Thanks for the time.

Assalamualaikum, wr.wb.
The honorable Miss Meisuri, M.Pd as the moderator
The honorable Miss YulanPuspitaRini, M.A as the firstexaminer
The honorable Mr. BambangIrfani, M.Pd as the second examiner
The honorable Miss DewiKurniawati, M.Pd as the advisor
The honorable Miss Dian Reftya Wati, M.Pd as the secretary

I would like to explain my Thesis, which entitles The influence of Using Snake and ladder
game towards Students Present Continuous Tense Mastery at the First Semester of Eighth Grade
of SMP PangudiLuhurBandarlampungin the Academic Year of 2016/2017.

A. Background of the problem

Language is not only used for daily conversation but also used in education, research and
science both spoken and written. From considering those function of language, people study
language both formal and informal.
In a preliminary research in SMP PangudiLuhurBandarlampung, the researcher asked Miss
Yustina, S.Pd as an English teacher of the eighth grade. She said that the students present
continuous tense mastery is still low
It is also noticed that there are some other problems dealing with teaching-learning process of
grammar, the researcher identifies the problem as follows:
1. The students get difficulties in understanding present continuous tense form.
2. The students do not feel interested in the classrooms condition
3. The teachers way in teaching grammar especially present continuous tense is still less
interesting.
Seeing the fact, it means that there should be solutions for those problems. Snake and ladder
game are effective to be implemented in teaching grammar especially to mastering present continuous
tense. This technique is effective in enhancing the students present continuous tense mastery and
help their vocabulary enrichment. It from the words and pictures that require thestudents are able to
make the sentence of each image that is being done and change the verb into verb + ing form.
Moreover, using Snake and ladder gamein teaching grammar benefits for students in learning
grammatical rules. It also helps them to share knowledge and entertains students.

B. Limitation of the Problem

After identifying the problem, the researcher would like to limit the problems that will be
analyzed. In this research, the writer will focus on the influence of using Snake and ladder
game towards Students Present Continuous Tense Mastery at The First Semester of Eighth
Grade of SMP PangudiLuhurBandarlampungin the Academic Year of 2016/2017.

C. Formulation of the Problem

Based on the background of the problem above, In this research, the formulation of the
problem is formulated as follows:
Is there a significant influence of Snake and Ladder game towards Students Present
Continuous Tense mastery at the First semester of the eighth grade of SMP
PangudiLuhurBandarlampungin the academic year of 2016/2017 ?

D. Objective of the Research

Based on the formulation of the problem, the objective of the researchis to know whether
there is a significant influence using Snake and Ladder game towards Students Present
Continuous Tense mastery at the First semester of the eighth grade of SMP
PangudiLuhurBandarlampungin the academic year of 2016/2017.

E. Scope of The Research

The scopes of the research are as follows:
1.Subject of the Research
The subject of the research is the students of First semester students of eighth grade of
SMP PangudiLuhurBandarlampung in the academic year of 2016/2017.

2.Object of the Research

The object of research is the Snake and Ladder game and students present continuous
tense mastery.

3.Place of Research
The research will be conducted at SMP PangudiLuhurBandarlampung.

4.Time of Research
The research will be conducted of First Semester ofEighth Grade of SMP
PangudiLuhurBandarlampung in the academic year of 2016/2017.

Chapter II FRAME OF THEORY

A. Teaching English as a Foreign Language

Teaching English as a foreign language is the process of helping someone to learn
English which is neither the language that he uses as his mother tongue, nor the second
language which he uses in his daily life for communication that influenced by ideas on
the nature of English and the learning conditions.In teaching English, the teacher should
 be able to create a comfortable class and use creative techniques so the students will be
interest in learning English.

B. Grammar
The grammar is one of rule that used to an important component in the use of language
which contains the rules in forming the structure of language.

C. Tense
Tense is a grammatical category that serves to locate situations in time; it is the basic
grammatical category that, together with lexical and other indications of ordering in time,
enables the hearer to reconstruct the temporal relation between the speech situation and
the situation described in a sentence and to reconstruct the relative order of situations
described in a text

D. The Concept of Present Continuous Tense

Present Continuous Tense is tense that expresses an activity that is in progress (is
occurring, is happening) right now.

E. The Concept of Present Continuous Tense Mastery

Present Continuous Tense mastery is someones mastery to recognize and use Present
Continuous Tense in positive, negative, and interrogative from by using the right kind of
to be (is, am, are), in accordance with the subject plus V-ing and also using the time
signals accurately.

F. Concept of of Approach, Method, and Technique

approach describes how the people get the knowledge to achieve the successful in
language learning. A method is the partial realization of an approach.Technique is the
activity takes place in learning process.Based on the statements above, in order to solve
the problem in learning English.Snake and Ladder game are one of technique in
teaching learning process.

G. Snake and Ladder game

Snake and Ladder game in this research is a kind of technique for teaching grammar,
especially present continuous tense by asking the students to play the modified Snake and
ladder board game by Felicity and Katie where they take turn to make a move based on
the number shown on the dice, then to make a sentence in Present Continuous Tense form
based on the verb word and picture provided on the board.
H. The Procedures of Teaching Learning Present Continuous Tense through Snake
and Ladder Game
1. Divide the students into groups of three or four. Give each group a copy of the
board, a dice, and a set of counters.
2. Playing the game:
a. Students take turns to throw the dice and move their counter along the
squares.
 b. When they land on a square, they make a sentence about a student in the
group using the picture and the word in the square, e.g. Marco, I think you go
swimming.
c. The other students have to decide whether the sentence is grammatically right
or wrong.
d. If the sentence is right, they stay where they are. If it is wrong, they go back
two squares.
e. If a student arrives on a square with a ladder, they may go up the ladder if they
make a grammatically correct sentence.
f. If they arrive on a square with a snakes head, they go down the snake.
g. The winner is the first student to reach square 30.

there are some the advantages and disadvantages of using the Snake and Laddergame they
are as follows:
a. The strengths of Snake and Ladder game
There are two advantages that can be gained through the use of Snake and Ladder Game
in teaching Present continuous tense. They are, as follows:
1. Snakes and Ladders game makes the students become active at the time of
teaching and learning activities in the classroom.
2. Give the positive impact on students social intelligence that the students becomes
good in team work.
b. The weaknesses of Snake and Ladder game
The weakness of using Snake and Ladder Game are
1. Takes much time.
2. The students sometimes are not serious in playing the game if the teacher did not
supervise them carefully
I. Concept of Lecturing Technique

Lecturing technique is a teaching technique where an instructor as the central, focus on

information transfers and present information for the students to learn.

J.The Procedures of Teaching Learning Present Continuous Tense through Lecturing

Technique.
These are the procedures to teach present continuous tense by using lecturing technique.
1. Presentinginformation, in the learning process the teacher as a central for the
students to get information, the teacher explains what they will learn.
2. Clarifyingtopicsandissues, the teacher tells the students what is present
continuous tense by encouragingstudentstothinkaboutthepresent continuous
tense.
3. The teacher asks the student to make a sentences
4. Finally, the teacher will ask the students to collect their work.1

1
Ken Stafford, Mavis Kelly, An Introduction to Lecturing, 1993. Available at
http://teaching.polyu.edu.hk/datafiles/R18.pdf accessed (Friday, May 20, 2016)
 K. The Strength and Weakness of Lecturing Technique
a. The Strength of Lecturing Technique
There are advantages that can be gained through the use of Lecturing Technique in
teaching Present continuous tense. They are, as follows:
1. Presents factual material in direct, logical manner
2. Contains experience which inspires
3. Stimulates thinking to open discussion
4. Useful for large groups2

b. The Weakness of Lecturing Technique

The weakness of lecturing technique in teaching Present continuous tense. They are, as
follows:
1. Experts are not always good teachers
2. Audience is passive
3. Learning is difficult to gauge
4. Communication in one way3

L. Frame of Thinking
Based on the frame of theories above, the aim of teaching English and encourage students
motivation in learning English, especially present continuous tense assumes that using Snake
and Ladder game technique can give influence to the students present continuous tense
mastery.

M. Hyphotesis
The term hypothesis as used in research refers to a prediction of resultmade before a study
commenced. In this study, the writer formulates the hypotheses of this research as follows:
Ho : There is no significant influence of using Snake and Ladder game toward students
present continuous tense mastery.
Ha : There is a significant influence of using Snake and Ladder game toward students
present continuous tense mastery.

Chapter III Research Method

A. Research Design

In this research, the researcher will use experimental design. Experimental design is the
general plan to carrying out a study with and active independent variable. In experimental
design, the researcher will usequasiexperimentalresearchdesign,Quasi-experimentsinclude

2
https://socialwork.buffalo.edu/content/dam/socialwork/home/teaching-
resources/Strengths_of_teaching_Methods_handout.pdf accessed on April 22, 2016 at 09.05 AM

3
Ibid
 assignment, but not random assignment of participants togroups. This is because the
experimenter cannot artificially create groups for the experiment.
In this research, the researcher uses post-test only design because the researcher has got the
pre-test data from preliminary research about students present continuous tense mastery. So
the researcher does not need to use pre-test to know students present continuous tense
mastery. Creswell states that a pre-test provides a measure the students ability before they
receive the treatment.4 In this research, theresearcher will give the post-test to the students to
know their present continuous tense mastery after giving treatment through Snake and Ladder
game. The post-test will be conducted for control and experimental class.

B. Variable of the Research

In this research there are two variables, they are:
1. Independent variable is using Snake and Ladder game (X)
2. Dependent variable is students present continuous tense mastery (Y)

C. Operational definition variables

The operational definitions of variables are as follows;

1. Snake and Ladder game in this research is a kind of technique for teaching grammar,
especially present continuous tense by asking the students to play the modified Snake and
ladder board game by Felicity and Katie where they take turn to make a move based on
the number shown on the dice, then to make a sentence in Present Continuous Tense form
based on the verb word and picture provided on the board.
2. Students Present Continuous Tense mastery is someones mastery to recognize and use
Present Continuous Tense in positive, negative, and interrogative from by using the right
kind of to be (is, am, are), in accordance with the subject plus V- ing and also using the
time signals accurately. It is indicated by the score achieved from a multiple choice.

D. The Population, Sample, and Sampling Technique

1. The Population

In this research, Population of this research is the students at first semester of eighth grade
SMP Pangudi Luhur Bandarlampung in the academic year of 2016/2017. The population of
this research consists of 107 students including three classes.

From the table on page 40 ,it can be concluded that the total of VIII A are 35 , VIII B are 38
and VIII C are 34. So, the total students from three classes are 107.
2. Sample
The sample of the research will be two classes, one class as the experimental class and
another as the control class. Because there are three classes of eighth grade at SMP Pangudi

4
John W. Creswell, Educational Research : Planning, Conducting, and Evaluating Quantitative and
Qualitative research 4th edition, (Boston: Pearson Education, 2012),, p. 297
Luhur, the researcher will take two classes. One class as the experimental class and the other
one as the control class.

3. The Sampling Technique

In getting the sample from population, the researcher will use cluster random sampling.
Fraenkel and Wallen say that the selection of groups, or cluster, of subjects rather that
individuals is known as cluster random sampling.5 The steps as follows :
1. The experimental and control class are chosen randomly by using a small piece of
paper.
2. The name of each class is written in a small piece of paper and then the papers put in
a glass then rolled and shaken.
3. The first paper is an experimental class and the first paper is control class.

E. The Instrument of the Research

In this research the instrument is post test. The post test is multiple choices with four choices.
The post test will be in the form. This post-test will be aimed at measuring the students
present continuous tense mastery. The instrument of post-test is a test to comprehend present
continuous tense form and its function.

In addition, the researcher will use the objective test, that will be multiple choice test
consisting of 40 items with four options that A, B, C, and D. Therefore, the score will range
from 0 to 100.

The acquirements or the aspects in present continuous tense test are positive form, negative
form, interrogative form, and time signal.

F. The Research Procedure

In conducting this research, the researcher will apply some procedures as follows;
1. Finding the subject of research
The researcher chooses the students of eighth grade of SMP Pangudi Luhur
Bandarlampung as a subject of the research. There are two classes will be subject of the
research. One class is experimental class and another is control class.

2. Designing the instruments of the research

The instrument of this research is test. The students will get the same instrument for
both classes.

3. Trying out the test

Try out conducts to identify how accurate and effective the test before they use to
collect the data of the research and identified whether the test can be administrated or

5
Ibid, p.95
 not. The researcher did the try out to the students of eighth grade of SMP Pangudi Luhur
Bandarlampung.

4. Conducting treatment
Treatment will be given in three meetings. In the treatment, the researcher as the teacher
is going to teach the students using Snake and Ladder game. The students are given the
activity about Snake and Ladder game that there are verbs and pictures each squares.
Each square provides verb 1 and pictures that appropriate verb. Then the students have
to change which place their pawns stop.

5. Administrating the post test

Post-test will be conducted after the treatments. This test is aimed to know the students
present continuous tense mastery after having the treatment. In this test, the students will
be given about present continuous tense questions.

6. Analyzing the result of post-test

In analyzing the result, the researcher is going to compare the result of post-test between
experimental and control class to see whether the post-tests score of experimental is
higher than control or not.

G. Data Analysis
the researcher is going to analyze the data by using t-test. There are two tests that must be
done before analyzing the data by using t-test. The tests consist of:

1. Fulfillment of the Assumptions

Parametric statistical significance tests, such as analysis of variance and least
squares regression, are widely used by researchers in many disciplines, including,
statistics parametric tests to produce accurate results, the assumptions underlying
them such as normality and homogeneity test must be satisfied.6

a. Normality Test
The Normality is used to know whether the data, in experimental and control class,
has the normal distribution or not. In this research, the researcher used statistical
computation by using SPSS (Statistical Package for Social Science) for normality
of test. The test of normality employed are Kolmogorov Smirnov and Shapiro
Wilk.
The hypotheses formula are :

H0 = The data have normal distribution.

Ha = The data do not have normal distribution.

While the criteria acceptance or rejection of normality test are:

H0 is accepted if Sig. > = 0.05

6
M. Erceg-Hurn, Modern Robust Statistical Method. (Crawley: American Psychological Association, 2008)
, p. 591
 Ha is accepted if Sig. < = 0.05

b. Homogeneity Test
Homogeneity test is used to determine whether the data obtained from the sample
homogeneous or not. In this research, the researcher used statistical computation by
using SPSS (Statistical Package for Social Science) for homogeneity of test. The test
of homogeneity employing Levene statistic test.
The hypotheses are :

H0 = The variance of the data is homogeneity

Ha= The variance of the data is not homogeneity

While the criteria acceptance or rejection of homogeneity test are:

H0 is accepted if Sig. > = 0.05

Hais accepted if Sig. < = 0.05

2. Hypothetical Test
After the researcher knows that the data is normal and homogeneous, the data will be
analyzed by using T-test in order to know the significance of the treatment effect.
The researcher will use SPSS (Statistical Package for Social Science) to process the data
in normality test, homogeneity test, and t-test.
While the criteria acceptance or rejections of hypothesis test are:
Ha is accepted if sig < = 0.05
Ho is accepted if sig > = 0.05

The hypotheses are:

Ho : There is no significant influence of using Snake and Ladder game toward
students present continuous tense mastery at first semester of eighth grade of SMP
Pangudi Luhur Bandarlampung in the academic year of 2016/2017.
Ha : There is a significant influence of using Snake and Ladder game toward
students present continuous tense mastery at first semester of eighth grade of SMP
Pangudi Luhur Bandarlampung in the academic year of 2016/2017.

Okay, thats all the explanation about my research. Now, its the time for moderator, please!