- Aims of the study. - The major aims of the study are:. - to emphasize the importance of students’ motivation in teaching and learning grammar. - Scope of the study. - Given the rationale and the aims of the study, it is necessary to limit the study to the areas which are manageable. - Benefits of the application of games in teaching grammar create the effectiveness of students’ learning in grammar which focuses on two factors: developing students’ motivation and understanding of the lesson. - What is the role of grammar and the importance of students’ motivation in teaching and learning grammar?. - Methods of the study. - Comments, remarks, assumptions and conclusion of the study are based on data analysis.. - Design of the study. - Part I – Introduction – provides the rationale for the study and sets up the aims, scope, research questions and methods of the study.. - Chapter 1 is concerned with the literature review of the study.. - Part III – Conclusion – summarizes and makes a conclusion to the main points which have been explored in the study, gives out recommendations to develop the effectiveness of teaching and learning English, some suggestions for future research and the limitation of the study.. - PART II DEVELOPMENT Chapter 1 Literature Review 1.1 The role of grammar in teaching and learning English. - The expression of functional language is only possible through the use of the Grammar of the language”. - In favour of the importance of grammar, Larsen – Freeman (1986:13) affirms that grammar is regarded as a skill rather than an area of knowledge. - 1.2 The important of students’ motivation. - Likewise, if learners have favourable attitudes towards the speakers of the language, they will desire more contact with them.”. - have a purpose beyond the production of correct speech, and are examples of the most preferable communicative activities." They go on to explain that grammar games help students not only gain knowledge but be able to apply and use.that.learning. - Plus, during the game, the students are focused on the.activity.and.end.up.absorbing.the.grammar.subconsciously.. - Learning a language requires constant effort and that can be tiring, but Ersoz outlines two good reasons why games should be..included..in..the..classroom:. - Games allow meaningful use of the language in context. - These games may entertain the students, but when the teacher doesn’t have much time with them each day as it is, he/she wants the game to do double duty to get the most out of the time he/she spends playing games.. - Does the difficulty level of the game mesh with the students' ability level?. - Is it possible to play a game for the sake of the game and not in order to define winners and losers? Here are some ways play down competition. - Summary of the chapter To summarize this chapter, it can be said that grammar plays a very important part in teaching and learning English. - The application of the grammar games is very necessary to develop students’ motivation and understanding of the lesson. - Those are the main points in the literature review that the chapter is concerned with to carry out the next steps of the study in Chapter 2.. - Ha Trung high school is one of the leading schools in Thanh Hoa province. - The material conditions of the school are rather well-provided, which also helps to create its success. - The subjects of the study were 185 students in some 10th classes and the observation class is 10K (40 students). - In addition, their lack of awareness of the importance of English as well as motivation makes them not interested in learning English. - When giving idea about students’ motivation for grammar learning, 14% of the teachers say that their students like English grammar very much, 36% of the teachers think students like it, and about half of the teachers (50%) find their students like but not much, and don’t like at all. - In summary, students’ motivation is not high.. - Table 1 Teachers’ difficulties in teaching grammar - Teachers’ ideas about frequency of using grammar games in class: only 36.4% of the teachers often use grammar games, meanwhile 57.1 % sometimes use and 7.5% seldom use. - enhancing students’ motivation 3. - healthy students’ competition 4. - developing students’ independence and confidence 5. - Most of the students asked like English but at the different rate. - 35.7% of the students like doing exercises which means that their teachers give reviewing exercises to students to revise learnt grammar structures or prepare for tests. - After grammar lessons, only 43.8% students understand lesson in class, 55% of the students say sometimes they can’t understand immediately and 1.2% can’t understand. - Students’ understanding of the lesson - Students’ learning method plays an important part in mastering teachers’ lectures and applying new knowledge. - We can see that about 2/3 of the students often pay attention to listen to teachers’ lectures and write down the lesson in their notebooks while 23.3% students contribute their ideas. - 53.5% of the students like the teaching method of their teacher, 25.8% of the students like very much and 11.7% don’t like it.. - 2.2.2.1 Using grammar games. - The teacher uses the grammar games below: *Game 1: (8 minutes – to present “The Reported speech: statements” before practicing exercise 1, exercise 2: students’ homework). - The teacher asks the students to work in 4 groups. - The teacher asks the students to work in individual in turn. - Most of the students often raise their hand and answer right, so the classmates clap their hands to congratulate. - At the beginning of the lesson, the teacher calls 2 students to check up their old lesson. - That means at the first stage, the teacher introduces the form and meaning of the grammar structures by building situation or dialogue. - Use grammar games. - Table 6 Comparison of students’ motivation through lessons In addition, so as to compare the effectiveness of students’ learning between the lessons with and without grammar games, the researcher also carries on counting the students’ right answers and relying on the result of the test after 4 experimental lessons. - Table 8 below expresses clearly the difference in the students’ understanding of the lessons with and without grammar games. - Moreover, the number of students who get marks 7 -10 only occupies 25% in lessons without grammar games compared with 40% of the students get these marks in the other lessons. - 2/ Is students’ motivation today a lot different from in the lessons without grammar games?. - According to the teacher:. - The teacher finds that students’ motivation develop clearly when learning grammar with games.. - Most of the students (75%) say they like the games very much and are really content with them.. - 81.1% of the students find that the games guided by their teacher are easy to understand, 18.4% of the students sometimes don’t understand the rule of the games, and 0.5% of the students don’t know how to play the games.. - Most of the students (65.4%) think that they can apply immediately grammar structures into the games, 31.4% of the students sometimes feel difficult to do it, and 3.2% don’t know how to apply.. - Students’ difficulties when playing grammar games are shown in the following chart:. - Chart 6 Students’ difficulties in playing grammar games. - In general, the researcher finds that grammar games help most of the students feel more positive in leaning grammar which is expressed through their motivation in the games. - Moreover, from the questionnaire for students, 11.9% of the students like learning grammar and over a half of students can’t understand immediately grammar structures taught in class. - When asked about motivation in grammar game, most of the students would like their teacher to give more games so that they can learn more quickly, remember longer, and enjoy the lively class atmosphere.. - 2.3.2.1 Effectiveness of grammar games in developing students’ motivation. - The result of the study shows that grammar games are not only used to relax but to revise and practice the lessons, improve learning with the communicative method. - 2.3.2.2 Effectiveness of grammar games in developing the ability of students’ understanding of the lesson. - When students get used to grammar games, time for games will be shorter, the ability of students’ understanding of the lesson is also better.. - Most of the teachers interviewed (92.9%) find that using grammar games loses a lot of time, so the teachers do not have enough time to teach all content of the lesson.. - Lack of teaching aids or audio-visual facilities limit introduction and practicing language and reduce success of the lecture (35.5% students’ ideas) and cost time to prepare (7.1% of the students). - Comments and conclusion of the chapter. - It is necessary for teachers use grammar games in teaching so that students get used to them and choose the games which are suitable to students’ level, time and the content of the lesson. - Moreover, teachers need to explain the rule of the games clearly and easily for students to understand. - Teachers also should suggest the direction of the school in order to provide completely audio-visual facilities, reduce number of students in each class. - This is essential as teacher can lose control of the class..if..he/she..does..not..keep..them..occupied. - That said, the teacher will need to make sure the rules for all of the games are clear and manageable. - The teacher should also leave a little time at the end of the class period to allow the students to clean up and gather their things as well as time for the teacher to recap the class, praise the students and tell them good-bye. - Group 1: write on board the formation of the present simple. - Group 2: write on board the usage of the present simple. - Group 3: write on board the examples of the present simple. - Group 4: write on board the notes of the present simple. - The teacher asks the students to work in pairs to put each of the adverbs of frequency with its suitable position in the sentence. - The teacher asks the students to work in pairs. - exercise 2: students’ homework). - Then the teacher asks the students to work in 4 groups. - After that the teacher uses the past simple or the past perfect to make some questions about the content of the passage and calls some students to answer. - The teacher praises the students who answer exactly. - They will find the answers to the question of the situation which the teacher gives: What do you think Tan has done before Quang comes?. - The games above are only some examples of the application of games in teaching grammar with reference to Tieng Anh 10. - Conclusion of the chapter This chapter suggests measures, tips for using grammar games in class successfully, and examples of games to teach grammar points in Tieng Anh 10 textbook. - These suggestions will help teachers and students to overcome difficulties in using grammar games and get used to teaching and learning grammar with games in order to develop students’ motivation and understanding of the lesson.. - Summaries In summary, the study deals with the theories of the role of grammar, students’ motivation, and the application of games in teaching grammar. - At the same time, the researcher observes one class at random both using grammar games and not using grammar games in order to find out benefits of the application of games in teaching grammar.. - The result or the aim of the study is that the application of grammar games brings benefits to the teachers and the students in teaching and learning English, especially effectiveness of students’ learning in grammar. - Limitation of the study. - Due to limitation of time for research and limited knowledge of the researcher, the present study unfortunately has certain inevitable deficiencies. - Hence, rigorous conclusions cannot be made about findings of the study. - Grammar Games