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GAME-BASED STRATEGY IN TEACHING ENGLISH GRAMMAR

A Thesis Proposal

Submitted to

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education’

Major in English

By

STEPHANIE C. GUMBAN

October 2018
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Chapter 1

The Problem

Introduction

Nowadays, English language plays an essential role in our 21st century

education, not only in the Philippines, but also around the world. In our country, English

language is the usual medium of instructions used in most of the subject areas in

education. English is also the most important area of communication; nevertheless to

communicate correctly, grammar is a must. Moreover, grammar competence in English

is also the bases of good performance.

Subject-verb agreement is the heart of English grammar. Thus, Subject- verb

agreement has a vital role in language and communication. Moreover, anyone who can

speaks or writes English language without errors in subject-verb agreement is

considered as a good and experienced speaker. However, the present day usage of

English language by learners at various levels of education is bedeviled by errors in

agreement between subject and verb, among others.

Based on the result of the study of (Stapa, SI and Izaha, MM, 2010), Malaysian

ESL learners face problems in subject-verb agreement because of their first language

which is Bahasa Malaysia, there is no such rule regarding subject-verb agreement. In

Bahasa Malaysia, all subjects either singular or plural require the same form of verb.

Thus, they have difficulties in English grammar.

For this reason, (Rodrigue, 2015) states that the employment of singular versus,

plural verbs and proper subject-verb agreement are more abstract concepts and require

more elaborated explanation. Moreover, the correct use of singular and plural verbs
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additionally depends on the writer's ability to properly determine the topic of the

sentence and to work out if the topic is singular or plural.

In the Dumingag National High School, English subject is considered as a critical

area because most of the classes got low MPS during the first quarter. In addition to

that, the result of the National Achievement Test shows that English subject can be

considered as a critical one. It is a challenge for the English teachers to look on the

factors that made the grade 7 English a critical one. It could be the teaching strategies

that affect the grammar competence of the students.

Teaching strategies are ways that are followed in order to achieve the learning

objectives (Gozutok, FD.,2000). Moreover, teaching strategies play a vital role in the

teaching-learning process.

According to Seymour Papert, “The role of the teacher is to form the conditions

for inventions instead of offer ready-made knowledge”. This statement proves that the

teacher in the classroom is the facilitator of learning. It further stipulates that, teaching

strategy has a big impact to the teaching-learning process. Thus, the teacher’s strategy

in teaching can really affect the learning of the students.

Since teaching strategies are essential to deliver the goods in the classroom,

teachers have to consider the use of varied strategies to maintain consistency of the

learner’s interest. One of the very engaging strategies nowadays is the use of games in

the classroom.

The goal of incorporating games and any learning scenario is to engage the

learners and provide them motivation to continue exploring the content in a purposeful

way (Lewis, et al, 2013).

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Game-based learning is an example of an active learning strategy. Active

learning is a way of students teaching allowing them to effectively participate in the

activities that takes place inside the classroom (Lorenzen, 2006).

The idea of games as an engaging strategy is supported by the research of (Li et

al., 2013) as they indicated that game design courses may help the learners develop

more positive attitudes in dealing challenges, problem-solving, and design process.

As teacher, it is a need to be flexible enough to cater all the needs of the

learners. Teachers should utilize active learning strategies in order to engage the

students with the content of the lesson and develop a positive relationship with the other

students, rather than solely the acquisition of the knowledge.

In addition, the researcher gives importance to the grammar learning in order for

the students to acquire grammar competence particularly in the subject-verb agreement

which will allow them to communicate and write well using the English language.

Perspective of the Researcher

The researcher is the eldest child among the three siblings. Her father is a farmer

and her mother is a housewife. She is married to her husband and has one daughter.

The researcher started to love English as she was encouraged by her family to study a

baccalaureate degree majoring in English.

She is a graduate of Bachelor of Secondary Education from J.H. Cerilles State

College – Dumingag Campus, Dumingag, Zamboanga del Sur, in March 2014. After

graduation, she worked as a Local Paid teacher at Dumingag National High School-

Dapiwak Extension. She passed the Licensure Examination for Teachers in August
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2014. At present she is a Secondary School Teacher I at Dumingag National High

School.

As an English teacher and as an individual, the researcher believes learning is

more effective when the students are engage with the lesson rather than a passive

process. It is in this context that the researcher was interested to conduct a study on

Game-based strategy in teaching subject-verb agreement.

Conceptual Framework

Game-based Strategy - First Trial Run Grammar

(Experimental Group) Competence
-Second Trial Run

Implications
Pretest Posttest on Grammar
Competence

Chalk Talk Strategy - First Trial Run Grammar

(Control Group) Competence
-Second Trial Run
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Figure 1. the Conceptual Framework of the Study

The conceptual framework of this study is illustrated in Figure 1.

As shown in the figure, the study employed experimental inquiry in assessing the

effectiveness of the use of game-based strategy as compared to the chalk-talk method

in teaching English grammar particularly in subject-verb agreement.

The researcher will employ the game-based strategy in teaching subject-verb

agreement to the students who belonged to the experimental group. The researcher will

utilize the chalk talk strategy in teaching the same lesson to the student in control group.

The two groups will undergo pretest and posttest in the first trial and second trial

runs. Pretest will be conducted to determine the level of grammar competence of the two

groups before the researcher will teach the lesson using game-based strategy and chalk

talk strategy. Posttest will be given to find out the level of grammar competence of the

two groups after they are exposed to the game-based strategy and chalk talk strategy in

teaching. The implications of the game-based strategy will be made base on the result of

this study.

This study is anchored on the concept of constructivism theory of Jerome Bruner.

A major theme within the theoretical framework of Bruner is that learning is a vigorous

method during which learners construct new concepts or ideas based mostly upon their

current/past information. The game-based strategy is an active learning strategy. Game-

based strategy helps the students to build an emotional connection to learning and

subject matter. It also provides opportunity for feedback and practice of the lesson.

Statement of the Problem

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This study will be conducted to find out the effectiveness of the use of game-

based strategy in developing the grammar competence of the students in Dumingag

National High School, Lower Landing, Dumingag, Zamboanga del Sur during the school

year 2018-2019.

Specifically, this study will aim to answer the following questions:

1. To what level is the grammar competence of the students of experimental group

and control group as it will reveal by the pretest and posttest of the trial run?

2. Is there a significant difference in the levels of grammar competence of the

students between the experimental group and control group as it will reveal by

the pretest result in the first trial run?

3. Is there a significant difference in the levels of grammar competence of the

students between the experimental group and control group as it will reveal by

the posttest result in the first trial run?

4. What are the implications of the study to the grammar teaching strategy?

Hypotheses

The following hypotheses will test in this study using the 0.05 level of significance:

1. There is no significant difference in the levels of grammar competence of the

students between the experimental group and control group as it will reveal by

the pretest result in the first trial run.

2. There is no significant difference in the levels of grammar competence of the

students between the experimental group and control group as it will reveal by

the posttest result in the first trial run.

Scope and Limitations of the Study

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The scope and limitations of this study will involve the following parameters that

will be projected to establish the vast area of educational research.

Subject Matter. The study will aim to determine the impact of game-based

strategy in developing the grammar competence of the students. The study will solely

focus on the subject-verb agreement as one of the competences in the grade 7 students.

Research Environment and Timeline. The study will be conducted at Dumingag

National High School, Lower Landing, Dumingag, Zamboanga del Sur during the third

quarter of school year 2018-2019.

Research Subjects. The research subjects of the study will be the 60 Grade 7

students of Dumingag National High School.

Research Design. This study will utilize the experimental type of research as the

main method of generating the necessary data.

Research Instruments. The study will use a questionnaire on grammar

competence specifically on the subject-verb agreement during the first trial run both

pretest and posttest. The research instrument will determine the level of grammar

competence of the students in the control and experimental group before and after

teaching the grammar instruction.

Statistical Treatment. The study will apply the descriptive and inferential statistics

in analyzing the data gathered. Specifically, it will utilize mean and mean percentage

scores and independent samples T-test.

Significance of the Study

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This study will be significant in its capability to bring to public knowledge the most

direct concern about the level of the grammar competence of Grade 7 students.

Specifically, the study will benefit the following individuals who shall have the

privilege to use the generated data basis in improving students’ learning.

Grade 7 Students. The finding of the study will expose them to different teaching

methods for the enhancement of their grammar competence and it will help the students

to be more motivated to learn English grammar.

Teachers. This study will be beneficial to the teachers because they will be able

to develop teaching strategies that will involve and engage the students in the teaching-

learning process.

School Administrators. This study will be significant to school administrator

because their role in educational system is to promote academic performance and

provide support in all activities that will increase the capacity of school to respond to

diversity and to challenges faced by their student and teachers.

Other Researchers. The result of this study will serve as reference to other

researcher in their desire to have a deeper study related to game-based strategy in

teaching.

Definition of Terms

To facilitate better understanding and reference of the terms that will be used in

this study, the following are hereby defined conceptually and operationally:

Game-based Strategy. This is an active teaching strategy that utilizes games and

simulation as part of the instruction.

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Active Learning. Is an instructional method that engages students in the learning

process. This strategy requires students to do meaningful learning activities and think

about what they are doing.

First Trial Run. This is the first round of test on the effectiveness of the two

methods of grammar instruction. It starts with the execution of the two lesson plans on

teaching grammar and it ends with a posttest.

Second Trial Run. This is the last round of test on the effectiveness of using

game-based and chalk talk strategies in teaching a short story to determine the students’

level of grammar competence. It begins with the teaching of subject-verb agreement

using two different strategies and ends with a test using the questionnaire.

Posttest. This will be administered at the end of the first trial run to determine the

grammar competence of the students after their exposure to the two methods of

grammar teaching strategy.

Pretest. This test will be given to the students of the two groups before they will

be exposed to the two methods in teaching grammar.

Grammar Competency. It refers to the quality of having great facility and

competence in grammar.

Grammar. This refers to the structural rules governing the composition of

clauses, phrases, and words.

Structure of the Thesis

The thesis will have five chapters which will be discussed comprehensively

according to its content.

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In chapter 1 there is the introduction, perspective of the researcher, the

statement of the problem, significance of the study, scope and limitations, definition of

terms and structure of the thesis.

Chapter 2 will present the review of related literature that will relate the problem

of the study. It will provide the different ideas to show the different situation concerning

the problem. It will also discuss on the different ideas of the author to which the problem

is described.

Chapter 3 will discuss the research methodology. It will also elaborate and

explain the research design and the research methods that will be used in gathering the

data.

Chapter 4 will present the analyses and interpretation of data. It will also present

the individual responses of the game-based strategy and the data collected will be

interpreted based on analyzing their ideas. Tabulation will be done.

Chapter 5 will show the summary, conclusion and implication of the study. The

summary is the consolidation of data gathered that states the answers of different

individual. In this chapter conclusion and implication will be made based on the gathered

data. This chapter will show the result of the study.

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Chapter 2

Review of Related Literature

This chapter presents literature and studies related to game-based strategies,

chalk talk method and grammar competence of the students, which will be the bases for

the interpretation of data that shall be gathered later.

Game-based Strategies

Game-based learning is a type of game employed in teaching that focuses on the

learning outcome in order to have an effective learning in teaching (Liang, et al., 2010).

The purpose of the game-based learning is to improve the self-confidence and problem-

solving skills of the learners. Game-based learning can be digital and non-digital game.

Game-based learning is an interactive and cooperative engagement of

great learning into a newly-emerging and highly-exciting medium (Prensky, M.

&Prensky, M., 2007). They further specify that, utilizing games in

teaching will produce an active atmosphere useful for the students in learning English

grammar effectively, because it helps forestall fatigue and tedium. The design process

for learning in game-based strategy involves balancing the need to cover all the subject

matter at the same time prioritizes the game play.

Game-based learning and gamification are not identical. Though every of

those ways has the potential to invigorate learning, game-based learning and

gamification are totally different approaches to teaching, learning, and assessment.

Game-based learning involves the player learning or reviewing content or developing

skills as they play a game. However, gamification or gameful style involves the

utilization of play components in a very non-gaming state of affairs (Schaaf, R., 2016).
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Game-based learning is usually assumed to be digital (or computer-mediated).

However, there are many educational games available which do not require a computer

host. Non-digital game-based learning has many advantages over digital game-based

learning, including: cost effectiveness, low administrative overhead, it demands few

prerequisite skills, and provides opportunities for enhanced social interaction.

Consequently, it places much lighter burdens on teachers and learners in terms of

resourcing, skills development and the like. However, non-digital games are

unfashionable: they often considered inappropriate for higher educational teaching aids

for adults, and they are perceived to be relatively unsophisticated (Naik, N., 2014)

The game to be employed in the experiment group is based on the concept of

the Amazing Race Game. The objective of this game is to develop the critical thinking

skills and interpersonal communication of the students while they will learn the subject-

verb agreement. This game is an activity composed of teams in which they will strive to

arrive at the “pit stops”. The clues provided during each stops will lead the teams to the

next destination or instruct to perform a task. Obviously, the tasks to be performed are

all related on the lesson which is the subject-verb agreement. The first team who will

arrive on the finish line will get a reward.

The inclusion of the above literature allows the researcher to have better

understanding of the importance of Game-based Strategy which is a salient concept of

the study.

Chalk Talks Strategy

A talk could be a silent activity that has all students the chance to replicate on

what they grasp, and so share their thinking and wonderings whereas connecting to the

thoughts of their classmates (Connel, G., 2016).

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Chalk Talks provide a forum for introverted or hesitant students to share their

ideas with peers. It also works very well to engage the students to the lesson and

promote independent thinking. This strategy helps to expose the students to the different

ideas and perspectives and encourage problem-solving.

The literature about chalk talk strategy is included to in allow the clear

differentiations between the game-based strategy and the chalk talk strategy.

Grammar Competence

Grammatical competence is the speakers’ knowledge of the forms and meaning

that exist in grammar, and a theory-based knowledge of how to apply them in the real

situation (Askeland, E, 2013). Moreover, this type of knowledge is reflected in the

grammar rules.

Grammar can be viewed as knowledge and ability (Richards, J. & Reppen, R.,

2014). When viewed as knowledge, the rules for sentence formation are considered as

the main focus. On the other hand, when as ability, the focus is on how grammar is

applied as a resource in the creation of spoken and written texts.

It can be assumed that the grammatical competence in the context of learning a

foreign language is a set of theoretical knowledge (rules) and language skills that are

necessary and sufficient for students to construct correct sentences, to understand

them, to monitor grammatical errors, to pass judgments about right and wrong linguistic

forms, and to perform language testing tasks.

Cognitive model of grammar competence allow the students to clearly grasp the

nature of grammar knowledge (Millrood, R., 2014). The cognitive model of grammar

competence shows what components are needed for the students’ to know how an
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English sentence is grammatically organized. This makes cognitive model of grammar

competence of students a useful tool for students in learning well the English subject.

Enhanced communication skills entail a high degree of grammatical ability.

Communicative proficiency involves information and application of grammar and use of

acceptable vocabulary of the language to convey meanings during a socially acceptable

approach. This is often explains why grammar teaching is taken into account imperative.

Grammar is the foundation of English language. English especially as a second

or a foreign language is not acquired naturally; instruction and structured learning are

important. Through grammar, an ESL learner learns how to operate at the sentence

level and studies the governance of the syntax or word orders that are the rule of the

game in the language. While, it is argued that some learners ‘notice’ grammar rules and

logic naturally, yet it cannot be denied that if one hopes to acquire and use English

language accurately and fluently, grammar learning is necessary.

The inclusion of grammar competence gives light to the discussion of Game-

based Strategy in teaching English grammar.

Based on the review of related literature, it has been found that there is a dearth

of materials related to the relationships of the three variables. Hence, this study is

proposed to focus on the relationships of variables 1 and 2 to variable 3 in Dumingag

National High School, Dumingag, Zamboanga del Sur.

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Chapter 3

Research Methods

This chapter presents the research methods of the study. It includes discussion

on the research design and research methods covering the research environment,

research subjects, sampling techniques, instrumentation, data gathering techniques, and

statistical treatment.

Research Design

This study is a qualitative research using an experimental research design where

it is about to determine the effectiveness of the use of the game-based and chalk talk

strategies in teaching English grammar particularly the subject-verb agreement.

Experimental research is the best quality level of research (Hall, 2017). This

method has to groups of subjects: an experimental group and a control group. The

experimental group deliberately imposes a treatment, program, or intervention of

interest. The researcher then measures the difference between the two groups on a

particular outcome.

This study will make use of the experimental design in determining the

effectiveness of game-based strategy in teaching English grammar particularly the

subject-verb agreement. The research participants of this study will be grouped into two,

the experimental group and the control group. Students who will compose in the

experimental group will be exposed to game-based strategy in teaching subject-verb

agreement. On the other hand, those who will comprise of the control group will be
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exposed to traditional strategy in teaching English grammar particularly on the subject-

verb agreement.

Research Environment

This study will be conducted in Dumingag National High School, Lower Landing,

Dumingag, Zamboanga del Sur.

Dumingag National High School has two campuses, namely; Campus A and

Campus B. Campus A is the main campus of Dumingag NHS where this study will be

conducted. It is located at Lower Landing, Dumingag, Zamboanga del Sur which is one

(1) kilometer away from the municipality proper. This campus caters the grades 7 and 8

as well as the Science Curriculum.

Campus B is located at Lower Landing, Dumingag, Zamboanga del Sur which is

three (3) kilometers away from the town proper. It caters the grades 9 and 10 as well as

the Senior High School.

Dumingag NHS is under the administration of a Secondary School Principal II.

He is aided with an Administrative Officer II, Assistant Administrative Officer II and a

Head Teacher IV. The said school has two (2) guidance counselors, 80 Junior High

School teachers and 17 Senior High School teachers, a total of 97 teachers.

The students’ population is most from Subanen tribe. As regards to the the

research participants, most of them belong to the lower class where there is a little or no

access to technology.
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Figure 2. Map of Dumingag, Zamboanga del Sur

Research Participants

The research participants of the study will be the Grade 7 students of Dumingag

National High School. The total number of research participants of the study is 100.

To ensure that both experimental and control group have equal distribution on

the types of learners, the researcher will identify the level of the participants through their

grades reflected from their SF 10. The grades will be identified based from the given

bracket: 95%-100%, fast; 85%-94%, average and; 75%-84%, slow.

Table 1. Level of learning of the research participants

Types of Learners Control Group Experimental Group

Fast
Average 13 13
Slow 32 32
Total 50 50
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Sampling Techniques

This study will use the random sampling technique, utilizing the 100 students as

samples out of the 670. These 80 will be divided into two; thus 50 respondents will be

assigned to each group representing the ideal number of one section.

In selecting the student participants for the experimental and control group, the

researcher will rank the entire 100 students based from their average grade in English.

All student-participants with the odd – numbered ranks composed the experimental

group while those who will have the even – numbered ranks constitute the control group.

Instruments

In conducting this study, the researcher will use four lesson plans. Two lesson

plans will be utilized in the experimental group for the first and second trial run. The

other two lesson plans will be used in the control group for both first and second trial run.

This study will also use two questionnaires in measuring the level of grammar

competence of the students before and after they will be exposed to the two strategies of

teaching English grammar. Each questionnaire will consist twenty (20) items with four

choices marked A, B, C, and D. The 20 questions were divided into the level of the

cognitive domain - knowledge, comprehension, application, analysis and synthesis. The

hypothetical mean range of the questionnaire is as follows: Mastered, 96% - 100%;

Closely Approximating Mastery, 86 - 95%; Moving Towards Mastery, 66 - 86%; Average,

35 – 65%; Low, 15 – 34%; Very Low, 5 – 14% and; Absolutely No Mastery, 0 – 4%.
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Data Gathering Techniques

The researcher will follow the necessary steps in gathering the necessary data

for the study. First, the researcher will asked permission from the Schools Division

Superintendent to conduct the study in Dumingag National High School which is situated

at Lower Landing, Dumingag, Zamboanga del Sur. When the permission will be granted,

the researcher will ask permission from the School Principal to conduct the study in the

said school and set a scheduled date for the conduct of the study.

As a necessary preliminary of the research, an orientation will be conducted to

inform the students on the purpose of the study as well as their roles in the study.

Students will be asked if they will agree to be the participants of the study. After they will

understand the purpose of the study and upon agreement on their roles in the study, the

lesson plans will be implemented and questionnaire will be administered following the

pre-scheduled date.

The first trial run will be conducted by the researcher on the same day for both

the experimental and control group. The pre-test will be administered on the same day

for both the experimental and the control group. The conduct for both groups will end

with s\the administration of posttest.

The second trial run will be conducted three days after the conduct of the first

trial run. The conduct of the experimental and control group will also be done on the

same day. Both will start with a pretest, to be followed with the teaching of subject-verb

agreement with the use of lecture method. The conduct in both experiment and control

group will end with the administration of the posttest.

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After the gathering of the test result, the researcher will conduct the tabulation,

assessment, analysis, and interpretation of data.

Statistical Treatment

The study will employ the descriptive and inferential statistics in treating the data

to be gathered in this study – descriptive statistics the mean percentage score, which will

use in measuring the level of grammar competence of the two groups of the students in

the pre-test and posttest in the first trial run; inferential statistics using the T-test will spell

out the difference between the differences of students’ level of grammar competence.

Processing of data will be done on the computer using the software for Special

Package for Social Sciences (SPSS), for more reliable and accurate results.

Ethical Considerations in Research

The researcher will made it clear to the participants that their participation as

respondents of the study is not forced but they will be requested to participate in their

own free will. Furthermore, they will be given an assurance that this experiment will not

harm them in any form and that the result of the experiment will be made confidential.

The researcher will highly honor the ethical considerations of this study.