ACKNOWLEDGEMENTS
This thesis could not have been completed without the help,
encouragement and support of a number of people who all deserve my sincerest
gratitude and appreciation.
First and foremost, I wish to express my deepest gratitude to my
supervisor, Mrs. Nguyen Thi Hoa, M.A, for her training, guidance, and
encouragement in the preparation and writing of this minor thesis. This thesis
would not have been completed without her help from the period when this was
in the commencing stage.
Secondly, I would like to thank the teachers in the Foreign Department,
who supported my study, created the best conditions for me to do my thesis.
Many thanks are given to our friends and colleagues for introducing and
providing me with materials to carry out this study.
My special thanks also go to the English teachers and students of class
10A4 at Phong Chau high school for their willingness to take part in my training
strategy scheme. Without their help, this study could not have been fulfilled.
I am also heavily indebted to my family – my parents and my sister. They
were always by my side to give me continual support and encouragement for all
that I did.
Finally, other big thanks from me to all others who directly or indirectly
supported me during the period I implemented this minor thesis.


ABSTRACT
This study was conducted as an action research in which students were
taught on how to process grammar deeply by applying games as supplementary
activities in English grammar teaching and learning.
The study first aimed to find out the situation of teaching and learning
English grammar of class 10A4 students at Phong Chau High School, and then
to find out the difference between using and not using games in teaching and
learning English grammar for class 10A4 students through experiments. For the

Table 3. Students’ time for learning grammar at home
Table 4. Students’ comments on teachers’ frequency of using

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grammar games
Table 5. Result of the test before experiment
Table 6. Feedback questionnaire of class 10A4 students after

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experiment
Table 7: Result of the test after experiment
Table 8: The comparison between pre-test and post-test

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TABLE OF CONTENT
PART A: INTRODUCTION..................................................................................1
1. Rationale............................................................................................................1


2. Previous research about using games in teaching and learning English
grammar.................................................................................................................3

CHAPTER 2: RESEARCH METHODS.............................................................20
2.1. The subject and object of the study..............................................................20
2.1.1. The subject of the study.............................................................................20
2.1.2. The object of the study..............................................................................20
2.2. Research methods.........................................................................................20
2.2.1. Methods of the study.................................................................................20
2.2.2. Data collection instruments.......................................................................20
CHAPTER 3: THE CURRENT SITUATION IN APPLYING SOME GAMES
IN TEACHING ENGLISH GRAMMAR TO STUDENTS OF CLASS 10A4 AT
PHONG CHAU HIGH SCHOOL.......................................................................25
3.1. A general overview of Phong Chau high school and class 10A4 at Phong
Chau high school.................................................................................................25
3.1.1. Phong Chau high school............................................................................25
3.1.2. Class 10A4 at Phong Chau high school....................................................26
3.2. Discription about English basic textbook of grade 10..................................26
3.3. Descriptions of grammar points in English basic curriculum of grade 10...27
3.4. Findings from the current situation..............................................................28
3.4.1. Results from questionnaire........................................................................28
3.4.2. Results from interview..............................................................................32
3.4.3. Results from the test (before experiment).................................................33
3.4.4. Results of class observation.......................................................................34
3.5. Suggesting some games to apply in teaching English grammar to class 10A4
at Phong Chau high school..................................................................................36


3.5.1. Matching game..........................................................................................36
3.5.2. Arranging game.........................................................................................36
3.5.3. Guessing game...........................................................................................37
3.5.4. Role – play.................................................................................................37
CHAPTER 4: EXPERIMENT AND RESULTS.................................................37

it is an international language and is one of the most popular and most spoken in
the world . It plays an important role in everyday life, helping us communicate
and exchange with other countries in the world. When talking about the
importance of English, Dr. Karin (2012) said that: “English is the official
language and the main language of trade and commerce worldwide”. In fact,
English is the official language of more than 53 countries and territories, the
official language of the EU and the third most widely spoken language in the
world after the Chinese and Spanish. Moreover, English is spoken by more than
400 million people in the world as a mother tongue, more than one billion
people use English as the second language, developed countries around the
world are proficient and popular. In Vietnam, English is being taught at every
educational level.
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 different
rules. Besides, traditionally, many teachers approach grammar teaching very
seriously, making the lessons dull and uninteresting. Therefore, students usually
feel tired and bored during grammar lessons and then they are not motivated to
study. However, as one of language components, grammar is very necessary and
nobody can refuse the importance of learning this skill. According to William
Somerset Maugham (1938), he indicated that “It is necessary to know grammar,
and it is better to write grammatically than not, but it is well to remember that
grammar is common speech formulated.”, “Grammar is the structural 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 the way we and others
use language. It can help foster precision, detect ambiguity, and exploit the


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richness of expression available in English”. In addition, Kay (1987) stated that

When researching about using games in teaching and learning English
grammar, Arda Arikan (2007) researched about “The effectiveness of using
games in teaching grammar to young learners” with the main aim is to explore
the effectiveness of using games when teaching grammar to young learners.
English language teachers’ opinions are collected through a questionnaire and
the results demonstrate that EFL teachers have a range of conceptions about
using games in grammar teaching. The study suggests that while EFL teachers
accept the effectiveness of games’ application in teaching grammar, they don’t
use games as frequently as expected in their classrooms.
2.2. In Viet Nam
Han Thi Luong (2009) studied about “The application of games in
grammar review lessons”. The study consisted of a survey with the involvement
of 8 teachers and more than 200 students from three high schools and an
experimental project with 82 students within three months. The results showed a
dramatic improvement of students’ ability in using grammatical knowledge in
written tests and oral performance as well.
In 2005, Tran Vu Nguyen in “How to teach grammar communicatively”
which was carried out at Nong Lam university with the involvement of 100
students and 10 teachers, suggested ways for students to present and practice
learning new grammatical rules communicatively at the same time. He carried
out included games that played an important part in teaching grammar
communicatively. Moreover, it also emphasized that game is a vital part of a
teacher’s equipment because they provide not only practice but also an amusing
and challenging receipt from other classroom activities.


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2.3. Existing problems
According to the above previous studies, the researcher sees that the
authors of those studies only focused on the effectiveness and necessity of the

after investigation, this study adopts theoretical method, data analysis and
experimental method.
5.2. Data collection instruments
To identify the problems, the study has been carried out with the data
collected from different instruments:
5.2.1. Survey questionnaires
Reasons for choosing survey questionnaires: To collect information about the
situation of teaching and learning English grammar periods such as their
understanding of after grammar periods, teachers’ teaching methods and the
ways they learn English grammar in class and at home, their interest in grammar
lessons.
5.2.2. Interview
Reasons for choosing interview: The researcher interviews closely with the
English teachers at Phong Chau high school, especially the teachers teach
English to the class 10A4. The aim of this interview is to know the
difficulties of the teachers when teaching English grammar and the teachers’
frequency using games in English grammar lessons.
5.2.3. Test
Reasons for choosing test: the tests are divided into two stages: the first test
for students when starting the research to assess students’ knowledge about
English grammar through doing exercises before experiment (pre- test) and the
second test after the experiment (post- test) to assess the effectiveness of using
games when applied in teaching and learning English grammar.
5.2.4. Classroom observation
Reasons for choosing classroom observation: to record more information
from teachers and students during lessons.


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6. Hypotheses

PART A is the INTRODUCTION. In this part, the rationale, previous research,
research purpose, research questions, research methods, research hypothese,
significance of the study, the scope of the study, participants of study and also its
design are presented.
PART B is the MAJOR CONTENT which includes 4 chapters.
Chapter I deals with the theoretical background that is relevant to the
purpose of the study: English grammar and language games.
Chapter II can be seen as case study in some research methods. It
includes reasons for choosing these methods as well as their procedure. Besides,
this chapter includes some data collection instruments that are necessary for
these methods.
Chapter III is some current situations as well as some findings concluded
from the data analysis. From the current situations, the researcher suggests some
solutions.
Chapter IV is doing experimental teaching in which some suggestions on
using language games are made in teaching English grammar to class 10A4 at
Phong Chau High School and some sample language games exploited during all
stages of the lessons are provided as well as some results after doing
experimental teaching.
PART C is the CONCLUSION which includes the summary of the study,
limitations of the study, suggestions for further study, main findings,
implications and conclusion of the study.
REFERENCES and APPENDICES are presented in the last pages of the study.


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PART B: MAJOR CONTENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. An overview of English grammar
1.1.1. Definition of English grammar

techniques are embedded in meaningful, communicative contexts then
contribute positively to communicative goals and they also promote accuracy
within fluent communicate language use.
Secondly, according to Smith (2001), if teachers neither pay attention to
grammar nor create opportunities for learners to improve grammar, learners are
likely to stand the risk of fossilization or reach a point where they can cope with
level of communication that is demanded of them by making use of their
existing grammatical resources and communication strategies and probably with
sufficient fluency. Surely, they do not see the need to develop their linguistic
abilities any further.
In favor of the importance of grammar, Larsen – Freeman (1986) 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, they need also
develop an ability to do something. They must have a chance of learning
situations to overcome the knowledge problem. It is true to say that grammar is
the fifth skill besides four skills reading, writing, speaking, and listening. Skill
development as well as learning grammar takes practice. Grammar might not be
taught only when the students already possessed the knowledge and the ability
to use the grammar item in speech, writing and listening comprehension. In fact,
grammar is the basis for mastering four language skills. When we have concrete
foundation of grammar, we feel easy to advance.
In general, grammar is acknowledged to be of importance in language
study and in language teaching and learning in particular. Grammar is acquired
naturally from meaningful input and opportunities to interact in the classroom.
More especially, learners can improve their grammar competence in a suitable
environment without conscious focus on language forms. However, this partly
depends on the learning circumstances. As a result, grammar teaching gains its


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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 which are similar to one another but
not exactly alike”. Hadfield (1987) also classified language 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 products
found 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 to
guess 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 into
this category.
Labeling games: These are form of matching, in that 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 students
playing roles that they do not play in real life, such as dentists, while simulations
can 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 normally
scripted performances, whereas in role plays and simulations, students come up
with their own words, although preparation is often useful.
Another distinction among games is that between competitive games and

well as for the students.


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1.4. When games should be used
Games are mostly thought to be used after studying all of the content of
lessons or at the end of the lessons to creature fun, or games are used when there
is 12 not anything more to do in class. However, Lee (1979) disagreed with this
point of view and stated that “games should not be regarded as a marginal
activity, filling in odd moments when the teacher and class have nothing better
to do”. In other words, games should be carried out in the lessons and should not
be considered as sided activities. Thus, Rinvolucri (1990) claimed 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 diagnostically
how 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.
Moreover, choosing and applying appropriate games into specific
situations is also important. Unconsciously, finding a game that satisfies all of
the needs of the learners is quite difficult; thus, teachers’ preparation should be
taken into consideration. After that, when teachers implement games in lessons,
they should introduce its rules and give instructions to the learners directly and
simply. Even teachers may take advantage of using the mother tongue to give
explanation since when students understand what they need to do in the games,
they can achieve educational purpose in playing it. In addition, when games are
playing, if students make mistakes, teachers should not interrupt a game to
correct the mistakes. Instead of that, “interruptions should be as infrequent as
possible so as not to detract from the student’s interest in the game. An
alternative to immediate correction is to make note of errors and discuss them
when the game is over” (Celce-Murcia (1979)). In other words, interruptions

Bob Obee (1999) remarked in his book that classroom games and
language games in particular help learners to proceduralise their grammar
knowledge in ongoing communicative situations.


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Aydan Ersoz (2000), author of "Six Games for the ESL/EFL Classroom"
also explains more reasons why games do work for teaching grammar. 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 that are amusing and challenging are highly motivating.
- Games allow meaningful use of the language in context.
While games are motivating for the students, probably the best reason,
according to Saricoban and Metin (2000), to use games is that "the use of such
activities both increases the cooperation and competition in the classroom."
Indeed games can be used to add excitement through competition or to create
bonding between the students, and between the students and teachers.
Students may wish to play games purely for fun. Teachers, however, need
more convincing reasons. “Teachers need to consider which games to use, when
to use them, how to link them up with the syllabus, textbook or program and
how, more specifically, different games will benefit students in different ways
(Khan, J.1996)”. The key to a successful language game is that the rules are
clear, the ultimate goal is well defined and the game must be fun.
1.6. Tips for using grammar games in class successfully
Lin Hong (1932) explained that not all games are going to work to teach
the students language skills. If the game is simply for fun and not linked to
educational goals it may not be the best use of your time. It is possible to have a
fun game that is educationally sound, however. To find out if the game is
educationally sound, Lin Hong (1932) indicated these questions:
+ Which skills do the games practice?

length of time works the best for them. Additionally, try to have everything
ready to go before the students enter the classroom. That way we can go from
activity to activity with minimal downtime. This is essential as we can lose
control of the class if we do not keep them occupied.
Expectations
Lin Hong (1932) also believed that if we notice that our class is getting
noisy or rambunctious, it’s time to change activities. Kids of this age like to be


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active; in order to balance out the energy levels in the classroom, alternate
between active activities and quiet activities.
Be careful how you use activities that require fine motor skills - or more
importantly pay attention to our expectations for activities that require fine
motor skills. Children in pre-school and early elementary are just learning to
write in their own languages. This is not the best time to expect them to write in
a foreign language as well. As they progress through elementary school,
however, you can begin using games and activities that require them to write
small amounts.
Variation
Lin Hong (1932) affirmed that we should make sure our activities appeal
to all sorts learning styles, so even when you are using games to teach grammar
we’ll want to vary the types of things you expect ourstudents to do. For preschool and early elementary grades, stick to games that use talking, listening,
looking and moving. For middle and high elementary, we can continue to use
games that use talking, listening, looking and moving and add in some games
that use writing and reading.
Going along with this same idea, think about what children learn from the
easiest. Television commercials are short and catchy and the most memorable
are the ones that are repeated often. Keep these characteristics in mind when we
are teaching grammar to your students - incorporate these characteristics into