Donny Almanda(06011281320012)

M.Novran Alfarizi (06011181320031)

M. Rizal Harbi Attamimi (06011181320023)
Abstract
A board game is a tabletop game that involves
counters or pieces moved or placed on a pre-marked
surface or "board", according to a set of rules.
One way to eliminate the fear of grammar lesson is by
using language games. Language games are important
to create excitement in language lessons.
Advantages and Effectiveness
Games bring in relaxation and fun for students, thus
help them learn and retain new words more easily.
Games usually involve friendly competition and they
keep learners interested.
Vocabulary games bring real world context into the
classroom, and enhance students' use of English in a
flexible, communicative way.

Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga

'Asian EFL Journal' - December 2003.
Supporting Statements
The more people play, the more positive emotions are
generated, which in turn makes play easier and thus
helps to generate even more positive emotion.
(Schwartz, 2012)
Teaching grammar through games is a succesful and
effective approach. (Musilova, 2010)
Games are fun and children like to play them. Through
games children experiment, discover, and interact with
their environment. The game makes the reasons for
speaking plausible even to reluctant children. (Lewis,
1999)
Methodology
A quantitative research design by means of
experimental and survey were used to answer the
research questions.
The population of the study consists of TESL
foundation program students of UiTM Pahang,
Kuantan Campus who enrolled into the program in
May 2012
Data Collection and Analysis
Week 1

Week 2-7

End of week 7
Next
Week 1
All of 115 respondents (57 experimental group and 58
control group) was given a pre-test for 2 hours.
Treatment given to the experimental group and
control group was twice a week, 2 hours each session.

Back
Week 2-7
The students from the experimental group had been
taught grammar that involved tenses (present tense,
present progressive, past tense and past progressive)
by using textbook, and board games, twice a week.
The students from the control group on the other
hand, were taught grammar that involved the same
topics for two hours each session, twice a week by
merely using the textbook.

Back
End of week 7
The respondents from both experimental and control
group were gathered in one room to answer the post
test for 2 hours

Back
Finding from Pre and Post Tests
Pre-Test Result

Group Member Mean Student Student

Deviation Error Mean
Experimental 57 13.19 6.209 822
Control 58 19.53 6.880 903

Pre-Test Result

Group Member Mean Student Student

Deviation Error Mean
Experimental 57 38.53 3.586 475
Control 58 27.55 5.072 666

Tengku Nazatul Shima on Enhancing Grammar Using Board Game

Have You Ever? Oh, When?

Name 3

What Someone Does

Board Game: Have
You Ever? Oh,
When?
Gives students practice with
common conversational
moves by asking and telling
about past experiences. The
teacher may want to explain
the use of the present perfect
and the meaning of ever in
have you ever.
 Instructions
1. Have students (the players) sit in groups of 34.
2. Determine who goes first and progress clockwise or counter-
clockwise.
3. Each player rolls the dice in turn.
4. On their turns, the players move their game pieces along the
path according to the number of spaces indicated by the dice.
5. On the space where they land, the players read the question
aloud.
6. The players respond to their question. If the answer is yes,
players should say the last time they did the activity. If the
answer is no, players should tell something that they have
done that is related.
7. The game continues until one or all players reach the Finish
space
Board Game: Name
3
Provides students with an opportunity
to be creative and stretch their
vocabulary as they express their ideas
about each topic. The teacher might
want to remind students about the
relative clause construction that can
be used in the response: Three places
(that Id like to go) are
 Instructions
1. Have students (the players) sit in groups of 34.
2. Determine who goes first and progress clockwise or
counter-clockwise.
3. Each player rolls the dice in turn.
4. On their turns, the players move their game pieces along
the path according to the number of spaces indicated by the
dice.
5. When players land on a space, they say three things
according to the topic.
6. No player is allowed to repeat something that has already
been said.
7. The game continues until one or all players reach the
Finish space.
 Board Game: What
Someone Does
provides an opportunity for students
to use present tense verbs to indicate a
habitual action. In introducing the
game, the teachers can explain the use
of the simple present (in contrast to
the present progressive) to indicate
habitual action, as well as the use of
prepositional phrases of place as
modifiers in expressions such as a
person in a movie theater. The
meaning of expressions such as when
sick should also be introduced as
meaning when someone is sick.
 Instructions
1. Have students (the players) sit in groups of 34.
2. Determine who goes first and progress clockwise or
counter clockwise.
3. Each player rolls the dice in turn.
4. On their turns, the players move their game pieces along
the path according to the number of spaces indicated by the
coin.
5. When players land on a space, they should read the phrase
aloud.
6. The players say three things someone does in this place or
in this condition.
7. No player is allowed to repeat something that has already
been said.
8. The game continues until one or all players reach the
Finish space.
Conclusion
By using board game as the supplement to
textbooks, the students are motivated to learn
grammar as they believe that board game is
an interesting and useful method to be used
in the classrooms. Besides, board game also
helps to improve grammar and helps students
to remember grammar rules.