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Using Board Game As Media-1

The document describes using board games to teach English grammar. It discusses how board games can make grammar lessons more fun and engaging for students. Several example board games are provided that focus on different grammar topics like tenses, vocabulary, and verb forms. The games provide context and opportunities for interactive practice. Research cited found that teaching grammar through games is an effective approach for helping students learn and remember rules.

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Rizal Attamimi
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55 views19 pages

Using Board Game As Media-1

The document describes using board games to teach English grammar. It discusses how board games can make grammar lessons more fun and engaging for students. Several example board games are provided that focus on different grammar topics like tenses, vocabulary, and verb forms. The games provide context and opportunities for interactive practice. Research cited found that teaching grammar through games is an effective approach for helping students learn and remember rules.

Uploaded by

Rizal Attamimi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 19

Using Board Game as Media

in Teaching English

DONNY ALMANDA
(06011281320012

@almanda_donny 04/18/2021
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.

@almanda_donny 04/18/2021
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.

@almanda_donny 04/18/2021
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)

@almanda_donny 04/18/2021
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

@almanda_donny 04/18/2021
Data Collection and Analysis

Week 1

Week 2-7

End of week 7

Next

@almanda_donny 04/18/2021
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

@almanda_donny 04/18/2021
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

@almanda_donny 04/18/2021
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

@almanda_donny 04/18/2021
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’


@almanda_donny 04/18/2021
Example of Board Games

HAVE YOU EVER…? OH, WHEN?

NAME 3…

WHAT SOMEONE DOES

@almanda_donny 04/18/2021
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.”

Board Game: Have You Ever…? Oh,


When?

@almanda_donny 04/18/2021
Instructions

 1. Have students (the players) sit in groups of 3–4.


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

@almanda_donny 04/18/2021
Provides students with Click icon to add picture
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 I’d
like to go) are…”

Board Game: Name 3…

@almanda_donny 04/18/2021
Instructions
 1. Have students (the players) sit in groups of 3–4.
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.
@almanda_donny 04/18/2021
Click icon to add picture
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
Board Game: What Someone Does
as meaning “when
someone is sick.”

@almanda_donny 04/18/2021
Instructions

1. Have students (the players) sit in groups of 3–4.


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.
@almanda_donny 04/18/2021
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.

@almanda_donny 04/18/2021
Thank You

@almanda_donny 04/18/2021

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