AN ANALYSIS ON THE IMPLEMENTATION OF CLIMBING

GRAMMAR MOUNTAIN GAME IN TEACHING

GRAMMAR TO THE EFL STUDENTS

Ni Komang Widya Astari1, Jamiluddin2

Nikomangwidyaastari@gmail.com

English Education Study Program, Language and Art Education Department,

Teacher training and Education Faculty, Tadulako University

ABSTRACT
This research was conducted through Library Research. The objectives of this
research are to investigate the steps of five previous studies on the implementation of
Climbing Grammar Mountain Game in teaching grammar and to explain the reasons
of the effectiveness of the game to the EFL students. The data sources were taken
from paper written by Gunn and McCallum (2005) as a primary data and Handayani
(2015), Talim (2016), Asnira (2017), Puspita and Fauziah (2018) and Febriza (2019)
as the secondary data. The result showed that the Implementation of Climbing
Grammar Mountain Game consist of 5 steps. 1) Teacher draws vertical lines on the
board. 2) He divides each line into 10 segments. 3) Ask students get into teams of
three till five students. 4) He gives correct sentences that are easy to identify and ask
each team how many vertical feet they are willing to award it. 5) He gives them
incorrect sentences. If they cannot recognize the error, they would have to go back
down. Meanwhile, if they can identify the error, they can stay on their place. Four
researchers followed all steps which produce Gunn and McCallum, except Asnira.
She added an activity, namely asked students to change sentences into affirmative,
negative, and interrogative form. It helps students focus on the construction of
sentences. Based on the second research question, it was found that the ability of the
EFL students’ grammar mastery improved after the implementation of Climbing
Grammar Mountain Game in the classroom. It gives more practice and encourage
students to think critically in learning grammar. Besides it motivated students to be
active in the teaching and learning process. It can be concluded that the
implementation of Climbing Grammar Mountain Game is effective to teaching
grammar.
Keywords: Grammar, Climbing Grammar Mountain Game

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INTRODUCTION
Grammar is one of the language components. Grammar is a set of rules that
allows learners in combining words into a meaningful sentence. Derewianka (2014)
state that grammar as a way of describing how language works to make a proper
meaning. The role of grammar has become a major part of language that leads
learners to produce grammatical sentences. By having a good understanding in
grammar, the learners will be able to develop their language skills.
Mastering grammar is important for learners. For instance, in listening and
speaking, grammar plays a crucial part in grasping what they are listening and
expressing spoken language. In reading, grammar recognizes learners to understand
sentences that are interconnected in a paragraph. In the context of writing, grammar
guide learners to share their thought in written form with readable sentences.
Teaching grammar can either be integrated with teaching other skills or taught
in isolation. A language teachers need to pay attention to the appropriate methods and
materials of grammar learning since the primary purpose of having grammar
instruction in foreign language learning is to have sufficient grammatical competence
to support communicative competence. At schools, grammar is not taught in
isolation.
However, many students find grammar, particularly tenses difficult to learn.
The students get difficulty in distinguishing among the form of verbs. Furthermore,
they are confused in applying the rules of tenses. In addition, technique the teachers
use in teaching tenses is monotonous. As a result, the students are less interested in
learning grammar. For that reason, teachers should find creative and appropriate ways
in teaching grammar so that the students will get better understanding and participate
actively during teaching and learning activities.
In connection with the issues above, games can be a good option since games
make classroom more enjoyable. Yolageldili and Arikan (2011) state that play games
while learning will provide enjoyment and relaxation. Among all games in EFL
classroom, Climbing Grammar Mountain is reliable. Gunn and McCallum (2005)

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state that Climbing Mountain Game helps learners in improving their understanding
of grammatical usage and supporting them to learn cooperatively. Using Climbing
Grammar Mountain game in teaching grammar gives many advantages. It encourages
students to find grammatical features in a text, stimulates their motivation in learning
grammar, and kills their boredom (Kartina and Sunaryo, 2014).
There are some procedures to play this game. It is clearly stated by Gunn and
McCallum (2005:39:40) as follows:
1. Draw vertical lines on the blackboard or on an overhead transparency.
2. Divide each line into 10 segments to represent vertical feet.
3. Ask students to get into team which consist of 3-5 students in each team. Asks the
students a number of vertical feet (up to 20 feet) they are willing to award to it.
4. He gives them wrong sentences. If they cannot identify the errors of the sentence,
they would have to go back down the mountain as much as they had given vertical
space. Meanwhile, if they can identify the errors and not stake the vertical foot on
it, they can stay on their place.
Applying Climbing Grammar Mountain in teaching grammar is apparently
effective. For instance, a study of Safitri (2005). She conducted her research to the
grade eight students at MTs Yaspia Ngroto. In the teaching and learning process, the
researcher explained about simple past tense. After that, she explained to the students
what CGM itself. When implementing the game, it made a positive advance. The
students could be active. It could increase students’ enthusiastic. The students work
hard to understand the material in order to win the game. Their competence in using
simple past tense also can be increased. The researcher concluded that Climbing
Grammar Mountain is effective in teaching simple past tense.
Based on findings of previous study, it can be concluded that Climbing
Grammar Mountain successfully improves students’ mastery on simple present tense.
It is due to the flexibility of the game itself, in which it can be adapted to the unique
needs of different classrooms. Furthermore, it promotes learning opportunity and
enthusiasm for the learners. Therefore, the research questions can be formulated as

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follows: How to apply Climbing Grammar Mountain Game in teaching grammar and
why is the game effective in improving grammar mastery of the students?

RESEARCH METHODS
In this research, the researcher used qualitative research, which applied library
research method. Two types of data were collected through this study, namely
primary and secondary data. The primary data was taken from a paper written by
Cindy Gunn and Ann McCallum (2005). Both are the proponents of Climbing
Grammar Mountain Game, while the secondary data was gained from some
documentation such as journal articles and skripsi. The data from the studies
conducted by Handayani (2015), Taslim (2016), Asnira (2017), Fauziah and Puspita
(2018) and Febriza (2019). Both the primary and secondary data found in the internet.
In order to analyze the data obtained from primary and secondary sources, the
researcher used content analysis method. Content analysis is a research method
applied to written materials for the purpose of identifying specified characteristics of
the materials. According to Sugiono (2016), there are three steps in analyzing the data
in qualitative research as follows:
1. Data Reduction
According to Sugiono (2016) data reduction refers to the process of selecting,
simplifying, and focusing on the things that is essential. Data reduction is
needed to make the data clear and easy to be used. In reducing the data, the
researcher focused on research questions, which are about the steps and the
effectiveness in implementing Climbing Grammar Mountain Game to the
EFL Students.
2. Data Display
Data display means the process to organize information that leads the
researcher to draw conclusion. In displaying data, the researcher described
data that have been reduce into sentence form. Data display is design to
combine information that is arranged in a coherent and easily accessible form,

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 Sugiono (2016). Data display helps us to comprehend what is happening and
what has been understood.
3. Data Verification
Data verification presented the conclusion from the data which the
researcher has been collected. The researcher interpreted the content of data
display analysis. Thus, through the data verification the researcher has
possibility to establish the conclusion to get answers the research questions or
problem from the research that is done.

FINDINGS AND DISCUSSION

Before analyzing the data, the researcher selected the data that have been
collected. She selected the data by reading whole data carefully. The data which is
not containing information about the research problems are omitted. In other word,
the relevant data were analyzed while the irrelevant data were omitted. The data are
used in this research are primary and secondary data. The primary data was taken
from a paper written by Cindy Gunn and Ann McCallum in 2005 with the title
Climbing Grammar Mountain: An Interactive Learning Experience, while the
secondary data were journal articles and academic writing, namely Handayani (2015),
Taslim (2016), Asnira (2017), Puspita and Fauziah (2018), and Febriza (2019).

The objectives of this research are to describe the procedures of teaching

grammar using Climbing Grammar Mountain Game and to explain the reasons for the
effectiveness of applying Climbing Grammar Mountain Game in teaching Grammar.

First, the researcher analyzed the primary data. Then the findings as follows:
As an essential part of language, grammar should be mastered by students.
Mastering English grammar can help students construct sentences meaningfully and
grammatically, so that they are able to use English well. However, grammar focus is
challenge of teaching methodologies. An informal survey conducted by Gunn and
McCallum (2005) indicated that when teacher taught with lecturing method, the

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students were not interesting. They gave comments such as “suffering,” “boring,”
“complicated.” The students were more responsive if the teacher changed the method
he or she was used to teaching grammar.
Games is one of the methods that teacher can apply in teaching grammar. It
can avoid students’ boredom and encourage them to be active during teaching and
learning process. Gunn and McCallum introduced a game called Climbing Grammar
Mountain in 2005. Gunn and McCallum (2005: 14) state, “Climbing Grammar
Mountain Game is a game providing a way to address grammatical usage and
sentence construction in such a way that the target structure is being reviewed and
reinforced in an interesting and engaging manner.” In implementing this game, the
students try to analyze the structure of sentences. Besides, they learn from others
through peer review, team work, and group discussion.
The strength of Climbing Grammar Mountain Game is in its flexibility. It can
be implemented for all levels of learners. In other words, the learners can be from the
beginner level and advanced level. Moreover, in this game the teacher can provide
grammar instruction that guide students in their attempt to identify and correct
problem in sentence structure and usage. For instance, a teacher who sees many
students are writing sentences containing misplace modifiers can present a mini
lesson. This concept is using examples from their own sentences.
Second, the researcher analyzed the secondary data. The researcher found that
from five previous studies, there are four researcher adapted procedures provided by
the proponents of the game and one of them adopted the procedures. The four
researchers did the procedures. First, draw vertical lines in the blackboard. Then,
divide the line into many segments to write the points that the students get. Next, ask
students to make team which consist of three till five students. Last, Give the students
correct sentences that are easy to be identified by them. The teacher gave a chance for
each team to take many feet. Finally, he gave students incorrect sentences. If they can
recognize the error, they can stay in their place. In contrast, if they cannot identify the
error, they have to go back down.

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 In applying her research, Asnira changed the constructions. She did not ask
students to recognize sentence which one is correct and which one is incorrect. She
asked students to take a sentence to the teacher. If they got incorrect sentence, they
should identified the error. If the students got correct sentences, they should change
the sentences into affirmative, negative, and interrogative form. This activity was still
effective because it made students focus on the sentence construction.
In applying Climbing Grammar Mountain Game in teaching grammar, all the
researchers have different ideas. Handayani (2015) mentioned that the game was
effective due to the teamwork. Working together in groups allows students to explore
complex tasks and help them overcome problems in learning. Tuan and Doan (2010)
state that games emphasized to encourage students in team works in which they have
to try their best to do the task or to code any requirements given in the games for their
team spirit.
Asnira (2017) found that applying Climbing Grammar Mountain Game was
effective because it made the students review the material that the teacher had been
explained. By reviewing, it enhances students’ learning ability from individual or
group experience. It allows students to become more independent and more capable
of self-development. Widiawati (2019) state that by doing a material review, it can
improves students understanding about the topic. Besides, help them maintain that
understanding in long term memory.
Furthermore, Puspita and Fauziah (2018) noted that Climbing Grammar
Mountain Game develops students’ creativity. When playing the game, the students
were expected to think fast to analyze and correct the sentence structure. This
supported the students to become creative learners. Wafi (2019) asserts that the use of
games in classroom instruction is able to encourage students’ self-directed learning,
increase their creativity in understanding a lesson because they are learning by doing.
In addition, Taslim (2016) indicated that by implementing Climbing Grammar
Mountain Game the students got more practice on topic discussed. Yolageldilli and
Arikan (2011) state that games provide students with an opportunity to practice

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grammatical rules and formula by presenting them in a communicative way. Asking
students to memorizing grammar rules does not give students real world experience
in using grammar. Ibrahim (2016) adds that using grammar games makes students
use their grammar in a real world context. Using these rules in context can help
strengthen their understanding of grammar rules.
Similarly, Febriza (2019) reported that the implementation of Climbing
Grammar Mountain Game gives positive effect on students’ grammar mastery. It
provides students a chance to practice grammar communicatively. As a result, the
students get both grammar and communicative competence. Ibrahim (2016) argues
that with the help of grammar games, students can develop their ability in using
language as they are given a chance to use language in the situations which have a
purpose.
After analyzing many studies above, the researcher concluded that applying
Climbing Grammar Mountain Game can affect the affective and cognitive domains of
the students. For instance, in affective domains the students are encouraged to be
active and in the classroom. Unconsciously, it decreases students’ anxiety during the
teaching learning process. Hence, they enjoy and feel happy in the teaching learning
process. In the cognitive domains, games gave positive contribution in improving
students’ grammar mastery. Due to less of anxiety, the students try to elaborate their
ideas and think critically to solve specific issues. Therefore, the students achieve the
learning goals with an enjoyable process.

CONCLUSION
Based on the findings from the studies conducted from 2010-2020, it is found
that Climbing Grammar Mountain Game is an interactive way that is effective in
improving students grammar mastery. There are many steps in implementing this
game such as the teacher sketch four vertical lines on the backboard, separate each
line into ten segments, divide students into teams, and give them correct and incorrect
sentences to be identified. It is an interesting way for students since it is providing

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motivation for them to learn grammar. Nevertheless, in applying this game, the
researchers can modify the steps depending on the materials and the situation of the
class. Thus, the ability of EFL students in grammar was improved. It was influenced
by the benefits of this game, such as encourage students concentrate to the lesson
presented by the teacher, engage them to work cooperatively and decrease their
anxiety and boredom in teaching and learning process.

ACKNOWLEDGEMENTS
In completing this research, the researcher would like to propose deepest
appreciation to her supervisor, Jamiluddin for his support and suggestion towards the
revision of this skripsi. Also, thanks are addressed to Konder Manurung and Anjar
Kusuma Dewi for their great guidance and suggestion.

REFERENCES
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through Climbing Grammar Mountain. English Language Teaching Society
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Derewianka, B. (2014). Supporting students in the move from spoken to written

language. In Englishes in multilingual contexts (pp. 165-181). Springer,
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trough Climbing Grammar Mountain Game of Grade Eight at SMPN 1
Percut Sei Tuan (Doctoral Dissertation, Universitas Islam Negeri Sumatera
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Ibrahim, N. (2016). Games for Teaching Grammar to Young Learners. Indonesian
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