THE IMPLEMENTATION OF GAME-BASED LEARNING IN IMPROVING THE

GRAMMAR MASTERY OF FIFTH GRADERS OF SD MUHAMMADIYAH NITIKAN IN

THE ACADEMIC YEAR OF 2022/2023

CLASSROOM ACTION RESEARCH

S1 THESIS

By

Nugraisyah Ika Mayori

1900004065

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS AHMAD DAHLAN

YOGYAKARTA

2022/2023
 TABLE OF CONTENT
TABLE OF CONTENT...........................................................................................................ii
CHAPTER I INTRODUCTION..............................................................................................3
A. Background of the Study...............................................................................................3
B. Identification of the Problem.........................................................................................5
C. Delimitation of the Study..............................................................................................6
D. Formulation of the Problem..........................................................................................6
E. Objectives of the Study.................................................................................................6
F. Significance of the Study..............................................................................................6
CHAPTER II LITERATURE REVIEW..................................................................................9
A. Theoretical Review.......................................................................................................9
B. Reivieiw of Preivious Studieis......................................................................................13
C. Conceiptual Frameiwork..............................................................................................14
CHAPTER III RESEARCH METHOD.................................................................................17
A. Reiseiarch Seitting........................................................................................................17
B. Reiseiarch Subjeict.......................................................................................................18
C. Reiseiarch Instrumeint..................................................................................................18
D. Data Colleicting Teichniqueis......................................................................................19
E. Data Analysis Teichniqueis.........................................................................................20
F. Reiseiarch Proceidurei..................................................................................................20
G. Indicator of Succeiss....................................................................................................24
REIFEIREINCEIS...................................................................................................................25
APPEINDIX...........................................................................................................................27

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 CHAPTER I

INTRODUCTION

This chapter presents the background of the Study, identification of the problem,

delimitation of the Study, formulation of the problem, objectives of the Study, significance

of the Study, and operational definition.

A. Background of the Study

Grammar is a language system that must be taught to the language learner. Sometimes,

people speaking do not need Grammar more, but it is required to tell and describe the proper

procedures. (Silalahi, 2019) stated that the role of Grammar in learning and teaching English

has become critical, especially for English teachers. In Indonesia, we often allow the

Language to be understood because they cannot necessarily be correct and do not like to be

corrected in terms of Language because English in Indonesia is still a foreign language.

(Albaniyah, 2016) One of the efforts to improve English language skills in Indonesia is

introducing English language learning to children from elementary school, especially for the

upper classes.

Teaching English Grammar can be challenging for teachers and students because the

Ministry of Education and Culture abolished compulsory English subjects at the Primary

School level in the 2013-2014 school year. According to (Sya & Helmanto, 2020), the goal is

for elementary school students to improve their mastery of Indonesian skills. Even though

English is a subject that is easy to understand if applied early, this does not significantly

influence the process of mastering the Indonesian Language. According to (Pinter, 2017),

English education is essential for children's primary education as a provision to learn English

to the next stage or level so as not to be left behind because of the modern era of

globalization.

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 Most students think that learning English; especially Grammar is tedious and

confusing. It has many rules that the students should understand (da Maaliah & Muhyiddin

Aziz, 2018). Based on the argument, they have low motivation to learn English, especially in

learning grammar. Because of that, Teaching grammar must be different from teaching high

school students for young learners. The activities of teaching English to young learners in

Elementary Schools should be based on the teaching of English that is fun and exciting for

young learners. Teaching English to young learners is accentuated in teaching vocabulary,

but Grammar is an essential part of teaching. In the elementary school syllabus component at

SD Muhammadiyah Nitikan, students are focused on developing students writing skills

starting from words and phrases and continuing to sentences and paragraphs. One of the

targets of schools in English language learning, including vocabulary and Grammar, is that

students can write and speak in English well. The student still needs to master writing skills

to prepare for higher education. (Fithriani, 2018) means that without Grammar, we will find it

difficult to develop language skills such as writing, speaking, reading, and listening. There

are some grammar topics students must master, like parts of speech, stating capability, and

constructing WH-how questions. WH-question is chosen as one of the ways to approach the

students and help them improve their writing and structure performance.

A game is an appropriate technique for the teacher to teach grammar (Eltahir et al.,

2021); as cited by (Bado & Franklin, 2014, games can potentially improve foreign language

education in various areas, such as listening and speaking. As we all know, children love

games. Games have a unique role in any foreign language teaching program because they

facilitate foreign language learning, especially for young learners. A good teacher must be

aware of it to consider how best to teach them. Moreover, young learners of English are

young learners who learn English. They are elementary school-aged children who receive

English lessons as part of their school's local content (Utami & Anggani L. Bharati, 2020).

4
Before incorporating game-based learning into English lessons, teachers must determine what

interests and motivates them. Teachers can create exciting and motivating English classes by

understanding what our students are interested in (Saputra et al., 2021). As a result, teachers

must not view games as time fillers or recreational tools but instead incorporate them into

their foreign language teaching program. English language teaching and learning have

become much more demanding for teachers and learners since the introduction of

communicative language teaching, just like any other innovation that poses challenges to its

users.

According to (Ari Satria, 2020), the grammatical issue must be solved by approaching

students with games. An attractive and fun game can melt the class and help the student have

fun with grammar. Using the game-based learning method, teachers can present educational

games to make learning more enjoyable. Furthermore, as existing information and

communication technology advances, teachers can use educational games based on web

applications. When selecting a game to use, the teacher can tailor it to the material to be

presented.

Based on the ideas and phenomena discussed above, the researcher decided to make a

game to help students enjoy learning English grammar and observe students' grammar

mastery by using the Board game and flashcards.

B. Identification of the Problem

Several factors affect students' lack of understanding in learning Grammar in

primary school:

1. The learning media used by teachers has not had the maximum impact.

2. Students tend to be confused because the grammar material is delivered

starting in the fourth grade of elementary school.

3. Learning methods or models have not allowed students to be more active.

5
 4. Some children lack the motivation to learn English, especially Grammar

because it is only a foreign language that is not used daily.

C. Delimitation of the Study

Based on identifying the problems above, this study focuses on using Board

games and flashcards in learning grammar among fifth-graders in the 2022/2023

academic year.

D. Formulation of the Problem

Regarding the background, identification, and delimitation of the previous

problem.

This research question is formulated as follows:

1. How is the implementation of GBL in learning grammar in fifth grade at SD

Muhammadiyah Nitikan?

2. How to increase interest in learning grammar for students by using board

games and flashcards?

3. How do students improve grammar skills by using board games and

flashcards?

E. Objectives of the Study

Based on the formulation of the problem above, the objective of this study is to

obtain evidence about:

1. To describe the implementation of Game-Based Learning in learning

Grammar, especially for WH-Question.

2. To describe the students' impressment in learning grammar.

3. To describe the improvement of the students' grammar mastery.

F. Significance of the Study

In general, the author expects that the results of this study can have the

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following benefits:

a. Theoretically

Theoretically, this Study is expected to provide a valuable and exciting way

to teach Grammar, especially in teaching, by using GBL (Game-Based

Learning), which can provide readers with information and support previous

studies.

4. Practically

a. The English Teachers

This Study is expected to benefit English teachers, especially in improving

teachers' teaching skills through GBL (Game-Based Learning) to give

grammar learning activities that are always interesting and fun, and the

activities have been customized with a 5th-grade syllabus so that the students

do not encounter difficulties when they have to practice learning grammar.

b. The students

This research is expected to attract students' interest to be more motivated

to learn Grammar. Students can have more opportunities to express their

ideas, expand their vocabulary, and improve their understanding of sentence

structure.

c. The school

This study's findings are expected to provide options for learning

approaches to schools to improve the quality of learning English, especially

Grammar, for young learners.

d. The Further Researchers

It is hoped that the results of this study will be used as a reference for further

research or as a starting point for this study to be later developed by other

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 researchers to improve classroom teaching and learning activities. Increase.

B. Operational Definition

An operational definition specifies the constants or properties to be studied to

measure them. The operational definition specifies the procedure for researching and

operating the constant, encouraging other researchers to replicate the findings or

develop better measuring constants.

1. GBL

Game-based learning is a learning method that uses game applications specifically

designed to assist learning(Saputra et al., 2021). Game-Based Learning can be

defined as a learning method that employs games to aid in the learning process, make

learning more enjoyable, and even increase learning effectiveness.

2. Grammar

A grammatical or science that studies the rules or rules in constructing a correct

sentence. The Study of how words are combined to form sentences is known as

Grammar.

3. WH Question

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 CHAPTER II

LITERATURE REVIEW

A. Theoretical Review

Many significant theories from specialists are described in this chapter, and the

approaches are then elaborated as the research’s guide. The focus of the discussion

is on the theoretical framework, which includes the points described below:

1. Grammar

a. Definition of Grammar

These are some definitions of Grammar from some experts. According to

(Lawrence & Lawrence, 2013), Grammar is how to combine, arrange or change

the word to become a good sentence appropriate to the rule and have meaning.

In Grammar, some tenses conclude present, past, and future tense. Those tenses

are formulated by using different forms and verbs. According to (Putra et al.,

2014), Grammar is how a word can change form and combine into a sentence to

express ideas, events, or activities in English. From the definitions above, it can

be concluded that grammar is the study of rules to control the structure of words

and make correct sentences.

2. Teaching English for Young Learners (TEYL)

What is meant by young learners here are elementary school students

between the ages of 6-12 years. They can be divided into two groups: the

Younger Group (6-8 years) and the Older Group (9-12). According to their

grade level, they can be called Lower Classes children, namely 1st, 2nd, and

3rd graders, and Upper Classes students in grades 4, 5, and 6 (Lin & Hou,

2016). Teaching young learners, namely children in primary school, will be

9
 very different from teaching middle-aged children. In this case, all activities

of English teachers in elementary schools should always be based on teaching

English that is fun and exciting for young learners.

3. Game -Base d Le arning

i i i

a. The De finition of Game -Base d Learning

i i i i i

By (Tobias e t al., 2014), Game -Base d Le arning (GBL) re fe rs to a te aching i i i i i i i

approach in which digital and non-digital game s are include d in te aching i i i i

knowle dge and skills. In this te aching approach, game s conve y le arning
i i i i i i

conte nt to le arne rs of e ach subje ct. Although this approach is base d on using
i i i i i i

game s in te aching, it is de signe d to give the le arne rs more fun during le arning
i i i i i i i i i i

and introduce what the y ne e d to le arn to achie ve the le arning goals (Ghazy e t i i i i i i i i i i

al., 2021)

In this le arning, stude nts are re quire d to le arn, but with an approach to play.
i i i i i i

Game s are one of the me dia use d to hone brain skills to re solve conflicts or
i i i i i i i i i

proble ms in-game . Proble ms or dispute s cre ate d in a game are take n from re al
i i i i i i i i i i

life and combine d with the imaginary side . It is inte nde d to cre ate conflict
i i i i i i i i

flows or issue s to be come more attractive to solve . i i i i i i

Game -Base d le arning is le arne r-ce nte re d, as the le arne rs are like ly to be
i i i i i i i i i i i i i i

e ngage d and motivate d to participate in le arning activitie s (Ghazal & Singh,

i i i i i i

2016). In conclusion, using game s in te aching cannot only make le arning i i i i

proce sse s more e xciting but also make the le arne rs be come the ce nte r of
i i i i i i i i i i i i i

le arning, and the y can dire ct the ir Le arning ((E ltahir et al., 2021)
i i i i i I i

b. Characte ristics of Game -Base d Le arning i i i i

The re are some characte ristics of Game -Base d Le arning.

i i i i i i i i

1. The re are challe nge s and adjustme nts: incre asingly comple x challe nge s
i i i i i i i i i i

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 are available , and le arne rs can adjust the difficulty le ve l if ne e de d. In the
i i i i i i i i i i i

game , the re are le ve ls; the highe r the le ve l, the highe r the difficulty.
i i i i i i i i i i i i i i

2. Inte re sting and e xciting: game s can e ngross students in an activity that
i i i i i i

the y unde rstand the ir goals and is re late d to the achie ve me nt of the ir
i i i i i i i i i i

compe te ncie s. i i i

3. Inte ractive : le arne rs inte ract by be aring the conseque nce s of the ir actions
i i i i i i i i i i i

and looking at the ir effe ct on the game s the y play. i i i i i i

4. Fee dback: le arne rs can conclude the fe e dback about how the ir actions
i i i i i i i i i

can cause spe cific e ffe cts. i i i i

5. Social and coope ration: the game must incre ase dialogue and exchange i i i i i i i i

of opinions and knowle dge among playe rs. i i i

6. Conte mplation: le arne rs should be allowe d to e valuate the ir pe rformance

i i i i i i i i i i

and what the y le arne d from playing a game , such as why the y faile d/lost i i i i i i

and how to ove rcome it so that it doe s not happe n again. i i i i

c. The Advantage s of Game -Base d Learning (GBL)

i i i i i

Some e xpe rts have sugge ste d seve ral advantage s of GBL, which the
i i i i i i i i i i

te ache r can conside r while de ciding whe the r or not to imple me nt it. Firstly,
i i i i i i i i i

E asily tailore d to the ne e ds of stude nts. For game s that are playe d physically,
I i i i i i i i i

such as board game s, card game s, or traditional game s, te ache rs can e asily i i i i i i

modify compone nts, obje cts, or how to play the m to suit be tte r the le ve l of i i i i i i i i

unde rstanding, le arning ne e ds, or inte re sts of stude nts. Se condly, Make it
i i i i i i i i i

e asie r for stude nts to unde rstand the le arning mate rial. Game -Based
i i i i i i i i i

Le arning make s it e asy for students to practice the se comple x skills be cause
i i i i i i i i i i

the game provide s an authe ntic e xpe rie nce whe re the se skills can be hone d.
i i i i i i i i i i i i i i

This has also be e n confirme d by a me ta-analysis that colle cte d 20 studie s i i i i i i i

11
 with a total of 1,974 participants, in which the y found that 21st-ce ntury skills i i

improve d we ll whe n traine d with game -based le arning (Mao e t al., 2022). It
i i i i i i i i

me ans whe n the game simulate s a situation or phe nome non the y want to
i i i i i i i i

le arn, students can le arn dire ctly from the ir own e xpe rie nce , making it e asie r
i i i i i i i i i i i

for the m to unde rstand the topic being studie d. A me ta-analysis has also
i i i i i i

re vie wed 30 game -based le arning studie s that found that with simulations
i i i i i i i

like this, stude nts le arn more e ffe ctive ly than if the y consume information
i i i i i i i i i

passive ly, such as liste ning or re ading (Bhuiyan & Mahmud, 2015). Base d on
i i i i

some of the be ne fits liste d above , the te ache r can de cide whe the r or not to
i i i i i i i i i i i i i

use Game -Base d Le arning to te ach E nglish. Additionally, stude nts can
i i i i i I i

practice the ir language skills at the ir curre nt le ve l while improving the ir

i i i i i i i i i

language skills through use or ne ce ssity. i i i i

d. The Disadvantage of Game -Base d Learning

i i i i i

The re is one study that e xplains some of the disadvantage s of game -based
i i i i i i i i i

le arning. Firstly, it re quire s additional me dia. Secondly, The classroom

i i i i i i

atmosphe re ofte n be come s unconducive and re quire s re lative ly much i i i i i i i i i i

le arning time (Pohl e t al., 2009)

i i i

4. Board Game i

A Board Game is a game that has spe cific rule s on the board. Board game i i i i i i

he lps maste r complicate d grammar structure s (Paris & Yussof, 2013). It

i i i i

me ans Board game has manage d to make the stude nts’ atte ntion span
i i i i i i i

longe r and motivate the m to le arn grammar. Grammar board game s

i i i i i

attracte d the stude nts’ atte ntion until the class e nde d and made the m more
i i i i i i i i i i

manage able in le arning E nglish grammar (Fitri Purwatiani, 2020). A board i i i I

game has many compone nts, such as square boards, thick cardboard, cards,
i i i

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 and eve n fabric. Playing board game s can he lp childre n hone the ir
i i i i i i i

proble m-solving skills so that in the future , childre n can think critically and
i i i i

unde rstand how to solve the ir proble ms. Playing board game s can he lp
i i i i i i

childre n hone the ir proble m-solving skills so that in the future , childre n can
i i i i i i i

think critically and unde rstand how to solve the ir issue s (Alvin Supandhi e t i i i i i

al., 2022).

5. Flashcards

Flashcard is a me dia as cards consist of information, such as words or numbe rs, on i i

e ithe r or both side s, use d in classroom instruction or unique study. According to Le wis
i i i i i i

(2015), flashcards have six be ne fits: ine xpe nsive , portable , e fficie nt, making le arning i i i i i i i i i i

more acce ssible , ve rsatile , and offering various study me thods. Flashcard is also
i i i i i i i

attractive , as many flashcards can be use d to te ach and improve E YL writing skills
i i i i i I

(Kusumawardhani, 2020). That's the re ason why re searche rs chose flashcards. i i i i i i

In this study, re searche rs chose board game s and digital flashcards as me dia for
i i i i i i

te aching and improving stude nts' ability to maste r grammar in e le me ntary school.
i i i i i i

Re se arche rs want to cre ate a le arning atmosphe re that is not boring through e xpe rie nce
i i i i i i i i i i i i

by playing, not just re ading books and answe ring workshe e ts all the time . i i i i i i

B. Re vie w of Pre vious Studie s

i i i i

Various e xpe rime ntal re search works have be e n carrie d out in the Departme nt
i i i i i i i i i i i i

of E nglish E ducation to te st the e ffe ctive ne ss of diffe re nt te chnique s and me thods

I I i i i i i i i i i i i

of E nglish language te aching. The re search carrie d out in the De partme nt has be e n
I i i i i i i i i i i i

re vie we d as follows:
i i i

a) The first re se arch that is use d as a re fe re nce is a study e ntitle d by a study

i i i i i i i i i i

was conducte d by (Ari Satria, 2020) (graduate d from the Polite knik Ne ge ri
i i i i i i

Be ngkalis) with the title “The Use of Fix the Mistake Game Book to Improve
i i i i i i i i i

13
 Stude nts’ Grammar Maste ry” The obje ctive of the re se arch was to improve
i i i i i i i i i

stude nts’ grammar maste ry. The diffe re nce be twe e n this re se arch and the re search
i i i i i i i i i i i i i i

conducte d by Ari Satria and the re search of re se arche rs on the subje ct of his
i i i i i i i i i

re se arch. The re se arch was carrie d out among first-ye ar students of MTSM
i i i i i i i i

Pe nyasawan. The similarity of this study is that we use a type of re se arch, name ly
i i i i i i i i

Classroom Action Re search (CAR). The diffe re nce in this study is the instrume nt. i i i i i i i i

This study use s que stionnaire s and inte rvie ws. The study's findings we re only i i i i i i i i

marginally be tte r. It is possible to conclude that the Fix the Mistake Game Book i i i i i i i i

has prove n to be an e ffe ctive me thod of te aching and le arning grammar in the first
i i i i i i i i i

ye ar of MTSM Penyasawan.
i i

The se cond re search study was conducte d by (Ningsi e t al., 2020). The title of
i i i i i i i i

the re se arch is “The E ffe ctive ne ss of Me mory Trick Game in Te aching Grammar.”
i i i i I i i i i i i

re se arch aime d to de te rmine the e ffe ctive ne ss of the Me mory Tricks game in
i i i i i i i i i i i i i i

te aching grammar. The diffe re nce be twe e n the re se arch conducte d by Ningsi C,
i i i i i i i i i i i i

Suadiyatno T, Sandiarsa S. K, and the re se arche rs is the type of re search. The i i i i i i i i i

re se arch was e xpe rime ntal rese arch and the re se arche r use d Classroom Action
i i i i i i i i i i i i

Re se arch (CAR), but the de sign is the same that was use d pre -te st and post-te st
i i i i i i i i i i

de sign. As a re sult of the analysis, it is possible to conclude that the re is a

i i i i i i i

significant diffe re nce be twe e n the grammar score s of stude nts taught by Me mory i i i i i i i i i i

Tricks and those le d by Ve rb Se arch. In othe r words, the Memory Tricks game is i i i i i i i i

he lpful for te aching grammar.

i i

C. Conce ptual Frame work i i

The syste m for organizing the language is its grammar. We can use grammar to
i i i i i i

construct sente nce s, thoughts, and ide as. So te aching and le arning grammar are e ssential.
i i i i i i i i i

14
Grammar challe nge s come in many forms. The most difficult challe nge is whe n E nglish i i i i i i i I

subje cts are only localize d in some e le me ntary schools in Indone sia. In rece nt years, E nglish
i i i i i i i i i i i I

le ssons have be e n abolishe d in some public ele me ntary schools. The abolition of E nglish
i i i i i i i i i i I

subje cts in primary schools is in stark contrast to the phe nome non of the language
i i i i i i

acquisition proce ss, which e mphasize s the importance of language le arning at an e arly age . i i i i i i i i i

Base d on the de scription above , most stude nts in e le me ntary schools have difficulty
i i i i i i i i i

unde rstanding E nglish mate rial. Due to the lack of E nglish vocabulary, the y do not know
i I i i i I i

how to form se nte nce s corre ctly. Although in Indone sia, E nglish is still cate gorize d as a i i i i i I i i

fore ign language , the position of E nglish is significant and urge nt to be come a global playe r.
i i i I i i i i

The re fore , te aching and le arning E nglish grammar must be planne d and supe rvise d
i i i i i I i i i i

appropriate ly, espe cially for young le arne rs. It also include s the four most critical skills in
i i i i i i i

maste ring E nglish: speaking, liste ning, spe aking, and writing for young le arne rs.
i I i i i i i

Re garding the proble ms ide ntifie d by re se arche rs in one of the schools whe re
i i i i i i i i i i i i

re se arche rs have worke d the re as a te ache r, Game s-Base d Le arning is a me thod of solving
i i i i i i i i i i i i i

proble ms and improving the grammatical gain of young le arne rs. This me thod is conside re d
i i i i i i i

the be st for de ve loping inte raction and skills in E nglish language le arning for all circle s,
i i i i i I i i i

e spe cially young le arne rs. Game -Based Le arning is well pre pare d and imple me nte d
i i i i i i i i i i i i i

according to the le arning plan, which can solve the above proble ms (Abdul Jabbar & Felicia, i i i i i i i

2015) Be cause stude nts have to work on grammar assignme nts active ly and in groups,
i i i i i i

Game -Base d Le arning he lps the m improve the ir grammar skills. As a re sult, stude nts have
i i i i i i i i i i

many opportunitie s to share the ir ide as and improve the ir ability to cre ate and organize the m. i i i i i i i i i i

In addition, stude nts are at the ce nte r of le arning grammar and de ve loping vocabulary and i i i i i i i i

skills.

Se ve ral studie s have shown that play-base d le arning promote s e ngaging, active
i i i i i i i i i

le arning proce sses improve s stude nts' cognitive pe rformance whe n le arning grammar, and
i i i i i i i i i i

15
significantly impacts stude nt motivation. This will e nhance skills and incre ase stude nts'
i i i i i i

inte re st in le arning E nglish, espe cially for grammar maste ry.

i i i I i i i

Low level of Using Game-Based Students’

students’ grammar Learning approach to achievement in
mastery teach grammar for grammar
elementary school learning

Figure 1. The Conce ptual Frame work

i i i i

A. Action Hypothesis i

The action hypothe sis in this study is that the re is a significant diffe re nce
i i i i i i i

be twe e n stude nts’ pre and post-te st re sults.

i i i i i i i

16
 CHAPTER III

RESEARCH METHOD

This chapte r e xplains the re se arch me thods carrie d out in this study. The sections
i i i i i i i i i

de scribe d include re search settings, re search subje cts, re search instrume nts, data colle ction
i i i i i i i i i i i i i

te chnique s, data analysis te chnique s, re search proce dure s, and indicators of succe ss.
i i i i i i i i i

A. Re search Setting i i i

This re search applie s the principle of Action Re search. This study aime d to me asure
i i i i i i i i i i

the grammatical ability of Fifth-grade stude nts in ele me ntary schools. How Game -Base d
i i i i i i i i

Le arning improve s le arning practice s in e le me ntary schools. This re search was conducte d in
i i i i i i i i i i

the first seme ste r of the 2022/2023 acade mic year at SD Muhammadiyah Nitikan. The
i i i i i i i i

school has five buildings locate d in five diffe re nt are as. The ce ntral location of this school is
i i i i i i i i

at Jalan Kranon Nitikan No. UH 6, RT.45/RW.11, Sorosutan, Ke c.Umbulharjo, Kota i

Yogyakarta, Dae rah Istime wa Yogyakarta 55162. The site of the school for grade 5 i i i i i i

e le me ntary school is on campus 3, Jalan Sulthonain No.464. This school has many high
i i i

achie ve me nts in acade mic and non-acade mic compe titions. Many facilitie s are e quippe d at
i i i i i i i i i i

SD Muhammadiyah Nitikan. SD Muhammadiyah Nitikan has 25 classrooms for stude nts in i

grade s 1 to 6, the principal's office , the te ache r's office , the laboratory, the library, and
i i i i i i i i i

various rooms conducive to an ide al te aching and le arning proce ss. In fifth-grade E nglish i i i i i i I

le ssons, e ach class has 2x35 time s in one wee k. SD Muhammadiyah Nitikan re lie s on
i i i i i i i i

E nglish le ssons without supporting programs such as the E nglish club or e xtra E nglish class
I i i I i I

to deve lop E nglish skills.

i i I

This rese arch was de signe d in this school since the re se arche rs pre viously taught e xtra
i i i i i i i i i i i

E nglish classe s and carrie d out Practicum in TE YL activitie s; howe ve r, whe n te aching
I i i I i i i i i

E nglish, various proble ms are found in schools, espe cially in students' maste ry of grammar.
I i i i i i i

17
B. Re search Subje ct
i i i

The subje cts of this study we re 5th-grade stude nts of SD Muhammadiyah Nitikan,
i i i i i i

which consists of four classe s. E ach class consists of 30 stude nts. The re searche r chose the i I i i i i i i i

stude nts of SD Muhammadiyah Nitikan be cause the school was conside re d to nee d
i i i i i i i i

improve me nts and change s in te aching grammar. The subje cts of this study we re all stude nts
i i i i i i i i i

from VA and VB class who had be e n sugge ste d by the E nglish te ache r at the school to the i i i i i I i i i i

re se arche r. The re se arche r collaborate d with an E nglish te ache r and took two classe s to be
i i i i i i i i I i i i i

obse rve d.
i i

C. Re search Instrument
i i i

Two kinds of instrume nts we re use d to gathe r data for this re search. i i i i i i i

1. Observation She e t i i i

In this re search, the re searche r would obse rve and make a diary while the i i i i i i i i i i i

obse rve r would make fie ld note s of all activitie s done in te aching and le arning
i i i i i i i i i

grammar maste ry through Board Game s and Flashcards. In doing the obse rvation, the i i i i i

re se arche r was he lpe d by the te ache r. The function of the collaborator he re was to
i i i i i i i i i i i i

obse rve , e valuate and give sugge stions about imple me nting the board game s and
i i i i i i i i i i

flashcards. The re searche r use d the obse rvation she e t that had be e n pre pare d. i i i i i i i i i i i i i

2. Te st i

A te st is a tool use d to asse ss an individual's ability, unde rstanding, or

i i i i

compe te nce in a spe cific topic (Adom e t al., 2020) The re we re pre -te st and post-te st
i i i i i i i i i i i i

we re use d to colle ct the data. The re se arche r chooses this te st be cause the re are some
i i i i i i i i i i i i i i i i i

advantage s. The pre -te st and post-te st grammar score s will be asse sse d by comparing
i i i i i i i i i

the me an of e ach te st to se e whe the r stude nts' grammar maste ry improve s. The pre -
i i i i i i i i i i i i i

te st is inte nde d to se e how stude nts' abilitie s re sult before using Board game s and
i i i i i i i i i i i

flashcards. In contrast, the post-te st is de signe d to se e the diffe re nce in improving i i i i i i i i i i

18
 stude nts' liste ning ability afte r using Board game s and digital flashcards in le arning.
i i i i i

The pre -te st/post-te st de sign is a critical asse ssme nt tool that he lps dire ct and
i i i i i i i i i

practical e valuation of le arning to improve stude nt's E nglish language skills (Rabail
i i i i I i

Alam, 2019). The te st is inte nde d to me asure stude nts' unde rstanding of grammar i i i i i i i i

le arning re late d to the discussion topics 'WH-Que stion'.

i i i i i

D. Data Colle cting Technique s i i i

The re are two type s of data in this study: quantitative and qualitative . The re sults of
i i i i i i i i

the stude nts' pre -te st and post-te st asse ssme nts we re use d to repre se nt quantitative data. All
i i i i i i i i i i i i i i

information colle cte d during the activity, or what happe ne d whe n the GBL was i i i i i i i

imple me nte d, is qualitative data.

i i i i

1. Quantitative Data i

Quantitative data by re se arche rs obtaine d from le sson plans and workshe e ts i i i i i i i i

as we ll as activity she e ts that the te ache r has pre pare d, and also the re sults from
i i i i i i i i i i

the workshee ts that stude nts have worke d on to find out how far whe re is the
i i i i i i i i i

output of stude nts for the input give n during the proce ss le arn how to te ach. It i i i i i i i

could be de monstrate d whe n stude nts passe d the te st, fe lt at e ase, and e njoye di i i i i i i i i i i i i

le arning in the classroom. Afte r colle cting the data, the re searche r analyze d the
i i i i i i i i i i i

te st re sults by calculating the pre -te st and post-te st me an. The re searche r use d it
i i i i i i i i i i i i

to de te rmine whe the r the re was a diffe re nce in stude nts' grammar maste ry be fore
i i i i i i i i i i i i i i

and afte r the action. i i

2. Qualitative Data i

Re se arche rs obtaine d qualitative data using obse rvation, fie ld note s, proce ss
i i i i i i i i i

re cording te aching and le arning activitie s in class, and inte rvie ws with the
i i i i i i i

te ache r. i i

19
E. Data Analysis Te chnique s i i

To analyze quantitative data, re se arche rs will conduct se ve ral asse ssme nts of
i i i i i i i i i

stude nts' work on pre pare d workshee ts. Once a student's score is obtaine d, the re searche r
i i i i i i i i i i i i i

the n se arche s for the ave rage score of all scores by using the following formula:
i i i i i i i i i

X
X=
Ν

In which:

X  ave rage score i i i

 X  total score i

N  sample total i

(Sudjana, 2002:67)

Afte r finding the ave rage of all stude nt score s, the re sults will be infe rre d based on
i i i i i i i i i i i i

the following crite ria:

i i

Tingkat Predicate
i i

Penguasaan
i

80-100 Sangat Baik

66-79 Baik

56-65 Cukup

40-55 Kurang

30-39 Gagal

(Arikunto, 2002:245)

F. Re search Proce dure

i i i i

According to Ke mmis and McTaggart (in Burns, 2010:8), class action re search involve s
i i i i

four major stage s in the re search circle ; (1) planning, (2) action, (3) obse rvation, and (4)
i i i i i i

re fle ction. The first stage is a continuous spiral stage that can be re pe ate d and re pe ate d until
i i i i i i i i i i i i

20
the re se arche r can achie ve satisfactory re sults and fee ls it is time to stop. The mode l of class
i i i i i i i i i i i i

action re se arch is illustrate d through the following diagram.

i i i i

Figure 2. The Cycle Action Re se arch Model Base d on Ke mmis & McTaggart (Carr
i i i i i i i i

& Kemmis, 1986)

i

1. Planning

In this phase, the re se arche r plans all the activitie s in the ne xt ste p (action).
i i i i i i i i i i

Re se arche rs also pre pare all mate rials and instrume nts that will be use d to colle ct
i i i i i i i i i i

data. Two topics will be discusse d in me e tings with grade 5 stude nts. The topics are i i i i i i i i

'WH-Que stion.' Re se arche rs must make se ve ral pre parations be fore carrying out e ach
i i i i i i i i i i i

cycle . i

1. Cre ate a class sce nario.

i i i

2. Pre paring mate rial for te aching and le arning activitie s in the form of game -
i i i i i i i

based le arning activitie s

i i i

3. De te rmine the time or sche dule of the re search imple me ntation.

i i i i i i i i i i i i

4. Pre pare pre and post-que stione r.

i i i i i

21
2. Action

The activitie s in the se ste ps we re :

i i i i i i i

1. Give pre -te st i i i

Re se arche rs share d pre -te st workshe e ts to se e stude nts' abilitie s be fore game -based
i i i i i i i i i i i i i i i i

le arning. The te ache r give s 15 minute s with te n que stions at an acce ssible le ve l.
i i i i i i i i i i i i

2. Te ach grammar imple me ntation by using the board game and flashcards.
i i i i i

a. Board Game i

The board game starte d with introducing the rule s and re gulations of game s to
i i i i i i i

e nsure the stude nts know the rule s that would le ad to be tte r use of the board
i i i i i i i i i i i

game s. The conce pt of playing the board game is similar to playing the “snake
i i i i i i i

and ladde r” game . The diffe re nce is that snake and ladde r use numbe rs while
i i i i i i i i i i i

this board game use s answe rs to que stions that must be supple me nte d with WH- i i i i i i i i

Que stions. The re will be 4-5 playe rs in this game . The first playe r rolls the dice
i i i i i i i i i i

and move s the dice according to the numbe r of numbe rs on the dice . For i i i i i i i i

e xample , if the numbe r is 5, the first playe r must ste p forward five square s in a
i i i i i i i i i

board game . The n the first playe r must find out what a que stion is. If he i i i i i i

succe e ds, the n he ge ts 1 point from his group. If the re is a wrong playe r, it is
i i i i i i i i

imme diate ly re place d by the ne xt group, and the group that first re ache s the
i i i i i i i i i i

finish line be come s the winne r. i i i i i

b. Flashcards

The Flashcard provide d a total of 34 cards for WH-Que stion E xe rcise s. The card
i i i I i i i

has the answe r to the que stion that the y must make . Suppose the y ask the
i i i i i i i i i

corre ct que stion so that the y will ge t the point. This game also will have 4-5
i i i i i i i

22
 playe rs to play. For the group that re ce ive s the most points, it be come s the
i i i i i i i i i

winne r. i

3. Give occasion to the stude nts to ask about difficultie s or proble ms.
i i i i i

4. Ask the stude nts some que stions and the stude nts have to answe r re late d to the
i i i i i i i i i i i

mate rial. i

5. Give post-te st i i

Re se arche rs share d post-te st workshe e ts to se e the re sults of stude nts' le arning

i i i i i i i i i i i i i

e xpe rie nce s through board game s and flashcards.

i i i i i

3. Obse rvation i

This ste p is during the class for achie ving this study to analyze or obse rve the
i i i i i i i

E nglish te aching and le arning proce ss, espe cially grammar maste ry. The re se arche r
I i i i i i i i i i i

and the E nglish te ache r will discuss the issue s discove re d during the obse rvation.
i I i i i i i i i i

Proble ms will be ide ntifie d base d on comme nts and discussions that apply to the
i i i i i i i

re se arch.
i i

4. Re fle ction i i

This stage is inte nde d to thoroughly re vie w the actions that have be e n take n
i i i i i i i i i i

base d on the data that has be e n colle cte d and the n e valuate the m to pe rfe ct the
i i i i i i i i i i i i i

subseque nt actions (Ale k, 2016). If the re sults of the action are not achie ve d in cycle
i i i i i i i i i i

I, the re se arche r conducts the ne xt cycle using the data from cycle I. Re garding the
i i i i i i i i i i i

post-te st one score and obse rvation she e t from cycle I, seve ral issues ne e d to be
i i i i i i i i i i i i i

23
 re visite d to be re fle cte d in the ne xt cycle . As a re sult, this re se arch re quire s the ne xt
i i i i i i i i i i i i i i i i

cycle , cycle II. The imple me ntation of cycle II is the same as the imple me ntation in
i i i i i i i i i i i

cycle I. In cycle II, te sts and obse rvation are also applie d. This will be se e n more
i i i i i i i i i i

cle arly in the imple me ntation of classroom action rese arch.

i i i i i i

G. Indicator of Succe ss i

Succe ss indicators are re quire d to de te rmine the e ffe ct of a proce ss and its le arning
i i i i i i i i i i i i

re sults. It is e vide nt in this case from the succe ss or failure of the GBL approach in te aching
i i i i i i i i i

grammar. Stude nts are conside re d succe ssful in this study if 75% achie ve a score of 80 or
i i i i i i i i

highe r; othe rwise , the study will e nd.

i i i i i

24
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26
 APPE NDIX
I

CYCLE 1 & 2
I

Appe ndix 1: Pre Te st

i i i

Appe ndix 2: Board Game She e t

i i i i

Appe ndix 3: Digital Flashcard

i

Appe ndix 4: Post Te st

i i

Appe ndix 5: Obse rvation Shee t

i i i i

Appe ndix 6: Stude nts Atte ndance List

i i i i

Appe ndix 7: Stude nt's Score (pre -te st and post-te st)
i i i i i i

Appe ndix 9: Docume ntation

i i

27
 CYCLE 1I

Appendix 1: Pre-test sheet

28
Appendix 2: Board Game Sheet

29
Appendix 3: Digital Flashcard

30
Appendix 4: Post Test
1)… did you eat? I ate banana
a). what c.) how much 9)… has Faradilla been here? Three hours
b). why d.) where a.) How are c.) How long
2)… did you see? I saw a cat b.) How does d.) How much
a.)what c.) how much 10)… do you live? I live in Tarakan
b.)why d.) where a.)what c.) how much
3)… cat does she have? She has two cats b.)why d.) where
a.)what c.) how many 11)… is to Samarinda from Tarakan?
Maybe, 200 kilometers
b.)why d.) how much
a.) How many c.) How far
4)… are they? They are fifty years old
b.) How do d.) How much
a.)what c.) how much
12)… comes to visit Rahma? Abdullah and
b.)why d.) how old Ali
5)… countries did you visit? Morocco and a.)what c.) who
Japan
b.)why d.) where
a.) How are c.) How long
b.) How does d.) How much

6)… he need? He needs a money b.) what’s time d.) when time
a.)what does c.) how much
b.)why does d.) what will a.) what time c.) what will
7)… indana doing? Indana is selling toys b.) what’s time d.) when time
a.)what does c.) how does
b.)what is d.) what will
8)… did he come? He came eight o’clock
morning
a.) what time c.) what will

31
Appendix 5: Observation Sheet

Class:

How many students:

Time:

The problem:

32
Appendix 6: Students Attendance list

Nama Keterangan

Dst…

33
Appendix 7: Student's Score (pre-test and post-test)

NO Name Score
Pre-test Post Test
1
2
3
4
5
6
7
Students Worksheet Score
Ect…

34
Appendix 8: Documentation

35