PROPOSAL

THE EFFECTIVENESS OF LEARNING TENSES

BY USING GAME APPLICATION

By:

Ahmad Ari Susanto

(1811102121032/2018)

UNIVERSITY OF MUHAMMADIYAH KALIMANTAN TIMUR

2019
 STATEMENT

I hereby,

Name : Ahmad Ari Susanto

NIM : 1811102421032
Department : (S1) English Department
Faculty : Teaching training and Education

Declare with this in fact the thesis/final project with the title:
THE EFFECTIVENESS OF LEARNING TENSES BY USING GAME APPLICATION.
That I produce after going through research, coaching, discussion and presentation. All quotes,
both direct and indirect, obtained from literature sources, vehicles electronic, direct interviews,
as well as other sources, have been accompanied information regarding the identity of the source
as usual in writing paper. Thus, despite the testing team and thesis writing supervisor/final
project is affixed the signature as a sign of its validity, all these scientific-rich contents remain be
my own responsibility. If later, it found uncontrollable, I am willing to accept the consequences.
Thus, the statement can be used as needed.

Samarinda, 18 Desember 2019

Statement by,

Ahmad Ari Susanto

NIM. 1811102421032

“Do the best and pray. God will take care of the rest”
ii
“Better to feel how hard education is at this time rather than fell the bitterness of stupidity,
later.”

ACKNOWLEDGMENT

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 Alhamdulillah, I wish to thank Allah the Almighty for the blessing, health, inspiration
and ease blessed to me during writing of the final project.
I realize that many assistance and guidance from many people have contributed to the
writing of the final project. I would like to express my deep gratitude to Mr. Ibrahim, S.Pd.,
M.TESOL and my research supervisors, for their patient guidance, enthusiastic encouragement
and useful critiques of this research work.
I would also like to extend my thanks to English Department University of
Muhammadiyah Kalimantan Timur which always supports and teach me since the first year of
my study.
Finally, I wish to thank my parents for their support and encouragement throughout my
study.

Ahmad Ari Susanto

ABSTRACT

iv
Susanto, Ahmad Ari. 2019. The Effectiveness of Learning Tenses by Using Game Application

This research aims to make it easier for students or current generation students to
understand the tenses that exist in English through game applications. As for the background of
this writing because in Indonesia itself there are still less students who can understand tenses. In
addition, Indonesia is developing online games that affect almost all groups, from young to old.
Based on the fact that many students in this generation really love playing a game through
applications and that triggered me to try to incorporate English language elements in the form of
tenses to in a game application because in addition to learning they can also play and understand
tenses.
Therefore, it can be suggested that the use of game application can be an alternative
way to learn tenses, especially to improve the student’s mastery in tenses. This result hopefully
would motivate language teachers to use a game application in teaching English in the
classroom, especially when teaching English tenses to junior high school students.

Key Words: tenses, junior high school, an application.

TABLE OF CONTENTS
ACKNOWLEDGMENT..........................................................................................................................iv
ABSTRACT...............................................................................................................................................v

v
TABLE OF CONTENTS.........................................................................................................................vi
CHAPTER 1 INTRODUCTION..............................................................................................................1
1.1 Background of the Study...........................................................................................................1
1.2 Reasons for Choosing Topic......................................................................................................1
1.3 Purpose of this Study.................................................................................................................1
CHAPTER II Review of the Related Literature.....................................................................................2
2.1 The..................................................................................................................................................2

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CHAPTER 1 INTRODUCTION

1.1 Background of the Study

English as an international language is used in countries throughout the world,

including Indonesia. Last few years, English has been taught at elementary school. It has been
accepted in Indonesia in line with the government’s plan on the nine-year compulsory study.
Based on the 1994 curriculum, English at elementary school level is taught as local content to
serve the need of the local community. But base on the new curriculum, the 2013 curriculum on
the elimination of English subjects at the elementary school level makes students have to learn
the basics again when they in junior high school, in this case is tenses. Because generally
students in primary school have the title golden age and they are faster in absorbing basic lessons
in English.
Teaching for junior high school students who are just learning English is not same as
teaching students who are known the basic English before, because they have different
motivation. They are different from students who are known the basic English before, so the way
of teaching must different too.
Students who are just entering junior high school tent to still want to play either playing
traditional games or online games and in the 4.0 generation technology has begun to dominate
the world such as mobile phones, laptops, computers and others. Thereby triggering people to
start innovating creating various kind of applications that have their respective goals such as
translator applications that aim to provide knowledge and application games that aim for
entertainment, by utilizing the case above if there is a game application that is not only for
entertainment but can also be used as a learning if we put tenses in it. That is will certainly make
students interested.

1.2 Reasons for Choosing Topic

Some reasons why the writer chooses the topic “The Effectiveness of Learning Tenses
by Using Game Application” are:
1) There are still many students who do not understand the formula of tenses.
2) Tenses are important in sentence formation.
3) Generally students like playing online game, so they are will interested and motivated to
learn and memorize tenses.

1.3 Purpose of this Study

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The purpose if choosing this topic is to increase students’ interest in learning about
tenses through game applications and create an effective learning environment without
consuming students’ time in play, because they can play and learn at the same time.
CHAPTER II Review of the Related Literature

2.1 The Characteristic of Junior High School Students’

Middle school age children are children who enter adolescence, during this period their
self-concept experiences complex development and involves a number of aspects of themselves.
Santrock (1998) in Desmita (2014) mentions a number of important characteristics of self-
concept in adolescence namely:
1) Abstract and Idealistic
In adolescence, children are more likely to make a picture of themselves with words
that are abstract and idealistic.
2) Differentiated
Compared to younger children adolescents are more likely to describe themselves
according to increasingly differentiated contexts or situations.
3) Contradiction within Themselves
After adolescents differentiate themselves into a number of roles and in different context,
then a contradiction arises between the differentiated selves.
4) The Fluctuating Self
The contradictory nature in adolescents ultimately leads to self-fluctuations in various
situations.
5) Real and ideal, true and False Selves
The emergence of the ability of adolescents to construct their ideal selves beside
themselves is actually something that confuses teenagers. The ability to realize the
difference between the real self and the ideal self-shows an increase in cognitive abilities.
6) Self-Conscious
Teenagers are more aware of themselves than children and are more aware of
themselves than children and are more concerned with understanding themselves.
7) Self-Protective
That is the mechanism to defend themselves, where in an effort to protect themselves
adolescents tend to reject the existence of negative characteristics in themselves.

Based on the points state by Santrock above, I assume that junior high school students
are very aware about something that can manipulate them.
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2.2 General Concept of Tenses

2.2.1 Definition of Tenses

Tenses is the form of verb to indicate the time (present, past or future) of an action or
event and also a formula for forming sentences in English for various times.
According to Betty Schrampher Azar, tenses is a verb to show a form of action within
certain time in the English sentences are usually divided into three times, namely, past (past),
current (present), and will come (future) in all three parts can be divided into four parts, namely
simple, continuous, perfect, perfect and continuous.
According to Marie Ellen that tenses is a form of action is divided into three forms of
the past (past), present (now), and future (future). It can be broken down again into a more
specific form by looking at the time of the action or event.
Base on that statement, tenses is very useful form to make a sentence, so if someone
cannot understand the whole tenses so they cannot make sentence.

2.2.2 Type of Tenses

According to Najib Zuhni, there are many types of tenses that are:
1) Present tenses
a. Simple present tense
b. Present continuous (progressive) tense
c. Present perfect tense
d. Present perfect continuous tense
2) Past
a. Simple past tense
b. Past continuous tense
c. Past perfect tense
d. Past perfect continuous tense
3) Future
a. Simple future tense
b. Future continuous tense
c. Future perfect tense
d. Future perfect continuous tense
4) Past future
a. Past future tense
b. Past future continuous tense
c. Past future perfect tense
d. Past future perfect continuous tense
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2.2.3 Teaching Tenses

Tenses is very important for second language learners, only with sufficient tenses
learners can effectively express their ideas both in oral and written form. Thus they should have
a good idea of how to expand their tenses so they can improve their interest in learning the
language. Language teachers, therefore should proses considerable knowledge on how to manage
an interesting classroom so that the learners can gain a great success in their tenses learning.
Teaching tenses plays an important role in language acquisition because the mastery of
tenses will help students’ to master all the language skills; speaking, listening, writing, and
reading. Furthermore, in teaching tense the teacher can introduce the list of tenses that is taken
from book. The teacher uses and adds other form of tenses which is relevant on the students.
Teacher need a good knowledge on their teaching material. When they have to teach the
students’ about tenses, teachers should know the general knowledge of tenses.
From the explanation above I conclude that the teachers must know the different kinds
of tenses. In addition, understanding the whole tenses is very important for teacher before they
teach that to students.

2.3 Definition of Game

Almost every child likes games, whatever the form of the game itself. Starting from
games that are simple to the most games modern though. Games are a good training environment
for the real world in organizations that demand problem solving in a manner collaborations.
Game intend for children, not a few adults often play it even not a few that make it as job and
earn income from playing games.
According to Samuel Hendry (2001: 199), games are a part of no inseparable from the
child’s daily life, while some parents point out games as a cause of children’s grade go down,
children are unable to socialize, and act of violence perpetrated by children, whereas according
to Albert Einstein (1988: 202), game is a high form of investigation.
Based on the understanding above the game is something that can be played with
certain rules so that there is a win and there the loser.

2.4 Definition of Online Game

Online games are electronic and visual based games. Online games is also played by
utilizing visual media. The online games is very closely related to attitude and morals as well the
language used. As for everyone’s language, one with others may not same. Usually it depends on
what language used by the person concerned.
According to John C. Beck (2001: 92), online games are games that can be played by
multiplayer via the internet. Usually provided as an additional service from the company online
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game providers or can be accessed directly or through the system provided from the company
that provides the game.
Based on definition above, an online game is a game which is played on a network
(both LAN and internet) and computer games that can be played by multiplayer via the internet.

2.4 Definition of Application

According to Nazrudin Safaat H (2012: 9), application software is a subclass of

computer software that utilizes the capabilities computer directly to perform a task the user
wants. Usually compared to system software integrating various computer capabilities but not
directly apply that ability to do a task benefit user. The main example of application software is
world word processor, worksheets, and media players. Some applications are merged together
into a package or application suite. Examples are Microsoft Office and Open Office.org, which
combines a word processing, sheet applications work, as well as several other applications.
Applications in a package usually has a user interface that similarities so makes it easy for users
to learn and use each application. Often, these applications have the ability to interact with each
other so that it benefits the user.
Based on the discussion above I can conclude that the application is software that is on
the computer which ha the task of doing what the user wants.

CHAPTER III Methods of Investigation

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3.1 Subject of the Study

In conducting this action research, the writer was interested to take the students’ of
SMP 1 Samarinda. It is located on Jl. Drs. Anang Hasyim, Air Hitam. There are six classes, a
class for each grade. The class, which was taken as his classroom action research, was the first
grade. It consists of 48 students.
The choice of the subject of the study is based on the following considerations:
1) The students have never learned English by using game applications, so it is a challenge
for the students.
2) In mastering tenses, the students often find difficulties; it is hard for them to memorize.
3) The students need a new way in learning English in general and especially in tenses.

3.2 Instrument of the Study

The instruments of the study in this research are a game application and tests.

3.2.1 A Game Application

In this study, I was interested in using game application. The game application had
relation with the object or the theme in the English material to be introduced to the students. I
showed one of the game application in front of the class.

3.2.2 Test

The writer used test in his study as the instrument for collecting data. The tests were
pre-test and post-test. The purpose of giving a pre-test was to know the students’ ability in
mastering English tenses before conducting this study. There were 25 multiple-choice questions
to be tested. There were past tense, past continuous tense, past perfect tense, past perfect
continuous tense, present tense, present continuous tense, present perfect tense, present perfect
continuous tense, future tense, future tense, future continuous tense, future perfect tense, future
perfect continuous tense, past future tense, past future continuous tense, past future perfect tense
and past future perfect continuous tense. If the students results of the pre-test were lower than the
criterion that have been confirmed by department of Education and culture, the researcher had to
change the words if 30 the results of the pre-test were the same or higher than the criterion. He
started to treat the students by using game application as tenses instruments.

3.3 Data Collection

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In doing the action research, the writer used several appropriate techniques and
methods. To carry out his study, the writer had to collect data containing some information
needed for her research. In this research, the writer used the pre and post-test. The aims of using
pre and post-test were to know the students’ responses during the activities and to see their
abilities in mastering the tenses and their progress. Moreover, test can be used to test one’s
proficiency.
Data is very important in this research, for the research funding comes from the
interpretation of the data collected. In collecting data, I got the data from observing the teaching
and learning process and the result of the students’ test. The process of collecting the data was
though two cycles in six meetings. First meeting was the pretest. In the second until fifth
meeting, I conducted the teaching learning process and the sixth meeting the students did a post
test. At the first meeting I conducted pretest. At the second meeting, I taught the students four
tenses about simple past tense, past continuous tenses, past perfect tense, and past perfect
continuous tenses. At the third meeting I taught the students four tenses about simple present
tenses, present continuous tenses, present perfect tenses, and present perfect continuous tenses.
At the fourth meeting, I taught the students four tenses about simple future tenses, future
continuous tenses, future perfect tenses and future perfect continuous tense. At the fifth meeting,
I taught the students four tenses about past future tenses, past future continuous tenses, past
future perfect continuous tenses. At the last meeting I conducted posttest. To analyze the data, I
assessed the students’ mastery of the materials given that is how well an individual student
masters the materials. I gave pre-test and post-test in order to know the students mastery in that
material. Then, I compared the students result in the pre-test and post-test.

3.4 The Steps in Action Research

This study was undertaken through three steps. At first, it was a pre-test, the second
step was treatments, and the last step the students did the post-test. To make the steps in this
research more clearly, the writer makes a chart as follows:
1. Step 1
Step 1 is conducting the pre-test. The pre-test is conducted at the beginning of
the research. It consists of 25 items.
2. Step 2 (Action)
In this activity, the writer performs the game application. In this activity, the
theme are past, present, and future. The steps in teaching and learning process are as
follows:
1) I show the game application
2) I introduce the name of game application to the students’
3) While performing the game application, I asked the students’ what type of
game they like.
4) At the end of the lesson, I gave the students answer sheet and gave a short test
to them. This activity was to check students’ understanding about this lesson.
3. Step 3
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In step three the post-test was conducted. In this post-test, the students had to
do 25 multiple-choice items. The test is the same as the test before they followed. After
doing post-test, the students got their result of the last test.