Using some games to motivate the students of class 10A9 to learn English grammar at Yendinh 1 high school

TABLE OF CONTENTS
PART A: INTRODUCTION
1. Title of the study 
Using some games to motivate the students of class 10A9 to learn English grammar at Yendinh 1 high school
2. Rationale
In recent years, English has become more and more popular in the world. In different countries, different people at different ages learn English for their own purposes. In Vietnam, learning English language is interested by young people, especially students for a plenty of reasons such as studying at good universities, studying abroad and so on.
In studying languages in general and studying English in particular, it can be said that grammar seems to be difficult and boring for students. It is thought by students that English grammar contains complex, difficult, and different rules. Besides, traditionally, many teachers approach grammar teaching very seriously, making the lessons dull and uninteresting. Therefore, students usually feel tired and bored during grammar lessons and then they are not motivated to study. William Somerset Maugham (1938) indicated that “it is necessary to know grammar, and it is better to write grammatically, and it is well to remember that grammar is common speech formulated”, “grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English”. Therefore, we can see that English grammar plays an integral role in learning English. 
	For some reasons above and with the desire to create interest for students in English grammar lessons, especially students in class 10A9 at high school, I really want to clarify the topic : “Using some games to motivate the students of class 10A9 to learn English grammar at Yendinh 1 high school”.
3. Aims of the study
The first purpose is to investigate the current situation of teaching and learning English grammar to the class 10A9 at Yendinh 1 High School. Based on the current situations and results got from investigating the effectiveness of using language games, the author proposes some solutions to improve the effectiveness of teaching – learning English grammar.
The second purpose is to demonstrate the effectiveness of applying the games in teaching English grammar to grade 10 in general and to class 10A9 at Yendinh 1 high school in particular.
4. The scope of the study
Because of the limited time, the study only focuses on the application of some typical games in teaching English grammar to class 10A9 especially for some structures such as: To+infinitive; Attitudinal adjectives, and Will vs going to. Moreover, these grammatical contents in the basic “Tieng Anh 10” textbook coincided the time the researcher worked as a student teacher in class 10A9 at Yendinh 1 high school, so it is very convenient to study.
5. Methods of the study
- Consulting related materials: For the sake of getting knowledge and useful ideas, I read many books and other materials in addition to earlier researches about using language games when teaching grammar for students.
- Test and observing teaching grammar lessons: To fulfill this study, the researchers observed class 10A9 in teaching and learning grammar lessons in the second semester in school year 2018- 2019 in order to find out the effectiveness of using games when applied in teaching and learning English grammar, then two tests were dilevered to students before and after experiment to check the results of the techiques that the researcher used in the experiment.
- Analyzing the statistics from the observation and tests.
PART B: CONTENT
CHAPTER I: LITERATURE REVIEW
1.1. An overview of English grammar
1.1.1. Definition of English grammar
Crystal (2004) defined: “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity and exploit the richness of expression available in English. Additionally, it can help everyone, not only teachers of English, but teachers of anything for all teaching. Grammar is ultimately a matter of getting to grips with meaning”.
Ur (1991) also said that “the way language manipulates and combines words (or bits of words) in order to form longer units of meaning”. This definition is quite close to the common understanding of what grammar is. The main difference is that it tells us how the rules of languages actually work- they arrange and shape words. Nevertheless, knowing what these rules do is not a very motivating factor alone.
1.1.2. The role of grammar in teaching and learning 
Harmer (1987) pointed out: “Without some understanding of grammar, students would not be able to do anything more than utter separate items of language for separate functions.”.
Grammar, in the first place, helps students understand how the language works. Apart from vocabulary, students need to know grammar to understand how it is written or how words are combined together to understand the proper meaning. Without grammar or with a poor knowledge of grammar, they may get confused with complicated expression. 
 	Second, Smith (2001: 15) claimed that if teachers neither pay attention to grammar nor create opportunities for learners to improve grammar, learners are likely to stand the risk of fossilization or reach a point where they can cope with level of communication that is demanded of them by making use of their existing grammatical resources and communication strategies and probably with sufficient fluency. Surely, they do not see the need to develop their linguistic abilities any further.
 	In favor of the importance of grammar, Larsen – Freeman (1986:13) affirmed that grammar is regarded as a skill rather than an area of knowledge. Learners do not simply store knowledge about the language and its use, they need also develop an ability to do something. They must have a chance of learning situations to overcome the knowledge problem. It is true to say that grammar is the fifth skill besides four skills reading, writing, speaking, and listening. Skill development as well as learning grammar takes practice. Grammar might not be taught only when the students already possessed the knowledge and the ability to use the grammar item in speech, writing and listening comprehension. In fact, grammar is the basis for mastering four language skills. When we have concrete foundation of grammar, we feel easy to advance.
 1.2. Overview of language games
1.2.1. Definition of language games
Games are forms of entertainment derived from a set of artificial rules, typically with a known goal to be reached. Games can be in the form of physical activities, mental, or a mixture of the two. Also, games can be classified as cooperative, solitaire or competitive. Rixon (1981) claimed that “a game consists of play governed by rules”. This was summed up very well in Gibb’s definition (1978) of a game as “an activity carried out by cooperating or competing decision markers, seeking to achieve, within a set of rules, their objectives.” 
Language games mean games related to language. If games help to improve different aspects such as intellectual ability, patience, then language games help to develop language skills. When playing these language games, students not only have fun but can also practice English enjoyably, which helps to motivate students. Greenal (1984) defined as “one kind of activity which is used to consolidate language already taught or acquired and occurs during the free stage of lesson or during occasions such as English club meeting” 
1.2.2. Types of language games.
Hadfiled (1987) stated that: “language games can be divided into two further categories: Linguistic games and communicative games. Linguistic games focus on accuracy, such as applying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike”. Hadfield (1987) also classified language games into many more categories as follows:
Sorting, ordering or arranging games. For example, students have a set of cards with different products of them, and they sort the cards into products found at a grocery store and products found at a department store.
Guessing games: In these games, someone knows something and the others must find out what it is. One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of.
Matching games: As a name applies, participants need to find a match for a word, picture or card. 
Exchanging games: In these games, students barter cards, other objects, or ideas. Similar are exchanging and collecting games. Many card games fall into this category.
Labeling games: These are form of matching, in which participants match labels and pictures.
Role play games: The terms role play, drama and simulation are sometimes used interchangeably but can be differentiated. Role play can involve students playing roles that they do not play in real life, such as dentists, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
1.2.3. Tips for using grammar games in class successfully and when games should be used
First, mentioning using games in class successfully, Nedomová (2007: 19) pointed out, “teachers should consider whether the game-like activity is for children only to make the lesson more attractive and protect them from being bored or whether we tend to revise and practice some particular part of grammar, vocabulary, etc.” Moreover, teachers need to consider the level of the games before applying them into lessons. If the game is suitable for students’ language level, they will feel happy and take part in enthusiastically. However, if the game is too easy or too difficult, they will feel boring and will not want to enjoy playing the game. In addition, it can be easily realized that games help to enhance social interaction and participation from students. Therefore, teachers should understand students’ favourites and if they can learn best with games which require physical action interaction, competition and participation. And then, teachers can use the games which can both maintain pedagogical values and satisfy students. Other factors such as the size and the physical properties of the classroom, the equipment, materials and the time available for a game (McCallum,1980, p.xii) also need paying attention to by teachers. 
Second, mentioning when games should be used in the lesson, Rinvolucri (1990) concluded that games can be used in any stage of a lesson. Particularly, games can be implemented: 
a) before presenting a given structure, especially to find out diagnostically how much knowledge is already known by the learners.
b) after a grammar presentation to see how much the group have grasped. 
c) as a revision of a grammar area. 
CHAPTER 2: THE CURRENT SITUATION OF TEACHING AND LEARNING AND SOME SUGGESTING GAMES APPLIED IN TEACHING TO MOTIVATE STUDENTS OF CLASS 10A9 TO LEARN ENGLISH GRAMMAR AT YEN DINH I HIGH SCHOOL
2.1. Students and their background at Yendinh 1 high school
	The study was carried out to investigate the current situation of teaching and learning English grammar to class 10A9 at Yendinh 1 high school. Class 10A9 has 44 students, include 17 boys and 27 girls. All the students in class have similar backgrounds such as come from villages in Yendinh district such as Dinh Hai, Dinh Tien, Dinh Hoa. They have already finished secondary school with four years of learning English. Although they have had for over four years of learning English, their English proficiency has been very low. Besides, learning environment is very important, too. When being asked why students at Yendinh 1 high school are not good at English, most of the teachers agreed that they did not have good environment. English seems never to be used outside class. Especially, English grammar is not often practiced in the class, except the Language focus lessons. Furthermore, in English lessons, English is used much by teachers and good students, the others are lazy or reluctant to practice and do exercises because they have no effort and aim to learn. Some are afraid of talking as they fear to make mistakes and lose face, and sometimes they fear to get bad marks and be paid bad attention from teachers. Also, English grammar is complicated and difficult to remember, so most of the students are not interested in learning.
2.2. Descriptions of grammar points in English 10 textbook 
English grammar is mentioned in the Language focus lesson of each unit (from unit 1 to unit 16). Each unit provides students with different grammatical knowledge:
Unit 1: The present simple, Adverbs of frequency, The past simple
Unit 2: Wh - questions, Gerund and to + infinitive
Unit 3: The past perfect, The past perfect vs The past simple
Unit 4: The + adjective, Used to + infinitive, Which as a connector
Unit 5: The present perfect, The present perfect passive, Who-Which-That
Unit 6: The present progressive (with a future meaning), Be going to
Unit 7: The present perfect, Because of and inspite of
Unit 8: Reported speech (statements), Conditional sentence type 1
Unit 9: Should, Conditional sentence type 2
Unit 10: The passive voice
Unit 11: Conditional sentence type 3
Unit 12: To + infinitive to talk about purposes, Wh - questions
Unit 13: Attitudinal adjectives, It is/ was not until.... that..., a/ an and the
Unit 14: Will vs Going to, Will: making predictions, Will: making offers
Unit 15: Non - defining vs defining relative clauses, Although as a contrasting connector
Unit 16: Comparatives and superlatives, Making comparisons
Language focus lesson is the last lesson in each unit introduced after four skill lessons are Reading, Speaking, Listening and Writing, often includes two parts: Pronunciation and Grammar. English grammar is a difficult content in English lessons and it is not interesting for students. Therefore, an effective technique should be exploited to motivate students in these grammar lessons. 
Because of the limited time and conditions, the researcher only applied some games for some grammar lessons within the scope of unit 12 - unit 14
2.3. Findings from the current situation
To find out some current situations in using language games in teaching English grammar in class 10A9 at Yendinh 1 high school, the researcher surveys the current situations by using observation and tests. The researcher found out some following results.
2.3.1. Results of class observation
	During the experiment, the researcher observed three different English grammar lessons of class 10A9 without using games, two periods in the afternoon review and one periods in the main course time in the morning to see the students’ attitude in class. The observation worksheet has two parts: the first part presents information about name of the teacher, time teaching, date of teaching, level of students and the second states students’ attitude about English grammar periods such as preparation at home, attention in the class, participation in activities and frequency in building the lessons. The observation is presented at the Appendix 4.
Results from the teacher
	In English grammar lessons, the teacher ussually used the method “presentative approach” in their lessons, the teacher used extra-boards, handouts in English grammar lessons. However, the applying new teaching technique hasn’t been done effectively yet.
	Moreover, the teacher did not use any grammar games during the lesson. It made the classroom’s atmosphere become stressful. Students showed their tiredness in class, both teachers and students felt tired after the lessons, students were very passive, not enthusiastic in expressing their opinions. In the lessons, teacher mostly used Vietnamese to make sure that all the students in the class understood about the lessons.
Results from the students
In my observation, I realized that most of the students seldom raised their hands in lessons. They were not willing to practice. They only practised when being asked. More than half of the students prepared for the lesson before going to class, while a small number of students who do not prepare their homework, so when they are asked they could not give the answer. Some students prepared the homework but were not well-prepared. So they were still hesitant when the teacher asked about the content of the lessons.
When working in groups, it was very often that just one or two students worked while other students did other activities such as chatting with each other, using the mobile phone, etc. In addition, in my observation, I saw that when using English grammar, most students did not care about whether the structure was used correctly or incorrectly, or to mix up the structure with other structures.
Moreover, most of the students felt unconfident when being asked to practice the English grammar structures such as giving examples or doing exercises. They showed their worries; nobody wanted the teacher to call him to practise.
2.3.2. Results from the test (before experiment)
Before applying English grammar games in the experiment process, the author gave a mini - test for the students of class 10A9, including the content: “To+infinitive; Attitudinal adjectives; Will and be going to”. The total students in class are 44 students. The specific content of the test is shown in Appendix 2.
	After giving the exercises to the students, the researcher got the following results:
No
Mark
Result
Number of students
%
1
8 à 10
2
4.6
2
7 à 7.9
4
9.1
3
5 à 6.9
26
59.1
4
< 5
12
27.2
Table 1. Result of the test before experiment
	From the table 5 above, only two students got the very good marks (8à10), account for 4.6%. 
9.1% of the students (4 students) got 7à7.9 (good marks). 
Most of the students (26 students) got 5à6.9 (average marks), account for 59.1%. 
27.2% of the students (12 students) got under 5 (poor marks).
As we can see, the effectiveness of the lessons before experiment was not good and the score for the test is not high. Only a few students got high marks and a lot of students got poor marks. It is necessary to find out a technique to improve the effectiveness of the grammar learning lessons.
2.4. Suggesting some games to apply in teaching English grammar to class 10A9 at Yendinh 1 high school
	In this part, the researcher gives some suggested games to apply in teaching English grammar in the experimental process in class 10A9 at Yendinh 1 high school. The purpose of this experiment is to assess the effectiveness of using the game in teaching English grammar to class 10A9 at Yendinh 1 high school and create excitement for students learning English grammar.
	Because of time, level of students, content of each lesson and the research purpose, the researcher can not do experiment with all English grammar games. The researcher suggests some following types of language games such as: Matching game; Arranging game; Guessing game and Role-play. They are typical grammar games to improve English grammar because the results of previous researches showed that they are effective to teaching – learning English grammar. These solutions were put into practice