Journal of Languages and Language Teaching, Vol. 4 No.1, Mei 2016

THE EFFECTIVENESS OF EXPAND GAMA TOWARD STUDENTS’
MOTIVATION IN LEARNING GRAMMAR

Lailatul Wardiah
MTs. Al-Muslimun NW Tegal, Lombok Barat, NTB

celoela42@gmail.com

Abstract
This research was aimed to find out whether the use of expand game effective toward
students’ motivation in learning grammar and to find out correlation between students’
motivation and grammar. The kind of this research was experimental research with pre test
and post test design. The population of this research was the students at the second grade
students of of MTs Al-Muslimun NW Tegal consist of 104 students. The sample of this
research used two classes namely experimental group and control group where each group
consisted of 26 students. The sample technique used in this research was cluster random
sampling by using lottery. The experimental was taught by expand game and control group
taught by puzzle game. The instruments that used were grammar test and questionnaire for
the motivation. The data analyzed used t-test. The result of the analyzed showed that the
value of to (t obtained) 3.50 was higher than tt (t table) 2.056, the significant level 0.05.
Based on the result of the study, it could be concluded that the use of expand game
effective in learning grammar at the Second Grade Students of MTs Al-Muslimun NW
Tegal and the result correlation between students’ motivation and grammar showed r-test
was higher than r-table (0.979 > 0.388). Based on the result of the study, it could be
concluded that is correlation between students’ motivation and grammar is accepted. In
other word, alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was
rejected.

Key Words: Expand Game, Motivation and Grammar.

Abstract
Penelitian ini bertujuan untuk menemukan dampak positif menggunakan expand game
terhadap motivasi siswa dalam pembelajaran grammar dan menemukan hubungan antara
motivasi siswa dan grammar. Jenis dari penelitian ini adalah penelitian eksperimen dengan
pre test dan post test design. Populasi dari penelitian ini adalah siswa kelas dua dari MTs
Al-Muslimun NW Tegal yang berjumlah 104 siswa. Sampel dari penelitian ini
menggunakan dua kelas namanya kelompok eksperimen dan kelompok kontrol dimana
setiap kelompok terdiri dari 26 siswa. Tekhnik pengambilan sampel dari penelitian ini
menggunakan cluster random sampling technique dengan menggunakan lottery. Kelompok
eksperimen diajarkan dengan expand game dan kelompok control diajarkan dengan puzzle
game. Instrumen yang digunakan adalah test grammar dan kuisoner untuk motivasi.
Analisis data menggunakan t-test. Hasil analisis menunjukan bahwa nilai untuk to (t
obtained) 3.50 lebih tinggi dari tt (t table) 2.056, tingkat signifikan 0,05. Berdasarkan hasil
pembelajaran, bisa disimpulkan bahwa penggunaan expand game effective dalam belajar
grammar untuk siswa kelas dua MTs Al- Muslimun NW Tegal dan hasil dari hubungan
antara motivasi siswa dan grammar menunjukan bahwa r-test lebih besar dari r-table (0.979
> 0.388). Berdasarkan hasil pembelajaran, bisa disimpulkan bahwa hubungan antara
motivasi siswa dan grammar adalah diterima. Dengan kata lain, alternative hypothesis (Ha)
diterima dan null hypothesis (Ho) ditolak.

Kata Kunci:: Expand Game, Motivation and Grammar.

Journal of Languages and Language Teaching, Vol. 4 No.1, Mei 2016

INTRODUCTION
Grammar is components language

skill, such as listening, speaking, reading,
and writing. In teaching grammar there are
so many rules that must be paid attention
when someone wants to master grammar
itself. Someone who can master the
grammar, they should make differences
between the kinds or elements in grammar.
One element of grammar is tense; present
tense, past tense, future tense, etc.

According to Cowan (2008: 3)
grammar is the set of rules that describes
how words and groups of words can be
arranged to form sentences in a particular
language. The study of grammar has a long
and important role in the history of the
second language and foreign language
teaching.

Based on the researcher observation at
Mts Al-Muslimun NW Tegal on February
03th 2017, the researcher found that in
teaching grammar process, students
sometimes got bored and could not
completely receive the grammar material
from the teacher, because the puzzle game
that the teacher used was monotonous and
not too effective to teach grammar. The
teacher strategy just gave a note on the
whiteboard, the teacher gave some
examples, and then asked the students to
take a note. After that the students were
only given limited time to do some
exercises. So, it made the students’ grammar
mastery not really good, especially in simple
present tense. Simple Present Tense was
important as the basic rule for the students to
make and use sentences to communicate in
daily life.

There were several ways which can
help the teacher to make the students’
motivate and enjoy the lesson. One of them
is game. Game is strategy to make the
students more quickly to comprehend the
material. Besides that, Game can help their
students encourage sustaining their interest

in teaching learning process and makes the
students increase their motivation.

Based on problem above, the
researcher interest in conducting research the
effectiveness of expand game toward
students’ motivation in learning grammar at
MTs Al-Muslimun NW Tegal in academic
year 2017/2018.

Review of Related Literature

Grammar
Grammar is the sound, structure, and

meaning system of language. All languages
have grammar, and each language has its
own grammar. People who speak the same
language are able to communicate because
they intuitively know the grammar system of
the language. Students who are native
speakers of English grammar. They
recognize the sounds of English words, the
meaning of those words, and the different
ways of putting words together to make
meaningful sentence.

According to Decapua (2008: 1)
explain that grammar is a set of rules.
Grammar is also often linked to both explicit
and implicit criticisms of people’s use or
“misuse” of language, which may have
created a sense of resentment or frustration
with the notion of grammar.

Generally, grammar or structure is
sometime defined as the way words are
combining or put together to make correct
sentence. We can, however, apply the term,
grammatical to the unit which is smaller
than sentence (Greenbaum and Nelson,
2002: 1). Based on the definition above, it
can be concluding that grammar is set of
rules that describes how words and groups
of words can be arranged to form sentences
in a particular a language.

Motivation
Brown (2000: 160) states that

motivation is probably the most frequently
used catch-all term explaining the success or
failure of virtually any complex task. It is

Journal of Languages and Language Teaching, Vol. 4 No.1, Mei 2016

easy to assume that success in any task is
due simply to the fact that someone is
“motivated”. It is easy in second language
learning to claim that a learner will be
successful with the proper motivation.
Motivation is a theoretical construct used to
explain the initiation, direction, intensity,
persistence, and quality of behaviour,
especially goal directed behaviour (Jere,
2004: 3-4).

Motivate is something (a need or
desire) that causes a person to act. Motivate,
in turn, means to provide with a motive and
motivation is defined as the act or process of
motivating. Thus motivation is the act or
process of providing a motive that can
causes a person to take some action (Nancy,
2013: 23).

Expand Game
According to Davis and Rinvolucri

(1984: 64) expand game is short of game
with words and picture that you play. Game
in general to be liked, for playing game at a
very easy game and unnecessary fuss.
Teaching by using game actually will make
enjoy because suggestion of game will
make students to relax situation and free
from pressure. Game maybe used to
motivate students and to create a more
relaxing foreign language classes. The
researcher will use game as an instrument to
stimulate students to study English. The
procedure of expand game: (1) Teacher
prepares some pictures that show subject,
verb, noun, and adverb; (2) Teacher divides
students in groups. Every group consists of
5 and 6 students; (3) Teacher gives pictures
(subject , predicate, object ,adverb) to the
groups; (4) Teachers ask students to discuss
and arrange the sentences based on the
pictures; (5) Afterwards teacher asks
students to stick the arrange pictures on
the whiteboard and write the sentences
based on the pictures; (6) Teacher
continuous the process by sticks the blank

paper everywhere in every appropriate place
until be different many-formed sentences.

RESEARCH METHOD

Research Design
The approach that used by the

researcher is quantitative approach.
Quantitative approach is the presentation of
data in form of numeric and to analysis the
data is using statistical. According to Miller
(2005: 2) says that informal term an
experimental is a means of collecting
evidence to show the object of on variable
upon another. Where, in this design there
were two groups experimental group and
control group. For that reason, the researcher
used pre-test post-test design. The researcher
design that used in this study is experimental
design in the form of quasi experimental
design, pre-test and post-test design.
(Campbell, 2002: 104) “Quasi experiments
have similar purposes and structural
attributes to randomized experiments”.

The test was given to both of classes
for experimental group would be treated
using expand game and control group was
treated using puzzle game.

Population and Sample
The population of this research is the

second grade students of MTs Al-Muslimun
NW Tegal in academic year 2017/2018
which consists of 104 students and divided
of four classes. Class A consist of 26
students, class B consists of 26 students,
class C consist of 26 students and class D
consists of 26 students.

The total samples of this study are 52
students. In this research, the researcher will
takes two classes as the samples to be the
experiment group and control group. In this
research, VIII A consist of 26 students as
the experimental group and VIII C class
consist of 26 students as the control
group.

The technique for getting samples
the researcher will apply cluster random

Journal of Languages and Language Teaching, Vol. 4 No.1, Mei 2016

sampling technique to determine the
experimental group and control group by
using lottery.

Research Instrument
Instrument is the tool that can be used

by the researcher in setting the data to make
easier. In this study the instrument that the
researcher used: (1) The instrument of this
research is a test. The test used as instrument
was a grammar test the form of objective
test. The researcher gave the students 25
question each 25 multiple choice. Regarding
to the instrument of data collection, they
would be all scored 4 for multiple choice
correct answer. It means the right students
score ranged from the highest 100 (when the
students can answer all question correctly)
and the lowest is 0 (when the students
cannot answer any of the test). (2) The
instrument for motivation is questionnaire.
Questionnaire is important to know students’
motivation in learning grammar. In this case,
the researcher tested the students to know
their motivation is discussed. The students
gave question, it consist of 20 items.

Technique of Data Analysis
In this research, the technique of data

analysis divided into two general type
methodologies, namely; descriptive analysis
included (mean, median, mode, and
standard deviation) and inferential
analysis(the branch of statistics analyzed
sample data to draw conclusions about a
population).

RESEARCH FINDING AND
DISCUSSION

Research Finding
This research was conducted on 17th –

28st July 2017 at MTs Al-Muslimun NW
Tegal. The researcher presented the result on
the study for six meetings. Before conducted
the treatment at the VIII A and VIII C, the
researcher gave pre-test to the students in the
first meeting of both groups to know the

students’ basic knowledge about the
materials especially grammar.

After pre-test conducted at the VIII A
and VIII C, the researcher gave treatment of
both groups for four meetings each class
which treated by expand game in
experimental class while control class
treated by puzzle game. After conducted the
treatment in the classroom of both groups
the researcher gave post-test and
questionnaire for the last meeting. Based on
the data above, it shows that the hypothesis
of this research was t-test value > t-table
value at significant level of 0,05 (90%) with
26 students for both of them. The result of t-
test was higher than t-table 3,50 ˃ 2,056.
Based on the result of the study, it could be
concluded that the use of expand game
effective in learning grammar at the Second
Grade Students of MTs Al-Muslimun NW
Tegal and the result correlation between
students’ motivation and grammar showed r-
test was higher than r-table (0.979 > 0.388).
Based on the result of the study, it could be
concluded that is correlation between
students’ motivation and grammar is
accepted. In other word, alternative
hypothesis (Ha) was accepted and null
hypothesis (Ho) was rejected.

Discussion
According to research finding and

interpretation of the data shown that
alternative hypothesis (Ha) was accepted.
The result of data motivation in
experimental group showed that the score
80-100 was 11 students, score 70 was 7
students and score 50-60 was 8 students
from 26 students and the result of data
motivation in control group showed that the
score 50-60 was 17 students, score 70 was 5
students and the score 80-100 was 3 student
from 26 students. Its means that expand
game was very motivating than treated by
puzzle game. The students’ motivation level
90% from experimental group by expand
game and students’ motivation level was

Journal of Languages and Language Teaching, Vol. 4 No.1, Mei 2016

neutral 40% from control group by puzzle
game.

In this research, expand game was
effective towards students’ motivation
because expand game can make the students
easy to understand the material. Using game
also makes the students relax and early
interested in subject. According to Wright.
A. et al. (2006: 1) game mean an activity
which is entertaining and engaging, often
challenging, and an activity in which the
learners play and usually interact with
others. The students also did not feel strange
when the researcher applied the expand
game in learning grammar because the
students accepted the basic material in
grammar. By using expand game could be
improved students' motivation in learning
because students are not dependent on the
teacher, students can learn with the other
students and the students could be more
active in learning,. By using expand game
could be changes to student motivation, from
the student apathy and very low motivation
was already significant changes, the students
always asked the teacher if they are confused
about the lesson. According to Harmer
(2007: 98), motivation is kinds of internal
drive which pushing someone to do things in
order to achieve something.

CONCLUSION AND SUGGESTION

Conclusion
The conclusion of this research was

based on the results of the data analyzed as
the answer of the research question. The
researcher finally comes into the conclusions
as followed:

1. Expand game effective towards
students’ motivation in learning grammar.
By using expand game it can be improved
students' motivation in learning, because
students are not dependent on the teacher,
students can learn with the other students
and the students can be more active in
learning,. By using expand game it can be
changes to students’ motivation, from the

student apathy and very low motivation was
already significant changes, the students
always ask the teacher if they are confused
about the lesson.

2. There was effective of students’
motivation in learning grammar. Students
can mastery was grammar easier and faster
using expand game.

Based on the result of this
interpretation, it was proved that the
alternative hypothesis (Ha) was accepted and
null hypothesis (HO) was rejected.

Suggestion
By using expand game it can be

improve students' motivation in learning
grammar, because students not depend on
the teacher, students can find information
widely, the students can learn with the other
students and the students can be more active
in learning. By using expand game, studying
is not boring activity for the students
because with expand game not only listen
what teacher said but they can interact with
their teacher and friends too communicate in
the classroom. Expand game can improve
students’ motivation in learning grammar.
Hopefully, the next researcher try to find out
whether expand game can be improved
students in other skill like writing, speaking,
and vocabulary skill.

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