IMPROVING YEAR 5 PUPILS LEARNING OF THE SIMPLE PAST TENSE

USING THE UNOPOLY GAME

1.0 INTRODUCTION

1.1 Introduction

In one’s life, all of his experiences whether it has come to past or it has yet to be
discovered are deeply connected with communication. From the time where man-
made tools out of carving stones, language is used as the primary medium for
communication. Language comprises of form and structure in which a set of rules
are catered to govern that language. These set of rules are called ‘Grammar’,
John R. Searle indicated that grammar is a phonological, syntactical and semantic
component that determines how words and sentences are pronounced, arranged
and interpreted (Searle, 2007). Even so, Grammar is not a purely formal
mechanical structure but functions in communication too (Davis, 2015). So these
phonological, syntactical and semantic components that make up the term
“Grammar” is the one that bonds the structure of a language with its real-life
functions and purposes.

English is considered as one of the most primarily used language in the world. It is
undeniable that English acts as today’s global ‘lingua franca’ (Seidlhofer, 2005) in
the world of business, arts and education. The existence of the internet and the
spectrum of the social media today acts as a vital proponent in making English
one of the most used language in the world. Since roughly only one out of every
four users of English in the world is a native speaker of the language (Crystal,
2003), it would suggest that the numbers of foreign users of the English Language
are comparatively more than the number of its native user. Since most of the
users of the English Language are not native speakers, English can be
considered as one of the most popular second or third language used as means
of communication in countries of non-native speakers.Language is a tool to
convey ideas, opinions, and feelings among people.

Teaching English language to the young learners is not easy, especially grammar.
Teaching is definitely a hard job and to be satisfied and successful really need
much effort, practice and experiences to attract the pupils’ attention. According to
Wright, Betteridge and Buckby (2005), that effort is required at every moment and
must be maintained over a long period of time. Thus teaching grammar to young

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children is very challenging and teachers need to find out the best way to teach
grammar to the children, how to draw their attention and how to motivate and
encourage them to learn.

Crystal (2004) mentioned that grammar is the structural foundation of our abiity to
express ourselves. The more we are aware of how it works, the more we can
monitor the meaning and effectiveness of the way we and others use language. It
can help foster precision, detect ambiguity, and exploit the richness of expression
available in English. Moreover, grammar also plays an important role in acquiring
the language skill since learners can use grammar rules to build sentences in
order to express themselves accurately (Mart, 2013).

The simple past tense is one of the tenses that been taught as one of the
component in English. Various teaching techniques had been applied in the
language teaching & learning process to encourage pupils’ interest in learning
grammar, such as using games. Research by Gozcu & Caganaga (2016) stated
that games provide encouragement to interact and communicate successfully for
learners to carry on the effort of learning and create a context to use the language
meaningfully, decreases anxiety, and allow learners to study in a relaxed and
enjoyable atmosphere. Playing games also teaches the pupils to strategize,
consider alternatives and to think flexibly (Martinson & Chu, 2008).

Moreover, games help the teachers to add interest in the teaching and learning
process. Pupils can practice and internalized vocabulary and grammar extensively
through well-planned games. Play and competition that are provided by games
enhances the motivation of the pupils and reduce their stress. Nedomová (2007)
argued that young learners are not able to pay their attention for more than 10-20
minutes and after that they start to be bored and tired. Especially when grammar
teaching is too dependent on the rules and memorization, therefore they start to
lose their interest and motivation. Bekiri (2003) stated that games give a chance
to the teacher to help learners acquire new forms and lexis in an effective way. It
should be a simple game and include praise and encouragement because
young learners always love to become the centre of attention.

One of the games that can be applied in the classroom is a board game. The
UNO deck consists of two cards of 0-9 in four different colours and the total of 72
cards plus special cards. What makes UNO a great teaching resource is the

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different colours. Because of this colour coding, many types of games can be
created. Beside UNO game, Monopoly is another famous board game. In
monopoly, players are given the ‘chance’ and ‘deal’ card which they have to
choose to continue the game. So, I decided to combine these two board games
and conducted a research to find out how the UNOPOLY game can help to
improve Year 5 pupils in learning the simple past tense.

1.2 Context

For the second phase of my practicum, I was assigned to be at one of the national
schools in Bukit Mertajam, Penang. The duration of this practicum was for three

3
months.This school has a complete infrastructures and facilities such as field,
canteen, library, 21st-century classrooms, and many more.

I was assigned to teach English language to a Year 5 class, which is ‘5 Ibnu

Khaldun’. This class consisted of pupils of mixed abilities. They were of 6 boys
and 13 girls aged 11 years old and all of them are Malay. I identified the pupils’
socio-economic background and most of them are from middle-class families with
lack of English background in terms of communication and atmosphere to English.

From my observation, I noticed that only a few of them were able to use English
Language with ease while most of them were only able to converse in English with
some guidance from the teacher. In terms of comprehending the English
language, most of them may understood English language when spoken to them
but only with guidance by the teacher or their peers.

Based on the initial survey that i have conducted with the pupils, I found that most
of the pupils had difficulties in understanding the simple past tense rules. Thus, I
decided to carry out an action research to see the impact of using a non-traditional
method of teaching which is the board game as a solution to that problem. An
action research is used when a specific educational problem needs to be solved
(Creswell, 2014).

1.3 A Reflection on Teaching and Learning

I was given Year 5 Ibnu Khaldun and I first taught the pupils grammar using the
traditional method. Based on my observation, I found out that the pupils seemed
bored and discouraging in learning grammar through traditional method due to the

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complexity of the grammar rules. I realized that the grammar rules must be
introduced in a creative and systematic way. I really did not feel that the pupils
needed to know the grammatical terms. The rules were necessary, but I needed to
keep it simple and the presentation needed to be followed by meaningful creative
practice.

One of the most obvious problem among the pupils was the understanding of
grammar rules, especially the correct use of the simple past tense. Most of the
pupils faced difficulties in changing the root verb into simple past tense using the
correct rule. Even though they have learned it before, they still faced the difficulty
in learning simple past tense. They having a hard times in memorizing the the
verb forms and most of them did not understand the rules at all.

This could be seen from the pupils’ weak understanding of using simple past
tense rules when I gave them the initial survey (Refer to Appendix 1) as there
were so many pupils who still could not apply the rules of the simple past tense
correctly. Moreover, the pupils thought that the simple past tense is a difficult
tense to be learned. I could conclude that most of the pupils found it hard to
understand the rules.

That was why in my action research, I applied the fun learning aspect by
implementing the UNOPOLY game during the grammar lessons so that the pupils
would be attracted in learning the simple past tense and could make them
understand the rules of the simple past tense better. I wanted to help my pupils to
develop their confidence and improve their grammar skills as well as to improve
their command in the English language.

2.0 FOCUS OF THE STUDY

2.1 Focus of the Study Selection

During the first few weeks when I started teaching these pupils, I observed that
they were unable to grasp a few grammar items especially the simple past tense. I
strongly believed that the pupils’ language skills like writing, reading, listening and

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speaking could be improved with the strong understanding on grammar rules. If
the pupils accomplish to develop their skills in learning grammar robustly, then
their performance in The English language will be significantly escalated. Students
who have the adequate competency in English will be able to express themselves
effectively (Darus & Ching, 2009).

From an overall observation and analysis of the pupil’s feedback, response and
facial expression in learning the structure of the simple past tense, I could
conclude that these pupils were definitely not enjoying learning grammar using
traditional way. The typical English teaching methods are form-based and text-
based, and many teachers adopt grammar translation Method or Audio-lingual
method in their teaching (Wang, 2010). This issues happened because the
teachers were used to drilling pupils for examination purposes which were in fact
form-based and text-based. The emphasis of tense in the classroom teaching and
the exam is not consistent with the actual use of tenses (Duan, 2011).

It is time to use something new like board games as an alternative in teaching the
grammar so that it would provide a new perspective for the pupils. Indeed it is
crucial to incorporate games into a structured curriculum to maximally enhance
the learning experience (Meterissan, Liberman, & McLeod, 2009). By means of
games, I can stimulate the pupil’s motivation in learning by using the notion of
“playing while learning” thus maximise their learning experience of learning the
simple past tense. Plus the more people play, the more positive emotions are
generated, which in turn makes the play easier and thus helps to generate an
even more positive emotion (Schwarz & Braff, 2012). By incorporating games in
learning grammar, the pupils will certainly enjoy the learning experience. The
impact will give them a more positive and pleasant perception of grammar.

My action research on the use of games, particularly UNOPOLY game is workable

because the pupils can practice learning English grammar among themselves in a
fun way. The significance of this research was to encourage the pupils to
understand the rules of the simple past tense, the pupils felt more relax and
enjoyed their English lesson. Besides, the action taken would solve their problem
in learning grammar. This research is also practical as the UNO cards that being
used in the UNOPOLY Game is small and easy if to be carried around. It also did
not need a lot of space and the teacher could ask the pupils to play the UNO

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cards everywhere, and it was not limit in the classroom only.

2.2 Action

Upon engaging in a study, action researchers are interested in examining their own
practices rather than studying someone else’s practices (Creswell, 2014). Hence, I
conducted this action research to adhere to my own practice. In which, I tested my
own idea of the UNOPOLY game as a solution to my pupils’ problem in
understanding the simple past tense because Creswell (2014) justified that action
researchers weigh solutions to their problems and learn from testing ideas.

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For this action research, I had considered all the action research models that I had
learned and I had identified that the Kemmis and McTaggart’s model of research is
the best suit for my action research. Stephen Kemmis and Robin McTaggart (as
cited by Denzin & Lincoln, 2007) theorize this process into a spiral of self- reflective
cycles which is planning, acting, observing, reflecting and revising.

Picture 1: Kemmis and Mctaggart Action Research Model (1988)

Stephen Kemmis (1988) has introduced the term 'thematic concern' to accompany
the formulation of the action research question as shown in Figure 2.2. This model
is being implemented several cycles until the problem can be solved. The action
research would start by identifying the main problem faced by the pupils. Then,
the action steps would be planned to solve the issue. The action would be carried
out and the data would be collected. After the data collection, the reflection of the
action would be made to prove any improvement or not after the implementation
of UNOPOLY game.

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Table 1 is the explanation for the activities that were carried out based on the
model above,
Table 1: Explanation of the activities

Stage Procedure
Plan I observed my classroom practice and identified my pupils’
problem in learning simple past tense through diagnostic test. I
planned UNOPOLY Game as a strategy to improve my pupils’
understanding of the simple past tense.
Action I conducted the lesson by using the UNOPOLY Game for an
hour each time. The action took three times for three weeks.

Observe I distributed the questionnaire to the pupils to monitor their

progress in learning the simple past tense. I also wrote the
reflective journals after every action to see the pupils'
participation in learning and interviewed three pupils about what
they think about the UNOPOLY Game. All the data were then
collected.
Reflect I analyse and interpreted the interview and questionnaire to
identify whether there was any improvement in the pupil’s
understanding of simple past tense after I implemented the
learning using the UNOPOLY game.

2.3 Objectives of the Study

This research aims to:

1. Find out whether UNOPOLY game help to improve Year 5 pupils’

understanding on the simple past tense
2. Examine how UNOPOLY game helps in teaching simple past tense among
Year 5 pupils.

2.4 Research Questions

The research questions are:

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 1. Can UNOPOLY game help to improve Year 5 pupils’ understanding of the
simple past tense?
2. How does UNOPOLY game help in teaching the simple past tense among
Year 5 pupils?

2.5 Participants of the Study

For this research, the participants are the pupils of year 5 Ibnu Khaldun from one
of the national school in Bukit Mertajam, Penang. This class consisted of 6 boys
and 13 girls. Overall, the participants were of mixed abilities which vary from
advanced learners to weak learners because the school does not practice
streaming anymore.

Most of the pupils are from middle-class families of government workers. From
their background check, I can say that most of them were using only Malay
language at home and English language was learnt only in school.

Table 2: The detailed information of research participants

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Participants Gender Proficiency
Level
RP1 Male Low

RP2 Female Intermediate

RP3 Female Low

RP4 Male Low

RP5 Male Advanced

RP6 Female Advanced

RP7 Female Low

RP8 Female Low

RP9 Male Intermediate

RP10 Female Low

RP11 Female Intermediate

RP12 Female Intermediate

RP13 Male Low

RP14 Female Advanced

RP15 Female Low

RP16 Female Intermediate

RP17 Female Low

RP18 Male Low

RP19 Female Intermediate

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3.0 RESEARCH IMPLEMENTATION PLAN

3.1 Action Steps

Table 3: Action Steps

Topic: Self Protection
Week 1
Activity Steps Anticipated Teacher Anticipated Pupils Rationale
Action Action
Set Induction  Teacher writes  Pupils pick which  To arouse
down few word is the odd pupil’s
words in simple one attention to
present tense . the lesson
and one word in
simple past
tense.

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 Eg:
Walk Run Slept

 Teacher
explains the
topic they are
going to learn
today
Presentation  Teacher shows  Pupils listen to the  To introduce
the flashcard on rules the rules of
the simple past the simple
tense rules to past tense to
the pupils. the pupils

Practice  Teacher divides  Pupils answer the  To enhance

the pupils into question of the the learning
five groups and simple past tense of the simple
provides on the mah-jong past tense
mahjong paper paper using group
to each group discussion
for them to
answer the
provided
questions.
Production  Teacher asks *Steps to play  To provide
the pupils to be The UNOPOLY input on how
in the same game to use the
group 1. The pupils will be UNOPOLY
 Teacher given 10 UNO game
teaches how to cards and one  To guide
play the sheet of paper for pupils to use
UNOPOLY them to jot down the
Game. their answer UNOPOLY
2. The first pupil will game
choose either to
match the same
colour or the
same number

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 based on the
previous card.
3. He/she needs to
puts/pulls out
whether the
number card or
the colour card
and answer the
question written
on the card.
4. The next pupil will
continue the
game based on
the colour or
number on the
card.
5. The “+4” card
means that
he/she can asks
seek help from
the friends-he/she
can ask his/her
friend to answer
the question.
6. The pupils are
given 15 minutes
to play this game
and who has the
highest score will
be counted as the
winner.
Closure  Teacher asks  Pupils give  To recap
the pupils to feedback on today’s
write on the today’s lesson lesson
parking lot

Table 4: Action Steps

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Topic: Fascinating Sabah and Sarawak
Week 2
Activity Steps Anticipated Anticipated Pupils Rationale
Teacher Action Action
Set Induction  Teacher shows  Pupils listen and  To arouse
video of simple see the video pupil’s
past tense attention of
the lesson
Presentation  Teacher reads  Pupils listen to  To add on
the story about the story. new
some of the vocabulary
activities that to the pupils
can be done in
Sabah.
Practice  Teacher divides  Pupils need to  To enhance
the pupils into use the simple the learning
five groups and past tense to of simple
gives manila change the root past tense in
card to each word into simple the group
group past tense. discussion
 Eg:
play = played
Production  Teacher asks Repeat steps in *  To
the pupils to sit implement
in the same the action in
group and play the lesson.
the UNOPOLY
Game
Closure  Teacher make  Pupils give  To recap
the checkout feedback on today’s
session to test today’s lesson lesson
pupils’
understanding
of the simple
past tense.

Table 5: Action Steps

Topic: Natural Disaster

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Week 3
Activity Steps Anticipated Teacher Anticipated Pupils Rationale
Action Action
Set Induction 1. Teacher asks   To get the
pupils to arrange pupils’
the letters attention
SDIASRTE and their
2. Teacher relates interest
the word with the towards the
topic of the day- topic which
disaster is natural
disaster
Presentation  Teacher shows  Pupils answer  To introduce
two pictures of teacher’s the context
natural disaster: questions. and new
draught and input to
typhoon and pupils
asks the pupils
what will
happened during
the disaster
Practice  Teacher gives  Pupils do the  To promote
worksheet to the worksheet and learning
pupils discusses the among the
answer in group. pupils
Production  Teacher asks the Repeat steps in *  To
pupils to sit in implement
group of five the action
 Teacher asks the which is the
pupils to play the UNOPOLY
UNOPOLY game in the
Game lesson.
 Closure  Teacher make  Pupils give  To recap
the checkout feedback on today’s
session to check today’s lesson lesson
pupils’
understanding of
the topic for

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 today.

Table 6: Budget of the UNOPOLY game

No Materials Quantity cost (per unit) Total

1. UNO card 4/ RM 4.00 RM 16.00

2. A4 paper 1 rim/ RM 12.00 RM 12.00

3. Printer 100 pcs/RM 0.40 RM 40.00

4. Laminate 10 pcs/RM 2.00 RM 20.00

5. Box 12 boxes/RM 0.70 RM 8.40

TOTAL COST RM 96.40

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3.2 Data Collection Methods Plan

I had used three different but unique methods to collect the necessary data to serve the
purpose of this research. All of the data obtained are compiled and reflective measures
are considered in order to suggest to what extend does the intervention affect the
research participants’ learning of the simple past tense.

3.2.1 Reflective journal

A reflective journal is often used to record detailed descriptions of certain aspects of an

event or thought. A reflective journal is a way of thinking in a critical and analytical way
about our work in progress. It is used to reflect teachers’ action which emphasizes on
learning through questioning and investigation to help the teacher recalls back what was
happen in each lesson conducted. The reflecive journal was used as written evidences
of the teacher’s inner voice as the contemplate before, during and after the actions.
Moreover, reflecting is a cyclical process, where recording ones thoughts (reflecting)
leads to improvement and/or insight (RMIT, 2006).

3.2.2 Semi-structured interview

The next method is the semi-structured interview. Since the aim of this research is to
investigate pupils’ perceptions about learning of simple past tense using the UNOPOLY
game, the interview were intended to elicit the pupils’ thoughts and insights into the

18
whole process of my teaching and learning and the game itself. According to Given
(2008), the semi-structured interview is a qualitative data collection strategy in which the
researcher asks informants a series of predetermined but open-ended questions. I have
prepared four questions and interviewed three pupils to get the data. I had audio
recorded and then transcribed the interview for data analysis. The sample of semi-
structured interview is in Appendix X.

3.2.3 Survey

My next data collection method is the survey. The survey is defined as the collection of
information from a sample of individuals through their responses to questions (Check &
Schutt, 2012). A set of questionnaire which I adapt from Teaching English with
Technology, 18(1), 53-76, http://www.tewtjournal.org consisted of five questions is used
for the survey. I have distributed the questionnaire for the pupils to answer after three
weeks of my action. The sample of questionnaire is in Appendix X.

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3.3 Data analysis method

3.3.1 Reflective journal

My first data analysis method is the content analysis of the reflective journal. The
reflective journals are words written by the researcher to vividly captivate and record the
process and consequences of each intervention. I analysed my reflective journal to
check on my strengths and weaknesses when I use the UNOPOLY game in the lesson.
I wrote three reflective journal, one everytime I completed my action in the classroom.
So, I would always found ways to improve my action for the next teaching and learning.
I analysed the details of the reflective journal to find how the UNOPOLY game can help
in improving Year 5 pupils’ understanding of simple past tense and also how the
UNOPOLY game can help in teaching simple past tense among the pupils.

3.3.2 Semi-structured interview

The next data analysis method that I had choose is the content analysis of the semi-
structured interview. The semi-structured interview is a data collection method where
the researcher asks informants a series of open-ended questions. I have interviewed
three pupils after my third implementation of action. After conducting the interview
session, I analysed the three interview by transcribing the audio recording into words.
Then I had code the transcription and I divided the content into several subthemes so
that it will be easier for me to describe the findings of the interview.

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3.3.3 Survey

My third data analysis method is survey. The data gathered through the questionnaire
will be subjected to frequency counts. In other words, the subjects’ responses for each
individual question been added together to find the highest frequency of occurrence.
Then these responses to the questions which are quantified being presented in
percentage forms. The analysis then being presented in tabular form and pie chart.

4.0 FINDINGS OF THE STUDY

4.1 Reflective journal

Three reflective journals are provided to cater to those three sessions of interventions,
each labelled ‘Reflective Journal 1’, ‘Reflective Journal 2’ and ‘Reflective Journal 3’. The
three journals can be referred in the appendices section provided.

Table 7: Content analysis of the reflective journal

Themes Keywords/categories Evidence

Pupil-centred help “…they can help each

approach other when some of them
confused…” (RJ 1)
compete “They also compete with
one another to be the
best…” (RJ 1)
communicate “…the pupils
communicate well with
their peers…” (RJ 2)
think “…they think critically and
compete with their
peers…” (RJ 3)

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 Enjoyment smiling “…they were smiling and
talked a lot when they
played it” (RJ 1)
excited “…as they were so
excited to do it again”(RJ
2)
Motivation effort “…all the groups put lots
of effort to play the
game…” (RJ 1)
understand “…the pupils understand
the rules of simple past
tense easier…” (RJ 3)
remember “…it will make it easier for
them to not only
remember but also
understand the lesson”
(RJ 3)
learn “…the pupils were able to
learn and remember
almost all the simple past
tense rules taught during
the implementation of the
action” (RJ 3)

Based on the data analysis that I did for the reflective journal, I found that the
UNOPOLY game helped my pupils to learn the simple past tense in the following ways:

i) Pupil-centred approach

Based on the analysis of the reflective journal, it can be evoked that the UNOPOLY
game used pupil-centred learning strategy and the pupils participated actively
throughout the implementation of the action. Pupil-centred approach broadly
encompasses methods of teaching that shift the focus of instructions from teacher to
pupils in teaching and learning process (Jones, 2007). It facilitates learners’
participation in the whole process of teaching and learning. The role of the teacher is to
direct class activities and tasks where pupils can explore and create knowledge of
thinking. So, pupils can actively interact not only with each other but as well with the
teacher in the process of teaching and learning (Kane, 2004).

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 “…they can help each other when some of them confused…” (RJ 1)

“They also compete with one another to be the best…” (RJ 1)

“…the pupils communicate well with their peers…” (RJ 2)

“…they think critically and compete with their peers…” (RJ 3)

From the extracts above, we can clearly see that the pupils were taking part actively
during the lesson without any hesitations and they were responsible for their own
educational growth. As mentioned by Krause, Bochner & Duchesne (2003), pupil-
centred approach encompasses changes to practice such as shifting the balance of
classroom power from teacher to pupils, designing content as a means of building
knowledge rather than a ‘knowledge end’ in itself and promoting learning through
effective assessment. Pupil-centred approach includes explicit skills of instruction, it
encourages pupils to thinking more, solve problems, evaluate evidence as well as
generating hypothesis while ensuring that pupils are gaining more from what is being
taught. Thus, the UNOPOLY game helped the pupils to take part in their own
educational growth because it created the fun and meaningful learning in the
classroom.

ii) Promotes enjoyment

The analysis of the reflective journal also pointed out that the UNOPOLY game
promotes enjoyment among the pupils. It can clearly be seen from the pupils’ reaction
and facial expression when they played the board game.

“…they were smiling and talked a lot when they played it” (RJ 1)

“…as they were so excited to do it again” (RJ 2)

Krashen (1982) have proposed that pupils retain what they learn when the learning is

23
associated with strong positive emotion. Cognitive psychology studies provide clinical
evidence that stress, boredom, confusion, low motivation, and anxiety can individually,
and more profoundly in combination, interfere with learning (Christianson, 1992). That is
why I integrated the fun learning aspect through the implementation of this game so that
the pupils will feel less bored and enjoyed the whole learning experiences.

iii) Enhance pupils’ motivation

Motivation is the central to pupils learning. It helps determine how engaged the pupils
are in their work, how hard they work, and how well they persevere in the face of
challenges. When the pupils enjoyed the lesson, it will help in enhancing their
motivation in the learning.

“…all the groups put lots of effort to play the game…” (RJ 1)

“…the pupils understand the rules of simple past tense easier…” (RJ 3)

“…it will make it easier for them to not only remember but also understand the
lesson” (RJ 3)

“…the pupils were able to learn and remember almost all the simple past tense
rules taught during the implementation of the action” (RJ 3)

The extracts above show that the pupils were motivated as they understand and learn
the simple past tense well through this UNOPOLY game. The constant joy and
amusement given by the pupils shown that they do not feel deprived nor drained out to
carry out this game.

In conclusion, the analysis from the reflective journal show that the UNOPOLY game
was effective to help Year 5 pupils to improve their learning of the simple past tense.
The implementation of this game was able to help the pupils to learn and understand
some of the rules of the simple past tense with ease by reducing their anxiety level by
motivating them to learn the language in fun and meaningful way.

4.2 Semi-structured interview

I have interviewed three pupils at the end of my third intervention. The transcription of

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the interview can be referred in the appendix. Based on the semi-structured interview,
several key themes were derived and represented the outcomes of the interview. The
results are as followed.

i) UNOPOLY game helped to increase pupils’ interest and motivation

Analysis of the semi structured interview revealed that most of the pupils found the
game to be attractive and had motivate them to learn the simple past tense. The
responses made in reference to the interview question of “Do you enjoy learning the
simple past tense using UNOPOLY game?” and “Does UNOPOLY game motivate you
to learn about the simple past tense better? Why?”

S1 Best sangat teacher…. saya enjoy belajar

sebabnya seronok main sambil belajar ni
teacher. Saya tak rasa macam tengah
belajar pun.
(I really enjoyed it… I enjoyed the learning
process because it is so much fun to play
while learning. I do not even feel like I am
learning)
S2 Suka sebab..emm seronok main game tu.
(I like it..emm because it is fun to play with
the game)
S3 Suka
(I like.)

Most of the pupils reflected that UNOPOLY game was fun and enjoyable. When I
reflected on my teaching, I could relate that the pupils enjoyed playing the game
because they were able to play together with their friends as the presence of their
friends had also motivated them to learn. Overall, majority of the pupils showed positive
improvement in their learning as they became more interested to learn the simple past
tense compared to their previous learning.

ii) UNOPOLY game aided pupils’ understanding

In addition, the result of the semi-structured interview had also indicated that UNOPOLY
game was found to be effective in assisting pupils’ understanding of the concept of

25
simple past tense. Pupils responded to the interview questions of “Can UNOPOLY
game help you to understand the rules of simple past tense? How?”

S1 Bantu jugak lah. Sebab senanglah nak ingat semua…

(It do helps. Because it is easier to remember….)
S2 Ya, sebab saya jadi lagi senang nak ingat yang ed ied
semua tu.
(Yes, because it make it easier for me to remember the ed
ied)
S3 Ya jadi lagi senang nak ingat yang rules tu teacher.
(Yes, because it is easier to remember the rules)

Based on the interviewees’ responses, UNOPOLY game insisted them in remembering

the simple past tense rules. By comparing the results that I gained from the initial survey
with the pupils’ achievement after I implemented the UNOPOLY game, I could see some
improvement in their performance. Some of the pupils also managed to explain the
rules of the simple past tense to their friends after they play the game.

iii) UNOPOLY game promoted cooperation among pupils.

On the other hand, the result of the semi structured interview analysis also showed that
most of the pupils enjoyed learning cooperatively with their friends. The interview
questions which were posed to the pupils were “Did the group work help you in learning
the simple past tense? How/Why?”

S1 …boleh kot teacher. Sebab lagi best belajar

sambil main dengan kawan macam ni…
(…maybe it helps. Because it is good to play
while learning with friends)
S2 Ya sebab saya lagi suka belajar dengan
kawan-kawan. Depa banyak tolong saya
kalau saya tak faham.
(Yes because I love to study with my friends.
They helped me a lot when I don’t
understand)

26
 S3 Suka teacher. Sebab best main dalam
kumpulan.
(I like it. Because it is fun to play in group)

The pupils found that the game helped them to learn together with their friends. It had
given the chance to the pupils to establish the mutual responsibility with their friends as
they realized that they were grouped together for the purpose of helping each other.
S3, who is an advanced pupil, responded that the game was interesting as it is done in
group. However she also responded that she favoured the game in helping her to learn
cooperatively, but some of her group members did not contribute much to her learning.

S3 R: Kawan-kawan macam mana?

(How about your friends?)
S: Okay.
R: Diaorang membantu tak?
(Did they help you?)
S: Bantu tapi ada sesetengah tak..
(They helped me but some them were not..)
R: Sesetengah tak membantu?
(Some of them were not helpful?)
S: Ya
(Yes)

I can conclude that although the game was able to encourage pupils to learn together,
however there were pupils especially the advanced one, who found out that they did not
learn much with their peer as they were the one who helped their group members a lot.

4.3 Survey
I had provide a set of questionnaire and distributed it to the pupils at the end of the third
implementation of the action. I explained some of the survey questions in Bahasa
Melayu as some of them have a low proficiency level in English.

To analyse the data from the survey, the number of participants is 19, each result will be
converted into a percentage form to provide a more viable presentation of analysis. The
data of the survey is tabulated into a table and a graph that construed the research
participants’ performance after the implementation of the UNOPOLY Game.

27
Item 1: Background information(gender)

Table 8: The gender information of the research participants

Participants Gender
RP1 Male

RP2 Female

RP3 Female

RP4 Male

RP5 Male

RP6 Female

RP7 Female

RP8 Female

RP9 Male

RP10 Female

RP11 Female
RP12 Female

RP13 Male

RP14 Female

RP15 Female

RP16 Female

RP17 Female

RP18 Male

RP19 Female

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 Picture 2: gender information of the research participant

Based on Picture 2, 68% or 13 research participants are female while remaining 32%
are male.
Item 2: Learning simple past tense is

Table 9: The result of item 2

Participant Learning simple past tense is
RP1 Very easy
RP2 Easy
RP3 Difficult
RP4 Easy
RP5 Very easy
RP6 Easy
RP7 Very easy
RP8 Very easy
RP9 Very easy
RP10 Easy
RP11 Easy
RP12 Very easy
RP13 Easy
RP14 Easy
RP15 Easy
RP16 Very easy
RP17 Very easy
RP18 Very easy
RP19 Easy

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 Picture 3: Result from item 2

The data from table 9 has been transferred into pie chart as shown in Picture 3. From
the picture 3, we can see that 9 over 19 RP or 47% thought that learning simple past
tense is very easy while 9 other RP or another 47% stated that learning the simple past
tense is easy while only one RP or 6% of the total number of RP mentioned that it is
difficult to learn the simple past tense. Here I can conclude that most of the RP,
compared to the initial survey which they previously struggle to learn the simple past
tense traditionally, had improve their learning of the simple past tense after this using
the UNOPOLY Game.

Item 3: Did you enjoyed using the UNOPOLY Game in grammar class?

Table 10: The result of item 3

Participant Perceptions towards the
UNOPOLY game
RP1 Very enjoyable
RP2 Very enjoyable
RP3 Very enjoyable
RP4 Very enjoyable
RP5 Very enjoyable
RP6 Very enjoyable
RP7 Very enjoyable
RP8 Very enjoyable
RP9 Very enjoyable
RP10 Very enjoyable
RP11 Very enjoyable
RP12 Very enjoyable
RP13 Very enjoyable
RP14 Not enjoyable
RP15 Very enjoyable
RP16 Very enjoyable
RP17 Very enjoyable
RP18 Very enjoyable
RP19 Very enjoyable

30
 Picture 4: Result from item 3

Picture 4 shows 95% or 18 RP stated that the UNOPOLY is very an enjoyable game
while one RP or 5% said that he/she did not enjoy using the UNOPOLY game. Here we
can say that majority of the RP enjoyed themselves during the grammar class and they
felt less pressure during the teaching and learning process after the implentation of the
UNOPOLY game.

Item 4: How would you rate the use the UNOPOLY Game to learn grammar in English?

Table 11: The result of item 4

Participant Pupils’ rating of the use of the UNOPOLY game
Easy to Motivating Useful
understand the
rules
RP1 No Yes Yes
RP2 Yes Yes Yes
RP3 Yes Yes Yes
RP4 No Yes Yes
RP5 Yes Yes Yes
RP6 Yes Yes Yes
RP7 Yes Yes Yes
RP8 Yes Yes Yes
RP9 Yes Yes Yes
RP10 Yes Yes Yes
RP11 Yes Yes Yes
RP12 Yes Yes Yes

31
RP13 Yes Yes Yes
RP14 Yes Yes Yes
RP15 Yes Yes Yes
RP16 Yes Yes Yes
RP17 Yes Yes Yes
RP18 Yes Yes Yes
RP19 Yes Yes Yes

Picture 5: Result from item 4

32
 Picture 6: Result from item 4

Picture 7: Result from item 4

Next, I asked them to rate the UNOPOLY Game. 17 RP or 89% agreed that by using the
UNOPOLY game, it make them understand the rules and how to use the simple past
tense better while 2 person or 11% of the RP disagree that using the UNOPOLY game
help them in understanding the simple past tense. Next, all 19 RP or 100% of them

33
stated that the UNOPOLY game motivates and useful for them in improving their
learning of the simple past tense.

Item 5: Would you like your teacher to continue using the UNOPOLY Game to teach
English in the future?

Table 12: The result of item 5

Participant Would the pupils like to continue the
game in the future
RP1 Yes
RP2 Yes
RP3 Yes
RP4 Yes
RP5 No
RP6 Yes
RP7 Yes
RP8 Yes
RP9 Yes
RP10 Yes
RP11 Yes
RP12 Yes
RP13 Yes
RP14 Yes
RP15 Yes
RP16 Yes
RP17 No
RP18 Yes
RP19 Yes

34
 Picture 8: Result from item 5

The last question is that would they like if their teacher use the UNOPOLY game to
teach English in the future. 17 RP or 89% of them would like to play the UNOPOLY
game in the future but 11% or 2 of the RP did not want their teacher to practice the use
of the UNOPOLY game in the future.

4.4 Discussion of Findings in Relation to Research Questions

The findings of my action research are presented based on the results that I obtained
from the data analysis. Two set of findings are presented in accordance to the reserach
questions imposed in this action research. The research questions are as followed:

RQ1: Can UNOPOLY game help to improve Year 5 pupils’ understanding of the simple
past tense?
RQ2: How does UNOPOLY game help in teaching the simple past tense among Year 5
pupils?

4.4.1 Discussion of Findings in Relation to Research Question 1

RQ1: Can the UNOPOLY game help to improve Year 5 pupils’ understanding of the
simple past tense?

The result of this study indicated that UNOPOLY game can help to improve Year 5
pupils’ understanding of the simple past tense. Analysis of the semi structured
interviews had revealed that UNOPOLY game helped pupils in understanding the
simple past tense. When I imposed the question, "Can UNOPOLY game help you to
understand the rules of the simple past tense? How?", pupils then replied “Ya, sebab
saya jadi lagi senang nak ingat yang ed ied semua tu” (Yes, because it make it easier
for me to remember the ed ied) –RP 1, and “Ya jadi lagi senang nak ingat yang rules tu
teacher” (Yes, because it is easier to remember the rules)- RP 2. In the UNOPOLY
game, the pupils were given the freedom to learn in their own way where they can
discussed and ask their peer when they did not understand the rules and the teacher
only work as a facilitator during the implementation of the game.

Furthermore, the evidents could also be taken from the questionnaire analysis where
the pupils agreed that the game helps their understanding on the rules of the simple

35
past tense. For example, the questionnaire item number 4; How would you rate the use
the UNOPOLY Game to learn grammar in English? 17 out of 19 pupils agreed that
UNOPOLY game make them understand the rules and how to use the simple past
tense better and all 19 pupils answered that the UNOPOLY game motivated and useful
for them in improving their learning of the simple past tense. This clearly shows that
almost all the pupils agreed that UNOPOLY game helped them in learning the simple
past tense better.

4.4.2 Discussion of Findings in Relation to Research Question 2

Question 2: How does the UNOPOLY game help in teaching the simple past tense
among Year 5 pupils?

In this section, the qualitative data will support the findings and provide some insight
into how does the UNOPOLY game help in teaching the simple past tense among Year
5 pupils. The use of the UNOPOLY game helped the pupils to participate actively with
their peers during the lesson. This is because the pupil-centred lesson is one of the
element that need to be applied by the teachers during teaching and learning to
inculcate the 21st century learning in the classroom. This can be seen from the extract
of RJ 2 where I have stated that “…the pupils communicate well with their peers…”
Moreover, the statement “…they can help each other when some of them confused…”
(RJ 1), this shows that the pupils give full attention when playing the game and helped
their peers that are in need of help. Thus, the UNOPOLY game encourages the pupils’
participation which leads them to understand the rules of the simple past tense better.

Findings from the reflective journal showed that the use of the UNOPOLY game
arouses the pupils’ interest in learning the simple past tense. From the reflective journal,
I wrote that “…they were smiling and talked a lot when they played it” (RJ 1) and this
can also be seen during the semi-structured interview where the teacher said that “So I
can see that some pupils that are not talking much during class also enjoyed the game.
I observe that some of the group also asked you to play one more round right?” The
words like ‘smiling’ and ‘excited’ indicate that the pupils really enjoyed the game. From
this, I can clearly see that the pupils love the game and it also help them to understand
and remember the rules of the simple past tense better, compared to the traditional
method.

Additionally, the finding above is in line with the statement by Andrea Bennet (2011)

36
where she stated that games played a major role in achieving meaningful learning
where most productive and motivating learning experiences are taking place. It had
been said that games can create a meaningful learning that can motivates the pupils to
learn better and stay focus during the lesson. Thus the pupils will drive to learn when
they are intrinsically motivated. The enjoyment among pupils can enhance pupils’
motivation thus improving their ability to learn the simple past tense.

5.0 REFLECTION AND SUGGESTION FOR FURTHER RESEARCH

5.1 REFLECTION

The purpose of this action research is to determine the implication of the UNOPOLY
game on pupils’ understanding of the simple past tense. The personal reflections from
the research are exhibited and exemplified in this section.

Referring to the findings from this study, the application of the UNOPOLY game is
indeed an effective way for teachers to aid the understanding of the simple past tense
as it does improve the participants’ performances after the application of the game.
Frankly speaking, I do believe that all techniques has its own “pros and cons” and the
UNOPOLY game is not excluded from this subject. A lot of strengths can be identified
from the game along with the sublime opportunities that comes with it.

37
The findings from the qualitative analysis of this study through semi-structured interview
and reflective journal suggests that the aesthetic nature of this game indeed appeals to
the interest and motivation of the participants. As we know, the rules of the simple past
tense is rather dry and full of rules which would made the subject rather a dull one in
front of the eyes of the participants who are still just a child. But the board game and the
UNO cards somehow provide the aesthetic factors that charms the participants’ intrinsic
element to play the game in which improved their motivation and interest in learning the
simple past tense, outwitting the norms of the traditional, dull and repetitive method of
teaching a grammar item.

The sole but not exclusive purpose of the UNOPOLY game is to go beyond the common
norms of teaching grammar, in which would benefit both the teacher and the pupils in
return. Upon the preliminary stages of planning the implementation of the game, I had a
few concerns about the ability of the participants to comprehend and accept this new
ways in teaching a grammar item. The nature of this game provides rather a more
unique but much more informative and casual approach towards learning the rules of
the simple past tense considering that the participants are already familiar with the
traditional and repetitive approach of drilling the rules using worksheets before.

In contrast, the game does has its own issue of weakness and threats that arises from it
particularly in the implementation of the game. The set-up of the game is quite fragile
and easy to tear apart as it is based on numerous physical materials which has many
parts that needs to be handle with care by participants. The question cards is also hard
to be hold due to its small size that the participants tend to lose it during playing the
game. The set up consist of essential parts like boxes that contains the UNO cards,
question cards, answer sheet and the rules of the game. This means the technique
demands exra care during the implementation of the game. Such issue is not a problem
when the teacher gives a very clear instructions to the pupils on how to handle and play
the game.

Even so, I believe that all ways of teaching including the UNOPOLY game are correct
and has its own advantages that can be taken into consideration for a better and much
more effective teaching and learning experience for both the teacher and the pupils.
Overall, I am glad of my pupils’ performance in understanding the simple past tense
rules after the implementation of the UNOPOLY game. They have given their full
commitment during the implementation process. They participated well in every

38
intervention and willing to cooperate when i distributed them the questionnaire and the
interview questions to be answered.

It was a learning process actually for me in carrying out this action research. The action
taken has improved my techniques and approaches in tecahing English language to
pupils. Moreover, it also helped me to handle and overcome problems that occured in
the classroom. As a teacher, i always need to be ready in every situation involving the
pupils so I considered this as a medium for me to prepare mysellf with all the qualities
that a professional should have.

5.2 SUGGESTIONS FOR FURTHER RESEARCH

The suggestions for further research are exhibited and exemplified in this section.

From the research, I have few suggestions in mind to supplement the limitations and
potential flaws exemplified from this action research. With the development of
information and communication technology (ICT) in the fast-growing era of information
today, this game can be upgraded with the integration of ICT. The Ministry of Education
had introduced a directive of a richer teaching and learning materials, the new KSSR
curriculum specified the vitality of ICT integration to adjust to the fast development of
the era of technology and information. As the students today are born into this era, they
are more familiar with the technology. Without adhering to these demands, absence of
motivation, participation and positive attitude would cease from the classroom
(Kandasamy & Shah, 2013). By integrating ICT into the game, both demands of ICT

39
integration and maximizing the number of person to use the game at a time would
greatly benefits the main target of this research, which is the pupils.

To exemplify the aforementioned ICT integration, I suggest to make the game in

software version while still abiding to the essential concept of the game. In the software
version, the act of moving the UNO card would be replaced with animations of the UNO
card. A virtual ‘questions pop-up’ would replace the questions card which will display a
randomised simple past tense questions embedded in the software every time the
participants get the same number or colour of the UNO card. Then the pupils also can
choose their own avatar and see their progression on time on the screen to make them
more motiated to answer the questions. The pupils can used one computer each but
can still be in the same group with their friends by entering the same code, like in
Kahoot. The intervention would take place in a computer room or 21st century room
because the start of the intervention would require a LCD projector to emit a simulation
with the demonstration. After the demonstration, each pupil can simultaneously play the
game via the software version in the computers. The integration of ICT in this technique
would greatly minimize consummation of time as all of the participants can play the
game simultaneously at the same time and submit it to the researcher through the
computers.

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