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The Influence of Using Tic Tac Toe Game Towards Students' Passive Voice Mastery in Present Perfect Tense
The Influence of Using Tic Tac Toe Game Towards Students' Passive Voice Mastery in Present Perfect Tense
An Undergraduate Thesis
By :
NPM. 1511040353
An Undergraduate Thesis
By :
NPM. 1511040353
ii
ABSTRACT
This research was conducted based on problem that grammar was considered
difficult by the students, especially passive voice. Consequently, the students felt
confused on making a correct passive voice sentence. The students also did not
get any interest during the learning process. It was caused due to less attractive
way of teaching used by the teacher. The learning process was bored and not
enjoyable, so they did not understand the material easily. Therefore, this research
was aimed to discover whether there was an influence of using tic tac toe game in
teaching passive voice particularly in present perfect tense at the second semester
of the eleventh grade of SMA N 6 Bandar Lampung in the academic year
2019/2020.
After conducting the post-test, the data that had been collected from pre-test and
post-test were analyzed. The result showed that the significant generated Sig.(p-
value) or Sig(2-tailed) of equal variances assumed obtained the result of 0.000. It
was lower than = 0.05. It was meant that Ha was accepted. Based on the
computation, it could be concluded that there was significance influence of using
tic tac toe game in teaching passive voice in present perfect tense at second
semester of the eleventh grade of SMAN 6 Bandar Lampung in the academic year
2019/2020.
Key words : Tic Tac Toe Game, Passive Voice, Quantitative Research
iii
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat : Jl. Letkol. H.Endro Suratmin Sukarame Bandar Lampung Telp. (0721)703260
APPROVAL
APPROVED
To be tested and defended in the examination session at Tarbiyah and Teacher
Training Faculty, Raden Intan State Islamic University, Lampung
Advisor, Co-Advisor,
The Chairperson of
English Education Study Program
Meisuri, M.Pd.
NIP: 198005152003122004
iv
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI RADEN INTAN
LAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Let. Kol. H. EndroSuratmin, Bandar Lampung Telp. 0721 703260
ADMISSION
Board of Examiners:
The Dean of
Tarbiyah and Teacher Training Faculty
v
DECLARATION
Hereby, I state that this thesis entitled “The Influence of Using Tic Tac Toe
was completely my own work. I am fully aware that I have quoted some
statements and theories from various sources and they are properly
vi
MOTTO
Those who believe, and whose hearts find comfort in the remembrance of God.
Surely, it is in the remembrance of God that hearts find comfort.1(Q.SAr-Ra’d
: 28)
1
Talal Itani, The Quran (Dallas, 2012), p. 125
vii
DEDICATION
viii
CURRICULUM VITAE
Ulfa Asterik Errofi was born on July 5th, 1997 in Bandar Lampung. Ulfa
is the first child of Mr. Asrofi and Ms. Erma. She has one younger sister, her
in 2003. Then she entered at SD N 1 Sukarame and finished in 2009. After that,
she studied at MTs Negeri 2 Bandar Lampung and finished in 2012. Then, she
higher education, she continued her study at Raden Intan State Islamic University,
Lampung until 2020. In the college, she was active in the organization at UKM
The Writer
ix
ACKNOWLEDGEMENT
First of all, Praise to be Allah the Almighty, the Most Merciful, the Most
Beneficent for His blessing and mercy given to complete this thesis. Then, the
best wishes and salutations be upon the great messenger prophet Muhammad
Then, the gratitude and thankfulness are given to the following people for
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the dean of Tarbiyah and Teaching
Training Faculty, Raden Intan State Islamic University Lampung with all
staffs, who give the reseracher opportunity to study until the end of this
thesis composition.
3. Dr. M. Muhassin, M.Hum, as the first advisor who gave his guidance help
4. Satria Adi Pradana, M.Pd, as the second advisor who spent countless hours
5. M. Sayid Wijaya, M.Pd as the primary examiner, has patiently guided and
x
6. All lecturers of English Department of Raden Intan State Islamic University
Lampung, who have taught the writer since the first year of her study.
has helped and given suggestions during the research process and the
and also for F class that can not to be mentioned one by one but you are
10. All friends of KKN 133, PPL 22 2018 and UKM INKAI of Raden Intan
Finally, none or nothing is perfect for this thesis. Any corrections comments
and crictism for the betterment of this thesis are always open heartedly welcome.
The Writer,
xi
TABLE OF CONTENT
Page
COVER ............................................................................................................... i
ABSTRACT ........................................................................................................ ii
APPROVAL ....................................................................................................... iii
ADMISSION....................................................................................................... iv
DECLARATION ................................................................................................ .v
MOTTO .............................................................................................................. vi
DEDICATION .................................................................................................... vii
CURRICULUM VITAE .................................................................................... vii
ACKNOWLEDGMENT ................................................................................... ix
TABLE OF CONTENT ..................................................................................... xi
LIST OF TABLES ............................................................................................xiv
LIST OF FIGURES ........................................................................................... xv
LIST OF APPENDICES ..................................................................................xvi
CHAPTER I : INTRODUCTION
A. Background of the Problem ........................................................................... 1
B. Identification of the Problem ......................................................................... 7
C. Limitation of the Problem .............................................................................. 7
D. Formulation of the Problem ........................................................................... 8
E. Objective of the Research .............................................................................. 8
F. Uses of the Research ...................................................................................... 8
G. Scope of the Research .................................................................................... 9
xii
1.
Definition of Tic Tac Toe Game ........................................................ 24
2.
Procedure of Using Tic Tac Toe Game in Teaching
Passive Voice ..................................................................................... 28
3. The Advantages of Using Tic Tac Toe Game.................................... 31
4. The Disadvantages of Using Tic Tac Toe Game ............................... 32
I. Grammar Translation Method........................................................................ 33
1. Definition of Grammar Translation Method ...................................... 33
2. The Technique Of Grammar Translation Method ............................. 34
3. Procedur of Deductive Application Rule in Teaching
Passive Voice ..................................................................................... 37
4. The Advantages of Deductive Application Rule ............................... 38
5. The Disadvantages of Deductive Application Rule ........................... 39
J. Frame of Thinking ......................................................................................... 39
K. Hypothesis ...................................................................................................... 41
xiii
CHAPTER IV RESULT AND DISCUSSION
A. Data Description ............................................................................................ 59
B. Result of The Research .................................................................................. 59
1. The Result of Pre-Test ....................................................................... 60
a. Control Class .......................................................................... 60
b. Experimental Class ................................................................ 61
2. The Result of Post-Test ...................................................................... 62
a. Control Class .......................................................................... 62
b. Experimental Class ................................................................ 63
C. Data Analysis ................................................................................................. 64
1. Fulfillment of the Assumptions ......................................................... 64
a. Result of Normality Test ........................................................ 65
b. Result of Homogeneity Test ................................................... 66
2. Result of Hypothetical Test ............................................................... 66
D. Discussion ...................................................................................................... 68
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................................... 75
B. Suggestion ...................................................................................................... 76
REFERENCES .................................................................................................... 78
APPENDICES ..................................................................................................... 83
xiv
LIST OF TABLES
Page
xv
LIST OF FIGURES
Page
xvi
LIST OF APPENDICES
Page
Appendix 1 Interview Guideline for teacher........................................................ 83
Appendix 2 Teacher’s Interiew Transcript .......................................................... 84
Appendix 3 The Result of Teacher’s Interview ................................................... 86
Appendix 4 Blueprint of Students’ Questionnaire ............................................... 87
Appendix 5 Questionnaire of The Students ......................................................... 89
Appendix 6 The Result of Students’ Questionnaire............................................. 91
Appendix 7 Sample Of Students’ Questionnaire .................................................
Appendix 8 Students’ Passive Voice Score ......................................................... 93
Appendix 9 Syllabus ..........................................................................................104
Appendix 10 Lesson Plan for Experimental Class.............................................114
Appendix 11 Lesson Plan for Control Class ......................................................133
Appendix 12 Instrument for Try Out Pre-Test...................................................150
Appendix 13 Instrument for Try Out Post-Test .................................................158
Appendix 14 Validation for Pre-Test and Post-Test ..........................................166
Appendix 15 Test Item of Pre-Test ....................................................................168
Appendix 16 Test Item of Post-Test ..................................................................173
Appendix 17 Data Descriptive ...........................................................................178
Appendix 18 Validity Test of Pre-Test and Post-Test .......................................
Appendix 19 Realiabilty Test of Pre-Test and Post Test ...................................
Appendix 20 The Score of Pre-Test and Post-Test ............................................179
Appendix 21 Result of Normality, Homogeneity, and Hypothetical .................183
Appendix 22 The Sample of Students’ Pre-Test and Post-Test .........................
Appendix 23 Documentation .............................................................................185
Appendix 24 Surat Izin Mengadakan Penelitian................................................
xvii
1
CHAPTER I
INTRODUCTION
Human as the social creatures need something that they can use for
opinion.
“And We did not send any messenger except [speaking] in the language of
his people to state clearly for them, and Allah sends astray [thereby] whom H
wills and guides whom He wills. And He is the Exalted in Might, the Wise. 2”
important role in human life. But, there will be an obstacle when people come
from different countries whom have different culture and different language.
1
Ronald Wardaugh, An Introduction to Sociolinguistic 5th Ed (Malden : Blackwell
Publishing, 2006) p.1
2
Talal Itani, The Quran (Dallas, 2012), p. 126
2
Problem always appears when they try to communicate. Therefore, they need
to master certain language that they can understand. In this case, they need to
students, they are speaking, listening, reading and writing. Additionally, there
taught in order to support people to communicate to each other and they must
be taught consistently. In other words, someone can not learn the four skills
English has become the first foreign language that be taught in Indonesia
junior school and senior high school. Even though English has been trained
since elementary school, there are a alot of students tell that they still face
3
Betty Schramper Azar, Fundamental of English Grammar 3rd Edition (New York, Pearson
Education, 2003), p.20
3
well. It can be concluded that, grammar is the way how the sentence is
It meant that grammar helps us to take informations about the text and as
students produce various good texts in spoken and written. Thus, students
master English well, they should understand the English grammar. Grammar
includes the tenses as a core of the skill. One of aspects in grammar that
student should learn is passive voice. Passive voice is one of aspects where
wants to make their sentece feel impersonal, indirect, and noncommital, they
4
Graham King, Collins Good Grammar (Glasgow : Harpercollins Publishers, 2004) p. 10
5
H. Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy
2nd Ed (Longman : New York, 2001), p.362
6
Gerot, L, and P. Wignell, Making Sense of Functional Grammar (Sydney : Gerd Stabler
Antipodean Educational Enterprises, 1994),p.3
4
first language and then simple words are put into slots og grammatical rules.
The grammar rules are memorized as units. The teacher provides the class
with other words and the translation. The students, then, practice using the
grammar.
M. Syarief said that he usually does not use any specific strategies on
teaching passive voice. He usually explains first about the formula and give
grade of the school still get difficulties on learning passive voice. 8 The
students were still confused with the changing form in passive voice. They
faced difficulty to make a sentence and it also found that some students had
Table 1
The Students’ Scoring Standard and Range in Grammar
Class
Total of Percenta
Range Qualification XI XI XI XI Students ge
IPS 1 IPS 2 IPS 3 IPS 4
90-100 Excellent - - - - - -
80 - 89 Good 2 1 - 3 6 5.2%
70 – 79 Fair 2 3 1 4 10 8.8%
60 – 69 Poor 3 2 3 5 13 11.4%
7
Bambang Setiyadi, Teaching English As A Foreign Language, (Yogyakarta : Graha Ilmu,
2006), p. 34-35
8
M. Syarif, An English Teacher of SMAN 6 Bandar Lampung, on Interview, May 2nd 2019.
5
grammar was not absolutely optimal. From 114 students, most of them got
score at below 60, it were 85 students (74.6%) meanwhile the rest were only
29 students (25.4%) whom got score above 60. It meant that students have
Moreover, based on the questionnaire that had been gave to students, the
points, they were (1) students think learning grammar is difficult, (2)
teacher‟s teaching strategy is not fun and attractive, (3) students find
the students mastery on Passive voice is still low. It occured because the
teacher did not use proper way on teaching and the students experienced
help as a solution for students‟ problem. There is actually way to teach for
example through game, in this research would be applied Tic Tac Toe game
Tic Tac Toe games is used as teaching technique to teach passive voice.
Tic Tac Toe means a game in which two players take turns drawing tokens
in a row, column, or diagonal.9 This is kind of game board with noughts and
crosses which needs Tic Tac Toe paper and grid that contains nine, sixteen
There was previous research about tic tac toe game that had been
conducted by Rini Susanti. Her research showed that Tic Tac Toe game can
research are the tic tac toe game is used to teach passive voice and the
research design of the previous research was classroom action research but in
Another previous research also had been conducted by Dewi Chalim. The
result showed that Tic Tac Toe game could improve students‟ understanding
on simple past tense at the Eight Grade Students of MTs Nahjatus Sholihin
research showed that tic tac toe game could improve students‟ understanding
on simple past tense. In this research, tic tac toe game is used to teach passive
9
Kevin Crowley and Robert S. Siegler, Flexible Strategy Use in Young Children’s Tic-Tac-
Toe Cognitive Science ( Carneige Mellon University, 1993) 17(4),p. 531-561.
10
Rini Susanti, “Improving The Students‟ Vocabulary Achievement by Applying Tic Tac
Toe Game”. University of Medan, p. 1
11
Dewi Chalim, “Using Tic Tac Toe to Improve Students Of MTs Nahjatus Sholihin Kragan
Rembang in the Academic Year of 2010/2011”. (Undergraduate Thesis for Bachelor Degree in
English Educational IAIN Walisongo, Semarang, 2010), p. 67 -68
7
research by applying tic tac toe game on teaching passive voice on eleventh
grade of SMA Negeri 6 Bandar Lampung. The research was entitled “The
Influence of Using Tic Tac Toe game towards students‟ Passive Voice
Mastery in Present Perfect Tense at the second semester of the eleventh grade
2. The teacher did not use any interesting strategy on teaching and
learning process.
3. The students were confused to change the active voice form to passive
voice form
C. Limitation of theProblem
The problem of the research would be limited in order make more focus.
In senior high school, there were many aspect to learn, but the research would
be focused on the influence of using Tic Tac Toe game towards students‟
passive voice mastery in using present perfect tense at the second semester of
2019/2020.
8
there significant influence of using tic tac toe game towards students‟ passive
voice mastery in present perfect tense at the second semester of the eleventh
Related to the problem, the objective of the research was to find out
whether there is an significant influence of using Tic Tac Toe game towards
The result of this research was expected to give the theoritical and
1. Theoretically
It may support the theory that Tic Tac Toe game can be applied to teach
2. Practically
Hopefully, this research will be useful for English teacher, students and
also school.
9
a. For teacher
b. For students
c. For school
The object of the research was the use of tic tac toe game towards
year 2019/2020.
10
CHAPTER II
REVIEW OF RELATED LITERATURE
“And He taught Adam the names - all of them. Then He showed them to
the angels and said, "Inform Me of the names of these, if you are truthful."
From that verse above, Allah taught Prophet Adam the names of the
things to make him knew everything in the world, whereas he did not know
anything from the start he was created. According to Littlewood, there are a
lot of teachers speaks with the learners mother tongue for the aspect of their
12
H. Douglas Brown, Principle of Language Learning and Teaching 5th Ed. (New York :
Pearson Education Inc, 2007), p.7
11
work. 13 Thus, teacher actually will use mother tongue in teaching learning
taken to apply to students who are studying general English at schools and
teacher has to use an effective way so that the learners can practice English in
are not still good at English. They think that English is difficult because they
should create an effective and good way in teaching English so that students
do not only speak on school or institute but also in thier daily conversation.
In addition, Muhassin stated that the English teacher can make the
13
William Littlewood, Communicative Language Teaching (London: Cambridge University
Press, 1981), p. 45
14
Jeremy Harmer, How to Teach Writing, (London: Pearson Education Limited, 2004), p.39.
15
Bambang Setiyadi, Teaching English as a Foreign Language (Yogyakarta: Graha Ilmu,
2006), p.22
12
plays and games. 16 It means that the effective teaching English can be
in using English.
English knowledge which includes giving tasks from teacher to their students
and causes them using the language in both written and speaking.
B. Concept of Grammar
The importance of learning grammar can not be ignored before someone learn
it, he has to know what grammar is. There are many definitons explain about
rules that order how the language sentences are formed.17 It means that with
the rules on grammar can create a well-formed and also meaningful sentence.
means the way words are formed. It can change their form in order to state
16
Mohammad Muhassin, “ Teachers‟ Communicative Activities In Teaching English As
Foreign Language (TEFL) : A Study At SMAN 9 Bandar Lampung”. Journal Humaniora, Vol. 7
No. 4 (October 2016), h. 485 – 486.
17
Scott Thornbury, How To Teach Grammar (Essex : Pearson Education Limited, 1999), p.1
13
could not be separated. Thus, English learners are hoped to be able to express
good sentence is formed by using the rules. Then the sentence has a meaning
18
Jeremy Harmer, The Practice of English Language Teaching 4th Ed ( Essex : Pearson
Education Limited, 2007), p. 32
19
Jack C. Richard, Charles Lockhart, Reflective Teaching in Second Language Classroom,
(New York: Cambridge University Pres, 1996), p. 119.
14
1. Passive Voice
construction that exist to put the patient, i.e., the receiver or undergoer of an
verb meanwhile the object in active sentence switch into subject position. In
additon, Betty Azar explained that in the passive form, the object of an action
verb is existed as the subject of the passive verb. 21 Thus, in the passive voice
Moreover Marcella Frank stated that passive voice is the same action
grammatical subject, and the original doer of the action is the grammatical
object of the preposition by. 22 It can be concluded that Marcella Frank named
Furthermore, passive voice is same action like active voice but, indirectly
Passive voice happens both in English spoken and written. The form
20
Marianne Celce-Murcia, Diane Larsen Freeman, The Grammar Book, an ESL/EFL
Teachers Course 2nd Ed, (New York : Heinle & Heinle Publisher, 1999), p.347
21
Betty Azzar, Understanding and Using English Grammar 4th ed (New York : Pearson
Education, 2009), p. 211
22
Marcella Frank, Modern English (New Jersey : Prentice-Hall, Inc, 1972) p.55
15
Present Progressive Rose is helping the boy The boy is being helped by Rose
Present Perfect Rose has helped the boy The boy has been helped by Rose
Simple Past Rose helped the boy The boy was helped by Rose
Past Progressive Rose was helping the boy The boy was been helped by Rose
Past Perfect Rose had helped the boy The boy had been helped by Rose
Simple Future Rose will help the boy The boy will be helped by Rose
Be going to Rose is going to help the boy The boy is going to be helped by Rose
Future Perfect Rose will have helped the boy The boy will have been helped by Rose
The progressive form of the present perfect, past perfect, and the
In the passive, the object of an active verb becomes the subject of the
passive verb.
Active Passive
23
Betty Azar, Op.Cit. p. 213
16
c) He is helped by her
Only transitive verb (verbs that can be followed by an object) are used in
the passive. It is not allowed to use intransitive verbs (such as happen, sleep,
Infinitives Gerunds
Perfect : to + have been + Past Participle Perfect: having been + Past Participle
I am excited to have been selected The man denied having been arrested
Example :
Identify the receiver of the action (Romeo and Juliet). Move the
b) Identify the verb (wrote) and its tense (simple past). Put the verb
24
Betty Azar, Loc.Cit
25
Keith S. Folse, Elena Vestri Solomon, Barbara Smith-Palinkas, Top 20 Great Grammar
for Great Writing Second Edition , (Boston: Thompson Heinle, 2008), p.143
17
c) Next, add the past participle of the verb (written) that has been
identified.
d) Last, include the original person or thing that did the action (the
any).26
Passive voice sometimes is used too often, especially after the learners had
understood it. Acctually active voice is more affective than passive voice,
26
Ibid, p.146
18
According to Azar, present perfect is usually used with since and for
to explain about conditions that began in the past and continue up to now. 28 It
means that the present perfect describes experiences or actions that last in the
present perfect can be applied in passive voice. It has the same reasons to use
as in active form. In the passive voice, it also explain about recent actions,
2. The Structure
(S+has/have+been+V3(Past Participle)
Example :
A customer’s hair has been styled by Jane for one hour (Passive)
Praveen and Patel explained that at the beginning, the teacher must
demonstrate every thing. That is very important that the teacher give students
27
Ibid, p.147
28
Betty Azar, Op.Cit, p.38
29
Mary Milne, The Present Perfect Tense and The Passive Voice, Available Online at :
https://www.wallstreetenglish.com/blog/the-present-perfect-tense-and-the-passive-voice/ Accessed
at July 15 2019
19
showing examples that relate to the lesson material. The examples will
stimulate the students before the teacher explains the material more detail.
sentences because they must reproduce the visual image that they get while
reading. The print script teaching is also useful because it gives students less
script make students can produce the correct sentences because they learn
from the examples and hopefully they will develop in producing the correct
sentence.
sentences is also an agent or performer of the action of the verb. For example
The subject, Fred is the agent, the person whom performs the action of
answering the call. Sometimes, people want to make sentences in which the
Fred is still the nominal subject (the verb was is in the third-person
singular to agree with the singular noun Fred), but Fred is not the agent. It
can be said, Fred is not the person of doing the promoting but, he is the
30
M.F Patel and Praveen M. Jain, English Language Teaching (Methods, Tools &
Techniques), (Jaipur : Sunrise Publishers & Distributors, 2008), p. 126
31
Ibid
20
recipient of the action of the verb promote. He did not promote anyone; but
The most important thing about converting the active to the passive is
that it does not change the meaning of the sentence. The passive meaning is
exactly as same as the original active.33 In changing the active sentence to the
passive sentence, the meaning is not different from the active sentence. The
aim of the switch from active to passive is to change the focus or the
emphasis in the sentence. In the active voice, the focus in on what subject
does. Meanwhile, in the passive voice, the focus is on what occurs to the
object. In example, the active version explains what John did (he saw Marry).
The passive version explains what happened to Mary ( she was seen by John).
The sentences that include be + a past particple verb are passive. All
32
Mark Lester, English Grammar Drills (New York : The Mc-Graw Hill Companies, Inc,
2009), p. 249
33
Ibid, p.252
34
Loc. Cit
21
In the last example, it showed that the old subject in the active form
became the new subject in the passive form. The form of the verb be must be
adjusted in order to agree with the new subject. Thus, it was changed from is
denied to are denied to adjust with the new plural subject all charges rather
and written form. Mastering tenses is one of the requirement. There are a lot
tenses, one of them is present perfect tense. According to Frank, the present
pefect tense shows indefinite time that happens in the past and extends to the
present. 35 It means that the time of an action is not specified, the present
perfect tense is used to describe an actions in the past and continue or creates
an effect in the present. The present perfect tense is formed with the present
Passive voice is a sentence where the subject receives an action of verb and
the object fills the subject position in sentence. According to Tiwari, passive
voice means when the subject of the verb in active voice becomes the agent
or doer of the action indicated by the verb. Then, it is said passive voice when
the subject of the verb is a receiver of the action indicated by the verb. 36
35
Marcella Frank, Op.Cit p. 78
36
Priyanka Tiwari, “Passive Voice In English – A Comparison With Ways Of Expressing
Passive in Hindi”. Journal Of Humanities And Social Science, Vol. 22 No. 7 (July 2017), p. 54.
22
Guskey and Anderman, mastery is a term which the educator believe that they
G. Concept of Game
part of the language syllabus, not just applying as an amusing activity for
Friday afternoon of for then of term.39 Game is an activity that can be used in
37
Thomas R Guskey, Eric Anderman, “In Search of a Useful Definition of Mastery”.
Journal Educational Leadership, Vol. 71 No. 4 (December 2013), p.19
38
Michael G Fullan, “ Why Teacher Must Become Change Agents”. Journal Educational
Leadership, Vol. 50 No. 6 (March 1993), p.4
39
Jill Haldfield, Beginners’ Communication Games (Longman, 2008), p. 8
23
will not make students understand about material that a teacher has given.
help for the teacher to create context in which the language becomes useful
teaching, teacher can make more meaningful and useful for understanding the
language. This teaching way will make students experience the learning
language in different way by competing with their friends, that is why it can
differently, compare and share knowledge, learn from other and learn from
mistake. It also allows them to have fun, work in less stressful and more
lesson because they have to think about their strategies to win the game.
becomes more fun and more interesting and it can also gain the lesson
40
Andrew Wright, David Betteridge and Micahel Buckby, Games for Language Learning 3rd
Edition, (New York : Cambridge University Press, 2006), p. 2
41
Redjeki Agoestyowati, 102 English Games (From A to Z) (Jakarta : PT. Gramedia Pustaka
Utama, 2007), p.8
24
One of definitions of tic tac toe explained by Beck that tic tac toe is
every child knows how to play. The first player gets three in a line wins the
game. 42 The game has another name that called Noughts and Crosses with
symbol (O) and symbol (X). This game is famous among children where it
needs two players because they will become a representative. The first player
represents the crossed mark “X” and the second player represents the round
mark “O”. It is simple and interesting game that can make learning English
fun.43
In addition, according to Garg and Nayak tic tac toe is designed with
a 3 x 3 grid formed by two vertical and two horizontal lines. The players can
fill the nine place with either Crosses (X) or Noughts (O).44 This is a board
game because the player need to draw a grid in a paper consist of nine frames.
It is also kind of guessing game where the two players should answer the
42
Jozsef Beck, Combinatorial Games Tic Tac Toe Theory (New York: Cambridge University
Press, 2008), p. 44
43
Honarmand, R., Rostampur, M., Abdorahimzadeh, S. J “The Effect of Game Tic Tac Toe
and Flash Cards on Zero Beginners‟ Vocabulary Learning” International Journal of Educational
Investigations, 2(3) (2015), p.27-41.
44
Roopali Garg, Devia Prasad Nayak, “Game Of Tic-Tac-Toe: Simulation Using Min-Max
Algorithm”. International Journal of Advance Research in Computer Science, Vol. 8 No. 4 (July-
August 2017), p.1
25
questions from the field of nine frames.45 To finish the game a player need to
draw a straight sign with the same mark crosses (X) or nought (O).
Moreover, Anderson stated that tic tac toe game is an effective, fun
makes higher level thinking skills and gives language practice in many skill,
primarily listening, speaking, and reading.46 It means that tic tac toe game
condition such as the students will become bored, so this game can be an
conveying materials. Tic Tac Toe game asks students to be the first in making
Thornbury explained that, the object is take turns choosing a category and
45
Agustia, W., Amri, Z, “Improving the students‟ speaking ability by using tic-tac-toe game
to be media at junior high school” International Journal of Scientific and Research Publications,
1(2)(2013), p.225-234.
46
Marc Anderson, “ESL Games : ESL – Tic Tac Toe” (On-line), available on
http://blog.tesol.org/esl-games-esl-tic-tac-toe/ Accessed on Dec 1st 2019
26
their group‟s symbol in the coressponding position in the blank grid. The
horizontally, or diagonally. 47
There are some strategies of playing Tic Tac Toe game. The player
47
Scott Thornbury, How To Teach Vocabulary (Essex : Pearson Education Limited, 2002),
p.103
27
Tic Tac Toe game is easy, medium, and hard to play. It can be used
for students to practice English while they are doing a competition. The game
can be played for every age by using some procedures. However, the teacher
In a large class, tic tac toe can be played in pairs and the teacher
should go around the class for checking the students‟ answer. Unfortunately,
when applying this games sometimes the teacher can not control the class. 49 It
means the teacher has to able to create conducive condition in the class. The
teacher needs to make students understand the goal of playing the tic tac toe
game is to practice their skill in English. Therefore, the role of the tic tac toe
According to Gong, when two players that play tic tac toe game
randomly, the „x‟ or first player wins 58.49% at the time, the „o‟ player or the
second player wins 28.81%, and the game is a tie 12.70%. Otherwise, if two
48
Wikipedia Tic Tac Toe Game (On-line), available on https://en.wikipedia.org/wiki/Tic-
tac-toe Acessed on Dec 11th 2019
49
Dewi Chalim, “Using Tic Tac Toe Game to Improve Students‟ Understanding on Simple
Past Tense”. (Undergraduate Thesis in English Education Program Walisongo State Institute For
Islamic Studies, Semarang, p. 15
28
players play perfectly, the game will always be a draw. In fact, there is three
possible result for the game, the first player always wins, the second player
always win, or the game is always a tie. 50 It means that, if the two players
have known the strategy in playing tic tac toe game, the game will be a draw.
quite difficult question until the winner is decided. The winner of tic tace toe
Based on the theories above, it can be concluded that tic tac toe is a
game with nine squre grids which the players represent the X mark and O
mark. To win the game, they have to make a line by connecting their marks.
This game can be used for teaching english because it will make the material
be more attractive.
b) The game is started by the first player who puts an X in one of the
50
Kevin Gong, “Analysis of Tic Tac Toe Game” (On-line) available on
http://kevingong.com/Math/TicTacToe.html accessed on Dec 11 2019
29
e) One player will win the game by getting three of his own squares in a
Based on the procedure of tic tac toe game by Beck, the procedures
a) The teacher will ask students to make group contains 3-4 students.
Teacher will explain about the rules of tic tac toe game. All team
voice in form present perfect tense, the next step is applying the tic tac
toe game.
1. Teacher has prepared some Tic Tac Toe papers in 3x3 grid
object.
contains 3-4 students in each and will have a match on one Tic
51
Jozsef Beck, Op.Cit
30
7. The player then chooses a verb that written on the grid. First,
Player X : Use...
Teacher : The past particple of “Use” is...?
Player X : Used
8. If the player can answer the past partciple then, the player is
correctly, the player can put their mark on the tic tac toe paper.
10. Players alternate placing X and O on the board until has three
squares.
11. The winner is the player that success to draw three X or three
There are advantages of using game for teaching learning process. It was
follows :
2. The game makes students do not feel like they have to think hard in
4. Game also makes them feel enthusiastic because they want to win
the game.
5. Students can learn together with their friend as team, so they can
share knowledge.
52
M Vijayalakshmi, “ Teaching Grammar Trough Games”. An International
Multidisciplinary Journal, Vol.3 No.1 (February – March, 2017), p. 3
32
6. It also gives chance to shy learner more active starting from the
small scale teaching learning activity, hopefully they will gain their
confidence.
Even though using game in teaching learning process has some advantages,
Based on the statement above, the disadvantages may occur when the
teacher uses game in teaching. Here are some solutions to avoid the problem
above:
1. The teacher need to have skill to manage the class situation in order
53
Emine Gozcu and Cagda Kivanc Caganaga, “The Importance of Using Games in EFL
Classroom”. Cypriot Journal of Educational Science, Vol. 11 No.3 (July 10 – Sep 3 2016), p. 129
33
rules and their practice become the main activities. 54 This method is the most
used way in teaching second language. Teachers teach the second language
mother tongue in order to make students know every vocabulary on the text.
grammar rules and word list to students. Then, they had to do translation
exercises by using the same rules and words. 55. After translating the text,
this method.
54
Abdul Bari Khan, Hafiza Sana Mansoor, “The Effectivenes of Grammar Translation
Method in Teaching and Learning English Language at Intermediate Level”. International Journal
of Institutional & Industrian Research, Vol.1 (January-April 2016), p.22
55
Jeremy Harmer, How To Teach English ( Essex : Pearson Education Limited, 2007),p. 48
34
places. Moreover, through this method, teacher with little English proficiency
can teach the language.56 That is why in Indonesia many teachers still use this
teaching English where the teachers translate a word into the native language
and explain about the grammatical rules to their students. Then, the teachers
follows :
spoken or both.
56
Bambang Setiyadi, Op. Cit p. 40-41
35
3. Antonym/Synonym
The students are given a set of words are asked to find antonym or
4. Cognates
are requested to memorize the words that seem cognates but have
language.
the rules are also noted. When the students understand the rule, they
asked to fill the missing space with new vocabulary items or with
7. Memorization
The students are given list of vocabulary in the target language and
grammatical paradigm.
item.
9. Composition
The teacher makes a topic and the students are asked to write about
that used by the teacher based on conclusion from the interview. Deductive
Translation.58
57
Diane Larsen Freeman, Teaching Technique in English as Second Language (2nd ed)
(Oxford : Oxford University Press, 2000) p.19 - 20
58
Scott Thornbury,How To Teach Grammar (Essex : Pearson Education Limited, 1999) p. 29
37
applied.59 It means that on applying the technique the teacher firstly explains
about the grammar structure to the students. Then, showing them some
examples of sentences which used the structure. After the students understand
with the grammar structure, they are asked to make sentences as other
examples.
are :
1. The class reads a text written in the target language. The text
tongue.
questions.
native language.
59
Ibid
38
6. Students are given grammar rule. In this context, they learn about
1. The tehnique can get straight to the point then can be the time
60
Ibid, p. 36-37
61
Wisma Yunita, “Best Practice in Teaching English Grammar To University Students :
Deductive Inductive or Combination of Both” Proceedings of the Fourth International Seminar
onEnglish Language and Teaching (ISELT-4), 2016, p. 439
39
J. Frame of Thinking
growing fast and everything becomes very modern. Learning English is part
teacher give English knowledge to students. Students are going to learn four
language skills, they are listening, speaking, writting, and reading. In addition,
62
Ibid
40
The four skills and the three components of language help students to
grade of SMAN 6 Bandar Lampung were still confused with changing form
Additionally, the students were lack in vocabulary and made them felt
from the present form to past participle form. Sometimes, they also got bored
during the learning process. Therefore, students need right and fun way in
aimed to motivate them on learning passive voice so that, they will enjoy and
teacher should create a fun condition in class. In this case, the teacher is going
to use tic tac toe game in teaching learning process. Tic tac toe game will
formed in a group with 3-4 people and together they have to finish the
K. Hypothesis
hypothesis, as follow :
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Journals :
Abdul Bari Khan and Hafiza Sana Mansoor, The Effectivenes of Grammar
Translation Method in Teaching and Learning English Language at
Intermediate Level, International Journal of Institutional & Industrian
Research, Vol.1, January – April 2016.
Emine Gozcu and Cagda Kivanc Caganaga, The Importance of Using Games in
EFL Classroom, Cypriot Journal of Educational Science, Vol. 11 No.3,
July – September 2016.