Using some games to motivate the students of class 10a9 to learn english grammar at yendinh 1 high school

Tips for using grammar games in class successfully and when games should be used...5 CHAPTER 2: THE CURRENT SITUATION OF TEACHING AND LEARNING AND SOME SUGGESTING GAMES APPLIED IN TEACHI

TABLE OF CONTENTS TABLE OF CONTENTS I

PART A: INTRODUCTION 1

1 TITLE OF THE STUDY 1

2 RATIONALE 1

3 AIMS OF THE STUDY 1

4 THE SCOPE OF THE STUDY 1

5 METHODS OF THE STUDY 2

PART B: CONTENT 3

CHAPTER I: LITERATURE REVIEW 3

1.1 An overview of English grammar 3

1.1.1 Definition of English grammar 3

1.1.2 The role of grammar in teaching and learning 3

1.2 Overview of language games 4

1.2.1 Definition of language games 4

1.2.2 Types of language games 4

1.2.3 Tips for using grammar games in class successfully and when games should be used 5

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 6

2.1 Students and their background at Yendinh 1 high school 6

2.2 Descriptions of grammar points in English 10 textbook 6

2.3 Findings from the current situation 7

2.3.1 Results of class observation 7

2.3.2 Results from the test (before experiment) 8

2.4 Suggesting some games to apply in teaching English grammar to class 10A9 at Yendinh 1 high school 8

2.4.1 Matching game 9

2.4.2 Arranging game 9

2.4.3 Guessing game 9

2.4.4 Role – play 9

CHAPTER 3: EXPERIMENT AND RESULTS 10

3.1 Description of experimental teaching 10

3.2 Data collection instruments 10

3.3 Experiment procedure 10

3.4 Result 13

3.4.1 Result from post – test 13

3.4.2 Results from observation 14

3.5 Findings 15

CHAPTER 4 SUGGESTED SOLUTIONS 16

4.1 For the teachers 16

4.1.1 Preparing a well-planned lesson with an interesting game 16

4.1.2 Organizing the language games in class 16

4.1.3 Giving games with clear instructions 16

4.1.4 Providing games with support 17

4.2 For the students 17

PART C: CONCLUSION 18

1 SUMMARY OF THE STUDY 18

2 SUGGESTIONS FOR FURTHER RESEARCH 18

APPENDIX I

APPENDIX 1: REFERENCES I APPENDIX 2: PRE- TEST (BEFORE EXPERIMENT) II APPENDIX 3: POST- TEST (AFTER EXPERIMENT) IV APPENDIX 4: CLASS OBSERVATION VI APPENDIX 5: LESSON PLAN 1 VII APPENDIX 6: LESSON PLAN 2 X APPENDIX 7: LESSON PLAN 3 XII

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 theirown purposes In Vietnam, learning English language is interested by youngpeople, especially students for a plenty of reasons such as studying at gooduniversities, 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 differentrules Besides, traditionally, many teachers approach grammar teaching veryseriously, making the lessons dull and uninteresting Therefore, students usuallyfeel tired and bored during grammar lessons and then they are not motivated tostudy William Somerset Maugham (1938) indicated that “it is necessary toknow grammar, and it is better to write grammatically, and it is well toremember that grammar is common speech formulated”, “grammar is thestructural 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 theway we and others use language It can help foster precision, detect ambiguity,and exploit the richness of expression available in English” Therefore, we cansee 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 andlearning English grammar to the class 10A9 at Yendinh 1 High School Based

on the current situations and results got from investigating the effectiveness ofusing language games, the author proposes some solutions to improve theeffectiveness of teaching – learning English grammar

The second purpose is to demonstrate the effectiveness of applying thegames in teaching English grammar to grade 10 in general and to class 10A9 atYendinh 1 high school in particular

4 The scope of the study

Because of the limited time, the study only focuses on the application ofsome 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 atYendinh 1 high school, so it is very convenient to study

5 Methods of the study

- Consulting related materials: For the sake of getting knowledge anduseful ideas, I read many books and other materials in addition to earlierresearches about using language games when teaching grammar for students

- Test and observing teaching grammar lessons: To fulfill this study, theresearchers observed class 10A9 in teaching and learning grammar lessons inthe second semester in school year 2018- 2019 in order to find out theeffectiveness of using games when applied in teaching and learning Englishgrammar, 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: CONTENTCHAPTER 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 ourability 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 uselanguage It can help foster precision, detect ambiguity and exploit the richness

of expression available in English Additionally, it can help everyone, not onlyteachers of English, but teachers of anything for all teaching Grammar isultimately a matter of getting to grips with meaning”

Ur (1991) also said that “the way language manipulates and combineswords (or bits of words) in order to form longer units of meaning” Thisdefinition is quite close to the common understanding of what grammar is Themain difference is that it tells us how the rules of languages actually work- theyarrange and shape words Nevertheless, knowing what these rules do is not avery 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 oflanguage for separate functions.”

Grammar, in the first place, helps students understand how the languageworks Apart from vocabulary, students need to know grammar to understandhow it is written or how words are combined together to understand the propermeaning Without grammar or with a poor knowledge of grammar, they may getconfused with complicated expression

Second, Smith (2001: 15) claimed that if teachers neither pay attention togrammar nor create opportunities for learners to improve grammar, learners arelikely to stand the risk of fossilization or reach a point where they can cope withlevel of communication that is demanded of them by making use of theirexisting grammatical resources and communication strategies and probably withsufficient fluency Surely, they do not see the need to develop their linguisticabilities 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, theyneed also develop an ability to do something They must have a chance oflearning situations to overcome the knowledge problem It is true to say thatgrammar is the fifth skill besides four skills reading, writing, speaking, andlistening Skill development as well as learning grammar takes practice

Grammar might not be taught only when the students already possessed theknowledge and the ability to use the grammar item in speech, writing andlistening comprehension In fact, grammar is the basis for mastering fourlanguage skills When we have concrete foundation of grammar, we feel easy toadvance.

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 physicalactivities, mental, or a mixture of the two Also, games can be classified ascooperative, solitaire or competitive Rixon (1981) claimed that “a gameconsists of play governed by rules” This was summed up very well in Gibb’sdefinition (1978) of a game as “an activity carried out by cooperating orcompeting decision markers, seeking to achieve, within a set of rules, theirobjectives.”

Language games mean games related to language If games help toimprove different aspects such as intellectual ability, patience, then languagegames 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 isused to consolidate language already taught or acquired and occurs during thefree 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 furthercategories: 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 whichare similar to one another but not exactly alike” Hadfield (1987) also classifiedlanguage 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 productsfound 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 toguess 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 intothis 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 studentsplaying roles that they do not play in real life, such as dentists, while simulationscan 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 normallyscripted performances, whereas in role plays and simulations, students come upwith 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 forchildren only to make the lesson more attractive and protect them from beingbored or whether we tend to revise and practice some particular part ofgrammar, vocabulary, etc.” Moreover, teachers need to consider the level of thegames 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 toenjoy playing the game In addition, it can be easily realized that games help toenhance social interaction and participation from students Therefore, teachersshould understand students’ favourites and if they can learn best with gameswhich require physical action interaction, competition and participation Andthen, teachers can use the games which can both maintain pedagogical valuesand satisfy students Other factors such as the size and the physical properties ofthe 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 diagnosticallyhow 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 ofteaching 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 districtsuch as Dinh Hai, Dinh Tien, Dinh Hoa… They have already finishedsecondary school with four years of learning English Although they have hadfor over four years of learning English, their English proficiency has been verylow Besides, learning environment is very important, too When being askedwhy students at Yendinh 1 high school are not good at English, most of theteachers agreed that they did not have good environment English seems never

to be used outside class Especially, English grammar is not often practiced inthe class, except the Language focus lessons Furthermore, in English lessons,English is used much by teachers and good students, the others are lazy orreluctant to practice and do exercises because they have no effort and aim tolearn 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 fromteachers Also, English grammar is complicated and difficult to remember, somost 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 grammaticalknowledge:

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 twoparts: Pronunciation and Grammar English grammar is a difficult content inEnglish lessons and it is not interesting for students Therefore, an effectivetechnique 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 teachingEnglish grammar in class 10A9 at Yendinh 1 high school, the researcher surveysthe current situations by using observation and tests The researcher found outsome following results

2.3.1 Results of class observation

During the experiment, the researcher observed three different Englishgrammar lessons of class 10A9 without using games, two periods in theafternoon review and one periods in the main course time in the morning to seethe students’ attitude in class The observation worksheet has two parts: the firstpart presents information about name of the teacher, time teaching, date ofteaching, level of students and the second states students’ attitude about Englishgrammar 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 techniquehasn’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 theirtiredness in class, both teachers and students felt tired after the lessons, studentswere very passive, not enthusiastic in expressing their opinions In the lessons,teacher mostly used Vietnamese to make sure that all the students in the classunderstood about the lessons

Results from the students

In my observation, I realized that most of the students seldom raised theirhands in lessons They were not willing to practice They only practised whenbeing 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 theteacher asked about the content of the lessons.

When working in groups, it was very often that just one or two studentsworked 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 whenusing English grammar, most students did not care about whether the structurewas used correctly or incorrectly, or to mix up the structure with otherstructures

Moreover, most of the students felt unconfident when being asked topractice the English grammar structures such as giving examples or doingexercises They showed their worries; nobody wanted the teacher to call him topractise

2.3.2 Results from the test (before experiment)

Before applying English grammar games in the experiment process, theauthor 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:

Table 1 Result of the test before experiment

From the table 5 above, only two students got the very good marks(810), account for 4.6%

9.1% of the students (4 students) got 77.9 (good marks)

Most of the students (26 students) got 56.9 (average marks), account for59.1%

27.2% of the students (12 students) got under 5 (poor marks)

As we can see, the effectiveness of the lessons before experiment was notgood and the score for the test is not high Only a few students got high marksand a lot of students got poor marks It is necessary to find out a technique toimprove 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 inteaching English grammar in the experimental process in class 10A9 at Yendinh

1 high school The purpose of this experiment is to assess the effectiveness ofusing the game in teaching English grammar to class 10A9 at Yendinh 1 highschool and create excitement for students learning English grammar

Because of time, level of students, content of each lesson and the researchpurpose, 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 ofprevious researches showed that they are effective to teaching – learning Englishgrammar These solutions were put into practice through experimental teaching.The results of these experimental teaching and some discussions are mentioned

at the end of this study

2.4.1 Matching game

When doing experiment, this game will be organized at the warm - up

stage of Unit 12: Music – Language focus It was applied to experimental teaching “To+infinitive” Its procedure will be presented more specifically in

chapter 3

2.4.2 Arranging game

This is the game that the researcher designed and applied for

“To+infinitive” structure in Unit 12: Music - Language focus (Exercise 2) at

practice stage Its procedure will be presented more specifically in chapter 3.

will be presented more specifically in chapter 3

Above are some suggested games that will be used during the experiment,each game is applied in different sections, lessons in different units The processand content of the games will be presented in chapter 3 of the study

CHAPTER 3: EXPERIMENT AND RESULTS

In the previous chapter, the researcher provided some suggested games toapply in teaching English grammar to class 10A9 at Yendinh 1 high school Inthis chapter, the researcher would like to conduct an experiment to check thefeasibility of some suggested solutions

3.1 Description of experimental teaching

The researcher had 3 weeks to carry out the experiment in class 10A9.The researcher applied some grammar games to teach English grammar tostudents in class 10A9 The English teachers of class 10A9 at Yendinh 1 highschool helped me to carry out the experiment in applying some games in 3weeks

3.2 Data collection instruments

In order to know whether using some grammar games for learningEnglish grammar is effective or not, the researcher carried out an experiment.This experiment is necessary for the researcher to give the most exact results inthis study

 A test after experiment was used to check the improvement of the

students in class 10A9 about English grammar (Appendix 3)

 Obervation worksheet was used to observe teacher and students’ activitiesand their attitude towards the lessons

3.3 Experiment procedure

Basing on the results from the current situations and some suggestedsolutions, the researcher did experimental teaching The experimental teachingincluded three parts: warm – up, practice and production The researcher chosesome games such as: Matching game; Labeling game; Guessing game and Role-play because these games are easy to play and easy to organize in the classroom,

it can apply for different lessons and different grammatical structures Somegrammar games in each part were used separately because of the differencesamong contents of each unit The researcher did experimental teaching in

English grammar in three units: Unit 12: Music, Unit 13 Films and cinema and

Unit 14: The World cup In the process of organizing the games, the teacher

went around the class, helped the students when they had difficulties, especiallythe students would receive a small gift if they gave correct answers Theprocedure of experiment lasted 3 weeks with the list of works as following:

The first week

In the first week, the researcher carried out two grammar games:

Matching (at the warm – up stage of Unit 12) and Lableling game (at the

practice stage of Unit 12) for the grammar structure “To+infinitive”.

A warm up activity is often a short and fun game which the teacher canuse with his/her students The purpose of warms up is to prepare them to learn

by stimulating their minds Warm ups should last about five minutes

Unit 12: Music (Warm – up)

Type of games: Matching game

Class management: Group work

- Teacher divides the whole class into two big groups

- Ask students to work in groups, read and match the content of column A withthe appropriate content in column B Each team has only one minute to thinkabout the answers, after a minute the team raised their hands first will have theright to give the answer If the answer of the first team is wrong, the rightanswer belongs to the other team

- The team that has the best and fastest answer will be the winner and receive agift from the teacher

Handout

1 She went to London last week a to practice speaking English in my

class

2 She speaks English every day b to communicate with foreigners

3 I do not have chance c to give his girlfriend on her birthday

4 Nam wants to buy a special gift d to have a opportunity to study abroad

5 Hoa wished to pass this exam e to visited a her friend

The practice stage is the main part of a grammar lesson in which studentsuse English grammar stuctures provided in presentation stage to do exercises orpractice Time spent on this stage is about twenty to twenty-five minutes

Unit 12: Music (Practice – Exercise 2)

Type of games: Arranging game

Class management: Whole class

Material: handouts, cards

Time: 5-7 minutes

* Procedure:

- Teacher prepares some cards contain the lack words of the sentences inExercise 2 (textbook, page 131) and some handouts contain the sentences intextbook and then pick up on the board The order of the sentences and themissing words to be filled are not arranged in the order

- Teacher asks students to work individual, quickly read and then match thewords in the cards with the suitable sentences in the handouts

- The teacher would ask the students who raised his/her hand earliest to go to theboard to match these words with the suitable sentences, and the others orallyanswer Students who have the correct answers and the fastest will receive a

special gift or get mark from teacher If the student answers wrong, the rightanswer belongs to another student

- During the grammar game, the teacher often encourages the students to gethigh mark or a special gift

- Students play the game until they complete all the sentences in Exercise 2

- Teacher evaluates the results of students and laud positive students to have thecorrect answers, encourage the pairs who have incorrect answers

3 I went to the post office _ a letter to read

4 He telephoned _ me to the party to buy

5 She’s going to Britain _ English to post

The second week

In the second week, the researcher carried out the grammar game:

Guessing game for “Attitudinal adjectives” in Unit 13 in the basic English 10

book

Production is the last step of a grammar lesson so it is time for students’production The activities in this stage are for students to reflect upon theirperformance Production stage should last seven to ten minutes

Unit 13: Films and cinema (Production)

Type of games: Guessing game

Class management: Group work

- Teacher divides the class into two teams

- Teacher call on one student as a describer to go to the board to describes someattitudinal adjectives are given by the teacher (just only describe in action, notusing words)

- The memmbers of two team look at the describer and guess what is the word

- The team, who has more correct answers, is the winning team and receive ateacher’ gift

Attitudinal adjectives

1 Shocking/ shoked 6 exciting/ excited

2 boring/ bored 7 tiring/ tired

3 worrying/ worried 8 fascinating/ fascinated

4 frightening/ frightened 9 disgusting/ disgusted

5 surprising/ surprised 10 confusing/ confused

The third week

In this week, the researcher carried out the language games: Role – play (at the practice stage of Unit 14) for the structure “Will vs going to”.

Unit 14: The World cup (Exercise 1)

Type of games: Role-play

Class management: Pair work

Material: textbook

Time: 5-7 minutes

* Procedure:

- After revising the theories of “Will and Going to”, the teacher introduces and

gives the rules of the game

- Teacher asks students to work in pairs to play this game One student isspeaker A and other is speaker B The teacher would ask the first pair whoraised their hand to role – play If they give a correct answer, they would get amark or a small gift; especially, if they give the correct answer, they have therights to choose two others to continue the game In opposite, the pairs haveincorrect answers will be penalized by dancing or singing

- The teacher does the same with the other groups During the language game,the teacher often encourages the students to get high mark or a special gift

- Students answer respectively until complete all the sentences

- Teacher evaluates the results of these pairs and lauds positive pairs to have thecorrect answers, encourages the pairs who have incorrect answers

3.4 Result

To find out some results in using grammar games in teaching Englishgrammar in class 10A9 at Yendinh 1 high school, the researcher didexperimental teaching During these lessons, the researcher observes allteacher’s activities as well as students’ activities Besides, the researcher asked

students to take a mini post-test (appendix 3) The researcher found out some

following results

3.4.1 Result from post – test

To evaluate the improvement of the students after experiment, the authordesigned a mini post - test with experimented teaching The content of the post-test was designed as a pre-test to ensure objectivity and easy to see thedifferences in teaching English grammar before and after the experiment,

including: To+infinitive; Attitudinal adjectives; and Will vs going to The

specific content of the test was shown in Appendix 3.

Table 2: Result of the test after experiment

From the table 7 above, 8 students got the very good marks from 810,account for 18.2% while only two student got the same marks from 810before experiment (4.6%) Obviously, a number of students got the very goodmarks increased

34.2% of the students (15 students) got 77.9 (good marks) while only 4students got the mark 77.9 (9.1%) before experiment A number of studentsgot the good marks increased

36.3% of the students (16 students) got 56.9 (average marks) while 26students got the average marks before experiment (59.1%) A number ofstudents got the average marks decreased

11.3% of the students (5 students) got under 5 (poor marks) while 12students got poor mark before experiment (27.2%) A number of students got thepoor mark decreased

The comparison between pre test and post test is shown in the tablebelow:

Number of students

Table 3: The comparison between pre-test and post-test

As we can see, the effectiveness of the lessons after experiment wasimproved The number of the students got high marks increased and the number

of students got poor marks decreased

3.4.2 Results from observation

During experimental teaching lessons, I observed the students’ attitudetowards the lesson and realized that many students raised their hands tocontribute to the lessons Nobody slept in class The teacher used target

language to present knowledge The teacher only used Vietnamese when therewere some difficult words or structures.

The students were asked to work in pairs or groups basing on the content

of each task In these lessons, the teacher used handouts and cards in grammargames The teacher taught English grammar through the games As a result,students were very interested in the lessons They showed their excitement aboutthese teaching aids and teacher’ teaching methods Thanks to these teaching aidsand teacher’ methods, students contributed to the lessons very well The class’satmosphere became interesting

According to the researcher’s observation, in lessons that teachers usedlanguage games, students not only contributed to the lessons but also usedEnglish grammar well and correctly They showed their confidence in theirpractice In addition, after the lessons, students often discussed what theylearned

Moreover, all of the members in group and all students in class worked,nobody sat in silence as they used to We can see that when all students workactively, they will understand the content of the lessons more deeply; theclassroom’s atmosphere becomes more interesting Taking part in some gameswill help students improve their English grammar and feel more confident

3.5 Findings

From the results of students’ feedback questionnaire, post - test, andobservation the researcher found out some findings about the effectiveness ofusing grammar games in teaching English grammar to class 10A9 at Yendinh 1High School after experiment

After applying some games in teaching English grammar in class 10A9 atYendinh 1 High School, most of the students felt interested in grammar lessons.The classroom’s atmosphere is more relaxed and comfortable; it makes studentsare keen on the lessons They are more interested in practising English grammarthan ever before Many students raised their hands to take part in the games and

to practice Especially, nobody slept in the lesson

The use of games in teaching English grammar greatly improves the use

of English grammar structures of the students They are more active in learningEnglish grammar The researchers have applied some games in teaching some

grammatical structures such as: To+infinitive; Attitudinal adjectives; and Will vs

going to After the experimental teaching, especially after the results of the tests,

the researcher realized that the class 10A9 students’ use of the English grammarstructures was better and more effective In general, the post - test scores of thestudents are higher than pre-test In addition, during the use of the games inexperimental teaching, the researcher observed that students are more active inthe use of grammatical structures, although there are students who say wrong,misuse stuctures, but it only accounts for a small amount But that alsodemonstrates that the students’ use of English grammar has improved