Using Personalized Monopoly Board Games to Improve Students' Comprehension in Forming Comparatives and Superlatives
DOI:
https://doi.org/10.26418/jefle.v1i2.43748Abstract
From a writing test done in the previous academic year, it was identified that students generally showed lack of understanding on the comparatives and superlatives form of adjectives. Students often mixed up and put them in wrong contexts. From the teacher"™s reflection, it was found out that a more creative and active learning environment is needed to enhance the learning of comparatives and superlatives. Thus, the lesson was then improvised with the use of board games to promote active learning. This quasi experimental study was conducted to examine the effect of board games in forming the comparatives and superlatives. About 80 participants from SMP Bruder Pontianak were involved in this study. Finding showed positive result in the student"™s achievement: 75% of the respondents in treatment group obtained better score compared to their pre-test results. Students also showed good responses toward its implementation. In conclusion, teaching comparatives and superlatives is effective to improve student"™s understanding.
Keywords: Monopoly board game, comparatives and superlatives, adjectives
References
Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233.
Cook, L. S. and Olson, J. R. “The Sky's the Limit: An Activity for Teaching Project Managementâ€. Journal of Management Education. vol. 30(3), pp. 404-420, 2006.
Catapano, J. (n.d.). Teaching Strategies: What Students Might Learn from Playing Board Games. Retrieved from https://www.teachhub.com/teaching- strategies-what-students-might-learn-playing-board-games
Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155- 170. doi: 10.1080/14682753.2015.1041807.
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence- based inquiry (7th ed). New York, NY: Pearson.
Treher. E.N. 2011. Learning with Board Games. The Learning Key Inc.
Vigil-Cruz, S.C. 2005. Research on Comparative Effectiveness of the PHARM Game® and other Teaching Tools, University of Connecticut, School of Pharmacy.
Downloads
Published
Issue
Section
License
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
