting for you there?
When I was child, I dont like to play football.
In the last meeting, the students are suggested to study simple past
tense by giving information of grammatical snakes and ladders game. In

this activity, the student have to make a group of five, two groups for girl
and three groups for boy. Every group is containing of seven persons. The
first student who sits in front of as the head of snakes line, the last student
who sit behind as the head of snakes assistant, and the rest of student as
the body of snake. The way in playing this game is very simple, the
students have to make a line like snakes. There are five snakes. Every
snake has one head which is in front of and one assistant of snakes head is
in behind. The snake head has a duty as a receiver of information from the
writer, and the assistant has a duty for writing the information, the head
snake has to give the information to their assistant by giving information
through her snakes body by whispering. If the students dont whisper to
her friend, that group will be loser and their group point will be lost. After
ten simple past tense sentences whispered, the snakes groups have to make
five short conversations from that 10 simple past tense sentence.
Whisper sentences to another which your teacher informs to your
friend!
1. Did you come to the library yesterday with your friend?
2. Where was my pencil?
3. I wasnt a science winner competition, but I was math winner competition
4. I didnt come to the library yesterday, but I was in the classroom with my
friend.
5. When I was in London two year ago, I didnt meet with my big family.
6. I was not in the bathroom at 06.00 last morning, but I was in the bedroom.
7. Did you meet with your family when you were in London last year?
54
8. Where were you at 06.00 last mornings? Were you in the bathroom?
9. There was a pencil in the pencil case last time, but it lost.
10. Were you a science winner competition last year?
Please
make
five short :conversations
from these 10 sentences above!
Dragon
Snake
(1)
Gold Ladder : (4)

Cobra Snake : (2)
Stone Ladder : (9)
Yellow Snake : (10)
Wood Ladder : (3)
Python Snake : (7)
Silver Ladder : (5)
Poison Snake : (8)
Ice Ladder
: (6)
Observation
In this third cycle, the writer gets good responses from the
students. They are always fun during the action or teaching learning
process. There are many students improvements in understanding simple
past tense.
Reflection
The responses are good; the students hope to do the game in every
class meeting by teacher clear explanation about the material or subject. A
lot of teachers just give explanation and exercise, there isnt practice.
4. Data of Questionnaire
In this action research, the writer gives two questionnaires to the
student, the first questionnaire is before action research, and the second
questionnaire is after action research.
55
The first questionnaire is given on 10th of May 2010 about student;

student response to English subject, teacher character they like, and many
others about student love in English, this questionnaire is important for
knowing student love and like in English and making easy in teaching
learning process; why do they like English?
In the first questionnaire, the writer knows the students; their
hobbies, material they like in English, class situation they love in studying
and learning, type of activities they like to do in the classroom, and student
work. These are very important for understanding the student and making a
strategy in teaching learning process easily.
From this questionnaire the writer knows the students names, this
is very important for getting the sympathy from the student when teaching
learning process are in progress. Also the writer knows the student hobby;
almost students have the same hobby is playing the game in general. In
addition, the students love cheerful, appreciating, and firm attitude teacher.
Another, the student love to study actively and directly practice. The last, the
students love to study in group than individual, because they can make a
discussion and sharing about the subject with their friend.
The second questionnaire is on 1st June 2010 about students
responses to the action research, are they fun? Is the method used by the
writer good? Are the students responses good? What do the student fell
simple past tense?
In the second questionnaire, there are questions for the students
responses about action research:
o Half of the students are about 59, 38% like to learn English, and the rest
are about 40, 62% dont like to learn English.
o Half of the students are about 59, 38% have ever studied Grammar and
tense before come to MTs Pembangunan UIN Jakarta, and the rest of them
are not.
o Half of the students are about 53, 12% said that tenses are difficult, and the
rest of them are about 46, 88% said that tenses are easy,
56
o About 65, 62% of students said that they are difficult in learning tense
o About 65, 62% of student said that they dont like learn the formula in
tenses
o Half of the students are about 56, 25% said that tense are difficult to be
remembered.
o About 40, 62% of students are difficult in learning simple past tense.
o After the action: 87,5% student said that
simple past tense is easy
especially in making and changing the sentence from affirmative, negative

and interrogative.
o About 71, 88% of students dont confuse again in using the verb one and
verb two.
o About 84, 38% of students understand the use of was and were in simple
past tense
o Almost students are about 87,5% of student love to study simple past tense
by game
o Almost student are about 90, 62% have the development in simple past
tense understanding after they have done the grammatical snakes and
ladders strategy in learning simple past tense.
o They are about 87, 5% students dont have difficulties in playing snakes
and ladders game.
o About 78,12% of students agree if grammatical snakes and ladders game
is used in English teaching strategy.
o About 87,5% of students enjoy, and they are fun in learning simple past
tense by grammatical snakes and ladders game.
o About 71, 88% of students are motivated to learn more spirit than before.
o All the students have never done this grammatical snakes and ladders
game strategy in their English class and in another class subject. They do
this game as the first time in class.,
o About 68,75% of students agree that this grammatical snakes and ladders
game is done with another teacher, and another subject.
o About 87, 5% students enjoy the action research class.
57
5.
Data of The Test

There are 20 numbers of exercises are served before action research or
pre- test is on 11th of May 2010 and after action research or post test is on 1st June
2010. There are 10 Multiple Choices (MC), and 10 numbers completing the
sentences by a right word in Simple Past Tense (CS). The exercises are same
between pre- test and post- test. This test is needed in supporting an action
research. Here are the result of Pre- Test and Post- Test. The point for comparing
pre- test and post-test is taken from Sum of Multiple Choices and Completing
Sentences above, here is the result:
(Table 4.7) Pre Test and Post- Test Result, also see Appendixes 6 about
Student Learning Result Description
Comparing Test ( Test t)
PRE-TEST (X)
POST- TEST (Y)
d2
4,25
6,75
2,5
6,25
8,75
10
1,25
1,5625
3,5
9,5
36
10
9,5
9,5
7,75
10
2,25
5,0625
7,25
8,5
1,25
1,5625
6,75
-6,75
45,5625
8,25
9,75
1,5
2,25
8,25
8,75
0,5
0,25
7,75
9,5
1,75
3,0625
8.75
10
1,25
1,5625
5,75
8,75
58
6,5
9,5
7,75
9,5
1,75
3,062
25
6,75
9,5
2,75
7,562
25
-8
64
7,25
9,75
2,5
6,25
5
6,75
10
3,25
10,562
25
7,75
9,75
7,75
9,25
1,5
2,25
5
7,25
9,75
2,5
6,25
5
8,5
9,75
1,25
1,562
25
7,75
10
2,25
5,062
25
6,75
9,5
2,75
7,562
25
7,75
9,5
1,75
3,062
25
9,75
0,75
0,562
25
9,5
1,5
2,25
5
7,5
9,75
2,25
5,062
25
9,5
9,5
90,25
5
247,75
310,25
53,75
350,43
375
For knnowing thee significantt different between prre- test and

d post
test, thee writer usees t test stteps, are: Fiirst, for knowing Standdard Deviatiion of
the diffferent score between prre- test (X) and post- teest (Y) can bbe gotten by
y D
and D
D2 (SDD) form
mula:
SDD
=
=
59
=
= 2.777
After getting
g
SDD score, the writer can count Standdard Error ffrom score mean
differennce betweenn pre- test (X
X) and postt test (Y) vaariable.
SE
EMD
=
=
= 0.4755
MD
=5.926
Foor the next step is findinng out to cosst by using this formulaa:
to
=
= 12. 475
The nexxt is findingg tt 5% and tt 1% from

m the table:
df or dbb is N-1= 355-1=34, tt 5%
5 is 2.05, and tt 1% is 2.76
Significcant criticall value : 0.05 (5%) an
nd 0.01(1%))
If to > tt means thhere is signnificant diffeerence, and Ha (alternaative hypoth
hesis)
is acccepted, Ho (null
(
hypothhesis) is rejeected.
If to < tt meanns there is no signifiicant differrence, and Ha (altern
native
hypotthesis) is rejjected, Ho (null
(
hypoth
hesis) is accepted
The Hypothesis:
H
Ho (null hypothesis): There iss no signifficant diffeerence
betweeen pre- test and post test before and
a after claassroom acttion research
h, H
(alternnative hypotthesis): Theere is a signiificant diffeerence betw
ween pretesst and
post teest before annd after classsroom actio
on researchh.
60
Conclusion:
According to the result of the test above to is 12. 475, tt 5% is 2.05, and tt
1% is 2.76. to > tt means there is significant difference, Ha is accepted, and
Ho is rejected. It means, there are many students developments in classroom
action research of learning simple past tense by using grammatical snakes and
ladders game.
B. Interpretation of The Data
1. Data of Observation
In conducting the data observation, the writer uses observation
form. The writer observes; the student activity, the technique is applied, the
visual aid is used, the student development in understanding simple past
tense, and their fun learning in classroom action research.
From the
observation data, many students enjoy classroom action research by using

grammatical snakes and ladder game, and there are many students
development in learning simple past tense.
2. Data of Interview
In completing the data, the writer takes interviews with several
students and the English teacher of MTs Pembangunan UIN Syarif
Hidayatullah Jakarta. From the interview, the writer gets good response
from the student also the collaborator teacher about action research in
learning simple past tense by grammatical snakes and ladders game. There
are many suggestions for the writer to make more creative game for
developing student understanding in English learning.
3. The Implementation of Grammatical Snakes and Ladders Game in

Teaching Simple Past Tense
The implementation of classroom action research of Grammatical
Snakes and Ladders Game at eight grade, C class of MTs Pembangunan
61
UIN Syarif Hidatyatullah Jakarta is difficult.
The struggle must be
prepared before action. In this action research, the writer has to prepare
everything; lesson plan, student worksheet, visual aids, the observation
form, interview sheet, questionnaire, and test paper. In addition, the most
important is writers smart teaching, because without writer spirit and
smart in teaching the class wont run well. Beside, The class management
is hard, the writer has to manage the class before starting the class action
research and she has to handle the trouble maker students who always
disturb the class situation in teaching learning process.
4. Students Responses
The writer gets students responses from interview and
questionnaire data of an action research. Almost students like to do this
grammatical snakes and ladders game in learning simple past tense. They
agree this game is used by another teacher in teaching learning process.
They said that they enjoy the game and they have many developments in
understanding simple past tense.
5. Students Achievements
In suggesting class action research data, the writer gets the student
score by giving pre- test and post test. These tests are about simple past
tense. The writers compares between pre- test and post- test by using test t .
The result are; to is 12. 475, tt 5% is 2.05, and tt 1% is 2.76, to > tt , Ha is
accepted, Ho is rejected. It means there is significant difference between pretest and post- test,
According to the data above that there are many students
developments in classroom action research of learning simple past tense by
using grammatical snakes and ladders game.
62
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the description and interpretation data in this action
research, this action research of grammatical snakes and ladders game is a
good way for teacher professional and student development in learning
and understanding simple past tense. In this action research, there are two
terms have to be considered; the quantity and quality. In quantity the
writer can see from the test result, there is or not the developments of
student simple past tense understanding can be gotten from the score are
accepted. In quality, the writer can see the process of teaching learning
process by identifying the student problem in English learning, grading
material from simple to complex before acting,
making fun teaching
technique, managing class good situation, understanding the student in

learning and many others things can develop teachers professional in
teaching and develop student understanding in subject.
In addition, the writer can get lessons about good teaching. Good
teaching is good teacher and good student. In teaching, material
preparation is not enough, the teacher spirit and cheerful is very important
and also these give the big influence in successful of teaching learning
62
63
process. Besides, rewarding the student by giving good appreciation,

giving point and score, giving surprise to the student will increase student
interest and motivation in their learning. In contrast, insulting the student
and say something bad to the student will make the students down in
learning and also make them hate for learning and studying. Therefore, fun
learning must be done by every teacher in every class and every subject.
B. Suggestion
Based on the conclusion above the writer suggests the following point;
1. English teachers are expected to be smart teacher in teaching; preparing a
good method, and well class management.
2. Fun learning is very important for teaching learning process.
3. The English teacher should create a good technique for inviting the student
in fun active learning.
4. The English teacher should know student need in their leaning, understand
the student condition, and motivate the student by rewarding.
5. The English teacher should be able to determine the right media before
doing the teaching learning process in classroom.
6. The students enjoy the teaching learning process with the kind, cheerful,
firm attitude, and appreciate teacher.
7. The student can study from multi- media, from the book, game, internet,
magazine, novel, and many others resources by good selection.
8. The students are expected to improve their learning by fun technique, such
as playing education game, watching educated movie, studying from the
nature, etc.
9. The students not only can learn in the classroom but also they can learn
from their environments; their friend, family, teacher and society.
10. Parents should give more support to their children to create their fun
learning in English.
64
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Wright, Andrew, et.al. Games for Language Learning (2nd. Ed). Cambridge :Cambridge
University Press. 1984.
Wright, Andrew, et.al. Games for Language Learner. Cambridge: Cambridge University
Press. 2006
www.audioenglish.net access on 27th of November 2010 at 08.43 p.m.
66
Appendix 1. Observation
Observation is done before an action research

a. Observation Form
Observation Sheet
Observer
Name
NIM
Date
:
:
:
:
For Teacher
Technique is used
Physical present
Voice project
Use a gesture
Management procedure in the class
Student
The way they work
The way they interact
The way they response
Their on task
Student of task behavior
Context
Classroom layout
Teaching aid available
Poster/ visual aids
67
Observation
(This paper is filled after teaching learning process of an action research class)
Grammatical Snakes and Ladders Game in Teaching Simple Past Tense
Day/ Date :
Observer :
Focus
Topic
(Topic Pembelajaran)
Observer
(Peneliti)
Self as teacher
Students
Context
No
1
Teachers talk
Accepting feelings or attitudes expressed by
the student
Praising or encouraging a student
Accepting or using students ideas
Asking questions
Lecturing (explaining, informing)
Giving directions or commands
Criticizing student (disciplining a student)
No
1
Students Talk
Students talk response (e.g. answering a
question)
Student talk initiation (e.g. volunteering
information, asking question of the teacher)
Silence/ confusion
Student Motivation
Explanation
Explanation
Method
(Metode yang Digunakan)
68
Appendix 2. Interview form
Interview
(The interview is done before teaching learning process of action research)
InterviewSchedule
Interviewee
:Student
Intendedduration
Date
Interviewbegan
Location
:
Interviewfinished
Actualduration
:
Topic:thestudentproblemsinlearninggrammar
1. ApakahkamusukapelajaranbahasaInggris?
:
:
:
2. ApayangkamusukadaripelajaranbahasaInggris(gurunya,materinya,metodebelajarnya)?
3. MateriapayangpalingkamusukaidaripelajaranbahasaInggris?
4. ApakahkamusukabelajarrumusrumusdalambahasaInggris?jikaya/tidakdanalasannya!
5. Dengancaraapamaterilebihkamukuasai,denganpenjelasansajaataudenganpermainan?
Interview
(The interview is done after teaching learning process of action research)
Snakes and Ladders Game in Teaching Simple Simple Simple Simple Simple
6. Grammatical
Apakahmetode/carabelajaryangpalingkamusukaidaripelajaranbahasaInggris?Alasannya!
Simple Past Tense
7. The
Apakahkamumenyukaipermainan(game)dalambelajarbahasaInggris?alasannya!
students response after teaching learning process in the action research class
8. Permainansepertiapayangkamusukai?kelompokatauindividu?
69
Interview
InterviewSchedule
A.
B.
:Student
Intendedduration
:
C.Interviewee
Interviewbegan
:
D.Date
Location
Interviewfinished
:
E.
:
F. Actualduration
G.
H.Topic:Thestudentsresponseafterteachinglearningprocessintheactionresearchclass
I.
J. 1. Bagaimanapembelajaranyangsudahkamulakukanbarusan(denganbermainulartangga)?
K.
L. 2. Bagaimanaperasaankamuketikasedangbelajarmenggunakanmetodeini(grammaticalsnakes
andladdersgame)?
M.
N.
3. ApakahadapeningkatandalammemahamimateriSimplePastTense?
O.
P.
4. Apakahkamuinginsetiappelajarangrammarmenggunakanpermainan?
Q.
R.
S.
5. Bagianmanayangkamuanggapmenyulitkanpermainan?
T. Interview
U.
(The
interview
is
done
after
teaching learning process of action research)
6. Apakahadasarandankritikdaripembelajaranyangtelahkamulakukan?
V. Grammatical
Snakes
and
Ladders
Game
in Teaching Simple Simple Simple Simple Simple
Simple Past Tense

a. Caramengajarguru
:
W.b.The
teacher
responses
after
teaching
learning
process in the action research class
Metodeyangdigunakan
:
X.c. Materiyangdiajarkan
:
Y.
Z.
AA.
70
Interview
InterviewSchedule
Interviewee
:Teacher
Intendedduration
:
Date
Interviewbegan
:
Location
:
Interviewfinished
:
Actualduration
:
Topic:TeacherOpinionaboutGrammaticalSnakesandLaddersGame
FirstCycle
1. Apakahsiswakelihatanlebihsenangdanaktifdalampembelajarandenganmenggunakan
GrammaticalSnakesandLaddersGame?
2. Apakahmetodeyangdigunakandapatmeningkatkanpemahamansiswadalammateripelajaran
SimplePastTense?
3. Apakahmetodegameyangtelahdilakukansangatefektifuntukdigunakandalammateri
pembelajaranbahasaInggrisyanglain?
4. Adakahsarandankritikdarimetodeyangtelahhdigunakantersebut?
Secondcycle
1. Apakahsiswakelihatanlebihsenangdanaktifdalampembelajaran?
PETUNJUK PENGISIAN KUESIONER
USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING

2. Apakahsarandankritikdarimetodeyangtelahdigunakan?
SIMPLE
SIMPLE SIMPLE SIMPLE SIMPLE SIMPLE PAST TENSE AT EIGHT
ThirdCycle GRADE IN MTs MADRASAH PEMBANGUNAN UIN JAKARTA
1. Apakahsiswakelihatanlebihsenangdanaktifdalampembelajaran?
2. Apakahmetodediskusiyangdigunakandapatmeningkatkanpemahamansiswadalammateri
pelajaranSimplePastTense?
3. Apakahmetodediskusiyangtelahdilakukansangatefektifuntukdigunakandalammateri
pembelajaranbahasaInggrisyanglain?
4. Adakahsarandankritikdarimetodeyangtelahdigunakantersebut?
71
Appendix 3. Questionnaire form

KUESIONER
USING GRAMMATICAL SNAKES AND LADDERS GAME IN TEACHING
SIMPLE PAST TENSE AT EIGHT GRADE IN MADRASAH TSANAWIYAH
PEMBANGUNAN UIN SYARIF HIDAYATULLAH
JAKARTA
2010
Tujuan :
Kuesioner pertama ini dirancang untuk mengidentifikasi karakteristik siswa, serta keinginan
siswa yang ingin dlakukan dalam pembelajaran Bahasa Iggris, sehingga memudahkan guru
dalam membuat metode pembelajaran yang akan diterapkan di dalam kelas.
Kuesioner kedua dirancang untuk mengidentifikasi: Apakah penggunaan metode permainan

ular tangga dapat meningkatkan pemahaman siswa tentang Simple Past Tense dan
menjadikan pembelajaran di dalam kelas lebih menyenangkan?
A. Karakteristik Siswa (diberikan sebelum penelitian tindakan kelas)
No
Pertanyaan
1.
Nama
2.
Hobi
3.
Materi yang paling disukai dalam belajar bahasa Inggris:
4.
Suasana belajar dikelas yang diinginkan (tenang, ribut/ berisik, active, atau (hal lain
tulis disini).
5.
Tipe guru yang disukai :

a. Diam
b. Ceria
c. Banyak bicara
72
d. Penuh perhatian
e. Cantik/ tampan
f. Penyayang
g. Tegas
h. Lain-lain..
6.
Kegiatan di kelas yang disukai dalam belajar bahasa

Inggris(mendengarkan penjelasan guru, menulis, membaca, mengisi
soal, praktik langsung atau hal lain(tulis
disini....
)
alasannya
.
7.
Pengerjaan tugas yang disukai (kelompok, individu).

Alasannya
..
B. Pendapat siswa mengenai pengajaran Simple Past Tense dengan bentuk permainan ular
tangga.
No
1.
2.
3.
4.
5.
6.
7.
8.
Pertanyaan
Apakah kamu suka belajar tata aturan bahasa Inggris atau
grammar ( seperti tenses) ?
Apakah kamu sudah belajar tata aturan bahasa Inggris atau
grammar (khususnya tenses) sebelum kamu belajar di MTs
Pembangunan UIN Jakarta
Bagi kamu, apakah belajar tenses itu mudah?
Apakah ada kesulitan bagi kamu dalam belajar tense?
Apakah kamu suka menghafal rumus- rumus dalam tata
aturan bahasa Inggris seperti tenses?
Apakah belajar tata aturan bahasa Inggris atau grammar
(terutama rumus- rumus) sulit untuk diingat?
Dalam tense terdapat Simple Past Tense menurut kamu
apakah belajar Simple Past Tense itu mudah dihafal dan
diingat ?
Apakah Simple Past Tense mudah dibuat dalam suatu kalimat
(positif, negative atau pertanyaan)?
Ya
Tidak
73
9.
10
11
12
13
14
15.
16
17
18
19
20
Apakah kamu masih bingung antara penggunaan verb ke-1

dan ke -2 dalam Simple Past Tense?
Atau kamu bingung menggunakan to be (was, dan were)
dalam Simple Past Tense?
Apakah kamu suka jika Simple Past Tense diajarkan dalam
bentuk permainan?
Adakah peningkatan pemahamanmu tentang Simple Past
Tense setelah kamu melakukan cara pembelajaran dengan
permainan ular tangga ?
Adakah kesulitan dalam memainkan ular tangga tersebut?
Menurut kamu, apakah permainan ular tangga ini cocok
digunakan dalam pembelajaran lain dalam belajar bahasa
Inggris (tidak hanya pada Simple Past Tense)?
Apakah dengan permainan ular tangga yang kamu lakukan
tersebut membuat kamu lebih menikmati pembelajaran dalam
memahami Simple Past Tense?
Apakahm cara belajar dengan permainan ular tangga
mendorong kamu untuk lebih semangat dalam belajar?
Apakah permainan ular tangga ini pernah dilakukan
sebelumnya di dalam mata pelajaran bahasa Inggris oleh guru
lain?
Atau mungkin cara belajar dengan permainan ular tangga ini
pernah dilakukan di dalam mata pelajaran selain bahasa
Inggris seperti matematika,fisika dll?
Apakah kamu setuju jika cara belajar dengan menggunakan
permainan ular tanga ini dilakukan oleh guru lain atau mata
pelajaran lain di kelas?
Apakah kamu merasa senang belajar Simple Past Tense
dengan malakukan permainan ular tangga tersebut?
74
Appendix 4. Test Paper
Pre- test and post-test exercises are served to the student before and after an action
research at eight grade of Madrasah Tsanawiyah Pembangunan UIN Syarif Hidayatullah
Jakarta.
1. I to the zoo last week with my friend

a. go
c. went
b. am going
d. gone
2. A good question for the response below is

A: .?
B: I didnt come to the library yesterday, because I was in the class
a. Do you came to the library yesterday?
b. Did you come to the library yesterday?
c. Did you came to the library yesterday?
d. Do you come to the library yesterday?
3. A: Did you take my glasses, Andy?

B: ..
a. Yes, I did it
c. Yes, I done it
b. Yes, I do it
d. Yes, you did
4. There a pencil in the pencil case last night, but it lost.

a. Is
c. w ere
b. Are
d. was
5. Were you private teacher last year?

a. Yes, I were
c. Yes, I am
b. Yes, I was
d. Yes, You were
75
6. When did you put my paper?

a. An hour ago
c. Next time
b. Tomorrow
d. Now
7. When Toni to my home, I was sleeping.

a. Come
c. Comes
b. Came
d. Coming
8. Jeans banana last time because she was very hungry

a. Eat
c. Ate
b. Eaten
d. eating
9. I and my mother a vegetable and fruit in supermarket last Sunday

a. Buy
c. Bought
b. Buying
d. Buys
10. Anisa and Dian . a smart person, because two years ago their mother passed away,
there are a pessimistic now.
a. Are
d. Were
b. is
c. Was
The Answers
1. C
8. C
2. B
9. C
3. A
10. D
4. D
5. B
6. A
7. B
76
Complete these sentences by using certain verb of Simple Simple Simple

Simple Simple Simple Past Tense!
1. I
(study) English last night before I .
2. My sister
(go) to sleep.
(cook) rice last morning.
3. Did you (read) an English lesson before exam?

4. My mother
(not, buy) a chocolate for me last week when she . (is) in
Supermarket.
5. Did you (make) a story love for your film?
6. I (not, am) in the English class last day because I (is) sick.
7. Tony .
(not, love) history lesson, its full of year.
8. . you come to my house one hour ago, I was waiting for you there?
9. Dinda . (cut) her hair by herself.
10. When I . (am)child, I (not, like) to play football.
The Answer
1. Studied, went
2. Cooked
3. Read
4. Did not buy/ didnt buy, was
5. Make
6. Was not, wasnt
7. Didnt love
8. Did
9. Cut
10. Was, didnt / did not
77
Appendix 5. Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
SMP/MTs
: MTs Pembangunan
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII(Delapan) C
Aspek/Skill
: Menulis dan Berbicara
Alokasi Waktu
: 2 x 40 menit setiap pertemuan
Standar Kompetensi
12. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana berbentuk recount
dan narrative untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
12.2 Mengungkapkan makna dan langkah retorika dalam essei pendek sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima untuk berinteraksi
dengan lingkungan sekitar berbentuk recount dan narrative
Indikator
Menyimak kalimat yang dibuat oleh guru dangan baik dan benar
Merepresentasikan rumusan simple past tense dari kalimat yang dibuat dengan ide dan
opini yang mereka miliki
Membuat kalimat simple past tense yang telah dicontohkan guru dengan baik dan benar
baik secara lisan ataupun tulisan
Mengenali tentang verbal dan nominal sentence dalam simple past tense
Mengidentifikasi verb ke 2 dan time signal yang biasa digunakan dalam simple past tense
Membuat kalimat simple past tense dalam bentuk affirmative, negative, dan interrogative.
Memainkan permainan ular tangga dalam belajar simple past tense dengan baik dan benar
sesuia dengan prosedur yang telah ditetapkan.
78
Indikator Pembelajaran Dalam Pelaksanaan Tindakan Kelas

Meningkatkan motivasi siswa dalam belajar bahasa Ingggris
Meningkatkan kemampuan siswa dalam membuat kalimat dalam bentuk simple past tense
Meningkatkan kesadaran siswa tentang pentingnya pengguanaan simple past tense dalam
membuat kalimat dan dialog
Siswa dapat menyelesaikan masalah dalam belajat simple past tense
Meningkatkan profesionalisme bagi guru
Untuk mengakses keefektifan dalam menggunakan metode dan materi baru
Menerapkan penemuan dan inovasi baru
Memberikan kesempatan kepada guru untuk mengakses keahlian mengajar mereka
Memberikan metode yang lebih menyenangkan kepada siswa dalam belajar simple past
tense (grammar)
Tujuan Pembelajaran
Siswa dapat menyimak kalimat yang dibuat oleh guru dangan baik dan benar
Siswa dapat membuat representasikan rumusan simple past tense dari kalimat yang dibuat
dengan ide dan opini yang mereka miliki
Siswa dapat membuat kalimat simple past tense yang telah dicontohkan guru dengan baik
dan benar
Siswa dapat mengenali tentang verbal dan nominal sentence dalam simple past tense
Siswa mengetahui tentang verb ke 2 dan time signal yang biasa digunakan dalam simple
past tense
Siswa dapat membuat kalimat simple past tense dalam bentuk affirmative, negative, dan
interrogative.
Siswa dapat memainkan permainan ular tangga dalam belajar simple past tense dengan
baik dan benar sesuia dengan procedural yang telah ditetapkan.
Materi Pembelajaran
a. Recalling Vocabulary,
Memperkenalkan subject; I, you, we, they, he, she , it
Memperkenalkan kata kerja kedua by word card
79
Regular
Adding by d/ ed
Irregular
There are variety of verb
changing
Watch = Watched
Go = went
Learn = Learned
Come =came
Study = Studied
Read = read
Say = Said
Write = wrote
Pay = Paid
Rise = rose
Etc
Etc
Memperkenalkan to be dalam simple past tense yang digunakan untuk kata sifat
(adjective), kata benda (noun), dan kata keterangan (adverb)
Subject
I
You
We
They
He
She
It
To be
was
were
were
were
was
was
was
Adjective,adverb,
andnoun
b. Communication Practice
Setiap siswa dapat berkomunikasi dengan menggunakan bahasa Inggris dalam
menggunakan permainan ular tangga.
c. Grammar Practice
Siswa membuat kalimat Simple Past Tense baik dalam nominal atau verbal kalimat
positive, negative ataupun interrogative (pertanyaan) dengan baik dan benar menggunakan
game dan perlombaan dalam permainan ular tangga.
Formula of Simple Past Tense
1. Verbal Sentence
Type
of
Sentence
Affirmative
Negative
Interrogativ
e
Subject
I, you, we they, he,
she, it)
I, you, we they, he,

she, it)
Did+ Subject (I,
you, we they, he, she,
it)
Verb
Regular= V1+
d/ed
Irregular=
Dictionary
Didnt / did not
+ V1 (without d/ ed)
Verb 1 (without
d/ ed)
Time
Signal
Yesterday,
ago, last time,
week,
just
now,etc
80
Notice the example below!

Statement
Did John work here yesterday?
No, John didnt work here yesterday
2. Nominal Sentence
Type of
Sentence
Affirmative
Negative
Interrogative
affirmative/statement
Question
Negative
Subject
To be (was, and (adverb, adjective, noun of

were)
occupation)
I, you, we
I= was
In the morning, quicly, in
they, he, she, it)
You/they= were Bandung, ect. (adv)
He/ she/ it= was Hansome, beautiful, ugly,
etc (adj)
I, you, we
To be + not
Teacher, doctor, etc (noun
they, he, she, it)
of accupation)
To be+
Subject
Was John busy?

Yes, he was/ he was busy
No, he wasnt/ he wasnt busy
d. Developing Oral Skills

Guru selalu memberikan kesempatan kepada siswa untuk berlomba membuat kalimat
dalam bentuk Simple Past Tense baik secara lisan ataupun tulisan
Metode Pembelajaran: Communicative Language Teaching

Langkah- langkah Kegiatan
Pertemuan ke- 1( Selasa,11 Mei 2010)

No
1
Kegiatan guru
Pembukaan
Guru memnberikan salam dan
menyapa siswa dengan good
morning! serta menanyakan keadaan
siswa, apakah siswa sudah siap untuk
menghadapai pelajaran di kelas
Guru memberikan motivasi belajar .
Ice breaker dilakukan untuk
mencairkan suasana dan ketegangan
sebelum belajar dengan memberikan
Kegiatan murid
Siswa menjawab salam
dan sapaan guru serta
menyatakan
kesiapannya untuk
belajar dengan
membaca basmalah
Siswa menyimak
motivasi yang diberikan
guru dengan seksama
Waktu
15 menit
81
permainan bahasa Inggris yang

menarik
Kegiatan Inti
Pre- test ( tes yang dilakukan sebelum
melakukan pembelajaran untuk
mengukur seberapa jauh kemampuan
siswa dalam memahami simple past
tense)
Pengenalan mengenai kata kerja
kedua serta penggunaan dalam bentuk
kalimat verbal
Penjelasan sekilas mengenai rumusan
verbal sentene dalam e simple past
tense
Permainan ular tangga dengan
membentuk grup dalam pembelajaran
simple past tense
Permainan ular tangga
1. Guru membagi kelas ke dalam 6
kelompok, setiap kelompok terdiri
atas 5/6 orang
2. Setiap kelompok akan mendapatkan
lembat kerja untuk setiap individu
(permainan dilakukan secara
berkelompok, namun pengerjaan
tugas dilakukan secara individu)
3. 1 orang bertugas mengocok dadu
dan memainkan ular tangga, I orang
mencari intruksi yang berada pada
nomor tertentu yang telah dicapai, 3
/4orang berdiskusi untuk menjawab
soal atau pertanyaan yang telah
disediakan oleh nomor pada ular
tangga tertentu dengan baik dan
benar.
4. Kegiatan dilakukan bergantian
bersama kelompok lain.
5. Kelompok yang pertama sampai
pada angka 100 maka kelompok
itulah pemenangnya
6. Guru memberikan hadiah berupa
nilai kepada kelompok yang berhasil
menuju garis finish pertama dengan
jawaban yang benar dalam
menjawab pertanyaan yang telah
disediakan oleh permaina ular
tangga.
Siswa mengikuti ice

breaker sesuia dengan
petunjuk yang diberikan
oleh guru
55 menit
Siswa menjawab tes
yang dilakukan sebelum
pembelajaran.
Siswa menyimak dan
mengidentifikasi
penggunaan kata kerja
kedua dalam bentuk
kalimat verbal.
Siswa bemain ular
tangga dalam belajar
simple past tense
dengan ketentuan yang
tercantum.
82
Penutup
Guru memberikan kata- kata mutiaran/
motivasi sebaga penutup dalam
pembelajaran
Guru menutup dengan doa dan salam
10 menit
Siswa menyimak dengan
seksama kata- kata
oleh guru.
Siswa membaca
hamdalah dan menjawab
salam (greeting) dari
guru.
Pertemuan ke- 2( Senin,17 Mei 2010)

No
1
Kegiatan guru
Pembukaan
sebelum melakukan pembelajaran
dengan memberikan tugas bagi setiap
siswa untuk menyebutkan kata kerja,
setiap siswa harus menyebutkan kata
kerja yang berbeda.
Kegiatan Inti
Pengenalan kata kerja kembali
kembali para murid
Penjelasan sekilas mengenai rumusan
verbal sentene dalam simple past
tense
Memerintahkan siswa untuk
membentuk group sesuai dengan
kelompok yang telah dibuat minggu
lalu
Setiap kelompok berlomba untuk
menjawab pertanyaan yang diajukan
oleh guru, pertanyaan yang diberikan
berupa perubahan kata kerja pertama
ke kata kerja ke-dua dan setiap
kelompok berlomba- lomba untuk
membuat kalimat simple past tense
sesaai dengan intruksi yang diberikan.
Permainan ular tangga
1. Setiap kelompok akan
Kegiatan murid
Waktu
15 menit

menyatakan
kesiapannya untuk
belajar dengan
membaca basmalah
Siswa menyimak
guru dengan seksama
Siswa mengikuti ice
oleh guru
Siswa menperhatikan
dengan seksama
Siswa menyimak dan
mengidentifikasi
penggunaan kata kerja
kedua dalam bentuk
kalimat verbal.
Siswa melakukan
perlombaan dengan
penuh semangat dan
saling bersaing antara
satu kelompok dengan
kelompok lain
Siswa bemain ular
tangga dalam belajar
simple past tense
dengan ketentuan yang
tercantum.
55 menit
83
mendapatkan lembat kerja untuk

setiap individu (permainan
dilakukan secara berkelompok,
namun pengerjaan tugas dilakukan
secara individu)
2. 1 orang bertugasmengocok dadu
da memainkan ular tangga, I orang
mencari intruksi yang berada pada
nomor tertentu yang telah dicapai,
3 orang berdiskusi untuk
menjawab soal atau pertanyaan
yang telah disediakan oleh nomor
pada ular tangga tertentu dengan
baik dan benar.
3. Kegiatan dilakukan bergantian
bersama kelompok lain.
4. Kelompok yang pertama sampai
pada angka 100 maka kelompok
itulah pemenangnya
5. Guru memberikan hadiah berupa
nilai kepada kelompok yang
berhasil menuju garis finish
pertama dengan jawaban yang
benar dalam menjawab pertanyaan
yang telah disediakan oleh
permaina ular tangga.
Kegiatan di atas merupakan kegiatan
yang dilakukan sama seperti
pertemuan pertama, namun kegiatan
ini dilakukan untuk menambah
pemahaman siswa lebih tentang
Simple Past Tense yang digunakan
dalam kalimat verbal.
Penutup
Guru memberikan penjelasan materi
sekilas mengenai materi yang akan
diberikan pada siswa pada pertemuan
berikutnya
10 menit
Siswa mempersiapkan
diri untuk melakukan
kegitan berikutnya
Siswa membaca
guru.
Pertemuan ke- 3( Selasa,18 Mei 2010)

No
1
Kegiatan guru
Pembukaan
Kegiatan murid
menyatakan
kesiapannya untuk
Waktu
15 menit
84

menarik
Kegiatan Inti
Guru membagi kelas ke dalam 6
atas 5/6 orang, seperti pertemuan
minggu lalu
Setiap kelompok akan mendapatkan
lembat kerja yang berisi menenai
simple past tense yang harus
didiskusikan bersama, yaitu kalimat
nominal dalam simple past tense,
berdiskusi tentang noun, adjective,
dan adverb, serta membandingkan
dengan kalimat verbal dalam simple
past tense
Setelah berdiskusi, guru
mengintruksikan kepada setiap
kelompok untuk mengirimkan satu
orang untuk presentasi dikelompok
lain, dan bertanggung jawab atas
pemahaman kelompok yang
dipresentasi tersebut, jika kelompok
yang dipresentasi akhirnya tidak dapat
menjawab pertanyaan dari guru, maka
kelompok presenter akan
mendapatkan poin ular, dan nilai akan
berkurang, begitupun sebalikanya,
jika kelompok yang dipresentasi bisa
menjawab pertanyaan guru maka,
selain kelompok tersebut, kelompok
presenter akan mendapatkan poin
tangga, dan nilai bertambah.
Setelah selasai menjelaskan, guru
memberikan pertanyaan kepada
beberapa individu dalam kelompok.
Setelah itu guru memberikan quiz dan
setiap kelompok dapat menjawab
pertanyaan guru secara berebut dan
bersaing sesuai dengan ketentuan
snakes and ladders quiz yang telah
ditentukan,
belajar dengan
membaca basmalah
Siswa menyimak
guru dengan seksama
Siswa mengikutiice
oleh guru
55 menit
Siswa berdiskusi
dengan penuh antusias
Siswa yang menajadi
presenter harus
menjelaskan hasil
diskusinya dengan
mantap kepada
kelompok lain
Siswa bersiap- siap
untuk menjawab
pertanyaan dari guru
Siswa berlomba untuk
mendapatkan nilai
dengan metode snakes
and ladders quiz
85
Penutup
pembelajaran
10 menit
seksama kata- kata
oleh guru.
Siswa membaca
guru.
Pertemuan ke- 4( Senin,24 Mei 2010)

No
1
Kegiatan guru
Pembukaan
menarik
Kegiatan Inti
Guru membagi kelas ke dalam 6
atas 5/6 orang, seperti pertemuan
minggu lalu
Setiap kelompok akan mendapatkan
lembat kerja yang berisi menenai
simple past tense yang harus
didiskusikan bersama, yaitu kalimat
nominal dalam simple past tense,
berdiskusi tentang noun, adjective,
dan adverb, serta membandingkan
dengan kalimat verbal dalam simple
past tense
Setelah berdiskusi, guru
mengintruksikan kepada setiap
kelompok untuk mengirimkan satu
orang untuk presentasi dikelompok
lain, dan bertanggung jawab atas
pemahaman kelompok yang
Kegiatan murid
Waktu
15 menit

menyatakan
kesiapannya untuk
belajar dengan
membaca basmalah
Siswa menyimak
guru dengan seksama
Siswa mengikuti ice
breaker sesuai dengan
oleh guru
Siswa berdiskusi
dengan penuh antusias
Siswa yang menajadi
presenter harus
menjelaskan hasil
diskusinya dengan
mantap kepada
kelompok lain
Siswa bersiap- siap
untuk menjawab
pertanyaan dari guru
Siswa berlomba untuk
mendapatkan nilai
dengan metode snakes
and ladders quiz
55 menit
86
dipresentasi tersebut, jika kelompok

yang dipresentasi akhirnya tidak dapat
menjawab pertanyaan dari guru, maka
kelompok presenter akan
mendapatkan poin ular, dan nilai akan
berkurang, begitupun sebalikanya,
jika kelompok yang dipresentasi bisa
menjawab pertanyaan guru maka,
selain kelompok tersebut, kelompok
presenter akan mendapatkan poin
tangga, dan nilai bertambah.
Setelah selasai menjelaskan, guru
memberikan pertanyaan kepada
beberapa individu dalam kelompok.
Setelah itu guru memberikan quiz dan
setiap kelompok dapat menjawab
pertanyaan guru secara berebut dan
bersaing sesuai dengan ketentuan
snakes and ladders quiz yang telah
ditentukan,
3
Penutup
pembelajaran
10 menit
seksama kata- kata
oleh guru.
Siswa membaca
guru.
Pertemuan ke- 5( Senin,31 Mei 2010))

No
1
Kegiatan guru
Pembukaan
belajar di kelas atu belum.
sebelum melakukan pembelajaran
Kegiatan Inti
Pengulangan materi yang telah
diberikan pada minggu lalu
Kegiatan Siswa
Waktu
15 menit

menyatakan
kesiapannya untuk
belajar dengan
membaca basmalah
Siswa mengikuti ice
perintah yang diberikan
oleh guru
55 menit
Siswa menperhatikan
dengan seksama
87
Mengintruksikan siswa untuk bekerja

perkelompok kembali
Guru memberikan worksheet yang
berisi 25 kalimat Simple Past Tense,
verbal dan nominal untuk dianalisa
tiap kelompok
Setelah menganalisa yang dilakukan
tiap kelompok selesai,
mengintruksikan agar lembar kerja
dikelompok satu dengan yang lain
ditukar, karena kalimat antar
kelompok berlainan.
Mengintruksikan setiap kelompok
agar menganalisa hasil kerja
kelompok lain dengan menganalisa
lembar kerja yang telah diisi
kelompok lain dan mengoreksi lembar
kerja yang salah
Setelah dianalisa ulang oleh
kelompok lain, lembar kerja diberikan
kembali kepada kelompok masingmasing dan diperhatikan bagian yang
salah analisis
Setelah penganalisaan ulang selesai,
guru akan memberikan pertanyaan
pada setiap orang menganai lembar
kerja hasil analisis.
Dengan ketentuan sebagai berikut:
- Jika siswa dapat menjawab
pertanyaan maka kelompo akan
mendapatkan satu tangga, dan
- jika siswa salah menjawab maka
kelompok tersebut akan mendapatkan
satu ular.
Setiap kelompok berlomba untuk
menjawab pertanyaan yang diajukan
oleh guru, pertanyaan yang diberikan
berupa perubahan kata kerja pertama
ke kata kerja ke-dua dan setiap
kelompok berlomba- lomba untuk
membuat kalimat simple past tense
sesaai dengan intruksi yang diberikan.
3
Penutup
Siswa membentuk
kelompok kembali
dengan perpindahan
tempat
Siswa melakukan
analisa kalimat Simple
Past Tense yang bekerja
secara kelompok
Siswa menganalisa hasil
analisis kelompok yang
lain
Siswa melakukan
analisa ulang terhadap
hasil analisa kelompok
lain
Siswa menjawab
pertanyaan yang
diberikan guru
Melakukan perlombaan
Tanya jawab antar
kelompok dengan
ketentuan grammatical
snakes and ladders
10 menit
Siswa membaca
guru.
88
Pertemuan ke- 6( Selasa, 01 Juni 2010)

No
1
Kegiatan guru
Pembukaan
belajar di kelas atu belum.
sebelum melakukan pembelajaran.
Kegiatan Inti
Pengulangan materi yang telah
diberikan pada minggu lalu
Mengintruksikan siswa untuk bekerja
perkelompok kembali
Guru memberikan intruksi kepada
setiap kelompok untuk bersiap- siap
melakukan grammatical snakes and
ladders game yang baru dengan
petunjuk sebagai berikut:
1. Setiap group membentuk barisan
panjang seperti ular
2. Barisan terdepan berfungsii
sebagai kepala ular yang harus
siap menerima intruksi dari guru
3. Setelah barisan pertama mendapat
informasi berupa kalimat dalam
bentuk Simple Past Tense, maka
dia harus membisikan informasi
kalimat tersebut pada barisan ke 2,
barisan ke 2 ke orang ke 3 dan
seterusnya. Siswa yang berada di
barisan terakhir harus menuliskan
informasi yang telah diberikan
oleh guru tersebut, demikian
seterusnya sampai pada
informassi ke 10,
4. Setelah ke 10 informasi kalimat
Simple Past Tense diberikan,
maka setiap group harus
menukarkan tulisannya dengan
kelompok lain untuk dicocokan
dengan guru dan mengoreksinya.
5. Kelompok yang benar akan
menjadapatkan nilai berupa
Kegiatan Siswa
Waktu
15 menit

menyatakan
kesiapannya untuk
belajar dengan
membaca basmalah
Siswa mengikuti ice
perintah yang diberikan
oleh guru
55 menit
Siswa menperhatikan
dengan seksama
Siswa membentuk
kelompok kembali
dengan perpindahan
tempat
Siswa melakukan
kegiatan sesuai dengan
intruksi yang diberikan
oleh guru.
89
tangga dan yang salah akan

mendapatkan ular yang berarti
kalah. Semakin banyak tangga
yang didapat maka dialah
pemenangnya.
6. Setelah selesai maka setiap group
harus membuat cerita narrative
dari ke 10 kalimat terssebut
3
Penutup
Guru memberikan penjelasan post test
10 menit
Siswa mengisi lembar
post test dengan seksama
Siswa membaca
guru.
Alat/ Sumber belajar

a. Buku teks yang relevan: Ganeca, Smart Steps, Post card
b. Gambar/ card word
c. Papan tulis
d. Spidol
e. 2 paket alat permainan ular tangga
f. 1 papan ular tangga yang besar
g. Kamera untuk dokumentasi
h. Lembar kerja siswa 1 sampai 6
Penilaian
a. Jenis Tagihan
: Tes tulis
b. Bentuk Tagihan
: Multiple Choise and Fill in
Instrument
Listen to the teacher sentence carefully!
Repeat after the teacher!
Make a group in the ten seconds!
Make a circle!
Choose the head of Group/ group leader!
Shake two dices!
Move the plastic pyramid to certain number!
90
Follow the instruction!

Make a line!
Answer the question!
Move from one group to another group!
Do the instruction on student work sheet!
Collect the assignment!
Pedoman penilaian
No
1
2
3
4
Ketentuan penilaian tes tulis

Siswa dapat membedakan verb pertama dan verb ke 2
Siswa dapat mengubah kalimat affirmative ke dalam
interrogative dan menjawab pertanyaan yang sesuai dalam
simple past tense
Siswa mengetahui kalimat nominal dalam simple past
tense
Siswa mengetahui penempatan kata yang sesuai dalam
kalimat affirmative, negative dan interrogative
Jumlah
Skor
45
20
20
15
100
Mengetahui :
Jakarta, 11of June to 01 of July 2010

Guru Bahasa Inggris
Mulyani Ratna Wulan
91
Appendix 6. Student Learning Result Description

Group
Student
Meeting 1
Meeting 2
Differing
Review
between the
Meeting
use of V1 and one by
V2 in Simple
Big Snakes
Past Tense,
and Ladders
Making
Board
Simple Past
Tense
Sentences by
Small Snakes
and Ladders
Board
Cycle 1
Group 1
There was
They are
Abellani good in
very good,
Devi
changing the
the task is
Frida
verb 1 into
almost
Haura
verb two, and
perfect in
Syabrina in making
this second
sentences
meeting
because the
students in this
group are very
active
In this group,
The group
Group 2
the teamwork is good too,
Aesya
Maudy
dont do the
but there
task well, just are a
Sarah
Maulidina one person
mistakes in
who active in
doing the
this group.
task
They still need
practice for
the task.
Group 3
Finia
Karunia
Rifda
Syifa
Nadia
This group is
active group,
they do the
task well, they
are working
together by
sharing and
good
This group
is good
teamwork;
they are
doing the
task better
than the
first
Meeting 3
Grammatical
Snakes and
Ladders
Discussion of
Verbal and
Nominal in
Simple Past
Tense
Meeting 4
Grammatical
Snakes and
Ladders
Quiz of
Verbal and
Nominal in
Simple Past
Tense
Cycle 2
The group is
This group
good in
is very
discussion,
active
they are very
active and they
have a big
curiosity in
doing the task.
The group is
need
comprehension
about the
material, they
have many
problem in
understanding
the material,
so teacher
have to attain
them
intensively.
This group is
good in
making
discussion.
Just several
students are
active in this
group
All of the
students are
active in this
group.
Meeting 5
Identifying
Simple Past
Tense
Sentences
Meeting 6
New variety
of Snakes
and Ladder
game by
Snakes
Information
Giving in
Simple Past
Tense and
Review
Cycle 3
There was
These
very good
group
identification, arevery
from 25
active in
sentences
doing the
there are 4
game, and
missing
enjoying
sentences
the game.
identification All of the
student
have big
attention to
There was
the teacher
very good
identification, explanation.
from 25
sentences
there are 4
missing
sentences
identification
There was
very good
identification,
from 25
sentences
there are 2
missing
sentences
92
Group 4
Aldi
Ican
Panca
Faris
Dimas
Group 5
Lutfi
Ilham
Iqbal
M. Farras
Reza
Group 6
Naufal
Adenio
Adham
Fadhil
Farras H
Group 7
Albeit
Arda
Bagja
Dhaman
Sandy
discussion the
task
They are good
in task, but
they need
practice very
much.
This group is a
trouble maker
for another
group, they are
doing the task,
but sometime
joking and
playing out of
the game rules
meeting.
The task is
good for
them, but
just three
students
who are
very active.
This group
is need
practice
more, and
more guider
in doing the
task, but
they do the
task, and
the result is
not too bad.
This group
This group
does the task
is active,
good enough
and enjoy
but they still
the game
need practice
but there
for it.
are a
mistakes in
doing the
task,
This group is
This group
very good in
is very
discussion, but active, they
still need more do the task
comprehension well, and of
for the task.
course
better than
the first
meeting.
identification
This group is
group enough
in discussion.
Just two
student are
active,.
This group
makes enough
good
discussion, but
they still need
more attention
from the
teacher.
This group
is trable
maker
group, and
this group
always
disturb their
friend when
they are
studying
This group
makes good
discussion, and
doing the task
well.
This is
active group,
just two
person are
silent.
This group is
very active,
and doing the
discussion
well.
There was
good
identification,
from the 25
sentences,
there are 6
missing
identification
There was
enough
identification,
from 25
sentences
there are 11
missing
sentences
identification
There was
enough
identification,
from 25
sentences
there are 11
missing
sentences
identification
This is very There was
active group, very good
they enjow
identification,
the quiz
from 25
actively.
sentences
there are 5
missing
sentences
identification
93
Multiple Timeline Format Evaluation
Meeting I6
Thursday, 11th
of May 2010
Class
The class is
management about 34
students; the
teacher
arranges the
class before
studying.
Material
Past tense
(V1 and V2,
verbal
sentence)
Monday, 17th
of May 2010
Thursday,
18th of May
2010
The student is The student
about 35
is divided
students, the
into the
student make group (they
a group, and
like to work
every group
group), and
sit with their
sit with
group, they
their group.
make a group
by their self
for a good
teamwork.
Review the
first meeting,
but the
teacher give
the additional
by giving the
introduction
of nominal
sentence in
simple past
tense
The teacher
give
nominal
sentence;
the using of
noun,
adverb, and
adjective in
simple past
tense.
Monday, 24th of Monday,31st

May 2010
of May
2010
The student is
He student
divided into the divided into
group because
five groups,
they like to do
they make a
the class
line for
activity by
every group,
grouping
like a
snakes, the
first person
in front of a
a head and
the last
person in
the line as
the writer
The teacher
The
give nominal
material is
sentence; the
about
using of noun,
analyzing
adverb, and
nominal
adjective in
and verbal
simple past
tense, and
sentence is
compares with
provided
verbal sentence.
by the
teacher,
they are
25
exercises
have to be
analyzed
by ever
group,
every
group has
different
sentence
mistake
Thursday,
01st of June
2010
The class is
like letter
U. The
student can
see the
teacher
without
barrier.
Simple
past tense,
either in
verbal and
nominal,
and
whether
positive,
negative,
and
question.
Review
material
about
simple past
tense,
94
Pre- Test and Post- Test Result

Student
Pre test (X)
Maulidina amalia (A)

Dimas Patriananda (B)
Al- bait Malikul Izzat (C)
Sandy Nugraha (D)
Farhan Naufal S (E)
Bagja Fathul H (F)
Frida aprilia (G)
Dhanan Muqonta T (H)
Fadhil Dzukwun (I)
Adenio Idham (J)
Adham Adi (K)
Farras Hafizah Alif (L)
Ilham adli (M)
Muhammad Iqbal (N)
Lutfi Ahmad Yudandi (O)
Reza Prasetyo U (P)
M. Farras Abiyyu (Q)
Aldi Nurhendianto (R)
Muhammad faris Aminuddin (S)
Nugraha Pancasaputra (T)
Ihsan Riza (U)
Rifda Syifa Nadia (V)
Aesya Zhafirah(W)
Karunia Izzati Refeny Putri (X)
Finia Afranada (Y)
Khanza Syifa (Z)
Adinda Syahputri (AA)
Maudy Khusnia (BB)
Sarah Rizki Chairunnisa (BB)
M. Naufal Alif (CC)
Shabrina Fadilla (DD)
Haura Nabila (EE)
Devi Srimumpuni Oktavia (FF)
Abellani Yulitas Ari
Arda Aditya
MC
5
8
9
6
9
9
10
8
7
7
8
8
9
8
9
6
8
8
8
9
9
9
9
8
9
8
9
9
8
8
9
9
8
9
0
Note:
MP
: Multiple Choices
CS
: Completing Sentence
Sum : Average Score between MP and CS
CS
3,5
8
8,5
1
9
9
9
7,5
7,5
6,5
8,5
8,5
5
7,5
8,5
5,5
5
6
7,5
4,5
7
5,5
9
5,5
6,5
7,5
5,5
8
7,5
5,5
6,5
9
8
6
0
Post test (Y)

Sum
4,25
8
8,75
3,5
9
9
9,5
7,75
7,25
6,75
8,25
8,25
7
7,75
8.75
5,75
6,5
7
7,75
6,75
8
7,25
9
6,75
7,75
7,75
7,25
8,5
7,75
6,75
7,75
9
8
7,5
MC
8
8
10
10
9
10
10
10
10
0
10
9
8
9
10
8
9
8
9
9
0
10
9
10
10
9
10
10
10
9
10
10
10
10
9
CS
5,5
10
10
9
9
10
9
10
7
0
9,5
8,5
10
10
10
9,5
10
10
10
10
0
9,5
9
10
9,5
9,5
9,5
9,5
10
10
9
9,5
9
9,5
10
Sum
6,75
9
10
9,5
9
10
9,5
10
8,5
0
9,75
8,75
9
9,5
10
8,75
9,5
9
9,5
9,5
0
9,75
9
10
9,75
9,25
9,75
9,75
10
9,5
9,5
9,75
9,5
9,75
9,5
95
Appendix 8. Documentation
PEMETAAN STANDAR ISI
KELAS VIII/ SEMESTER II
Satuan Mata Pendidikan
Mata Pelajaran
Standar Kompetensi
: MTs Pembangunan
: BAHASA INGGRIS
Kompetensi Dasar
Mengidentifikasi
makna gagasan dan
makna dan langkah
langkah retorika dalam
retorika dalam esei
essei pendek sangat
sederhana dengan
pendek sederhana
menggunakan ragam
dengan
bahsa tulis secara
akurat, lancar, dan
menggunakan ragam
berterima untuk
bahasa tulis secara
berinteraksi dengan
lingkungan terdekat
akurat, lancar, dan
Menjelaskan makna
berterima untuk
gagasan dan langkah
retorika dalam essei
berinteraksi dengan
pendek sangat
lingkungan sekitar
sederhana dengan
menggunakan ragam
berbentuk recount
bahasa tulis secara
dan narrative
akurat, lancar, dan
berterima untuk
berinteraksi dengan
lingkungan terdekat
Menulis essei pendek
sangat sederhana
dengan menggunakan
ragam bahasa tulis
secara akurat, lancar
dan berterima untuk
berinteraksi dengan
lingkungan terdekat.
12. Mengungkapkan 12.2 Mengungkapkan

makna dalam
teks lisan
fungsional
pendek
sederhana
berbentuk
recount dan
narrative untuk
berinteraksi
dengan
lingkungan
terdekat.
Indikator
Materi Pokok
Makna dan
langkah
retorika dalam
esseei pendek
sederhana
dengan
menggunakan
ragam bahasa
tulis secara
akurat lancar
dan berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
berbentuk
recount and
narrative.
Alokasi
Waktu
4x 40
menit
Catatan:
Dalam silabus tertera bahwa kompetensi dasanya Mengungkapkan makna dalam teks
lisan fungsional pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan terdekat. Recond dan narrative lebih cenderung pada kemampuan menulis, dan
grammar yang dipakai dalam teks ini adalah simple past tense dan past perfect tense. Jadi,
pengajaran past tenses diberikan sebelum mereka dalam membuat kalimat atau cetita dalam
bentuk teks narrative dan recount.
96
Cycles in Action Research

The First Cycle
Thursday, 11th and 17th of May 2010
Initial
Planning
Planning the subject

which is used in the
teaching
Teaching verbal
sentence of simple
past tense using
grammatical snakes
and ladders game
Decide the subject topic
Different using of
V1 and V2
Verbal sentence and
the formula
Lesson planning
(RPP)
Student worksheet I
and II
Developing scenario
learning (Lesson Plan)
Arranging worksheet
Providing the source of

learning
Action
Monitor/
Observation
Evaluation/
Developing evaluation
form
Developing observation
learning form
Using the scenario
Worksheet in action
Observing by using
Observation form
Scoring action result by
Using worksheet form
Evaluating the action
Tools : Two packs of

Snakes and ladders
game tools; 2 snakes
and ladders board, 4
dices, 2 shakes, and 7
symbol of the player
in Grammatical
snakes and ladders
board
Student worksheet 1
Contain of 100 verb
1 that must be change
into v2
Student worksheet 2
contain of 100 verbs
that must be changed
into a sentence of
simple past tense
depend on the
instruction on student
worksheet
English Book
Many book, smart

steps book, grammar
book, reciprocal for
tired teacher book
(game)
Form evaluation is
provided
Observation form is
provided
Yes
Yes
Yes
RPP
Student worksheet
Observation form
Yes
Scoring form
Yes
Evaluation form
Evaluation paper
Observation form
97
Reflection
which have been done

include: quality, sum, and
time from every action
The Second Cycle

Thursday, 18th and 24th of May 2010
Revised
Initial Planning

teaching
Teaching nominal
sentence in teaching
simple past tense by
using the variety of
grammatical snake and
ladders game,
Decide the subject

topic
Understanding of noun,
adverb, and adjective, the
formula, and the use of
them in simple past tense,
Lesson planning (RPP)
Using RPP
Developing scenario
learning (Lesson
Plan)
Arranging worksheet
Providing the source

of learning
Action
Developing
evaluation form
Developing
observation learning
form
Using the scenario
Student worksheet III

and IV
Grammatical Snakes
and Ladders snakes
and Ladders
discussion, the
format of
grammatical snakes
and ladders quiz,
student worksheet III
and VI

is done by group
discussion, its about
making a discussion
about verbal sentence
Student worksheet VI
is 100 instruction for
making nominal
sentence by using
snakes and ladders
game
Book and game
Many book, smart steps

book, grammar book,
reciprocal for tired
teacher book (game), and
the Varian of game of
grammatical snake and
ladders was developed by
the teacher itself.
Form evaluation is
Evaluation form
provided
Observation form is
Observation form
provided
Yes
RPP
98
Worksheet in action
Monitor/
Observation
Evaluation/
Reflection
Yes

and VI
Observation form
Observing by using
Yes
Observation form
Scoring action result Yes
by Using worksheet
form
Evaluating the action Yes
which have been
done include: quality,
sum, and time from
every action
Scoring form
Evaluation form
The Third Cycle

Thursday, 31st of May and 01st of June 2010
Initial
Planning

teaching
Teaching nominal
and verbal sentence
in teaching simple
past tense by using
the variety of
grammatical snake
and ladders game,
Decide the subject topic
Understanding of
verb, noun, adverb,
and adjective, the
formula, and the use
of them in simple
past tense,
Lesson planning
(RPP)
Student worksheet V
and VI
Developing scenario
learning (Lesson Plan)
Arranging worksheet
Providing the source of

learning
Many book, smart

steps book, grammar
book, reciprocal for
tired teacher book
(game), and the
Varian of game of
Identifying the
sentence whether true
or false, and verbal
or nominal by 25
sentences are
provided. Giving
information by
Snakes and ladders
lines game, teacher
clear explanation
Using RPP
Student worksheet V
is 25 sentences must
be identified, and
Student worksheet VI
about information
giving, and matching
a conversation from
information is given
Books
99
Action
Monitor/
Observation
Evaluation/
Reflection
Developing evaluation
form
Developing observation
learning form
Using the scenario
Worksheet in action
grammatical snake
and ladders was
developed by the
teacher itself.
Form evaluation is
provided
Observation form is
provided
Yes
Yes
Observing by using
Yes
Observation form
Scoring action result by
Yes
Using worksheet form
Evaluating the action
which have been done
include: quality, sum, and
time from every action
Evaluation form
Observation form
RPP
Student worksheet
paper V and VI
Observation form
Scoring form
Evaluation form

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USING GRAMMATICAL SNAKES AND LADDERS GAME

IN TEACHING SIMPLE PAST TENSE

Presented to The Faculty of Tarbiyah and Teachers Training

DEPARTMENT OF ENGLISH EDUCATION

USING GRAMMATICAL SNAKES AND LADDERS GAME

Presented to The Faculty of Tarbiyah and Teachers Training

Approved by the Advisor

Dr. Fahriany, M. Pd.

DEPARTMENT OF ENGLISH EDUCATION

: Neneng Sunengsih, S.Pd

: Drs. Bahrul Hasibuan. M,Ed

Prof. Dr. Dede Rosyada, M.A

Ratna Wulan, Mulyani, 2010, Penggunaan Permainan Ular Tangga dalam

building her for being a good girl,

CHAPTER III RESEARCH METHODOLOGY

CHAPTER IV RESEARCH FINDINGS

CONCLUSION AND SUGGESTION

Table 2.1 Regular Verb Examples ........................................................................ 8

Figure 2.1 Simple Past Analogy ........................................................................... 6

Appendix 1. Observation ..................................................................................... 66

A. The Background of Study

And English language mastery is important for international

Marianne Celce Murcia, Teaching English as a Second or Foreign Language,

According to Richard and Rodger stated that A variety of game,

Jack C. Richards and Theodore S. Rodgers, Approach and Method in language

B. The Limitation and Formulation of Problem

C. The Method of Study

D. The Significance of Study

The English teacher

A. Simple Past Tense

1. The Understanding of Simple Past Tense

According to Betty Schrampfer Azar that simple past is one

Betty Schamper Azar, Understanding and Using English Grammar, (London:

(Table.2.1) Irregular Verb Examples:

(Table.2.2) Regular Verb Examples:

2. The Formula of Simple Past Tense

(Table.2.3) Verbal Sentence Formula

they, he, she,

ago, last time,

Didnt / did not +

they, he, she,

they, he, she,

John worked here yesterday

Did John work here yesterday?

Did John study yesterday?

Did John study yesterday?

Affirmative short answer

Affirmative long answer

Yes, I studied yesterday

Yes, you did

Yes, you studied yesterday

Yes he/she did

Yes he/she studied yesterday

Yes, we studied yesterday

Yes, you did

Yes, you studied yesterday

Yes, they did

Yes, they studied yesterday

Negative short answer

Negative long answer

No, I didnt study yesterday

No, you didnt

No, you didnt study yesterday